(2020) Science and education, 3, 84-91. Odessa.

Fred Voskoboynikov,
BS in Physiology of Human,
MS in Industrial-Organizational Psychology,
Management Consultant, retired,
129, Idora Avenue, San Francisco, California, USA

AN INTRODUCTION TO THE THEORY OF ACTIVITY
To the memory of my dear friend Gregory Bedny

In this paper we present a brief overview of general, applied and systemic-structural activity theories. Activity Theory (AT) was created in the former Soviet Union by three prominent scholars - Vygotsky, Leont'ev and Rubinshtein. General activity theory was first introduced by the Sergey Rubinshtein (1958). It was further developed in the works of Leont'ev (1977) and Vygotsky (1978). The development of AT was shaped by the practical demand of ergonomics, engineering psychology and education. The important requirement of psychological studies in the former Soviet Union was a possibility to utilize psychology for practical application and particularly in the study of human work and learning. Thus, the effect of practical application on AT is not accidental. With the development of mechanization and automation in the industry, in transport, in the military sphere and in other modern fields of human activity it became obvious, that the direct application of the general activity theory for the study of human activity was not possible. The theory received recognition in the West, and particularly in the USA. We will consider basic concepts of activity theory and will outline some difficulties which Western scientists experience in their interpretation and application of the theory in science and practice. To the response of technological progress, a more advanced theory, namely, applied activity theory (AAT), was created in the works of a number of Soviet psychologists in the 1970s. The Rubinstein-Leont'iev-Vygotsky's general activity theory became the theoretical and philosophical basis of applied activity theory. Creation of AAT was the first step in an attempt to apply activity theory to the study of human activity. The further development of applied activity theory led to the creation of the systemic-structural activity theory (SSAT) as an independent direction of AAT. The theory was founded by Gregory Bedny1 (2007). The creation of SSAT has greatly advanced the science of activity because it can be applied to the study and practice of human work. The focus of this article will be mostly on the Systemic-Structural Activity Theory (SSAT).

activity theory; systemic-structural activity theory; activity theory terminology; self-regulation of activity.

1. Bedny, G.Z., and Bedny, I.S. (2019). Applied and Systemic-Structural Activity Theory: Advances in Studies of Human Performance. CRC press, Taylor and Francis Group. 
2. Bedny, G.Z., Bedny, I.S. (2018). Work Activity Studies Within the Framework of Ergonomics, Psychology, and Economics (Human Activity). CRC press, Taylor and Francis Group. 
3. Bedny, G.Z. (2015). Application of SystemicStructural Activity Theory to Design and Training. CRC press, Taylor and Francis Group.
4. Bedny, G. Z. and Harris,S. (2005). The systemicstructural theory of activity: Application to the study of human work, Mind, Culture and Activity, An International Journal, 12 (2), 128-147. 
5. Bedny, G.Z, Karwowski, W. (Eds.) (2011a). Human-computer interaction and operator’s performance. Optimization work design with activity theory. Boca Raton, FL: CRC, Taylor and Francis. 
6. Bedny, G.Z., Karwowski, W. and Voskoboynikov, F. (2010). The relationship between external and internal aspects in activity theory and its importance in the study of human work. In G. Z. Bedny and W. Karwowski (Eds.) Human-Computer Interaction and Operator's Performance: Optimizing Work Design with Activity Theory, 31-62. Boca Raton, FL: Taylor & Francis, CRC Press. 
7. Bedny, G. Z., Karwowski, W. (2007). A SystemicStructural Theory of Activity. Application to Human Per formance and Work Design. Taylor and Francis. 
8. Bedny, G. Z., Karwowski, W., and Bedny, I. S. (2015). Applying Systemic-Structural Activity Theory to Design of Human-Computer Interaction Systems. CRC Press Taylor and Francis Group. 
9. Bedny, G.Z. Meister, D. (1997). The Russian Theory of Activity. Current Application to Design and Learning. Lawrence Erlbaum Associates, Publishers. Mahwah, New Jersey. 
10. Gardner, H. (1985). The Mind's New Science: A History of the Cognitive Revolution. New York: Basic Books. 
11. Karwowski, W., Voskoboynikov, F. and Bedny G. Z. (2012). On the relationship between external and internal components of activity. In K. Stanney and K. S. Hale (Eds.) Advances in Cognitive Engineering and Neuro-ergonomics, 109-15, Boca Raton, FL: Taylor & Francis, CRC Press. 2012). 
12. Leont'ev, A. N. (1977). Activity, Consciousness and Personality. Moscow: Political Publishers. 
13. Nardi, A. (1997). Context and Consciousness: AT and Human-Computer Interaction. Cambridge, MA: The MIT Press, pp. 17-44. 
14. Suchman, L. A. (1987). Plans and Situated Actions: The Problem of Human-Machine Interaction. Cambridge, MA: Cambridge University Press. 
15. Rubinshtein, S. L. (1958). About Thinking and Methods of its Development. Moscow: Academic Science.
16. Vygotsky, L. S. (1978). Mind in Society. The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press.

