(2015) Science and education, 4, 33-37. Odessa.

Serhiy Bratash,
Post-graduate Student, Lecturer of the Department of Physical Education,
T. H. Shevchenko Chernihiv National Pedagogical University,
53, Hetmana Polubotka, Chernihiv, Ukraine 

BIOMECHANICAL ANALYSIS OF PHYSICAL FITNESS OF SENIOR SCHOOL PUPILS  

 The biomechanical indices of the physical fitness of senior school pupils are presented in the article. The method of the strain dynamography was used for the most objective assessment of pupils’ physical fitness. It allowed to register biodynamical and time characteristics of jumping. The usage of this method gives an opportunity to estimate the characteristics and the level of pupils’ motivation, as well as possible changes, which take place in an organism during a physical action. The method of the strain dynamography is becoming more popular in the industry of sports and physical education. This method is represented in the reports of A. Laputin, O. Archipov, M. Nosko, S. Garcush, V. Boloban, A. Crivenko, etc. The effectiveness of this method is experimentally confirmed. The experiment was conducted at the beginning of the 2013-2014th school year at two secondary schools in Chernihiv. 157 male teenagers aged from 15 to 18, including 74 male pupils of the 10th grade and 83 male pupils of the 11th grade, who were referred to the general medical group, have taken part in the experiment. When carrying out the comparative analysis of biomechanical characteristics, (such as biodynamic one) and time supporting resistance of pupils of the 10th and 11th grades while high jumping, it has been revealed that most of the power and timing indicators are different. It has been also found out that boys of the 11th grade had higher biodynamic characteristics than teenagers of the 10th grade. Almost all time indicators were higher in pupils of 10th grade. Therefore, the obtained data of the biomechanical analysis of senior school pupils’ physical fitness will allow to correct the forms and methods of educational process at comprehensive schools in order to improve their effectiveness

 biomechanical analysis, strain dynamography, senior school.

 1.Arefiev, V. G. (1999). Suchasni standarty fizichnogo rozvytku shkoliariv [Modern standards of physical development of schoolchildren]. Kyiv: Vezha [in Ukrainian].
2.Laputin, A. M. (2001). Biomekhanika sportu [Biomechanics of sport]. Kyiv: Olimpiiska literatura [in Ukrainian].
3.Garkusha, S. V. (2005). Biomekhanichna korektsiia shvydkisno-sylovoyi pidgotovlenosti voleibolistiv visokoyi kvalifikatsiyi u peredzmagalnyi period [Biomechanical correction of speed-strength training highly qualified volleyball players in the pre-competitive period]. Candidate’s thesis. Kharkiv [in Ukrainian].
4.Donskoy, D. D. (1971). Biomehanika s osnovami sportivnoy tekhniki [Biomechanics with basics of sports technique]. Moscow: Fizkultura i sport [in Russian].
5.Kryvenko, A. P. (2007). Efektyvnist kompleksnoho zastosuvannia vprav z riznym rivnem hravitatsiinoho navantazhennia u fizychnomu vykhovanni studentok [The efficiency of complex use of exercises with different levels of gravitation load in physical training of students]. Candidate’s thesis. Kharkiv [in Ukrainian].
6.Laputin, A. N., Gamalij, V. V., Arkhipov, A. A., Kashuba, V.O, Nosko, N.A. (2000). Prakticheskaya biomekhanika [Practical biomechanics]. Kyiv: Naukovyi svit. [in Russian].
7. Nosko, M. O. (2003). Teoretychni ta metodychni osnovy formuvannia rukhovoi funktsii u molodi pid chas zaniat fizychnoiu kulturoiu ta sportom [Theoretical and methodological guidelines for the development of motor function of young people during physical training and sports]. Doctor’s thesis. Kyiv [in Ukrainian].

(2015) Science and education, 4, 29-33. Odessa.

Valeriia Borshchenko,
PhD (Candidate of Pedagogical Sciences), Senior Lecturer of the Department of Biology and Bases of Health,
South Ukrainian National Pedagogical University named after K. D. Ushynsky,
4, Fontanska Doroha Str., Odesa, Ukraine,
O. Sadovnik 

ROLE OF EMOTIONAL SELF-REGULATION IN PROFESSIONAL ACTIVITY OF FUTURE PHYSICAL EDUCATION TEACHERS 

 The article brings to light the methodology of pedagogical conditions realization of future Physical Education teachers’ formation of organizational culture while studying at higher educational institutions. Having analyzed the data, the authors have concluded that the phased (gradual) implementation of certain complex pedagogical conditions (awareness of the basic principles of scientific organization of teachers’ work by students, mastery of interpersonal inte-raction of organizing members of the pedagogical process, the development of future Physical Education teachers’ skills of self-regulation behavior) contributes to the formation of future Physical Education teachers’ organizational culture, as well as ensures the development of appropriate organizational skills in their future professional activity. The one of the most important tasks in professional activity of a teacher is the ability to control his/her own emotional states, emotions, feelings, because positive, comfortable communication of a teacher and pupils is possible only with the ability to offer students his/her feelings, emotions, and inner world in a proper competent way. Emotional inactivity of teachers; lack of emotions, expressive language, facial expressions, pantomime are one of the main reasons of students’ indifference and lack of attention at the lessons, unwillingness to learn, and all this provokes conflicts. Thus, on the basis of the above mentioned, the author concludes that pedagogical conditions for the formation of students’ organizational culture play a very important role in the career of future Physical Education teachers, in the process of forming playing skills and emotional self-regulation.

