Yevgenia Shapoval
(Poltava,
Ukraine)
Didactic
essence
of the differential approach to the
formation of motor skills in women's mini football
One
of the
significant factor of the development of
modern sport is considering of a gender issue.
Sport for women has gained
a status of social
force, is considered to be a means of emancipation
and welfare which definitely determin its position
in the society. However, data about
the
health of women-athletes, their functionalabilities, the specific of their adaptive reactions as for the extreme physical and psycho-emotional load with training, which sports physiology and medicine have in their dispodal are little and scarce in term of the necessary facts to be learned about the peculiarities of women's body.
Major demands for a female
body which are generally required during training sessions
and competitions, resulted in a number of studies which were carried out at the intersection of several scientific subjects. These researches were primarily devoted to
to the study of the specific characteristics of a female body in
various sports situations.
Among the large variety of means of physical
education which are used for the harmonious
development of the modern person sports games take the the
leading place. With the rise, development and
wide popularization
of women's mini-football(futsal) the "hidden"
pedagogical and methodological capabilities of this game have appeared and proved this game to be available not only for boys but for girls also.
Nowadays, the education
sector is experiencing a period of quality changes.
Therefore, an urgent need in carrying out of different researches with the aim to transform
teaching methods in general and in particular teaching
methods for motor
actions has appeared. With the modernization of education in
Ukraine the problem of holistic personality development has gained the particular importance. The maintaining of this objective can be achieved only with the help of the implementation of personality
oriented learning,
training and development. Personalization and differentiation of this educational
process are the prior components of personality
oriented model of education.
Rational, scientific and reasonable use
of physical education and training activities form the foundation
for preserving and developing of the students health.
To achieve this goal is
possible only if the implementation of the training process will be based on the principles which
provide the sustainable health development and take
into account the level of the individual
development .
Hence, the necessity to focus our
attention on every child actualizes the problem
of the
individual approach in organizing of the personality
oriented physical education. Individual approach
is
the key to the effectiveness of the educational
process and is based on the fact that any educational
impact is made with the account of the individual
characteristics of every child. Differential approach
is also based on the certain knowledge about individual
characteristics. Thus, individualization and differentiation in
children physical education is
not
a goal but a tool for the development of an individual peculiarities of every student. All students
are very much different
in many aspects: their health,
their level of physical development, their
level of formation and functioning of various organs and systems of the body
and so on. Therefore, a differential approach in
physical education must take into account various
of aspects
of personality motor development.
The necessity to focus attention
on every
child causes the approach of
personality
oriented training processto be used in women's mini-football(futsal).
The technology of teaching students
provides three levels in the process of mastering a mini-football game.
The first level (basic) is e level where one can
learn
the techniques of the game of football on the lessons of physical training, the
second (middle) level will help to improve sports male mastering in the footballsections at secondary schools, the third (top) level is
a test
of gained knowledge and skills while participating in different extracurricular
school competitions.
The concept of "differential approach"
(differentiation - from Latin. "Differenta" difference - means
division of the whole one
into
qualitatively different parts) are used simultaneously.
Differential
training
process is such a complex method of education, which should take into account
not only the general age, but also the individual characteristics of every child
within a group of students who are similar according to their morpho and functional parameters.
In modern pedagogy
differential study is
a didactic principle which is created to improve a complex teaching environment and takes
into account typological (individual) characteristics of students (their
interests, creativity, learning, learning ability, performance, etc.) which influenced the differential goals
of educational content, forms and methods of
teaching.
Differentiation of Physical Education
provides the certain adjustment of the educational syllabus to
the individual capabilities of every student due to
differention of methods, means and
intensity of physical activity in term of groups which consist
of approximately equal amount of students.
Individual differences of students are coused by the following factors:
• biological (age, sex, genetically
predefined features, etc..)
• social (family, environment,
education);
• psychological (perception, thinking,
character abilities, etc.);
• characteristics of physical
development.
Considering the degree of puberty,
physical development, the nature of adaptation to muscular activity allows to individualize
the process of
physical education of school children.
The
issue
of differential approach in education has been sufficiently studied by native
and foreign psycho-pedagogical scholars. It also was studied in different aspects, as the highlighting of levels, forms and types of differentiation and providing of its teaching, the content and methods of diagnosis of
children development, the
usage of a differential approach in
physical education for children and others. A great
number of scholars were interested in such a
significant aspect, so among them are: N. Bahlayeva, A.
Bohopolskyy, A. Bugaev, Volkova N., M. Karchenkova, A. Korsakov, L. Novikov, V.
Onipko, A. Samodryn, P. Sikorski, B. Sukhomlinsky, I. Unt, N. Shiyan, A. Tsos
et al. Differential approach to the levels of physical education is considered to be one of the main issues of theory and practice of
pedagogy because this issue was repeatedly studied by pedagogical scientists. B. Syerykov assumes
the differential
approach as a condition for performing of an individual
approach which requires not only attention to each student, his
artistic personality, but also a reasonable combination of front, group and
individual lessons. (В. Сериков 1994, s. 24 – 28). I. Unt
believes that this differentiation -is a sum of specific
peculiarities of the individual in that very form when they
are grouped on the basis of any characteristics for individual learning (И. Унт
1990, s. 192).
Differential approach to
physical education G. Aksenov maintains on the basis
of the
levels of physical experience
of students
considering somatotype of a person which has its peculiarities, resulting in the motor motility (А. Аксенова
2006, s. 24).
The concept of differentiation in physical
education, where the required registration of
group
differences of students by level of their physical experience is obligatory (low, medium and high) was
considered by A.
Korotkova. This concept is based on the
interaction of technology elements that are combined in a set in order to
develop the individual characteristics of students (Е. Короткова 2000, s. 46).