(2020) Science and education, 3, 91-96. Odessa.

Gennady Narskin,
Doctor of Education, professor,
F. Skorina Gomel State University,
102, Sovetskaya Str., Gomel, the Republic of Belarus,
Mikhail Kobrinsky,
Doctor of Education, professor,
Belarusian State University of Physical Culture,
105, Pobediteley Avenue, Minsk, the Republic of Belarus,
Alexey Narskin,
PhD (Сandidate of Pedagogical Sciences), assistant professor,
F. Skorina Gomel State University,
102, Sovetskaya Str., Gomel, the Republic of Belarus

FUNCTIONAL TRAINING IN THE ASPECT OF SPORTS TRAINING

The article deals with issues of functional training and functional preparation in sport. Today, the focus on achieving the maximum competitive result determines the need for a rational system of sports training in the sport of the highest achievements based on modern achievements of science and practice. The generally accepted, traditional classification of its main types, which has developed so far in the sports training system, implies the division into physical, technical, tactical, mental and integral. This allows to plan the training tools and methods quite efficiently based on pedagogical principles and foundations. However, the methodological unification of sports training, based only on pedagogical principles, often leads to its reduction, the use of only standard, long-developed training plans, often projected at the same time not on one, but on a whole group of athletes. The further development and improvement of the theory and methodology of sports is due to the inevitable understanding of the athletes training system as a process of formation of the proper level of functional preparation through the influence of specific training effects – physical exercises on the human body. A high level of functional fitness is the result of body adaptation to physical exertion, therefore, the regularities of adaptation of physiological systems to muscle activity must be considered as a biological basis that provides the proper training effect. The existing variety of scientific studies and their results in the field of functional preparation and training, sometimes postulated as the methodological basis of sports training. The contradictions revealed during the analysis of scientific and methodological literature and some ambiguity in the results and conclusions of various authors determines the need for further studying of this problem, both in theoretical and practical aspects.

functional preparation, functional readiness, sports training, adaptation, functional systems.

1. Fomin, V. S. (1984). Fiziologicheskie osnovy upravleniya podgotovkoy vysokokvalifitsirovannyh sportsmenov: uchebnoe posobie [Physiological foundations of management of highly qualified athletes’ training: textbook]. Moscow: MRSIPC [in Russian].
2. Issurin, V. B. (2010). Blokovaya periodizatsiya sportivnoy trenirovki [Block periodization of sports training]. Moscow: Sovetskiy sport [in Russian].
3. Kуslenko, D., Bondarenko, V., Plisko, V., Bosenko, A., Danylchenko, V., Kuzmichova-Kyslenko, Ye., Tylchyk, V., & Donets, I. (2019). Dynamics of security specialists’ physical condition during professional training. Journal of Physical Education & Sport, 19 (2), 1099–1103 [in English].
4. Pavlov, S. E. (1999). Osnovy teorii adaptatsii i sportivnaya trenirovka [Fundamentals of the theory of adaptation and sports training]. Teoriya i praktika fizicheskoy kultury – Theory and practice of physical education, 1, 12–17 [in Russian].
5. Platonov, V. N. (2017). Teoriya adaptatsii i rezervy sovershenstvovaniya sistemy podgotovki sportsmenov [Theory of adaptation and the reserves of improving the training system of athletes]. Nauka v olimpiyskom sporte – Science in the Olympic sport, 1, 29–47 [in Russian].
6. Solopov, I. N., Gorbaneva, E. P., Chemov, V. V., Shamardin, A. A., Medvedev, D. V., Kamchatnikov, A. G. (2010). Fiziologicheskie osnovyi funktsionalnoy podgotovki sportsmenov: monografiya [Physiological foundations of functional training of athletes: monograph]. Volgograd: VGAFK [in Russian].
7. Verkhoshansky, Yu. V. (2005). Teoriya i metodologiya sportivnoy podgotovki: blokovaya sistema trenirovki sportsmenov vysokogo klassa [Theory and methodology of sports training: block training system for highclass athletes]. Teoriya i praktika fizicheskoy kultury – Theory and practice of physical education, 4, 2–14 [in Russian].
8. Seluyanov, V. N. (1992). Metody postroenija fizicheskoy podgotovki sportsmenov vysokoy kvalifikatsii na osnove imitatsionnogo modelirovaniya [Methods of building of the physical training of high qualification athletes on the basis of simulation modeling]. Extended abstract of Doctor’s thesis. Moscow: State Central Order of Lenin Institute of Physical Education [in Russian].