 pedagogical conditions, organizational culture, future Physical Education teachers, emotional selfregulation.

 1. Konopkyn, O.A. (1995). Psihicheskaya samoregulyatsiya proizvolnoy aktivnosti cheloveka: strukturno- funktsionalnyy aspekt [Psychic self-regulation of human activity: structural and functional aspect]. Voprosy Psichologii – Issues of Psychology, 1, 5-12 [in Russian].
2. Boryshevskyi, M.Y. (1992). Razvitie samoregulyatsii povedeniya shkolnikov [The development of pupils’ behavior self-regulation]. Doctor’s thesis. Kyiv [in Russian].
3. Polishchuk, M.V. (2004) Vykhovannia osobystosti: povsiakdennia i stereotypy [Education of personality: daily occurrence and stereotypes]. Hlukhiv: RVV GDPU [in Ukrainian].
4. Chebykin, O.Ya. (1999) Teoriya i metodika emotsionalnoy regulyatsii uchebnoy deyatelnosti [Theory and methods of emotional regulation of educational activities]. Odessa: AstroPrynt [in Russian].
5. Kormylo, O.M. (2007) Emotsiina kultura suchasnoho vchytelia [Emotional culture of a modern teacher:]. G.V. Tereshchuka (Eds.) Formuvannia profesiinoi kultury vchytelia v konteksti intehratsii Ukrainy v yevropeiskyi osvitnii prostir – Formation of teacher’s professional culture in the context of Ukraine's integration into the European educational space: Proceedings of the materials of regional scientific-practical seminar (pp. 28-30). Ternopil: Vyd-vo TNPU im. V. Hnatiuka [in Ukrainian].

(2015) Science and education, 4, 22-29. Odessa.

Volodymyr Bondarenko,
PhD (Candidate of Technical Sciences), Associate Professor,
Dean of the Technological Faculty,
Donbass State Pedagogical University,
19, Henerala Batiuka Str., Slaviansk, Ukraine 

MONITORING OF FUTURE TECHNOLOGY TEACHERS’ PROFESSIONAL IMAGE FORMATION 

 Professional image of the future specialist is a phenomenon that can be managed. Pedagogical monitoring allows to make permanent tracking of the dynamics of the level of formation of students’ professional image and to interpret the obtained data, to provide feedback, to develop recommendations, and make appropriate adjustments in the process of formation of students’ professional image, and on this basis to carry out effectively the functions of management. Monitoring in education has three major components: it requires the regular collection of data, it requires the synthesis and assessment of this information, and, in the author’s opinion, the most important thing is that it requires the implementation of monitoring results into management practice. As a part of the monitoring, the identification and evaluation of the pedagogical action are carried out. This process provides the feedback that informs about the conformity of actual results of the activities of the teaching staff to the ultimate goal. Relevant functions for monitoring of the system of forming future technology teachers’ professional image are the following: diagnostic, strategic, analytical, informational, corrective and prognostic ones. Monitoring of the system of formation of future technology teachers’ professional image has two interrelated aspects – monitoring of the level of future technology teachers’ professional image maturity and monitoring teachers’ activities in developing the professional image of future technology teachers. The research has identified monitoring as a tool of managing the formation system of future technology teachers’ professional image, which provides permanent, specially organized, systematic observation of the level of formation of students’ professional image in order to ascertain its conformity to a desired result or a particular purpose. Monitoring of this aspect includes a process of data collection, analysis of the information on the main indicators of the objects, impact factors, dynamics to assess the efficiency of formation of future technology teachers’ professional image and making management decisions about the conformity of the actual results to the planned ones on this basis and their further adjustment.

 professional image, monitoring, educational monitoring, future technology teacher, creating future technology teachers’ professional image.

