Education of general culture of horting athletes
Morality, as a form of social consciousness, is a set of rules, norms, and requirements that regulate the relationship and interaction of athletes, their behavior.
The behavior of combat horting athletes is assessed by the degree of compliance with certain rules of human ethics. These rules allow us to evaluate an act and come to a common opinion: a person acted well or badly. A rule that is general in nature, that is, applies to many identical actions, is called a moral norm. The norm determines how a person should act in a particular situation. Norms can encourage combat horting athletes to certain actions and actions, or they can prohibit them.
Depending on the spheres of relations between people (professional, family, international, and others), norms are combined into groups and are regulated by the starting point of a particular sphere - moral principles. Thus, the norms of relationships in the pedagogical environment of the National Federation of Combat Horting of Ukraine and the combat horting system in general are regulated by the principles of humanism, democracy between representatives of different nationalities - the principles of mutual respect, partnership.
The concepts of morality, which are of a general nature, that is, they cover not individual relationships, but all spheres of relationships, and encourage combat horting athletes to be guided by them everywhere and everywhere, are called moral categories. These include such categories as justice, kindness, duty, dignity, honor, happiness and other virtues. Society and the combat horting system produce for athletes a model of moral behavior - a moral ideal, to which everyone should strive, considering it reasonable, beautiful, useful.
Moral rules, norms, principles, categories, ideals act as a form of social moral consciousness. Individual morality from the standpoint of the scientific-materialistic concept is determined by society, however, a person is free to choose norms of behavior and must be responsible for his choice.
The moral culture of a combat horting athlete is the assimilation by the individual of moral norms, principles, categories, ideals of society at the level of his own beliefs, adherence to them as habitual forms of personal behavior.
The structure of the moral culture of a combat horting athlete consists of knowledge, feelings, attitudes, behavior. Therefore, the content of the educational work of a teacher, combat horting coach, and the management of an educational institution regarding the formation of the moral culture of athletes is the formation of a system of moral knowledge, feelings, attitudes, and behavior in them.
The moral development of a personality goes through three stages. At the homeomoral level, the athlete fulfills the requirements, fearing punishment. At the conventional level, adherence to morality is determined by the attempt to belong to a group, society, and meet their requirements for the purpose of self-preservation. The third level of moral development is autonomous: a person voluntarily chooses moral behavior, because he is convinced that he needs to live according to the norms he has voluntarily accepted.
The psychology and pedagogy of combat horting treat the process of moral development similarly. The difference is that development is understood not as a spontaneous, genetic movement, but as the result of social and pedagogical influence.
The content of moral education of athletes by means of combat horting involves the establishment of the principles of universal morality - truth, justice, patriotism, kindness, hard work and other virtues on a national basis.
The combat horting system places extremely high demands on the athlete's moral attitude:
to himself - decency, honesty, conscientiousness, truthfulness, justice, hard work, dignity, honor, keeping his word, loyalty (civic, friendly and marital);
towards other people – respect for elders, one’s lineage, tact, tolerance, affirmation of humane relations, hospitality;
towards work – respect, love of free labor, honest work, respect for labor, pious attitude towards bread, devotion to the fatherland.
These ideas, ideals, views, norms of behavior, enriched by the millennial experience of the wisdom of the Ukrainian people, carry a powerful moral potential, which serves the successful assimilation of universal human values by athletes through the means of combat horting.
Moral and ethical education in the combat horting system is influenced by two moral and value concepts: spiritual and the concept of the free world. Spiritual education involves athletes' knowledge of the history and philosophy of combat horting, human morality, the philosophy of human existence, art, and training in individual spiritual experience. A significant part of the leading teachers of the National Combat Horting Federation of Ukraine believe that the basis of moral education should be human values, consciousness, positive ethics and morality.
The content of moral education in the combat horting system is generally determined by the values of progressive world civilization. The combat horting school forms a number of moral qualities using the so-called behavioral method of education. This method involves a free game environment, cooperation between athletes and mentors, in which communication skills, the ability to interact, make decisions, solve life problems, and choose values are formed.
The formation of the moral culture of combat horting athletes is carried out in various types of activity: sports, educational, labor, socially useful, especially those types where athletes are put in a situation of direct expression of care for others, providing assistance and support, protecting the weaker, younger, sick, child, elderly person, etc.
The forms of moral education of combat horting athletes include special training sessions, lessons, conversations about etiquette, frank conversations, debates, lectures, thematic evenings, meetings, celebration of holidays of the national calendar, charitable events, creation of almanacs on the history of the family tree, evening parties, etc.
Education of moral and ethical values in combat horting athletes
The deep content of education in the combat horting system is a scientifically substantiated system of general cultural and national values and a corresponding set of socially significant qualities of the individual that characterize his attitude towards society and the state, other people, nature, art, himself. The system of values and qualities of the individual develops and manifests itself through his own attitude.
The value attitude of combat horting athletes towards society and the Ukrainian state is manifested in patriotism, national self-awareness, legal awareness, political and state culture.
