Principles of implementing the educational process
Principles are the most general theoretical provisions that express the laws of learning, upbringing and training of a young athlete. The principles of consciousness, activity, clarity, systematicity, accessibility and strength are the general pedagogical principles of combat horting. The application of these principles in the organization of educational, educational, health, training or competitive activities is mandatory. All principles are interconnected and complement each other. None of them can be fully implemented if the others are ignored. Only by applying them in unity can the greatest effect be achieved in the training of a young athlete. However, at different stages of the formation of a student's sports preparedness, the role of the principles listed above is not equal. At the stage of initial training, pedagogical principles acquire great importance. As the qualification of a young athlete increases, the importance of the principles of sportsmanship and sports training increases.
Pedagogical (didactic) principles of teaching and training a young athlete
The principle of consciousness and activity. Combat horting as a type of martial arts is characterized by the execution of actions by rivals in a non-standard setting in conditions of acute time shortage. Therefore, the specificity of the activity itself necessitates a creative approach to the execution of techniques, conscious choice and change of tactical options of the duel, that is, there is a need to apply the principle of consciousness and activity. This principle is based on the organic connection between the performed motor actions and the athlete's consciousness.
The implementation of the principle of consciousness and activity in the pedagogical process should go in three directions:
– the formation of a meaningful attitude and a stable interest in the main goal and specific tasks of the lesson;
– stimulation of conscious analysis and control when performing tasks in the process of educational and training classes;
– education in the young athlete of initiative, independence and a creative attitude to classes.
Along with the task of achieving sports results, the athlete must clearly imagine the tasks of each period and stage of training. In the process of learning general developmental and special exercises, the athlete will not be able to correctly perform the movement and achieve the set goal if he does not represent the specific task of the exercise. When mastering a new technique, the coach must require the young athlete to have clear knowledge of the features of the technique, the place that this technique occupies in the general classification of combat means of combat horting, as well as its connection with other means. Success in mastering skills depends on the ability of the young athlete to consciously evaluate his sense of time, the power and spatial characteristics of the mastered technique of striking or throwing technique. Progress in mastering high-speed techniques depends on the ability of the young athlete to independently evaluate microintervals of time in striking and throwing actions.
Activity. The coach must cultivate activity in his students from the first days of classes. After all, all other things being equal, the victory is awarded to the opponent who imposed his plan of action on the other and showed greater initiative, that is, showed a greater desire to win the duel. It is possible to cultivate activity in athletes only if they are interested in the classes. To increase the activity of students, the coach needs to build classes emotionally, avoiding a pattern and monotony in them. The recovery processes in athletes worsen when classes are held monotonously, monotonously and uninterestingly.
Independence. At the initial stage of training a young athlete, one of the main tasks of the coach is to foster his independence in classes. The coach needs to teach the student to independently analyze the quality of his performance of general and special exercises, to critically analyze the mistakes that arise during training. The requirements for the independence of athletes increase especially with the growth of their sports fitness. Highly qualified athletes quite often attend training camps without their coach. In this case, the effectiveness of training largely depends on how independent the athlete is in implementing the individual training plan drawn up by his coach.
The principle of clarity. The essence of the principle of clarity is the maximum use of the analyzers of a young athlete to solve the tasks of training and training. The principle of clarity is due to the dependence of mastering, in particular, motor skills, on sensory perceptions. It expresses the need to provide the young athlete with appropriate visual, motor and other representations of the technique under study. There are receptive types - visual, motor and acoustic. These three types are combined in each person, and each of them can prevail. The coach must know which stimuli are mainly perceived by one or another of his students. This will help him effectively implement the principle of clarity.
