The article deals with the mechanisms of formation of volitional qualities of young athletes in the process of judo training. Based on the analysis of scientific and methodological literature, an attempt is made to rank various volitional qualities according to the degree of importance for junior schoolchildren involved in judo. The materials of the article reveal the mechanisms of the positive influence of judo classes on the formation of volitional qualities that are significant for children of primary school age, which allow them to achieve sports success.
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List of references The influence of judo lessons on the development of volitional qualities of young athletes
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The article is devoted to the actual problem of the development of volitional behavior and volitional qualities of the personality in first-graders with mental retardation. An original psychodiagnostic complex for the study of volitional behavior is presented, which makes it possible to effectively study the features of the development of the emotional-volitional sphere of the personality of primary schoolchildren with a delayed type of dysontogenesis. The authors consider the features of the implementation of volitional efforts by children in conditions of an external distraction and monotonous activity. The study examines the manifestation of some volitional qualities of the personality of first-graders with a norm and mental retardation (independence, discipline, perseverance, endurance). The typological features of manifestation of volitional behavior and volitional qualities of the personality in first-graders with mental retardation in comparison with normally developing first-graders are revealed. The main correctional and developmental areas of work in relation to volitional behavior of children with mental retardation are determined.
first graders
impaired mental function
volitional behavior
volitional effort
independence
discipline
persistence
excerpt
1. Vinogradova A.D., Lipetskaya E.I., Matasov Yu.T., Ushakova I.P. Workshop on the psychology of a mentally retarded child. - M .: Education, 1985 .-- 144 p.
2. Vysotsky A.I. Volitional activity of schoolchildren and methods of studying it. - Chelyabinsk: Chelyab.GPI, 1979 .-- 69 p.
3. Dubrovina I.V., Akimova M.K., Borisova E.M. School psychologist workbook. - M .: Education, 1991 .-- 303 p.
4. Kisova V.V., Semenov A.V. Collaboration as a psychological and pedagogical condition for the socialization of preschoolers with mental retardation // Fundamental research. - 2014. - No. 12-4. - S. 882-886.
5. Kisova V.V., Kuznetsov Yu.A., Semenov A.V. On some psychological aspects of the modern Russian education system // Bulletin of the Nizhny Novgorod University. N.I. Lobachevsky. - 2013. - No. 5-2. - S. 81-85.
6. Koneva I.A., Karpushkina N.V. Focus on personal development of children and adolescents with disabilities in inclusive education // International Journal of Applied and Fundamental Research. - 2015. - No. 12-8. - S. 1526-1528.
7. Semenov A.V., Kisova V.V. Cooperation as a form of innovative developmental education // Bulletin of the Nizhny Novgorod University. N.I. Lobachevsky. - 2014. - No. 3-4. - S. 186-188.
8. Sorokoumova S.N., Kisova V.V. Formation of the foundations of educational cooperation with adults and peers in older preschoolers with mental retardation // Defectology. - 2015. - No. 4. - S. 63-74.
The process of the transition of children from preschool to primary school age is recognized by all specialists in the field of psychological and pedagogical science as one of the most important periods of the formation of their personality (T.Yu. Andrushchenko, E.Z.Basina, E.A. K.N. Polivanova, B.D. Elkonin and others). The ability of a novice student to purposefully and consciously manage his behavior and activities becomes a necessary condition for his full mental and social development. The formation of arbitrariness and will is put forward in a number of priority tasks of psychological and pedagogical support of first graders.
This problem becomes even more urgent in relation to junior schoolchildren with mental retardation (PD), in the structure of the violation of which various deviations in the emotional-volitional sphere occupy a central place. In the works of A.D. Vilshanskaya, S.A. Domishkevich, E.L. Indenbaum, I.A. Korobeinikova, U. V. Ulyenkova and other researchers emphasize that the behavior of children with mental retardation is poorly regulated by social motives. This provokes the development in them of such behavioral characteristics as the difficulty of fulfilling the requirements and requests of an adult, establishing productive interaction with peers, mobilizing self-activity when faced with difficulties in achieving goals, etc. Such behavior provides an opportunity to consolidate in younger schoolchildren with mental retardation such negative personal qualities as lack of initiative, impatience, avoidance of responsibility, increased suggestibility, inability to behave in accordance with the requirements of the situation, etc.
It is logical to assume that the identification and solution of the problems of the formation of volitional behavior in younger schoolchildren with mental retardation should begin as early as possible during their stay in an educational institution. Thus, it is the first year of schooling that should be the key period for purposeful work in this direction. The conducted review of the scientific literature allows us to state that, unfortunately, we have not found special studies devoted to the study of the characteristics of volitional behavior of first-graders with mental retardation.
Thus, the purpose of our research was to study the specific features of volitional behavior and volitional qualities of the personality of first-graders with mental retardation. The objectives of the experimental study were formulated as follows:
- identification of the ability to exercise volitional effort under the influence of an external distracting stimulus in first-graders with mental retardation in comparison with their normally developing peers (“Don't peep” technique, author IV Dubrovina);
- determination of the specifics of volitional regulation in conditions of monotonous activity in first-graders with mental retardation in comparison with their normally developing peers (“Satedness” method, author A. Karsten, modified by AD Vinogradova);
- study of the level of development of the basic volitional qualities of a person (discipline, independence, perseverance, endurance) in first-graders with mental retardation in comparison with their normally developing peers (author's modification of AI Vysotsky's methodology "Assessment of volitional qualities").
The research was carried out on the basis of the Municipal State Educational Institution "Boarding School No. 10" in the city of Nizhny Novgorod and the Municipal Budgetary Educational Institution "Lyceum No. 7" in the town of Kstovo, Nizhny Novgorod Region. The study involved 30 first-graders with mental retardation (with a diagnosis approved by the Psychological-Medical-Pedagogical Commission) and 30 first-graders with normal mental development.
The analysis of the results of first-graders with CRD, obtained by the “Don't peep” method (IV Dubrovina), allows us to say that these children demonstrate two main variants of volitional behavior under the influence of an external distracting stimulus. The first option (56.7% of subjects with CRD) can be described as follows. Children can only restrain themselves from unwanted behavior for a short time (from 45 seconds to 1 minute 45 seconds). For the entire time allotted for the experiment, the number of peeping is 5-7 times. Moreover, the number of peeping does not vary from the first to the second series of the technique, i.e. schoolchildren find it difficult to show volitional effort in the presence of an adult and in the presence of a peer.
As a means of organizing their behavior while waiting, first-graders with CRD use a large number of so-called inhibitory movements, for example, physical restriction of the ability to see the actions that an adult or another child is performing. So, most often, children additionally covered their faces with their hands, closed their eyes more tightly, covered their faces with improvised means, for example, with a leaf or a handkerchief. The presence of substitute movements is also noted when the child switches himself to another activity. These movements were both external (children straightened their clothes, hair, beat out any rhythm with their hands or feet) and internal (children smiled, muttered something silently).
The second variant of volitional behavior of first-graders with mental retardation (43.3% of children) was characterized by an increase in the time interval of volitional effort up to 2 minutes 5 seconds. The number of spying on an adult becomes significantly less than on a peer. The movements that organize behavior are both prohibitive and substitute. Moreover, replacement movements prevail.