Differential
education is a widely known means and an effective tool for implementation of the individual approach to the organization of
training activities. Its usage should be carried out in a systematic and flexible
way,
be coherent to changes that occur in the educational process.
It
is necessary to follow these requirements for successful implementation of the differential approach in training
process of women's mini-football(futsal)
•
studying of individual characteristics and educational
opportunities of athletes;
• defining differentiated
criteria
for dividing into groups;
• using
and
improving of abilities and skills in group and individual
work;
• typological structuring of
educational material, advancing and simplifying of its
content according to the levels of certain groups of
athletes;
• systematic and objective analysis of
educational and training work;
• planning of
the scheme work for the development of their skills
for independent
work and the ability to manage with
their
own training process;
• differentiation of individual tasks and
independent training of athletes;
• selection of rational methods of
teaching and training activities;
• Ongoing feedback and the use of encouraging techniques.
The basic form of differentiated
instruction - motor developing tasks that are developed
for each subgroup of children (divided into low, medium and high physical fexperiance).
The varieties
of tasks were selected in terms of the individual characteristics of children:
• • children with
high physical experience can cope with the tasks related to
enriching their motor skills;
• • children with average physical
fitness objectives are suggested thatb they should improve the
techniques of the exercises for better development of their physical and
volitional qualities;
• • children with low
physical experience are offered to
fulfill the tasks
which are aimed at acquiring of
the experience of doing the exercise technically which are gradually learned
and contribute
to overall physical and volitional development.
Specific and proper regulation of private
(individual) learning tasks in separate motor actions is
ensured
with keeping the following aspects:
- achieving of the
set result in teaching movements and motor actions;
- specifying
of actions in relation to the features that are important
for the
subject of the study;
- individualization of possibilities
of trainees, which depends on their
age-and the levels of physical experience;
- keeping
a particular sequence in term of laws and regulation as for the formation of motor actions and the logic of the
educational process.
Training and education should be organized so
that they could always have developing features.
To fulfill it, the existing level of motor experience,
physical and mental development of children in their
effort
to ensure the availability of physical education by setting goals that fully coinside with the opportunities of students
are taken
into account. However, we do not rely on the existing level of
development but the potential opportunities of
the students.
In other words, we should not teach a child what he
can
learn without much effort but what he is able to
perform only
with the help of some teachers today and tomorrow by himself.
The introduction of a differential approach
to the system of formation of motor skills in women's football has to take into
account the following aspects:
1. taking into
account the differences in athletes attitudes to
training process and their results. It is
necessary to take care of the sufficient
motivation to develop incentives that promotes assertion of personality by
creating situations for success.
2. the
number of necessary exercises for learning and
consolidation of educational material as for women's mini-football(futsal) by every learner.
3. when mastering
the technique of motor actions should be selected warming
exercises of
proper character and scope which
depend
on the educational success of the students. For
complex exercise, there are several warming up
activities each
of them has its specific purpose. During training, each
student is given such kind of exercises that help to master the most difficult phase.
4. different capabilities of students to
maintain physical and mental load with the
activities are varied. This fact
motivates the coacher to to ensure the
fulfillment of strict
differentiation in learning objectives for every
student.
5. students perceive
information in a different
way which depends on the method of its
transmission,
which is one of the reasons for
the necessity to study the characteristics of students perception
and complex use teaching methods.
6. considering
of coahes positive
experience who evaluate students not only by their absolute results, but according to growing potential
from
the initial results.
7. the necessity to
take into account the age and training aspects
of the rate of biological development (retardation and acceleration).
8. taking into
account the dynamics of athletes physical capability.
Differential approach to
training process of a mini-football is implemented in three areas:
The first area - the study and account of individual
characteristics of students:
a) the study of age, sex and
morphofunctional characteristics of students;
b) records of the health
check-up;
c) records
of the control data;
d) analysis of health status,and level of skills mastering.
The second area
-
the students groups management :
a) the division of
students into groups;
b) the
determination
of loading of physical activity;
c) differentiation
of content, volume and intensity of training and the training load activity;
d) organizational and methodological
activities.
The third area – organizing of independent activity of athletes:
a) the
determination
of modeling of general physical training (GPT)
and special physical training (SPT), and test charts modeling
b) the
development
of individual tasks;
c) the
determination
of individual approaches to assess the dynamics of individual results;
d) development of differentiated
individual tasks;
Thus,
individual characteristics and state of person
development
will allow to ensure the harmonious development of motor
skills with the help of the selection of
adequate means for physical education. The usage
of means and methods which are not in
correlation with individual,
age, sexual characteristics of the students,can have a negative impact on teenagers health and make their physical
development slow as well as be accompanied by relactancy to the educational process, by
the reduction of the dynamic of sports results
of a team as a whole unit.
ЛІТЕРАТУРА
1. Аксенова А. Н.
Дифференцированный подход в совершенствовании двигательних качеств у школьниц с
различным соматотипом: автореф. дис. на соискание наук. степени канд. пед.
наук: спец. 13.00.04 «Теория и метод. проф. образ» / А.Н. Аксенова. — Омск,
2006. — 24 с.
2. Короткова Е. А. Оптимизация учебного процесса
по физической культуре в школе на основе технологии дифференцированного
физкультурного образования школьников: автореф. дис. на соискание науч. степени
доктора пед. наук : спец. 13.00.04 «Теория и методика проф. образ.» /
Е. А. Короткова — Омск, 2000. — 46 с.
3. Сериков В. В. Личностно-ориентированное
образование / В. В. Сериков // Педагогика. — 1994. — №5. — С. 24-28.
4. Унт И. О. Индивидуализация и дифференциация обучения /
И. О. Унт. — М.: Педагогика, 1990. — 192 с.