Demonstration of the technique. The basis of training and improvement in combat horting classes is the demonstration of techniques. The coach must show the elements of the basic technique and combat horting techniques exactly as they are performed in a competitive fight. It is better to demonstrate the completed action so that athletes can get the most complete idea of the movement features, the relationships between individual elements of the technique, phases and parts that make up a specific technique. Only after athletes have a correct idea of the whole technique, it is necessary to draw their attention to the essential details on which the technique of performing this technique depends. Only when teaching relatively simple movements in terms of coordination, such as single strikes, defenses, should the technical action not be divided into parts, phases and elements. Dissection can be used only when teaching complex coordination movements (throws in phases, series of strikes, striking-throwing combinations, etc.). The coach should show the technique several times and so that athletes can see it from different sides.
When teaching new skills, especially when working with children and adolescents, it is most effective to use a holistic method of demonstrating the exercise, facilitating the main task with a system of introductory and preparatory exercises. In the process of teaching children, adolescents and young men, the method of showing the exercise is the main one. But when working with children under 12 years of age, replacing the direct stimulus with a verbal one in some cases gives a positive result, but this is not observed when the word for the pupil is not associated with a real idea of the subject of the action. To increase the effectiveness of training in classes, the coach should comprehensively use as many visual aids as possible that allow creating a general idea of the studied movement or its main details. These can be the so-called means of deferred information - photographs, posters, film clips, videos, etc.
A special place in the modern practice of teaching and training a young athlete is occupied by means of timely information that allow the athlete to be directed to a conscious perception of the spatial, temporal and force characteristics of the performed actions. When teaching a young athlete motor skills, computer-based educational video aids, special impact dynamometers and other devices that allow recording changes in the above-listed athlete characteristics in direct training conditions are widely used.
The principle of systematicity and consistency. This principle requires the athlete and coach to adhere to rationality and consistency in studying the basics of combat horting. Only on the basis of systematic and consistent mastering of the necessary amount of technical and tactical skills and abilities in training sessions, the young athlete creates the necessary prerequisites for comprehensive development and versatility in mastering the combat horting technique. An indispensable condition for the training and training of a young athlete is the sequence of study, when he masters new tasks, based on previously learned material. Each new topic should be organically connected with the previous one. Teaching the combat horting technique should go from simple to complex. First, the athlete studies the fighting stance, movement, direct strikes, self-insurance when falling, single strikes and all types of protection against them. Then he moves on to studying simple throws, side strikes and protection against them and only after that he masters combinations of direct and side strikes, blows from below with hands and feet, as well as throws. Unfortunately, in the practice of combat horting there are still cases when a coach who does not have high professional training and knowledge, in pursuit of a high result, resorts to the so-called forced methods of teaching and training. As a result, athletes, as a rule, do not master the basics of the school of combat horting, suffer from monotony in the use of technical and tactical means. It can be predicted in advance that such a student will not become a high-class master of combat horting, capable of showing high sports results in the future.
The principle of accessibility and individualization. The principle of accessibility and individualization consists in the mandatory consideration of group, age and individual differences of a young athlete when selecting optimal loads in the educational and training process. If the coach knows well and takes into account the nature of work, education, living conditions of students, their level of fitness and mental characteristics, he can choose the most rational method of conducting classes for each of them. Combat horting classes attract people of various age groups and physical fitness. Therefore, the coach needs to take a differentiated approach to groups of students of different composition and fitness, select educational material differently and set an acceptable physical load during classes. What is simply given to a young athlete with high sports qualifications will not always be available to a novice athlete. An athlete who is in a state of high fitness will be able to easily withstand a large load, but this load will be unbearable for an untrained beginner.