The implementation of this technique by normally developing first-graders also revealed two variants of volitional behavior. The first option was demonstrated by slightly less than half of the control group of schoolchildren (43.3%). The average time of volitional effort in both series of experiments is about 3 minutes, the number of peeping does not exceed 2 times. The use of inhibiting movements is minimized. Substitution movements are both external and internal. As external movements, more often than others, drawing on the desk with fingers is presented, from internal movements - lip movement.
The second variant of volitional behavior was demonstrated by the majority of subjects with normal development (56.7%). In the first series of the experiment, volitional effort was demonstrated for the maximum amount of time, there was no peeping. In the second series, the time of volitional action was recorded at around 2 to 3 minutes, the number of peeping was minimal. The actions organizing the behavior were only of a substitute nature.
The results of the study by the method of A.D. Vinogradova showed that the majority of first-graders with DPD (63.3%) are restless, distracted from the task in the presence of the slightest hindrance. The task is accompanied by strong emotional stress. The quality of the work is rather low. There is no desire to achieve the goal set by an adult. The performance of the work depends on the degree of external control on the part of the experimenter.
The rest of the children with mental retardation (36.7%) included in the experimental group can perform monotonous work for quite a long time. However, the quality of its implementation does not meet all the requirements of an adult (when filling in the circles, their boundaries are violated). The accuracy and accuracy of the work is significantly reduced after a short time.
A.D. Vinogradova showed that practically all first-graders with normal mental development show a fairly high level of volitional regulation of behavior. Children show perseverance in achieving the set goal, are inclined to complete the work they have begun, are able to perform monotonous, monotonous work for a long time. However, in some cases, they lack the accuracy and accuracy of the task.
Research of the level of development of basic volitional qualities of personality among first-graders with mental retardation according to the method of A.I. Vysotsky's "Assessment of volitional qualities" in the author's modification allows us to draw the following conclusions. Most of the children in the experimental group show discipline only under conditions of constant external control from the teacher. Only one third of the subjects with DPD in the experimental group understand discipline as a necessity of school life. These first graders voluntarily follow the school routine, comply with the requirements set by the teacher. Violations of discipline by them are noted quite rarely.
Independence and perseverance in children with CRD are minimal. Most first-graders with DPD are not able to effectively organize both their educational activities and their free time. The presence of external control on the part of the teacher remains of great importance for them. Children cannot carry out purposeful activities for a long time that do not arouse their immediate interest. They rarely strive to complete the work they have begun, do not attach importance to unfinished business, since they quickly lose interest in it, especially if it causes significant difficulties for them.
Endurance is shown by first-graders with CRA only in isolated cases. If children show patience, then for a fairly short period. Behavior in difficult and conflict situations is impulsive, children do not know how to restrain their negative emotional manifestations.
The study of volitional personality traits in normally developing first-graders allows us to state their following features. Observance of discipline in the majority of subjects in the control group is characterized by voluntary and deliberate fulfillment of the rules of the school routine and basic social norms of behavior. Independence is manifested in the ability of first-graders to exercise self-control over activities and behavior, which, however, does not exclude the desire of some children for external control. The most difficult thing for children is the effective organization of their free time.
Ability to achieve a set goal, i.e. perseverance, noted in normally developing students to a lesser extent than all of the above volitional qualities. Children, even realizing the need to perform an unattractive activity or task of an adult, rarely bring the work they have begun to the end, if they find themselves in conditions of external interference or difficulties associated with the performance of the activity itself. A study of the possibility of normally developing first-graders showing endurance showed that children can restrain their impulsive manifestations only in their usual environment or conditions of activity. In the event of so-called abnormal situations, for example, a conflict, children may demonstrate non-constructive behavior, expressed in the manifestation of negative emotions.
Thus, the following conclusions can be drawn. The behavior of first-graders with DPD is characterized by minimal opportunities for the implementation of volitional effort. This is manifested in the inability to organize their behavior in accordance with the requirements of the situation, the lack of adequate means of stabilizing their own emotional state in children, and the lack of formation of motivation for volitional action. The usual form of regulation of the behavior of students with mental retardation is external control by the teacher. The study of volitional behavior in normally developing first-graders has shown that they are more capable of both self-control and volitional effort. For example, these children are more motivated to achieve a result, are able to adequately regulate their behavior in situations with difficult conditions.
The study of volitional personality traits in first-graders with mental retardation revealed that the most pronounced characteristic for them is discipline. Such qualities as perseverance, endurance and independence are manifested to a very small extent. In children with normal development, the most pronounced volitional qualities were discipline and independence. Perseverance and endurance, although they are manifested to a greater extent than in schoolchildren with mental retardation, still do not reach the maximum possible age indicators.
The results obtained allow us to speak about the need for purposeful psychological and pedagogical work on the development and correction of volitional behavior and volitional qualities of the personality in first-graders with mental retardation. It should be noted that one of the effective means of developing volitional behavior in younger schoolchildren is the formation of cooperation with adults and peers in both behavioral and activity aspects.
Bibliographic reference
Kisova V.V., Cherneeva Ya.A. DEVELOPMENT OF WILLED BEHAVIOR AND WILLED QUALITIES OF THE PERSONALITY OF PRIMARY GRADES WITH A DELAYED MENTAL DEVELOPMENT // International student scientific bulletin. - 2017. - No. 2 .;URL: http://eduherald.ru/ru/article/view?id\u003d17148 (date of access: 02/01/2020). We bring to your attention the journals published by the "Academy of Natural Sciences"
Agree, we often think about how great our life would be if everything worked out by itself, but day after day we face various difficulties. They are waiting for us at every turn. Even in order to go to the nearest store for bread, we need to persuade ourselves to get off the couch, get dressed and go out into the cold. What can we say about serious undertakings related to work or self-improvement. Nevertheless, we are moving forward, only everyone chooses his own path. Its length and speed of movement along it largely depend on how a person relates to difficulties, how much he is ready to overcome in order to achieve the goal. That is, the will and volitional qualities of the individual come into play, to which our article is devoted.
Willed personality traits and their characteristics
The strong-willed qualities of a person include:
decisiveness - the ability to quickly choose a goal and a way to achieve it, even in a difficult situation of choice, when the case is associated with risk;
purposefulness - confident movement towards a set goal, willingness to devote a lot of time and effort to achieve it;
perseverance - the ability to bring the work started to the end, not to retreat and not turn from your path to an easier one;
courage - the ability to overcome confusion and fear, even with a sober awareness of possible dangers;
discipline - a conscious submission of behavior to certain norms and rules;
endurance - self-control, the ability, with the help of willpower, to slow down actions that prevent the implementation of the plan;
independence - the ability to act alone, without looking back at others, as well as to evaluate their behavior based on their own beliefs.
Formation of strong-willed personality traits
The psychology of volitional personality traits claims that they are not innate. But it is very important to understand that they still depend on temperament, which is determined by the physiological characteristics of the nervous system. How people react to difficulties to a certain extent is related to the speed and strength of mental reactions, but in general, the development of volitional qualities of a person occurs in the process of activity and the acquisition of personal experience.
The first volitional acts can be observed at a fairly early age, when the child learns to control himself, that is, does not require the satisfaction of needs immediately at the moment of their manifestation. In the process of communication and knowledge of the surrounding world, a character is formed, and volitional qualities of a person will subsequently take one of the leading places in the personality structure.
