2020-3-doc

Valentyna Todorova, Valentina Sosina, Valentyna Vartovnyk, Natalia Pugach. Features of The Individual Style of Coach and Teacher Work of The Choreographic Team.

(2020) Science and education, 3, 149-155. Odessa.

DOI: https://doi.org/10.24195/2414-4665-2020-3-21

Valentyna Todorova,
Doctor of Physical Education and Sport, associate professor,
The State institution “South Ukrainian National Pedagogical University named after K. D Ushynsky”,
26, Staroportofrankivska Str., Odesa, Ukraine,
Valentina Sosina,
PhD (Candidate of Pedagogical Sciences), professor,
head of the Department of Choreography and Art Studies,
Lviv State University of Physical Culture named after Ivan Bobersky,
Valentyna Vartovnyk,
Honored art Worker of Ukraine, associate professor,
Department of Choreography and Art Studies,
Lviv State University of Physical Culture named after Ivan Bobersky,
Natalia Pugach,
PhD (Candidate of Physical Education and Sport), professor,
head of the Department of Choreography and Art Studies,
Lviv State University of Physical Culture named after Ivan Bobersky,
11, Kostiushka Str., Lviv, Ukraine

FEATURES OF THE INDIVIDUAL STYLE OF COACH AND TEACHER WORK OF
THE CHOREOGRAPHIC TEAM

SUMMARY:

The paper presents the results of studying the peculiarities of work styles (authoritarian, democratic, liberal) and the behavior of coaches in technical and aesthetic sports and choreographers. The purpose of the work was to analyze and compare the individual styles of coaches’ work in technical and aesthetic sports and teachers of dance groups and choreographic schools. A group of theoretical and empirical methods were used in the study. The survey involved: 14 choreographers from eight dance groups, 9 teachers from public and three private choreographic schools and 18 coaches working with representatives of artistic, sports and aesthetic gymnastics, sports acrobatics and aerobics as well as 118 students engaged in choreography and sports. The results of the survey were supported by pedagogical observation data. The study made it possible to identify priority work styles of coaches in technical and aesthetic sports and teachers-choreographers which depend on many factors, including the type of activity, age characteristics of students, training and training stage, etc. It was found that the authority of the coach and teacher is a determining condition for his/her success, the effectiveness of the impact on students as well as associated with the individual style of his/her work. The obtained results can be used in the practice of coaches in technical and aesthetic sports as well as teachers of dance groups and choreographic schools for effective interaction in the system «teacher, coach – student».

KEYWORDS:

work styles, authoritarian, democratic, liberal, coaches, choreographers, technical and aesthetic sports, dance groups.

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REFERENCES:

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Raisa Martynova. Modeling The Links of Organizational and Content Blocks of The Process of Teaching The Educational Disciplines.

(2020) Science and education, 3, 155-163. Odessa.

DOI: https://doi.org/10.24195/2414-4665-2020-3-22

Raisa Martynova,
Doctor of Education, professor,
The State institution "South Ukrainian National Pedagogical University
named after K. D. Ushynsky",
26, Staroportofrankovskaia Str., Odesa, Ukraine

MODELING THE LINKS OF ORGANIZATIONAL AND CONTENT BLOCKS OF THE PROCESS OF
TEACHING THE EDUCATIONAL DISCIPLINES

SUMMARY:

At all times of the society development training and education of the younger generation was considered the most important and difficult task. Because only highly educated and highly qualified young people can contribute to its development in a constantly improving society. However, it is impossible to conduct effective educational processes, even with considerable pedagogical experience, without their prior careful consideration, planning and modeling. In our previous works, we substantiated the structure of the didactic model of the educational process, which consists of three blocks: organizational, content and procedural. Block 1 includes educational stages, block 2 includes learning objectives, elements of the subject and components of learning content, block 3 includes methods, means and assessment of the educational outcomes. The purpose of this work is modeling the first two of the above-mentioned blocks, namely: organizational and content blocks of the educational process of any educational discipline and in particular the course "History of methods of teaching foreign languages" for students of humanities on the basis of the author’s established methodological regulations. The results of the study showed that teaching of any educational discipline should be conducted: 1) in four stages: receptive, reproductive, productive and reflexive; 2) with the purposes of: a) perception and comprehension of the material under study at the first stage; b) reproduction of the material under study at the second stage; c) analysis and discussion of the material under study at the third stage; d) interpretation of the material under study, its supplementation, deepening and creative application at the fourth stage; 3) with the obligatory repetition of the previously-learned elements of the subject while learning the new ones in order to block the process of forgetting and to have the systematic accumulation of the new knowledge; 4) by means of acquiring knowledge of each element of the educational subject and development on their basis the skills that are gradually becoming more complicated: from receptive to reproductive, and from the latter to productive and reflexive.

KEYWORDS:

modeling, model of educational process, organizational and content blocks of educational process, educational disciplines.

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