If a coach, in pursuit of a high sports result, deliberately gives beginners complex technical and tactical tasks, such a task will be overwhelming for a beginner and can lead to a loss of faith in their own strength, and in some cases to injuries. Therefore, the coach should choose and dose exercises in such a way that the load most accurately corresponds to the capabilities of the students. Educational material can be learned only when it is available. And this involves overcoming feasible difficulties. The study of the nature of the impact of the load in training classes on the body of young athletes showed that if the load in the class does not correspond to the capabilities of the students, in some cases they develop neurological abnormalities in their health. The principle of accessibility and individualization requires that when recruiting groups, the coach selects students of approximately the same age, as well as sports experience and preparedness. Control exercises and tests play an important role in the correct recruitment of training groups. Focusing on the normative indicators that the coach can obtain by adopting program standards in his students, as well as on the level of special physical fitness and on the data of pedagogical and medical-physiological observations, he specifies the program material, outlines the boundaries of the available workload in volume and content at this stage of training, as well as promising milestones and ways to achieve them. However, adhering to the general laws of training and training, taking into account the age characteristics, qualifications and degree of training of students, the combat horting coach must build the educational process in such a way as to maximally individualize the training of athletes. The importance of individualized training especially increases at the stage of formation of the highest sportsmanship of a young athlete. It is known that athletes differ from each other in motor, functional, mental and other capabilities of their body. Even in a group that is homogeneous in age, qualifications and previous training, there are no two athletes with absolutely identical indicators. Therefore, one of the main tasks of the coach is to individualize the learning and training process of each student as early as possible.
Principles of improving sportsmanship
The principle of strength and variability of skills. The degree of mastery of strong, stable motor skills by an athlete is one of the main indicators of the level of his sportsmanship. In the conditions of a competitive duel, the strength of the athlete's skills is negatively affected by a complex of so-called confounding factors, such as the opponent, the athlete's asthenic emotions, fatigue, the reaction of spectators, an unfamiliar competitive environment, etc. One of the main differences between a high-class young athlete and a less qualified one is that his actions are characterized by strength, correctness and accuracy of the execution of blows and throws regardless of the level of competition, the intensity of the duel and the individual characteristics of the opponent. Therefore, the coach must ensure that the training material is firmly absorbed by the student, that is, that a strong skill is formed. The strength of a skill should be understood as the repeated performance of a technique in a competitive environment without reducing its effectiveness. It is possible to firmly master the techniques of combat horting only by systematically and continuously performing training tasks, during which, after repeated repetitions, motor skills will gradually turn into fixed motor skills.
A motor skill is an automated way of controlling movement, when a technique can be performed without the athlete's consciousness. The greater the complex of motor skills mastered by an athlete, the more he can not control his actions, but tactically justify the movements. Thus, with the formation of a skill, the main object of attention of a young athlete becomes not the technique itself, but the result of the action, the conditions and the situation of the duel. Learning skills should not be done by means of a patterned honing of individual techniques. Athletes need to consciously master movements in the most diverse tactical situations.
Strength of a skill. The strength or stability of a skill is inextricably linked with its variability. This is especially important in a duel fight of combat horting, where the actions of rivals take place in a non-standard setting, in a duel with opponents who are individual in anatomical and morphological features and style of conducting a duel. Therefore, it would be a serious mistake if the coach, when studying, for example, a side blow to the head, limited himself to showing only one standard position in mastering the technique of this blow. As the athlete masters the skill, the coach should diversify the options for improving the technique as much as possible, creating various tactical conditions for its execution. Of great importance in improving the variability of the skill in training sessions is the selection of opponents by the coach and athlete, diverse in technique and style of fighting. The student can achieve variability of the skill by improving the technique in different conditions or in a situation when, in addition to the main dynamic stereotype, new motor reactions are produced that signal a change in the situation in the fight. As the athlete accumulates experience in training and competitive activities, the main motor stereotype, as it were, becomes overgrown with emergency means - additional controlling techniques that come in handy when suddenly necessary. The ability to vary within the permissible limits of a motor skill, along with its strength, is one of the signs that determine the class of an athlete. The variability of a skill can be increased by changes in the preparatory, additional and final phases while maintaining high stability of the main phase of the skill. At higher stages of skill development, specialized perceptions appear in a young athlete: the feeling of a blow or throw, the feeling of time, etc. The strength of mastering skills and the degree of their technical execution are determined in conditions of direct confrontation with an opponent. The most effective means of solid mastery of technical and tactical skills are conditional and free duels, as well as competitions. In the practice of educational and training work, when teaching new techniques, there are cases when, for one reason or another, an athlete masters an incorrect motor skill. The acquisition of incorrect motor skills poses a serious danger, because due to the stability of the cortical dynamic stereotype of the brain, it will be difficult for the athlete to correct and rework this skill.