It is possible to do something without the participation of the will only by experiencing a physiological need or a strong desire. What kind of development in such a situation can we talk about? But we are taught from childhood that besides the word “I want” there is the word “must”, and that the second is often much more important than the first. This is how we acquire the ability to study and work, to fulfill certain responsibilities every day, and also to interact with other people within certain limits.
Diagnostics of the volitional qualities of a person can take place both within the framework of a psychological examination, and by assessing the achievements and methods of reactions of the subject. Sometimes, to check the level of their development, problem situations are specially created, for example, a stressful interview when applying for a job or special tests.
Personal development is possible only in the process of overcoming obstacles. Usually, the more volitional qualities are manifested, the more successful a person's work activity, the standard of living and satisfaction from it in general.
Development of strong-willed personality traits
All volitional qualities are formed throughout a person's life and activity, and a particularly important stage in volitional development is childhood. Like all mental processes, the will does not develop by itself. And in connection with the general development of the individual. Considering the main factors that ensure the formation of volitional qualities of a personality in childhood, one should, first of all, note the role of family education. Most of the shortcomings of volitional behavior of children, whims, stubbornness observed in early childhood, are based precisely on errors in the upbringing of the child's will, expressed in the fact that parents please him in everything, satisfy his every desire, do not make demands that must be unconditionally fulfilled by them ... They do not teach him to restrain himself, to obey certain rules of behavior. The willingness to use effort is not given by itself; it must be specially taught to it. The other extreme of family parenting is overloading children with overwhelming tasks that are usually not done. Parents, wishing to raise their child to be hardworking, intelligent, who know how to behave decently in society, load their child with unbearable work. The child is often unable to overcome the task and abandons the case halfway through. Gradually, he gets used to not finishing the work he has begun, which is also a manifestation of weak will. Given the imitative nature of a child's actions, an important factor in the formation of volitional qualities is the personal example of parents, educators and other significant persons. Reading children's literature and fiction, watching films, the characters of which overcome obstacles, experience significant difficulties, but do not give up and achieve their goal, no less strongly affects the development of volitional qualities of a developing personality. The basis of the education of will lies in the systematic overcoming of difficulties in everyday life. If the child successfully copes with everyday activities, the adult should encourage him, praise, i.e. reinforce a positive habit in it. Many authors note that the development of will is associated with the regime, with the child's conscious discipline, which contribute to the formation of the corresponding volitional qualities. A large role in the development of will belongs to physical education, since, on the one hand, people are weak-willed due to their lack of sufficient strength to overcome obstacles, and on the other hand, physical exercises, competitions, teach to overcome difficulties, allow them to develop their skills overcoming. Play activity is no less important in the development of will. Active, developing games also transform the will of the child. In addition, game rules and stable actions develop such strong-willed traits as endurance, the ability to overcome one's unwillingness to act, the ability to reckon with the intentions of a game partner, and decisiveness in actions. And, of course, the activity itself has a significant impact on the development of the child's will. The volitional mobilization of younger students in educational activities is facilitated by such circumstances as the connection of the assignment with the needs and interests of students; target visibility; optimal task complexity; availability of instructions on how to complete the task; demonstration by the teacher of the student's progress towards the goal. In addition to these general recommendations, researchers are trying to find ways to form individual volitional qualities, such as courage, perseverance, determination, determination. The greatest controversy in the studies was recorded regarding courage, because it was revealed that the highest results in artistic gymnastics, which requires a high level of courage, are achieved by athletes with a low level of this quality. The researchers hypothesized that there is an adaptation to a difficult situation associated with performing a dangerous exercise. However, research has shown that it does not transfer courage to other exercises that require courage. Regarding the formation of perseverance and purposefulness, it was shown that these qualities develop on the basis of raising the child's ability to complete a feasible task. A positive role in this process belongs to significant goals, awareness of responsibility, the ability not to quit when obstacles arise. It is also important to know methods of maintaining a sense of purpose. This is achieved by specifying the goal and using the goals of students, using various means and methods of conducting classes, due to the principle of accessibility, etc. Decisiveness is formed through repeated repetition of a problem situation, where it is necessary to make a decision in terms of choice. It is also recommended to form decisiveness in a competitive environment, noting at the same time that too much importance of actions and responsibility reduce decisiveness. This can be explained by the action of the Yerkes-Dodson law. Thus, psychologists point out the possibility of purposeful formation of certain volitional qualities of a person. But it should be borne in mind that the development of the volitional sphere is uneven. You need to know and use these patterns.
44. means of communication
Communication is carried out using verbal and non-verbal means.
Verbal - these are speech means of communication (lat.verbalis - oral, verbal).
Non-verbal means are non-verbal means (facial expressions, gestures, touch, etc.).
Speech as a means of verbal communication is both a source of information and a way of influencing the interlocutor.
The structure of speech communication is: 1. The meaning and meaning of words, phrases. An important role is played by the accuracy of the use of the word, its accessibility and expressiveness. Phrases must be constructed correctly, be intelligible to the listener. Sounds and words must be pronounced correctly; intonation should be expressive and correspond to the meaning of what was said. 2. Speech sound phenomena: speech rate (fast, medium, slow); pitch modulation (smooth, sharp); tone of voice (high, low); rhythm of speech (uniform, intermittent); timbre of voice (rolling, hoarse, creaky); intonation, diction of speech. Observations show that the most attractive in communication is calm, smooth, uniform speech. 3. The expressive qualities of the voice. These include characteristic specific sounds that arise during communication: laughter, chuckling, sighing, whispering, crying; separation sounds - coughing, sneezing; zero sounds - pauses; nasalization sounds - "uh-uh", "hmm-hm", etc.
However, words, sounds and intonations in a person's daily communication make up (according to research) only 45%, and the remaining 55% are non-verbal interactions.
Various sciences study non-verbal means of communication: 1. Kinestika - studies the external manifestations of human feelings and emotions, which include: facial expressions (studies the movement of facial muscles); gesture (examines gestural movements of individual parts of the body); pantomime (studies the motor skills of the whole body - posture, posture, gait, bows); 2. Takeshika - studies touching in a communication situation (handshaking, kissing, touching, stroking, pushing away, etc.); 3. Prosemics - explores the location of people in space during communication.
In human contact, the following distance zones are distinguished: 1. Intimate zone (15-45 cm from each other), close, well-known people are allowed into it. This zone is characterized by trust, a low voice in communication, touching. Premature intrusion into the intimate zone of strangers in the process of communication is perceived by the interlocutor as an attempt on his inviolability. Studies show that a violation of the intimate zone entails some physiological changes in the human body: heartbeat becomes more frequent, adrenaline secretion increases, blood flow to the head is observed, etc. number, people on each other. However, much about such effects is not proven by science; 2. Personal or personal area (42-120 cm) - for everyday conversation with friends and colleagues, assuming only visual-eye contact between partners, participants in the conversation; 3. Social zone (120-400 cm) - usually observed during official meetings in offices, office premises, as a rule, with those whom they do not know well enough; 4. Public area (over 400 cm) - must be observed when communicating with a large group of people: in the lecture hall, at meetings, etc.
Mimicry is the movement of facial muscles that reflects the inner emotional state of a person. She is able to give true information about what a person is experiencing. Mimicry carries up to 70% of information about a person. The eyes, glance, face of a person can tell more than the spoken words. So, for example, a person trying to hide information (or giving false information) tries to turn away, not to meet his interlocutor's eyes. It is noticed that in such cases he looks directly into the eyes of his partner for less than 1/3 of the conversation time.