The value attitude of combat horting athletes towards people is manifested in the moral activity of the individual, the manifestation of sensitivity, honesty, truthfulness, diligence, justice, dignity, mercy, conscience, tolerance for others, peace-lovingness, benevolence, willingness to help others, obligation, conscientiousness, politeness, delicacy.
The value attitude of combat horting athletes towards nature is formed in the process of ecological education and is manifested in such signs as: awareness of the functions of nature in human life, the intrinsic value of nature; a sense of personal involvement in the preservation of natural resources, responsibility for them; the ability of the individual to harmoniously coexist with nature.
The value attitude of combat horting athletes towards art is formed in the process of aesthetic education and is manifested in the corresponding erudition, a wide range of aesthetic feelings, actions and deeds related to art. The personality, which is inherent in this attitude, possesses a system of elementary artistic knowledge.
The value attitude of combat horting athletes to work is an important component of the content of personality education. It involves the awareness of children, schoolchildren and university students of the social significance of work, a developed need for labor activity, initiative, a tendency to entrepreneurship; understanding of economic laws and problems of society and means of their solution, readiness for creative activity.
The value attitude of a combat horting athlete to himself involves the formation in the growing personality of a combat horting athlete of the ability to value himself as a carrier of physical, spiritual and social forces. It is an important condition for the formation of an active life position in children and youth.
The value attitude of a combat horting athlete towards his physical "I" is the ability of an individual to evaluate his athletic fitness, appearance, body structure, posture, development of motor abilities, physical endurance, high working capacity, functional capacity, ability to restore strength after physical exertion, and strong-willed traits.
The value attitude of a combat horting athlete to his mental "I" implies the upbringing of a culture of knowing his own inner world - thoughts, experiences, states, intentions, aspirations, goals, life prospects, ideals, values, attitudes.
The value attitude of a combat horting athlete to his social "I" is manifested in the following features: the ability to navigate and adapt to new living conditions, to constructively influence them; determining one's status in a social group, establishing joint work with adults and peers; the ability to prevent conflicts, a fair and noble attitude towards other people.
Moral education of combat horting athletes - educational activities of a combat horting club, educational institution, family regarding the formation of moral consciousness in athletes, the development of moral feelings, skills, abilities, and appropriate behavior.
Moral and ethical education of combat horting athletes begins in the family, continuing in the process of socialization of the individual. Its basis is made up of universal and national values, moral norms, which are regulators of relationships in society. Among such norms are humanism and democracy, which are reflected in the ideal of a free person with a highly developed sense of self-esteem, respect for the dignity of another person.
Moral education in the combat horting system involves the formation in athletes of a sense of love for parents, homeland, truthfulness, justice, honesty, modesty, mercy, willingness to protect the weak, a noble attitude towards women, nobility and other virtues.
Moral and ethical education in the combat horting system is characterized by the following concepts: morality, moral ideal, moral code, moral norms, moral beliefs, feelings and qualities.
Morality is a system of ideas, principles, laws, norms and rules of behavior and activity that regulate humane relations between people. Morality performs a cognitive, evaluative, educational function, and its components are moral consciousness, moral activity, moral relations. Norms and principles of morality, moral ideals and feelings constitute a system of morality, which forms the basis, the life position of the individual.
A moral ideal is an image that embodies the highest moral qualities, is a model to which one should strive. This is the model of moral perfection that encourages combat horting athletes to self-development, and on which the educational process of the entire combat horting system is oriented.
A moral norm is a requirement that defines the duties of combat horting athletes in relation to the world around them, specific models that guide the behavior of the individual, make it possible to evaluate and control it.
The set of moral norms of the combat horting system, formed into a clear and regulated system, forms the "Ethical Code of Combat Horting". If morality is a subjective idea of a combat horting athlete about good and evil, then his practical activity in creating good, motivated by internal motives ("voice of conscience"), appears as morality.
Morality is the embodiment of moral beliefs, moral ideals, norms, feelings and principles in the practical activity of combat horting athletes.
Moral beliefs are stable, conscious moral ideas of a combat horting athlete (norms, principles, ideals), according to which he considers it necessary to act in this way, and not otherwise.
Moral feelings are stable experiences in the consciousness of a combat horting athlete, which are the basis of his volitional reactions in various situations, his subjective attitude towards himself, other people, individual phenomena of social life, society as a whole.
Moral qualities are typical personal traits of behavior of a combat horting athlete.
The basis of moral education is ethics (from the Greek ethika - habit, custom) - a philosophical science about morality, its nature, structure and features of the origin and development of moral norms and relationships between people. It studies moral categories, which embody moral principles, norms, assessments, rules of behavior. The set of ethical problems includes questions about how a person should act (normative ethics), as well as theoretical questions about the origin and essence of morality.
Discipline, organization are essential signs of moral upbringing and culture of combat horting athletes. The basis of discipline is a combination of persuasion methods with the aim of forming consciousness and reasonable demands. This is an essential prerequisite for mastering the skills and habits of moral behavior.