To rework a skill, it is necessary to destroy the formed stereotype. To destroy the old temporary cortical connections, breaks of different durations are used, and then they proceed to the formation of a new - correct version of the skill. To do this, it is necessary that the number of repetitions of movements in the process of improving the new version of the motor skill exceeds the number of repetitions of the old version.
The principle of correspondence and improvement of sportsmanship. The rapid growth of sportsmanship of a young athlete is impossible without careful observance of the principle of correspondence. The principle of correspondence includes a fairly wide range of requirements, the main purpose of which is the rational construction of the athlete's training and competitive activities.
The effectiveness of combat horting techniques in a duel between rivals primarily depends on the extent to which each of them can use such techniques and actions that most closely correspond to the situation formed in the duel. The coach must plan the educational and training process so that the means used, training methods, the nature and content of the exercises, the size and content of the load most accurately correspond to the capabilities of the athletes. For example, when training special physical qualities, the athlete must strive not just to improve them, but to necessarily develop them in strictly proportional compliance, based on the specifics of combat horting. When developing the general and special preparedness of a young athlete, his physical qualities should not be at an equally high level. Their rational combination in accordance with the specifics of combat horting is necessary. Of particular importance is the issue of the content and relationship between the general and special physical training of a young athlete, since not indifferent versatile physical training can positively interact with special and contribute to the development of fitness. Therefore, the coach in working with the athlete should strive to use as much as possible those exercises from the means of general physical training that, according to biomechanical and physiological characteristics, are closest to the specifics of combat horting: sports games, jerking and pushing exercises with weights, wrestling, cross-country, etc.
The principle of correspondence requires the formation of the necessary psychological attitude in the young athlete when performing specific educational, training and competitive tasks. Compliance with the principle of correspondence in improving the sportsmanship of a young athlete acquires particular importance during the period of preparation for future competitions. In this case, the coach in preparing the student must take into account a number of important points, without which it is impossible to achieve a high sports result. These include the issues of planning training, rest and nutrition of the athlete in accordance with the time and features of future competitions. It is necessary to build the training of a young athlete, taking into account the individuality of his future main rivals, the intensity of competitive struggle, the reaction of spectators, etc.
The principle of compensation in sportsmanship. At different stages of the formation of sportsmanship of a young athlete, the volume of technical and tactical means mastered by him, the level of manifestation of physical and mental qualities and functional capabilities are different. Some specialized properties and qualities of a young athlete are at a high level of manifestation, others are at an average level, and still others lag behind in their development. Differences in the level of manifestation of specialized properties and qualities of a young athlete depend on many reasons. Of these, the most important are the individual characteristics of the athlete, the time spent on learning motor skills and abilities, the actual ratio of time used by the student in the educational and training process to improve each of the aspects of technical, tactical, physical and mental preparedness in the process of becoming an athlete, etc. The implementation of the principle of compensation in improving the sportsmanship of a young athlete begins from the moment when the coach, having identified the characteristics and capabilities of his student, proceeds to the formation of an individual style of fighting in him, relying primarily on those qualities and abilities that are most developed. The principle of compensation is especially needed directly during a competitive duel. Quite often, an athlete, having chosen the correct tactical options, means and methods of fighting the opponent from his point of view, begins to lose to him during the duel. For example, having chosen a tactical setup to beat the opponent, the athlete is unable to do this, since his opponent turned out to be more skillful. If the athlete has good physical training and high special endurance, he will switch to a new tactical variant of the duel, increasing the pace and compensating for the missing qualities with a high density of active actions.