(2020) Science and education, 3, 97-103. Odessa.

Iryna Humeniuk,
PhD (Candidate of Philological Sciences), Associate Professor,
Department of Pedagogy of Primary Education,
Vasyl Stefanyc Precarpathian National University,
57, Shevchenkо Str., Ivano-Frankivsk, Ukraine

POLYCODE TEXT AS A MEANS OF IMPLEMENTATION OF
THE TEXT-CENTRIC TEACHING TECHNOLOGY

Formation of spoken and written professional language of students is connected with the increase of the level of a set of their competences. The efficiency of this process largely depends on usage of the potential of the text-centric technology in the process of teaching the Ukrainian language for professional purposes because text is the main means for creation of professional context. The aim of the article is determination of directions of implementation of the textcentric teaching technology of the Ukrainian language for professional purposes at pedagogical institutions of higher education, and analysis of the functional load of polycode text in this context. A set of methods has been used in the research process: the theoretical methods (reflexive analysis and generalization of literary sources for clarification of the level of solving the issue in the modern scientific area), the methods of visualization and generalization (for elucidation of the ways of usage of polycode texts while teaching the course). On the basis of analysis of scientific definitions of the concept “text” and its main features, there has been formulated a linguo-didactic definition of educational text and vectors of implementation of the text-centric teaching technology of the Ukrainian language for professional purposes at pedagogical institutions of higher education. Research of polycode text as a means of implementation of the text-centric teaching has been conducted, the main kinds of polycode texts and their functional load in the course of the Ukrainian language for professional purposes have been defined and analyzed. The exceptional didactic potential of hypertext as a modern form of organization of material, which is becoming especially important in conditions of distant education, is emphasized. The most efficient organizational forms of working with hypertext have been defined. Considering the features of the structure of polycode text (combination of the verbal and nonverbal components), document has been defined as its specific form. The holistic view of the studied issue is illustrated by the constructed model of the textcentric teaching technology of the Ukrainian language for professional purposes at pedagogical institutions of higher education.

text, educational text, polycode text, hypertext, Ukrainian language for professional purposes.