By its specifics, the look can be: business (fixed in the forehead of the interlocutor); secular (the gaze falls below the level of the interlocutor's eyes, to the level of his lips) contributes to the creation of easy social communication; intimate (the gaze is directed not to the eyes of the interlocutor, but to other parts of the body up to chest level) indicates a greater interest of the interlocutor in communication; a sidelong glance indicates a critical or suspicious attitude towards the interlocutor.
Individual parts of the body - forehead, eyebrows, mouth, nose, eyes, chin - express the basic human emotions: suffering, anger, sadness, fear, disgust, surprise, joy, happiness, etc. Positive emotions are recognized more easily than negative ones. The main cognitive load in determining the true feelings of a person is carried by the eyebrows and lips. It has been proven that the left side of the face often gives out emotions of a person, since the right hemisphere of the brain, which controls a person's emotional life, is responsible for the left side of the face. Positive emotions are reflected on both halves of the face more or less evenly, while negative emotions are more pronounced on the left.
Communication gestures carry a lot of information. Sign language, like speech, has words and sentences. All the huge variety of gestures can be divided into five groups: 1. Illustrator gestures (message gestures) - pointing, depicting a picture with the help of hands and body movements, signaling gestures; arm movements that connect imaginary objects together. 2. Gestures-regulators (gestures expressing the speaker's attitude to something) - a smile, a nod, direction of gaze, purposeful hand movements. 3. Signs-emblems (substitutes for words or phrases in communication), for example, hands clasped together in the manner of a handshake at chest level means "hello", and clenched and raised above the head - "goodbye." 4. Gestures-adapters (hand movements associated with human habits) - scratching, twitching, touching, stroking, sorting through objects at hand. 5. Gestures-affectors (gestures expressing certain emotions through the movement of the body and facial muscles) - a hunched over figure with a sluggish, stumbling gait, face down; flying gait with head held high, etc.
There are many micro-gestures: reddening of the cheeks, eye movement, lip twitching, an increase in the number of blinking eyes per minute.
Most often, when communicating, the following types of gestures arise that belong to different groups: a) assessment gestures (scratching the chin, stretching the index finger along the cheek, getting up, walking, etc.); b) gestures of confidence (rocking in a chair, connecting fingers into the dome of a pyramid); c) gestures of nervousness and uncertainty (tapping fingers on the table, intertwining fingers, stoop); d) gestures of denial (arms folded on the chest, body tilted back); e) gestures of location (putting a hand on the chest, intermittent touching the interlocutor); f) gestures of dominance (showing thumbs up, sharp waves from top to bottom, long gaze into the eyes of the interlocutor); g) gestures of insincerity (running eyes, turning the body away from the interlocutor, touching the nose as a disguised form of covering the mouth, etc.) ..
The ability to notice, understand and interpret the gestures of people, as well as to draw appropriate conclusions, allows you to better understand people and navigate the external environment.
45. basic methods of psychology
The basis of any science is the study of facts. The methods by which facts are obtained and clarified are called the methods of science. The methods of each science depend on its subject - on what it studies. The methods of child psychology are ways of finding out the facts that characterize the development of the child. The main methods of both general and child psychology are observation and experiment. Observation is a systematic, purposeful tracking of the manifestations of the human psyche under certain conditions. Scientific observation requires clear purpose and planning. It is determined in advance what mental processes and phenomena will interest the observer, by what external manifestations they can be traced, in what conditions the observation will take place and how it is proposed to record its results. The peculiarity of observation in psychology is that only facts related to external behavior (movements, verbal statements, etc.) can be directly seen and recorded. The psychologist is interested in the mental processes and phenomena that cause them. Therefore, the correctness of the observation results depends not only on the accuracy of registration of the facts of behavior, but also on their interpretation - the determination of their psychological meaning.
The main difficulty of observation is that it is difficult to single out the main thing in behavior and not replace the actually observed fact with your own interpretation. The difficulties in applying this method are associated with the fact that the perception of a person is influenced by unconscious attitudes, views, attachments, the action of which he cannot control.
For example, there is evidence that observer bias increases when male researchers judge female behavior and vice versa. However, despite its difficulties, observation is an effective method of psychological research. Its most important advantage is that it allows you to see a mental phenomenon in real behavior, in real life. When making observations in child psychology, it is important that children do not notice that they are being watched on purpose. this can change their usual behavior. Therefore, the observer should get to know the children in advance. To become for them their own, familiar person. In some cases, when it is important to trace the behavior of children in the absence of an adult, covert surveillance is used. For this, television cameras or special glass are used, which are transparent on one side, and on the other opposite, facing the children, looks like a mirror.
Observations can be continuous and selective. Continuous observations simultaneously cover many aspects of the child's behavior, and are conducted over a long time. They are performed on one or more children. Continuous observations are always more or less selective: only what appears to the observer to be important, significant, especially what the observer sees as the manifestation of new qualities and capabilities in the child, are recorded. Selective observations differ from continuous observations in that they record either one side of the child's behavior, or his behavior at some specific time intervals. A classic example of selective observation is the observation of the expression of emotions in his son, carried out by Charles Darwin. The materials obtained in this case were used in the book "Expression of emotions in humans and animals." (1872) Another example is the work of the Soviet linguist A.N. Gvozdev, who for eight years daily recorded the speech manifestations of his own son and then wrote the book "Formation of the grammatical structure of the Russian language in a child" (1949). One of the types of observation in child psychology is diary observations, in which the child's behavior is systematically recorded, day after day, with special attention paid to the emergence of new forms of behavior that indicate the emergence of new mental qualities. Diaries are most valuable when they are kept by specialists, observing the development of children with whom they constantly communicate (usually their own children). Many major psychologists kept diaries of their children's development. The German psychologist W. Stern (1871-1938) used the diary entries, which he and his wife K. Stern kept, to develop and illustrate their hypotheses about the causes that influence the mental development of the child. The famous Swiss psychologist J. Piaget (1896-1980), highlighting the stages of mental development of young children, often refers to the observation of their own grandchildren.
An experiment in general psychology consists in the fact that a scientist (experimenter) deliberately creates and modifies the conditions in which the studied person (subject) acts, sets certain tasks for him and, according to how they are solved, judges the mental processes and phenomena that arise in this case ...
There are three main types of experiment: laboratory, natural and formative.
The laboratory experiment is carried out in a room specially adapted for the precise conduct of the experiment, control of all influences on the subject and the recording of his responses and actions. The psychological laboratory is equipped with special equipment, which can be very complex - specially designed installations, equipment connected to a computer - and very simple.
Sometimes paper, a pencil and a stopwatch are enough to carry out the experiment. It is important that the equipment ensures the realization of the basic qualities of the experiment.
A natural experiment proposed by the Russian psychologist A.F. Lazursky (1874-1917), suggests conducting research under the supervision of an experimenter, but in natural conditions. Both laboratory and natural experimentation can be ascertaining and formative. The ascertaining experiment reveals the facts, patterns that have developed in the course of human development. A formative experiment reveals patterns, conditions, psychological mechanisms for the development of certain qualities (abilities) of properties through their active formation. Distinctive features of the formative experiment lie in the fact that teaching children, aimed at forming or improving these mental processes and qualities, becomes a way of studying mental processes and qualities. A formative experiment, which serves as a method of psychological research, must be distinguished from a pedagogical experiment used to test the effectiveness of new programs and methods of teaching and educating children.
