«Constructive motor training as the basis of future sports specialist' professionalism and the ways of its perfection»

Introduction. Realization of a qualitatively new perspective approach to perfection of the system of vocational training in physical education and sport assumes training of specialists on the basis a harmonious development of individual′s special, professionally important skills and qualities.

Despite a wide range of researches in the field of professional pedagogical training, the questions of working out the technologies directed to perfection of constructive motor fitness, as an integral part of sport teachers′ skills, were not practically examined. Though the orientation, pithiness and productivity of specialists′ pedagogical activity and the whole process of physical education depend much on this component of professionalism.

We have assumed that introduction of the constructive motor training technology, taking account of various sports specializations and methodical features of fitness aerobics, will allow to raise not only the efficiency of sports teachers′ motor training, but also the level of didactic preparedness of students of physical culture higher educational establishment as a whole.

Methods. In our research we applied psycho- pedagogical testing of main types of motor memory, medico – biological testing with the use of electroneuromyography and a multi-joint Biodex complex and the methods of mathematical statistics. During the experiment experts ́ estimation was made. The subjects of the pedagogical experiment were four-year students of the specialization «Physical Culture and Sport». The experiment was carried out at the lessons of musical rhythmics and shaping.

Results. The findings of preliminary researches have allowed to prove theoretically the experimental technology of constructive motor training in physical education schools with the account of distinctions of sports specializations and to work out a block modular system of educational tasks which allows to develop students′ both motor and constructive skills at the same time.

Each of the worked out modules in the system of problem tasks of various complexity took into account the specifics of professional pedagogical activity, the skill being formed and the features of displaying motor memory components and assumed its forming with the account of memory criteria.

More than 500 motor instructions have been developed and approbated for training constructive motor skills of high quality. The differences in constructive motor training of female students of experimental and control groups lay in the fact that all the tasks were given to the examinees in the former group with the account of the developed motor memory components typical for their sports specialization, and in the latter group they were not taken into account.

The basic criteria of the developed technology productivity were quantitative and qualitative indexes of changes in the constructive motor fitness of 4–year students and the degree of reliability of distinctions in the examined groups.

The qualitative criteria of the estimation of our technology productivity were the indexes of the developed constructive skills application. The comparative analysis has shown that there were reliable distinctions in all the skills estimated by experts in the confrol and experimental groups.

The Contructive competence of the experimental group‘s students is 13, 5 % higher than in the control group. The analysis of quantitative indexes of constructive activity of students conducting fitness aerobics lessons has shown that the best4 –year students were able to approximate World Class instructors‘ model characteristics in the basic components.

Conclusion. Thus, the application of the constructive motor training experimental technology at musical rythmics and shaping lessons has resulted in considerable increase in both quantitative and qualitative indexes of 4-year studnts' professional preparedness at Vilikie Luki State Academy of Physical Education and Sport. The introduction of problem tasks into the practice of constructive training, which allowed to consider the distinctions in development of motor memory components in students of different sports specializations, promoted reliably significant changes not only in students‘ constructive motor competence, but also in their didactic preparedness as a whole demonstrated by them at their educational practice.

O.I. Tumanova, T.A. Antonova