1. Aleksandrov, E. P., Voroncova, M. V. (2015). Uchebnyi tekst i tekstovaya deyatelnost v obrazovatelnom protsesse. [Educational text and textual activity in the educational process]. Sovremennye naukoyomkie tehnologii. Pedagogicheskie nauki – Modern KnowledgeIntensive Technologies. Pedagogical Sciences, 6, 56–61. Retrieved from https://www.toptechnologies.ru/ru/article/ view?id=35060 [in Russian].
2. Hanych, D. I., Oliynyk, I. S. (1985). Slovnyk linhvistychnykh terminiv. [Dictionary of linguistic terms]. Kyiv: Vyshcha shkola [in Ukrainian].
3. Hryniuk, H. A., Semenchuk, Yu. A. (2007). Vidbir navchalnoho materialu dlia formuvannia anhlomovnoyi leksychnoyi kompetentsiyi u studentivekonomistiv. [Selection of educational material for the formation of English lexical competence of students of economics]. Inozemni movy – Foreign Languages, 2, 30– 34 [in Ukrainian].
4. Humeniuk, I. М. (2019). Analiz sutnosti ta vektornoho zastosuvannia kontekstnoho pidkhodu do vykladannia kursu «Ukrayinska mova za profesiynym spriamuvanniam». [Analysis of the essence and vector application of the contextual approach to teaching the course "Ukrainian language for professional purposes"]. Hirska shkola Ukrayinskykh Karpat – Mountain School of the Ukrainian Carpathians, 20, 89–92 [in Ukrainian].
5. Humeniuk, I. М. (2017). Dyskursolohichni oriyentyry u vykladanni dystsypliny «Ukrayinska mova za profesiynym spriamuvanniam». [Discursological guidelines in teaching the discipline "Ukrainian language for professional purposes"]. Liudynoznavchi studiyi: zbirnyk naukovykh prats Drohobytskoho derzhavnoho pedahohichnoho universytetu im. I. Franka. Seriya «Pedahohika» – Human Studies: a Collection of Scientific Articles of Drohobych Ivan Franko State Pedagogical University. ‘Pedagogy’ Series, issue 4/36, 74–82 [in Ukrainian].
6. Humeniuk, I. M. (2019). Kompetentnisna linhvodydaktychna paradyhma yak kintsevyi rezultat navchannia ukrayinskoyi movy za profesiynym spriamuvanniam. [Competence linguodidactic paradigm as the end result of teaching the Ukrainian language for professional purposes]. Naukovyi visnyk Liotnoyi Akademiyi. Seriya: Pedahohichni nauky – Scientific Bulletin of Flight Academy. Section: Pedagogical Sciences, 6, 190– 195 [in Ukrainian].
7. Derba, S. M. (2018). Tekst yak osnovnyi zasib u protsesi navchannia ukrainskoyi movy yak inozemnoyi [Text as the main tool in the process of learning Ukrainian as a foreign language]. Naukovi zapysky Natsionalnoho universytetu «Ostrozka akademiya»: seriya «Filolohiya» – Scientific Proceedings of Ostroh Academy National University. ‘Philology’ Series,1(69), part. 1, 128–130 [in Ukrainian].
8. Drozdova, I. P. (2013). Typolohiya navchalnykh tekstiv dlia rozvytku profesiynoho movlennia studentiv vyshchykh navchalnykh zakladiv nefilolohichnoho profiliu. [Typology of educational texts for the development of professional speech of students of higher educational institutions of non-philological profile]. Vykladannia mov u vyshchykh navchalnykh zakladakh osvity. Mizhpredmetni zviazky. Naukovi doslidzhennia. Dosvid. Poshuky – Language Teaching at Higher Educational Institutions. Cross-Curricular Links. Scientific Research. Experience. Search, 23, 15–21. Retrieved from http://nbuv.gov.ua/UJRN/ vmvn_2013_23_4 [in Ukrainian].
9. Zavadska, O. V. (2016). Fenomen kreolizovanoho tekstu: aktualna problema suchasnykh linhvistychnykh doslidzhen. [The phenomenon of creolized text: an urgent problem of modern linguistic research]. Linhvistychni doslidzhennia: Zb. nauk. prats KhNPU im. H. S. Skovorody – Linguistic Studies: a Collection of Scientific Articles of H. S. Skovoroda KhNPU, 43, 163–169 [in Ukrainian].
10.Zarubina, N.D. (1981). Tekst: lingvisticheskiy i metodicheskiy aspekty. [Text: linguistic and methodological aspects]. Moscow: Russkiy yazyk [in Russian].
11.Zommer, G. (1996). Tipy pismennykh uchebnykh tekstov dlia razvitiya govoreniya i pisma. [Types of written instructional texts for the development of speaking and writing]. Voprosy lingvistiki i lingvodidaktiki – Issues of Linguistics and Linguodidactics: Proceedings of the MAPRYAL Conference. (pp. 223–228). Krakov [in Russian].
12. Misiats, N. (2002). Hipertekst – novyi krok u rozvytku tekstu. [Hypertext is a new step in the development of text]. Volyn-Zhytomyrshchyna. Istorykofilolohichnyi zbirnyk z rehionalnykh problem – VolynZhytomyr Region. A Historical and Philological Collection of Regional Problems, 9, 103–105. Retrieved from http://dspace.nbuv.gov.ua/handle/123456789/38233 [in Ukrainian].
13. Nepyivoda, N. F. (1997). Mova ukrainskoyi naukovo-tekhnichnoyi literatury (funktsionalnostylistychnyi aspekt) [Language of Ukrainian scientific and technical literature (functional and stylistic aspect)]. Doctor's thesis. Kyiv [in Ukrainian].
14. Nikitina, A. V. (2015). Polikodovi teksty yak linhvodydaktychni zasoby navchannia ukrainskoyi movy. [Polycode texts as linguodidactic means of teaching the Ukrainian language]. Naukovi zapysky Berdianskoho derzhavnoho pedahohichnoho universytetu – Scientific Papers of Berdiansk State Pedagogical University, 3, 219–223 [in Ukrainian].
15.Symonenko, T. V. (2006). Teoriya i praktyka formuvannia profesiynoyi movno-komunikatyvnoyi kompetentsiyi studentiv filolohichnykh fakultetiv. [Theory and practice of formation of professional language and communicative competence of students of philological faculties]. Cherkasy: Vovchok O. Yu. Publishing House [in Ukrainian].
16.Feller, M. (1984). Stil i znak. Stil kak sposob izobrazheniya deistvitelnosti [Style and sign. Style as a way of depicting reality]. Lvov: Izdatelstvo pri Lvovskom gosudarstvennom universitete izdatelskogo obyedineniya «Vyshcha shkola». [in Russian].
17.Chepelieva, N. V. (2015). Tekst i chytach [Text and reader]. Zhytomyr: Publishing House of DDPU named after Ivan Franko [in Ukrainian].
18. Nelson, T. H. (1965). «The Hypertext». Proc. Int. Documentation Federated Conference [in English].