46. regulation of emotional states
There are a number of approaches to the theoretical substantiation of the possibilities of regulation of the emotional state.
Emotional state and adaptation
FB Berezin considered the regulation of the emotional state (ES) through the prism of mental adaptation. The nature of mental adaptation is very important, because it affects the entire adaptation as a whole. Berezin believed that the mechanisms of mental adaptation and regulation and ES lie in the intrapsychic sphere. The success of adaptation - according to Berezin - depends on the action of the mechanisms for resisting anxiety - various forms of psychological protection and compensation. Psychological protection is a special regulatory system of personality stabilization, aimed at eliminating or minimizing feelings of anxiety associated with the awareness of any conflict. Thus, the regulation of ES directly depends on the functions of psychological protection, which protect consciousness from negative, traumatic experiences of the personality. In a broad sense, this term is used to refer to any behavior, including inadequate, aimed at eliminating discomfort. Berezin identifies four types of psychological defense: - preventing the awareness of the threat factors causing anxiety; - allowing to fix the alarm; - reducing the level of motivation; - eliminating anxiety. The studies carried out revealed a natural change in the mechanisms of intrapsychic adaptation and allowed us to say that various forms of psychological defense have different capabilities to resist anxiety and other negative states. It was found that there is a certain hierarchy of types of psychological defense. When one form of defense does not help in countering anxiety, another form of defense is triggered. It was found that a violation of the mechanisms of mental adaptation or the use of an inadequate form of defense can lead to the somatization of anxiety, i.e., the direction of anxiety towards the formation of pre-morbid states, to the final breakdown of adaptation. The use by an individual of an inadequate form of psychological defense and the emergence of hyper-anxiety is always accompanied by overstrain, which is more significant in intensity than the usual motivational one. Typically, this situation results in a condition caused by a blockage of motivational behavior known as frustration. "Frustration" comes from the Latin frustra - "in vain, aimlessly, useless." Frustration for psychologists is one of the most interesting for the study of ES, caused by objectively insurmountable difficulties that have arisen in achieving a goal or solving a problem. Frustration as a syndrome of disappointment is a consequence of mental stress, which in turn is caused by the inability to satisfy a particular need. Frustration is often accompanied by internal conflicts (conflicts of motives). The incompatibility characteristic of intrapsychic conflict and the collision of opposing personality tendencies inevitably impede the construction of integral integrative behavior and increase the risk of failure of adaptation. Emotional stress (stress generated by the emotions themselves) can be associated precisely with a situation of intrapsychic conflict. The likelihood of an intrapsychic conflict is largely due to the characteristics of the cognitive sphere. Numerous studies have shown the role of cognitive elements in the development of stress, and the mismatch between cognitive elements (cognitive dissonance) leads to an increase in tension, and the greater the mismatch, the higher the tension, which leads to impaired integration of behavior. Integration of behavior is a concept closely related to adaptation - a system of interconnection between the elements of the mental structure of a person, which makes it possible to successfully solve problems in the interests of an individual's adaptation, and, first of all, to achieve consistency of his motives and the requirements of the environment. In other words, the integration of behavior is the attitude of the body and psyche to achieve specific goals. The integration of behavior is influenced by: - \u200b\u200battitudes, - a system of relationships, - role structures. Intrapsychic conflicts of attitudes, attitudes, roles can lead to disorganization of human behavior, violation of "I-image", "I-concept", self-esteem, which is accompanied by a negative emotional background. Therefore, the regulation of negative ES is not possible without the construction of integrated behavior. It is important to understand this, because various kinds of exercises for correcting ES, not supported by the formation of integrated behavior, can only provide temporary relief, create the illusion of the appearance that the problem has been solved.
Emotional state and neurosis
The main feature of neurosis is internal conflict and the confusion of mental life. Conflict is found at the core of most neuroses and is always accompanied by extremely intense experiences. Experiences can be different. For example, the feeling of one's own guilt, one's omission, as a result of which a traumatic situation arose, etc. Experiences become a source of neurosis only if they are especially significant for a person. Therefore, most intrapsychic conflicts are social. Emotional stress is most often associated with social phenomena, that is, emotional stress is an integral part of a person's social adaptation. A lot of a person's personal problems are solved by increasing his self-esteem (which was previously low) and confidence. A sense of inner confidence is the target to be guided by when working on the prevention of negative emotional states.
The ability to weigh different values
In general, values \u200b\u200bare not only (and not so much) that which has some absolute value (infinitely high price). Rather, even on the contrary: value is what is important for a person, for the sake of which he can sacrifice other values, or vice versa what he can sacrifice. One of the main ways of avoiding excessive emotional stress is the harmonious development of a person's personality, the formation of an independent worldview position. And this worldview position is not possible without the ability to weigh different values \u200b\u200bamong themselves. Yes, of course, there are values \u200b\u200b(for example, health and life are close) that are absolute. But if all the values \u200b\u200bof a person are absolute, then sooner or later he will begin serious internal conflicts, which will become very, very difficult to resolve. Therefore, one of the most important preventive measures in relation to emotional stress is to develop the ability to rationally weigh everything that is weighed.
Weakened motivation
A very strong motivation can destroy a person's activities and be the source of many negative emotions. Many people see a direct relationship between the level of motivation and performance. In fact, there is some optimum of motivation. Experiments on trained dogs in the circus have shown that both very weak and very strong motivation interferes with success. A similar effect can be seen in organizations with very high wages: it is difficult for workers who are not yet accustomed to a new salary to focus on business, because the threat of dismissal is constantly before their eyes; sooner or later, a bad mood begins to splash out on others, a showdown takes place, developing into a search for enemies, etc. You can try to remove negative ES by reducing motivation. With the help of self-persuasion, self-hypnosis, it is proved that the result is in fact not so important. The activity is interesting and valuable in itself. Plunging headlong into activity, you can escape from unpleasant thoughts. The ability to weaken motivation is greatly influenced by the ability to displace unpleasant images from consciousness. Over time, each person develops his own formula of repression ("Come on!", "Fuck it all!", "Don't give a damn!" And others).
Retreat tactics
R. M. Granovskaya proposed a method of dealing with emotional tension, which consists in pre-prepared retreat tactics (in the event of negative scenarios). Having one or more of these tactics prepared in advance reduces unnecessary excitement and makes it more likely to succeed in the priority areas. The fact is that a person under stress tends to act situationally, trying to quickly get rid of the stressor. Only some of the most important principles are taken into account, the rest are discarded. In such a situation, if it is necessary to make a choice, a person may not understand his priorities and choose an easier path, from which the situation may soon become even more confused, and the person himself may plunge into a state of strong frustration. Spare tactics greatly reduce fear of unfavorable development of events, increase confidence and form the optimal background for solving the problem.
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Will. Strong-willed qualities and their development.
Yaskov Nikita Sergeevich - Student of the Faculty of Industrial and Civil Engineering of the Academy of Civil Engineering and Architecture of the Don State Technical University.
Annotation: This article is devoted to one feature of the psyche - will. Tasks and functions of will, volitional qualities of a person and their development are considered.
Keywords: Will, human qualities, psychology.
The task of the will is to control our behavior, the conscious self-regulation of our activity, especially in those cases when there are obstacles to normal life.