 1. Alfimov, D. V. (2012). Teoriia i metodyka vykhovannia liderskykh yakostei osobystosti u suchasnii zahalnoosvitnii shkoli [Theory and methods of leadership training of the individual in modern secondary school]. Candidate’s thesis. Donetsk [in Ukrainian].
2. Andrushchenko, V. (2005). Filosofiia osvity XXI stolittia: poshuk priorytetiv [Philosophy of education of the twenty-first century: searching for priorities]. Filosofiia osvity – Philosophy of education, 1, 5-17. Kiev: Maister Klas [in Ukrainian].
3. Elnikova, G.V. (2004). Osnovy adaptyvnoho upravlinnia (teksty lektsii) [The foundations of adaptive management (texts of lectures)]. Kharkiv: Vydav. gr. "Osnova" [in Ukrainian].
4. Isayenko, V. M., Ulichshenko, V. V. (2011). Monitorynh u systemi pidhotovky vchyteliv i pidvyshchenni kvalifikatsii [Monitoring in the system of teacher training and professional development]. Naukovyi chasopys NPU imeni M.P. Drahomanova – Annals of m.P. Drahomanov NPU. Serhiienko, V. P. (Ed). Kyiv: Vyd-tvo NPU imeni M. Drahomanova [in Ukrainian].
5. Kasianova O. M. (2004). Monitorynh v upravlinni navchalnym zakladom [Monitoring in educational institution management]. Upravlinskyi suprovid monitorynhu yakosti osvity – Management support of monitoring educational quality,1 (13). Kharkiv: Vydav. hr. «Osnova» [in Ukrainian].
6. Kovalenko, I. V. (2012). Pedagogicheskiy monitoring kak sredstvo upravleniya kachestvom obrazovaniya [Pedagogical monitoring as a means of education quality management]. Izvestiya TulGU Gumanitarnyie nauki – News of Tula State University. Humanitarian sciences, 1- 2. Retrieved from: http://cyberleninka.ru/article/n/pedagogicheskiymonitoring-kak-sredstvo-upravleniya-kachestvomobrazovaniya [in Russian].
7. Lokshyn, O. I. (Ed). (2004). Monitorynh yakosti osvity: svitovi dosiahnennia ta ukrainski perspektyvy [Monitoring of quality of education: world achievements and Ukrainian perspectives]. Kyiv: K.I.S. [in Ukrainian].
8. Lukina, T. (2006). Monitorynh yakosti osvity: teoriia i praktyka [Monitoring the quality of education: theory and practice]. Kyiv: Vyd. Dim «Shkil. Svit»: Vyd. H. Halitsyna [in Ukrainian].
9. Mayorov, A.N. (2005). Monitoring v obrazovanii [Monitoring in education]. 3rd ed., rev. Moscow: Intellekt-Tsentr [in Russian].
10. Prykhodko, V.M. (2010). Paradyhmy monitorynhu yakosti osvity i pedahohichnoho protsesu: (U zapytanniakh i vidpovidiakh) [Paradygms of monitoring the quality of education and educational process: in questions and answers]. Naukovo-metodychnyi posibnyk – Text-book. Zaporizhzhia [in Ukrainian].
11. Prykhodko, V. M. (2011). Monitorynh yakosti osvitnoi diialnosti zahalnoosvitnoho navchalnoho zakladu: pedahohichni osnovy upravlinnia i upravlinskyi aspekt: monohrafiia [Monotring the quality of educational activity of comprehensive educational institution: pedagogical foundations of management and management aspect]. Zaporizhzhia [in Ukrainian].

(2015) Science and education, 4, 17-22. Odessa.

Olena Bobro,
PhD (Candidate of Medical Sciences), Acting Associate Professor,
Department of Biology and Fundamentals of Health,
South Ukrainian National Pedagogical University named after K. D. Ushynsky,
4, Fontanska Doroha Str., Odesa, Ukraine

ASSESSMENT OF CENTRAL NERVOUS SYSTEM GENERAL FUNCTIONAL STATE OF THIRD-YEAR STUDENTS OF HIGHER EDUCATIONAL INSTITUTIONS

 This article is devoted to the study of the problems of the Central nervous system functional state and neurophysiological processes of third-year students of higher education institutions. Neuroendocrine organizations influence all physiological functions of a young organism: physical, mental and intellectual ones. This age period is characterized by diverse and complex changes of a functional state of an organism. Gender and age of students influence the psychophysiological indicators of the general functional state. Functional state is responsible for adaptation to the training process. Studying the processes which take place in the nervous system of students is a relevant scientific and applied problem. Researches of indicators of general functional state of Central nervous system were carried out in groups of healthy students. The analysis of the obtained data in each group has been performed; then the comparative analysis between data groups has been carried out. The author has researched resting general functional state of third-year students’ central nervous system. The investigation of the general functional state was carried out after doing exercises with a reverser according to the results of simple visual-motor reaction. The examination has shown that there was a 52% increase in indicators in the group of students at the sixth minute of having rest after doing exercises with a reverser. It indicates that the reaction of the Central nervous system structures to the exercises during the examination was adequate. After doing exercises with a reverser two main types of reaction have been revealed: decrease and increase in the main indices of general functional state. It should be noted that the second type of reaction is more typical for the investigated students. This research method is applied for obtaining data in applied areas of human physiology.

 the Central nervous system (CNS), general functional state (GFS), loading with a reverser.

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