(2020) Science and education, 3, 104-109. Odessa.

Olha Mekhed,
PhD (Candidate of Biological Sciences), associate professor,
head of the Department of Biology,
Svitlana Ryabchenko,
PhD (Candidate of Pedagogical Science), associate professor,
Department of Biology,
T.H. Shevchenko National University "Chernihiv Colehium",
53, Hetmana Polubotka Str., Chernihiv, Ukraine

MAIN ASPECTS OF SOCIAL AND PEDAGOGICAL ACTIVITY OF THE TEACHERS OF
BIOLOGY AND HEALTH BASICS

The article identifies the essence and features of social and pedagogical activity in the professional practices of teachers of biology and health basics. The purpose of the study was to characterize the main aspects of professional of social and pedagogical work of teachers. Therefore, the essence and features of this activity have been analyzed, structural and substantive components, basic principles, functions of socio-pedagogical work of teachers of biology and health have been highlighted, as well as a set of regularities that are taken into account in the process of its implementation has been proposed. The following research methods were used: analysis of scientific, psychological-pedagogical, educational-methodical and special literature, information sources on the research problem; synthesis and generalization of theoretical positions revealed in scientific and educational literature; generalization of own pedagogical experience of preparation of future teachers for realization of social and pedagogical work in the course of training, and also practical experience of teachers. The directions of social and pedagogical practice of the teacher of biology and bases of health have been characterized. It has been established that the preparation for this type of activity of future biology teachers and the basis of health takes place during in-class learning, independent study, educational and research work of students, is improved in pedagogical practices. In the course of training future teachers of biology and health basics in higher education institutions, it is necessary to acquaint them with the main types of social and pedagogical activities of teachers and to form appropriate competencies. Prospects for further research are to establish and characterize the stages and levels of students’ mastering of the main social and pedagogical activities of teachers of biology and health basics, to describe the method of forming the relevant competencies of future teachers. Thus, further research is needed on the formation of the above competencies of future teachers of biology and basics of health.

 teachers of biology and health basics teachers, educational process, professional activity, social and pedagogical activity.