The psychological structure of the volitional act
Any human activity is always accompanied by specific actions, which can be divided into two large groups: voluntary and involuntary. The main difference between voluntary actions is that they are carried out under the control of consciousness and require on the part of a person certain efforts aimed at achieving a consciously set goal. For example, imagine a sick person who hardly takes a glass of water in his hand, brings it to his mouth, tilts it, makes a movement with his mouth, that is, performs a series of actions united by one goal - to quench his thirst. All individual actions, thanks to the efforts of consciousness aimed at regulating behavior, merge into one whole, and the person drinks water. This effort is often called volitional regulation of the will.
The main function of the will is the conscious regulation of activity in difficult conditions of life. This regulation is based on the interaction of the processes of excitation and inhibition of the nervous system. In accordance with this, it is customary to distinguish two others as a concretization of the above general function - activating and inhibiting.
It should be noted that not every action aimed at overcoming an obstacle is volitional. For example, a person running away from a dog can overcome very difficult obstacles and even climb a tall tree, but these actions are not volitional, since they are caused primarily by external reasons, and not by the internal attitudes of a person. Thus, the most important feature of volitional actions aimed at overcoming obstacles is the awareness of the value of the goal, which must be fought, the awareness of the need to achieve it. The more significant the goal is for a person, the more obstacles he overcomes. Therefore, volitional actions can differ not only in the degree of their complexity, but also in the degree of awareness.
Usually we are more or less clearly aware of what we are doing those other actions for, we know the goal we are striving to achieve. There are times when a person is aware of what he is doing, but cannot explain why he is doing it. Most often this happens when a person is seized with some kind of strong feelings, experiences emotional excitement. Such actions are usually called impulsive. The degree of awareness of such actions is greatly reduced. Having committed rash actions, a person often regrets what he did. But the will of the time lies in the fact that a person is able to restrain himself from committing rash acts during affective outbursts. Consequently, the will is associated with mental activity and feelings.
Volitional qualities of a person and their development
The will of a person is characterized by certain qualities. First of all, it is customary to highlight the generalized ability of willpower to overcome significant difficulties arising on the way to achieving the goal. The more serious the obstacle that you overcome on the way to your goal, the stronger your will. It is the obstacles overcome with the help of volitional efforts that are an objective indicator of the manifestation of willpower.
Among the various manifestations of willpower, it is customary to single out such personality traits: endurance and self-control, which are expressed in the ability to restrain one's feelings when required; in the prevention of impulsive and rash actions; in the ability to control oneself and force oneself to perform the intended action, as well as refrain from what one wants to do, but which seems unreasonable to be wrong.
Another characteristic of will is purposefulness. Purposefulness is usually understood as a conscious and active orientation of a person to achieve a certain result of activity. Very often, when they talk about purposefulness, they use such a concept, persistence. This concept is almost identical to the concept of purposefulness and characterizes the desire of a person to achieve a set goal, even in the most difficult conditions.
It is customary to distinguish stubbornness from persistence. Stubbornness is most often a negative quality of a person. A stubborn person always tries to insist on his own, despite the inexpediency of this action. as a rule, a stubborn person in his activities is guided not by the arguments of reason, but by personal desires, despite their failure. In fact, a stubborn person does not control his will, since he does not know how to control himself and his desires.
An important characteristic of will is initiative. Initiative is the ability to make attempts to implement ideas that have arisen in a person. For many people, overcoming their own inertia is the most difficult moment of the volitional act. Only an independent person can take the first conscious step towards the implementation of a new idea. Independence is a characteristic of will that is directly related to initiative. Independence is manifested in the ability to consciously make decisions and in the ability to resist the influence of various factors that impede the achievement of the goal. An independent person is able, critically evaluating the advice and suggestions of other people, to act on the basis of his views and beliefs and at the same time make adjustments to his actions, formed on the basis of the advice received.
Negativity should be distinguished from independence. Negativism manifests itself in an unmotivated, unreasonable tendency to act in spite of other people, to contradict them, although reasonable considerations do not give grounds for such actions. Negativism is regarded by most psychologists as a weakness of will, which is expressed in the inability to subordinate one's actions to the arguments of reason, conscious motives of behavior, in the inability to resist one's desires, leading to idleness, etc. Very often idleness is associated with laziness. It is laziness that is an all-encompassing characteristic of qualities that are opposite in meaning to the positive qualities of will.
It should be noted that the initiative shown by a person, in addition to independence, is always associated with another quality of will - determination. Decisiveness lies in the absence of unnecessary hesitation and doubt in the struggle of motives, in the timely and quick decision-making. First of all, decisiveness is manifested in the choice of the dominant motive, as well as in the choice of adequate means of achieving the set goal. Decisiveness is also manifested in the implementation of the decision. Resolute people are characterized by a quick and energetic transition from the choice of actions and means, to the very implementation of the action.
From decisiveness, a positive volitional quality, it is necessary to distinguish impulsiveness, which is characterized by haste in making decisions, thoughtlessness of actions. An impulsive person does not think before taking action, does not take into account the consequences of what he is doing, therefore he often regrets what he has done. The haste in making a decision by such a person, as a rule, is explained by his indecision, the fact that making a decision for him is an extremely difficult and painful process, so he seeks to get rid of it as soon as possible.
An extremely important volitional quality of a person is the sequence of a person's actions. The sequence of actions characterizes the fact that all actions committed by a person follow from a single guiding principle, to which a person subordinates everything secondary and secondary. The sequence of actions, in turn, is closely related to self-control and self-esteem.
The actions taken will only be performed when the person is in control of their activities. Otherwise, the actions performed and the goal to which the person strives diverge. In the process of achieving the goal, self-control ensures the dominance of the leading motives over the secondary ones. The quality of self-control, its adequacy largely depend on the self-esteem of the individual. So, low self-esteem can lead to the fact that a person loses self-confidence. In this case, a person's desire to achieve the goal may gradually fade away and the planned will never be fulfilled. Sometimes, on the contrary, a person overestimates himself and his capabilities. In this case, it is customary to talk about overestimated self-esteem, which does not allow to adequately coordinate and correct their actions on the way to achieving the set goal. As a result, the ability to achieve what was planned becomes much more complicated and more often than not, what was previously conceived is not fully implemented in practice.
Will, and most other higher mental processes, is formed in the course of a person's age-related development. So, in a newborn child, reflex movements prevail, as well as some instinctive actions. Volitional, conscious actions begin to form much later. Moreover, the child's first desires are characterized by great instability. Desires quickly replace each other and very often are vague. Only in the fourth year of life do desires become more or less stable.
At the same age, the emergence of a struggle of motives is first noted in children. For example, children of two years of age, after some hesitation, may choose between several possible actions. However, the choice made depending on the motives of the moral order becomes possible for children not earlier than the end of the third year of life. This happens only when the child can already control his behavior. For this, on the one hand, a sufficiently high level of development is necessary, and on the other, some formation of moral attitudes.
The development of volitional regulation of behavior in humans is carried out in several directions. On the one hand, this is the transformation of involuntary mental processes into arbitrary ones, on the other hand, the person gaining “control over his behavior, on the third, the development of volitional qualities of the personality. All these processes ontogenetically begin from the moment of life when the child masters speech and learns to use it as an effective means of mental and behavioral self-regulation.