The principle of directed combination in the development of sportsmanship. Any technique that an athlete performs in order to master a stable motor skill or to develop a particular physical quality causes certain changes in his other skills and qualities. This relationship is based on the law of unity and the nature of the manifestation of the motor and functional capabilities of the young athlete's body. One of the most important forms of implementing the principle of directed combination in the training of a young athlete is the simultaneous development of his special physical qualities and special motor skills. The strength of the manifestation of a skill increases significantly when its formation occurs simultaneously with the improvement of special physical qualities. This principle is widely used in all sections of combat horting competitions. The principle of directed combination is widely reflected in the training methodology, where exercises with weights and the improvement of the athlete's special motor skills are used simultaneously. Combat horting is a speed-power sport, so high strength of manifestation of special motor skills in a competitive environment is possible only when the coach, working with the student, intentionally creates the most effective speed-power conditions when improving skills. Thus, in order to improve the explosive effect of the throwing force of a young athlete, various types of rubber expanders are used, attached to the wall, which complicate the execution of throwing actions, and specifically - movements during turns for a throw.
One of the necessary conditions for the effective use of the principle of directional combination in training sessions is the rational selection of the optimal load for each young athlete depending on his weight category and level of fitness.
If the load for a particular athlete is higher than the critical one, then the dynamic structure of efforts when performing the skill will be disrupted. Another indispensable condition for the successful use of weighted exercises and the simultaneous improvement of special skills is the technically correct execution of the technique.
The influence of existing skills on further training
When learning the elements of combat horting, the interaction of skills is clearly manifested. An experienced athlete who has gone through a good school of sequential training easily learns new techniques. In such cases, the stages of generalization and concentration of excitement also take place, but they pass more easily and quickly, without causing noticeable difficulties in mastering new actions. The presence of motor skills can have both a positive and negative effect on the process of mastering new techniques, can facilitate the formation of a new skill and, conversely, complicate this process. Such an effect of already formed skills on newly acquired ones is called the transfer of skills. Positive transfer can be bilateral, limited and generalized. Bilateral transfer is carried out when learning a technique to both the right and left sides, that is, symmetrically. Some coaches talk about the legitimacy of studying technical and tactical actions in a convenient and inconvenient side from the standpoint of individual physiological conditioning of the controlling nervous structures. However, before talking about this, it is necessary to take into account the conditioning that arises as a result of the formation of a kinematic connection between two young athletes regardless of the presence of a constant mutual grip. The question of a convenient or inconvenient side can be raised only in the case of the formation of a mutual frontal stance. If at least one young athlete has an asymmetrical unilateral stance, the question of the expediency of forming an identical bilateral arsenal in terms of kinematic parameters disappears.
From the standpoint of the combat horting strategy, bilateral symmetry in a duel cannot provide optimal efficiency, since:
– carrying out an effective blow or throw requires the presence of an asymmetrical stance;
– defense is more effective when the number of its necessary methods is reduced, which is organized by defining one asymmetric stance and developing defense against opponents standing with the same and different names.
Mastering a skill is complicated if the methods of solving a similar motor task are different in directions. Such a transfer is called limited. In the practice of educational and training work, there are cases when existing skills inhibit the formation of new ones. Such a phenomenon is called negative transfer and is most often observed when relearning incorrectly mastered elements of the basic combat horting technique. These can be both strikes and throws, and methods of defense. The coach must keep in mind that the methods of performing attacks and defense are extremely diverse in variability, and each of them, in certain conditions, depending on many reasons, may turn out to be a rational individual feature of the technique. Therefore, not everything should be considered from the position of correct and incorrect mastery, and sometimes it is worth tracing the possibility of achieving a specific sports result by an unusual way of learning the technique and improving the skill.
"Horting Encyclopedia"
Eduard Yeromenko
© 2014