1. Budnyk, O. B. (2015). Teoretychni i metodychni zasady profesiinoi pidhotovky maibutnikh uchyteliv pochatkovykh klasiv do sotsialno-pedahohichnoi diialnosti [Theoretical and methodological principles of professional training of future primary school teachers for socio-pedagogical activities]. Extended abstract of Doctor’s thesis. Zhytomyr: Zhytomyrskyi derzhavnyi universytet imeni Ivana Franka [in Ukrainian].
2. Kapska, А. I., Bezpalko, O. V., & Vainola, R. Kh. (2002). Aktualni problemy sotsialno-pedahohichnoi roboty: modulnyi kurs dystantsiinoho navchannia [Actual problems of social and educational work: modular distance learning course]. Kyiv: Naukoviy svit [in Ukrainian].
3. Mekhed, O. B. (2019). Formuvannia zdorovoho sposobu zhyttia yak vazhlyva chastyna vykhovannia ta sotsializatsii pidrostaiuchoho pokolinnia [Formation of a healthy lifestyle as an important part of education and socialization of the younger generation]. Visnyk Natsionalnoho universytetu “Chernihivskyi kolehium” imeni T. H. Shevchenka – Bulletin of the T. H. Shevchenko National University “Chernihiv Colehium”, 4 (160), 84–88 [in Ukrainian].
4. Mekhed, O. B., Ryabchenko, S. V., & Zhara, H. I. (2019). Analiz faktoriv, shcho vplyvaiut na formuvannia zdorovoho sposobu zhyttia molodi [Analysis of factors influencing the formation of a healthy lifestyle of young people]. Visnyk Natsionalnoho universytetu “Chernihivskyi kolehium” imeni T. H. Shevchenka – Bulletin of the T. H. Shevchenko National University “Chernihiv Colehium”, 3 (159), 260–268 [in Ukrainian].
5. Mekhed, O. B., Ryabchenko, S. V., & Nosko, N. A. (2019) Osnovnie napravlenyia raboti pedahoha dlia uspeshnoho formyrovanyia zdorovesberehaiushchei obrazovatelnoi sredy [The main directions of the teacher's work for the successful formation of a health-saving educational environment]. Sovremennie problemі formyrovanyia і ukreplenyiaіzdorovia (Zdorovie-2019) – Modern problems of the formation and promotion of health (Health-2019). Сollection of scientific articles. Brest: BrGTU [in Russian].
6. Mekhed, O. B., Tiupina, N. V., & Tretiak, O. P. (2019). Aktualni pytannia pidhotovky maibutnikh vchyteliv biolohii ta osnov zdorovia [Current issues of training future teachers of biology and basics of health]. Problemy i perspektyvy rozvytku pryrodnychykh nauk u konteksti modernizatsii serednoi ta vyshchoi shkoly – Problems and prospects of development of natural sciences in the context of modernization of secondary and higher school: Proceedings of the All-Ukrainian scientific and methodical Internet conference, (pp. 85–87). Odesa [in Ukrainian].
7. Nosko, M. O., Hryshchenko, S. V., & Nosko, Yu. M. (2013). Formuvannia zdorovoho sposobu zhyttia: navchalnyi posibnyk [Shaping a healthy lifestyle: a textbook]. Kyiv: Lesya [in Ukrainian].
8. Penishkevych, D. I., & Tymchuk, L. I. (2010). Sotsialna pedahohika: Modulna tekhnolohiia navchalnoho kursu. [Social pedagogy: Modular technology of the training course]. Chernivtsi: ChNU [in Ukrainian].
9. Tamozhniaia, E. A. (2010). Systema metodycheskoi podhotovky uchytelia heohrafyy v pedahohycheskom vuze v uslovyiakh modernyzatsyy obrazovanyia [The system of methodical training of a geography teacher in a pedagogical university in the conditions of modernization of education]. Extended abstract of Doctor’s thesis. Moscow: MPGU [in Russian].
10. Druz, V. A., Iermakov, S. S., Nosko, M. O., Shesterova, L. Ye., & Novitskaya, N. A. (2017). The problems of students’ physical training individualization. Pedagogics, psychology, medical-biological problems of physical training and sports, 21(2), 4–12 [in English].
11. Ivashchenko, О., Khudolii, О., Yermakova, Т., Iermakov, S., Nosko, М., & Nosko, Y. (2016). Factorial and discriminant analysis as methodological basis of pedagogic control over motor and functional fitness of 14–16 year old girls. Journal of Physical Education and Sport, 16(2), 442–451 [in English].