Improving the volitional regulation of behavior in children is associated with their general intellectual development, with the emergence of motivational and personal reflection. Therefore, it is practically impossible to educate a child's will in isolation from his general psychological development. Otherwise, instead of will and perseverance as, undoubtedly, positive and valuable personal qualities, their antipodes can arise and gain a foothold: stubbornness and rigidity.
Games play a special role in the development of will in children in all these areas, and each type of play activity makes its own specific contribution to the improvement of the volitional process. Constructive object games, which appear first in the child's developmental age, contribute to the accelerated formation of voluntary regulation of actions.
Conclusion
The concept of "will" is used by psychiatry, psychology, physiology and philosophy. At the personal level, will is manifested in such properties, will power, energy, perseverance, endurance, etc. They can be considered the primary, basic, volitional qualities of a person. These qualities determine the behavior that is characterized by all of the majority of the properties described above. The will ensures the performance of two interrelated functions - incentive and inhibitory, and manifests itself in them. Will is understood as a complex mental process that causes a person's activity and awakens him to act in a directed manner.
The development of will in a person is associated with such actions as:
- transformation of involuntary mental processes into arbitrary;
- the person gaining control over their behavior;
- development of volitional personality traits;
- and also with the fact that a person deliberately sets himself more and more difficult tasks and pursues more and more distant goals that require significant volitional force for a long time.
Will is a person's ability to overcome obstacles, to achieve a set goal. Specifically, she appears in such character traits, purposefulness, determination, perseverance, courage. These character traits can contribute to the achievement of socially useful and antisocial goals.
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- Maidansky A. D., Fedoseenkov A. V. On the categories of quality and quantity // Problems of regional management, economics, law and innovation processes in education: IV International Scientific and Practical Conference. Volume 3. Humanities in modern education. - Taganrog, 2005 .-- 322 p.
The article is devoted to the consideration of the lesson at school as one of the forms of the development of volitional qualities in adolescents during the experimental part of the dissertation research. The author claims that a lesson in general education institutions, in comparison with other forms of using physical culture means, has a number of advantages, which are: a systematic form of physical exercises conducted in unity with other means of physical culture, the implementation of the pedagogical process under the direct supervision of a teacher, taking into account age-sex, individual capabilities of students, etc. In order to achieve the goal, throughout the experiment, the school year was divided into three stages, which allowed children to adapt and adequately perceive the load: initial, main and correctional-control. The author also notes that in the course of the experiment, the lesson acted as one of the main forms of using the means of physical culture to solve this problem, fulfilling the assigned tasks for the development of such volitional qualities as perseverance, endurance, decisiveness, initiative and purposefulness, through the implementation of educational tasks, in the fulfillment of the teacher's tasks, through the creation of a competitive environment in the classroom. The essence of the stated in the article boils down to the fact that volitional qualities in adolescents develop through the performance of physical exercises, and the lesson in this context plays an important role in their development. Consequently, only if all the conditions of the author's program for the development of volitional qualities in adolescents by means of physical culture were observed, we were able to achieve the planned result.
methods of activating the mechanisms for the inclusion of volitional efforts of adolescents in physical culture lessons
volitional qualities of adolescents
physical education lesson
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In the normative legal documents governing the activities of educational institutions of any type and kind, the development of volitional qualities in adolescents is one of the priority tasks. And this is not accidental, since their development is both “eternal” and “actual” pedagogical problem.
"Eternal" because, firstly, its decision falls on a special, adolescent age of a person, during which everything is actively formed and developed, including volitional personal qualities. Secondly, it does not have an unambiguous, “once and for all” solution, since each new generation of adolescents enters adulthood in new social conditions, experiences the influence of both new and “old”, but significantly reformatted factors. Therefore, at each new stage of social development, it requires scientific understanding, elaboration of techniques, forms, methods of solution.
"Relevant" due to the fact that for every teenager, parents and teachers, this is a significant, practical task. The present and future of the adolescent, his ability to overcome the difficulties and challenges of the transition period, his success in entering adulthood largely depend on its effective solution. Volitional qualities are not some delayed personality traits that will play a role in the future. They are relevant "here and now", both in educational and in the constantly expanding and increasingly complex extracurricular activities.
Due to these circumstances, the choice of the problem is not accidental. It is conditioned both by the "eternity" and "relevance" of the practical task of the development of volitional qualities, and by the special nature and possibilities of influence on this process by means of physical culture. Means of physical culture allow to satisfy the desire of adolescents for physical improvement, acceleration of their own development, the desire to stand out, assert themselves, gain authority, increase interest in themselves, and take a worthy place in the circle of their peers.
Means of physical culture are used in work with adolescents in different forms: physical culture lesson, physical culture activities during the school day, sports competitions, physical culture holidays, classes in sports clubs and sections, etc. At the same time, the main form of using physical culture means for solving specific educational tasks is a lesson.
The lesson has a number of advantages in comparison with other forms of using physical culture means. It is a systematic form of physical exercises, is carried out in unity with other means of physical culture, is carried out under the direct supervision of a teacher, taking into account the age-sex and individual capabilities of students. In the theory and methodology of physical culture, rather strict requirements are imposed on the lesson, on the fulfillment of which the effectiveness of solving any problems of the lesson depends.
- Clarity in the definition of lesson objectives. For each lesson, 2-3 tasks can be defined, one of them should be associated with the development of a specific volitional quality, depending on the specific exercise that will be the main one in the lesson.
- Reasonable selection of means and methods of teaching in the lesson, corresponding to the tasks set. No lesson task can be achieved without a premeditated selection of educational material, without taking into account the preparedness of the class, age and gender characteristics.
- Ensuring a close connection between the lesson and the previous and subsequent ones in terms of the orientation of pedagogical tasks, the content of educational material, the volume and intensity of physical activity.
- Combination of frontal, group and individual work in the lesson. Any lesson will only contribute to the development of volitional qualities when the individual characteristics of the students are taken into account.
- Constant modification of the content of the lessons, methods of their conduct and organization. The variety of content, methodology and procedural support of lessons contributes to the formation of children's interest in physical education, which means it has a more intensive influence on the development of volitional qualities.
- Ensuring the safety of classes in the classroom. The increased trauma risk of physical education lessons is due to the nature of its content - work on sports grounds, gymnastic apparatus, with various objects, which, if the lesson is not properly organized, can lead to injuries in individual students. In this case, it will be possible to forget about the development of volitional qualities.
- Constant control over the course and results of activities in the classroom. It allows you to carry out operational management of the activities of students in the classroom, promptly make the necessary adjustments, individually help in the development of physical exercise.
Each of these requirements is not specific for solving the problem of developing volitional qualities in adolescents. At the same time, their implementation is mandatory, without taking into account these requirements, the solution of any specific educational task of the lesson, including the development of volitional qualities, is simply impossible.
Proceeding from this, in the course of experimental work on the development of volitional qualities in adolescents, carried out by us in the 2011/12 - 2012/13 academic years on the basis of the municipal autonomous educational institution "Lyceum No. 36" and the Holy Protection classical Orthodox gymnasium in Saratov, we suggested physical education teachers to implement these requirements, conditionally dividing the academic year into three stages: initial (first quarter), main (second and third quarters) and control and correctional (fourth quarter).
