Didactic principles
In physical education the pedagogical principles reflecting the general pedagogical laws have been embodied. The principles formulated in relation to the laws of education are called didactic principles. They contain a number of universal methodological provisions, without which it is impossible to use rational methods not only in teaching motor activities, but also in all other aspects of pedagogical activity. Therefore, they can be called general methodological principles. These include: the principles of consciousness and activity, clarity, accessibility and individualization, systematization.
Consciousness and activity. When passively engaged in the effect of physical exercise is reduced by 50% or more. The implementation of this principle requires that the trainer fulfills the following requirements:
— To form a meaningful attitude and interest in the goals of physical education and specific objectives of the activity;
— Develop a strong need for regular exercise;
— develop a habit of analysis, self-control and correction of one"s own actions in the course of exercises;
— To bring up independence, initiative and creativity in solving tasks. The last requirement is the most difficult to fulfill in the school lesson of physical culture, where the authoritarian style of upbringing prevails.
The principle of visualization implies active and complex use of all senses (not only on the basis of visually perceived information). The importance of different means and methods for the implementation of the principle of visibility at different stages of learning the motor action is inadequate. It is necessary to combine an optimal combination of direct (display of exercises) and indirect visualization (demonstration of visual aids, cinema and video materials, use of imagery); selective (directed impact on the senses); and selective (directed impact on the organs of the senses). ;and analyzers; and complex effects on the functions of motion analyzers. And it is necessary to achieve an impact on the functions of not only external (visual, auditory, tactile), but also internal sensory systems for self-regulation of movements (proprioreceptors of muscles, ligaments, joints, vestibular system receptors). The modern method uses technical means of sensory leading (light and sound leaders, allowing to observe the parameters of motion) and urgent correction (devices that urgently inform about the compliance with the specified parameters of motion or deviation from them), training devices (allowing to “feel” the motion on the basis of the formation of kinesthetic sensations).
As a result, due to the well-coordinated functioning of sensory systems, there are complex, subtly specialized sensations of movements or conditions of their performance (“feeling” of water, bars, shells while throwing, distances in martial arts, etc. ). The principle of accessibility and individualization means the observance of the measure between the possibilities of those who deal with objective difficulties of FS performance (coordination complexity, intensity, duration, etc. ) or the optimal combination of tasks, means and methods of physical education with the possibilities of those who deal with them. Accessibility is not an ease, but a feasible difficulty. The method of determining accessibility consists of determining the measure of individual and group accessibility.
Conditions of accessibility:
— Graduality (from simple to complex, from easy to difficult). Use of introductory and preparatory exercises;
— FS continuity (rules: from the known to the unknown, from the mastered to the undeveloped). Sometimes, for pedagogical purposes, it is advisable to use the method of contrasting tasks: throwing objects of different weight or the same object at different distances, jumping with a lead belt, etc. The principle of accessibility is inseparable from the principle of individualization: the use of means, methods and forms of study, taking into account the functional capabilities and morphological characteristics of the individual, i. e. the process of physical education should be flexibly individualized. The problem of individualization in the FS system is solved on the basis of an organic combination of two directions — general training (GTP in secondary schools, vocational schools, universities, etc. ) and specialized (sports, PPFP). The principle of systematicality is considered to be the starting (initial) installations regulating the system construction of the educational process. Pessimistic, disorderly nature is unacceptable, they lead to a sharp decrease in the effect of the lessons and the whole process of upbringing. (The system is an ordered set of elements representing an integral process of physical education).