At the "initial" stage in the course of the lessons, we proceeded from the fact that during the summer holidays adolescents missed the team of classmates, perceive physical culture lessons to a greater extent as a "form of study" that is an opportunity to fully satisfy the natural need for motor activity as part of a team of classmates. They have not yet lost the desire to communicate and play in a team, "live" in it. Therefore, much attention was paid to ensuring and teaching them this vigorous activity, through the active use of sports games according to simplified rules, as a rule, in the fresh air, athletics classes, with the active use of various relay races. At this stage, much attention was paid to the creation of conditions for the adolescent's self-knowledge of himself, through the assessment of his behavior and activities by the teacher and peers. Encouragement in the form of praise, fair remarks from the teacher, classmates, an objective assessment of the results achieved provide him with real help in self-knowledge and the development of perseverance, endurance, purposefulness. With the aim of self-knowledge and the development of volitional qualities, at this stage, conversations were actively practiced on such topics as "Why are we so different?", "The team in which I live", "How to overcome self-doubt", etc.
At the second stage, the main attention was paid to the processes of self-affirmation of adolescents in the team. As noted by most child psychologists, at this age, self-assertion most often occurs through aggressive behavior and rarely through the intellect of a teenager. Therefore, the task was to direct the "aggressiveness" of adolescents into the channel of active physical (sports) competition in the optimal way for the development of volitional qualities. An important point at this stage is the development of their habits of caring for their comrades during physical culture classes, about the success of the team in sports activities, about helping those lagging behind, about coordinating their activities with the needs of the team. The development of volitional qualities of perseverance and endurance at this stage actively goes through the development of patience in the fulfillment of educational tasks, the obligation to fulfill the teacher's tasks, through the creation of a competitive environment in the classroom. Self-confidence contributes to increased determination, for which tasks for each student should be “achievably difficult”. That is, they should be achievable for everyone and at the same time rather difficult, as much as it is necessary to include volitional efforts for their implementation. Much attention at this stage was paid to the development of strong-willed qualities in the team and through the team. For this, sports games were actively used, during which a teenager must necessarily show responsibility to the team, a sense of camaraderie, mutual assistance, which quite actively develops purposefulness, determination, and endurance.
At the third, correctional and control stage, the achieved levels of development of volitional qualities in adolescents were monitored according to the methodology chosen and adapted by us for work on the development of volitional qualities. Based on the analysis of the results obtained, the necessary adjustments were made to the content of the program for the development of volitional qualities, which were mandatory for taking into account in the next cycle of volitional qualities development (academic year). During this stage, much attention is paid to control exercises, in which the level of development of physical qualities is checked. In order to get the maximum mark, a teenager must mobilize and show the available volitional qualities - dedication, perseverance, decisiveness, without this, obtaining a good result is impossible. At this stage, a conscious approach to physical education is clearly manifested. Adolescents actively defend their right to a certain degree of independence, freedom of action. They do not tolerate annoying edification, excessive guardianship, they actively manifest social initiative, independence in setting a goal, choosing ways to achieve it, and taking responsibility for achieving it. All this was encouraged and directed by teachers in a reasonable way.
One of the effective methods of developing volitional qualities in the course of physical culture lessons was keeping a "Diary of self-development" by each teenager. In such a "Diary", the teenager had to independently outline goals for the development of basic physical qualities: strength, speed, agility, endurance by a quarter, indicating what results he would like to achieve for each of these qualities. With the help of teachers and parents, outline the ways and techniques to achieve them, both during school and extracurricular time. Record daily in your diary what you did and didn’t, and why you didn’t. Make adjustments for each subsequent day, taking into account what you did not complete earlier. For a more successful accomplishment of what he himself had planned, the teenager was recommended individual methods of stimulating volitional efforts: self-conviction, appeal to a sense of duty, self-approval, self-command, self-prohibition, etc. An important role was also played by the rules that were recommended for adolescents to be followed: set a goal - go towards it steadily; fulfillment of the planned is the key to success; finished the day - sum up (purposefulness); do not what you like, but what you need; obstacles exist in order to overcome them (persistence); first understand - then decide; if you decide - do (decisiveness); before you answer - think; before you do - think twice; satisfying your interests - take into account the interests of others (excerpt); do not wait for someone to show you, tell you, give you an assignment - act on your own initiative; be your own judge; rely more on yourself than on others (independence).
Experimental work has shown that keeping such diaries for most adolescents, especially at the beginning of the experiment, was very difficult. It took the active participation of parents in this process. To do this, at one of the parenting meetings, they were instructed to control the keeping of such diaries. Diaries have become mandatory for parents to check daily. The main goal of such diaries was not achievement in the development of physical qualities (although they were originally aimed at this, and this is important in the curriculum), but activation of mechanisms for the inclusion of volitional efforts for their development. Since the results obtained indicate that there is no direct correlation between physical and volitional qualities. To be strong, enduring, fast does not mean to be independent, purposeful, decisive, self-possessed. But it is very important to achieve the maximum possible levels of development of physical qualities for oneself at a given moment in time, having included for this all one's volitional efforts, is very important in adolescence. Such work objectively contributes to the development of all volitional qualities that are relevant for a teenager.
Thus, the main purpose of a physical education lesson is to create conditions for the development of volitional qualities. Feeling trust and respect for themselves on the part of adults, believing in their strength and independence, adolescents willingly, with great desire, participate in physical culture and sports activities, maximally showing their volitional qualities. In addition, they are actively developing the skills of responsibility and self-control.
Experimental work has shown that a specific measure of pedagogical guidance for the development of volitional qualities in the classroom depends on: the experience of collective and independent actions of adolescents, the levels of development of the student collective, the nature of relations in it; the effectiveness of well-thought-out incentives that cause adolescents to strive for active, purposeful physical activity; from the content of physical culture and sports activities in the classroom, school, district, city. Therefore, the lesson is the main form of using the means of physical culture for the development of volitional qualities.
However, in terms of the development of volitional qualities, he also has negative sides. And above all, it is the rigor of the recommended program. No matter how the teacher tries to diversify the lessons, look for some interesting techniques for conducting it, he should always remember that at the end of any quarter he will evaluate the students not according to the degree of development of volitional qualities, but according to their fulfillment of specific standards provided for by the program. Therefore, he devotes most of his time and will always devote to this. Our proposals on the stages of physical education lessons, their content, and the introduction of self-development diaries were aimed at minimizing this objective circumstance. Ultimately, the task is to develop physical and volitional qualities in adolescents in unity: focusing on the development of physical qualities, do not forget about volitional qualities and, conversely, focusing on the development of volitional qualities, do not forget about physical ones.
Reviewers:
Zhelezovskaya G.I., Doctor of Pedagogical Sciences, Professor, Professor of the Department of Pedagogy, SSU im. N.G. Chernyshevsky, Saratov.
Timushkin A.V., Doctor of Pedagogical Sciences, Professor, Dean of the Faculty of Physical Culture and Life Safety of the Balashov Institute (branch) of SSU im. N.G. Chernyshevsky, Balashov.
Bibliographic reference
Matorin D.O. LESSON AS THE BASIC FORM OF THE DEVELOPMENT OF VOLUNTARY QUALITIES IN ADOLESCENTS BY THE MEANS OF PHYSICAL CULTURE // Modern problems of science and education. - 2014. - No. 3 .;URL: http://science-education.ru/ru/article/view?id\u003d13633 (date of access: 02/01/2020). We bring to your attention the journals published by the "Academy of Natural Sciences"