The main qualities of morality are finally formed in youth on the basis of the so-called social inheritance. The role of parents is decisive in this: their behavior, targeted influence on the athlete's personality. It is especially important to use the capabilities of all social institutions in moral education:
the club, combat horting federation, where the athlete is trained and educated;
the family, its targeted influence on the formation of the athlete's moral values;
the pedagogical activity of educational institutions;
the educational and educational activity of general secondary education institutions (schools, lyceums, gymnasiums);
activities of professional educational institutions (vocational and technical schools, higher education institutions);
activities of art institutions (theaters, museums, conservatories, clubs, houses of culture, etc.);
social and production activities of citizens at enterprises, in organizations.
In moral and ethical education, as in any other type of education, none of the means can be absolutized or underestimated. Only their optimal combination, taking into account the individual characteristics of athletes, will provide the expected result. The main thing is to ensure the purposefulness, unity and coherence of the actions of all social institutions that have an impact on the athlete's personality.
Compliance with the moral norms of coexistence requires self-organization, self-discipline of a combat horting athlete. The educational and educational process in a combat horting club is of great importance in its formation.
Sports discipline is the observance by students of the sports section of combat horting of the rules of conduct in the institution and beyond, the clear and organized fulfillment of their duties, adherence to traditions, etc.
Conscious discipline of an athlete is manifested in the strict, unwavering implementation of social principles and norms of behavior, is based on a sense of duty and responsibility.
The duty of a combat horting athlete is the awareness of social and moral requirements by the individual.
The responsibility of a combat horting athlete is the quality of a personality characterized by the desire and ability to evaluate one's behavior from the point of view of benefit or harm to society, to compare one's actions with social norms and laws.
In educating athletes in conscious discipline, a sense of duty and responsibility, the joint work of coaches, teachers and educators is important, aimed at students learning the rules of conduct in the sports section, educational institution, their rights and responsibilities, forming in them the need to constantly adhere to these requirements, creating optimal conditions for conscious activity, and most importantly - constant tactful control over the behavior of combat horting athletes, clear and uncompromising requirements.
Demandingness of the coach. The demandingness and severity of the coach, teacher should be benevolent. He must understand that an athlete can make mistakes due to lack of life experience or for other reasons. Therefore, a combat horting teacher must be able to forgive mistakes, help students find optimal solutions in difficult life situations.
To achieve a targeted pedagogical impact on combat horting athletes, a coach, teacher must have methods for organizing their activities. They allow you to rely on the direct participation of the combat horting athlete in everyday activities, his relationships with his environment, the emotional sphere of communication. Being embodied in any type of activity, such methods are a source of moral experience, the formation of moral motives of behavior in athletes engaged in combat horting.
This group of methods includes: pedagogical requirement, public opinion, exercises and training, forecasting, creation of educational situations.
The pedagogical requirement of a combat horting coach is a pedagogical influence on the consciousness of athletes in order to encourage them to positive activity or inhibit negative actions and deeds.
Without a sincere, convincing, passionate and decisive requirement, one cannot begin the education of a team of combat horting athletes. The requirement affects not only the consciousness, but also activates the strong-willed qualities of athletes, rebuilds the motivational and emotional spheres of activity in the right direction, contributes to the development of positive skills and habits of behavior.
As athletes grow older, the requirements for them should increase accordingly. Ignoring this principle does not contribute to the formation of a personality. At the same time, the requirement must be fair. Under such conditions, the combat horting athlete will perceive it without resistance and will fulfill it with interest. An exaggerated, petty, formal or subjective requirement, which is a consequence of the personal whims of the teacher, loses its mobilizing role, educational value, is perceived by the athlete as injustice and the result of a biased attitude.
The effectiveness of the requirement depends on how systematic and consistent it is. Under clear conditions of formulating the requirement, combat horting athletes will constantly try to adhere to it, even if no one reminds them of it. Inconsistency, multi-directionality of requirements will only disorient athletes and unbalance sports discipline.
Public opinion in the combat horting system. Public opinion is also a method of educational influence and the result of educating athletes. Personal opinion is a component of public. Therefore, the main task when using this method is to form the opinion of a combat horting athlete: a system of views, value judgments, the ability to express oneself, to conduct polemics, to criticize and perceive criticism, to listen to the opinions of others, to compare, analyze them, to defend one's opinion and on this basis to embody it into a general one, accordingly standing out against the background of the general judgment as an individuality. Under this condition, public opinion performs a formative, educational function.
Public opinion is a support in the efforts of the pedagogical collective of combat horting to establish moral norms, contributes to the activation of the actions of the student collective of the sports section, helps combat horting athletes realize the importance of a certain type of activity, increases its effectiveness, makes the best models of behavior the property of the entire collective. It should be a collective requirement, formed in advance, without waiting for the manifestation of a negative phenomenon, be directed at those who are reckoned with. It is used cautiously in relation to athletes with increased emotionality (not to criticize, but to show a way out of a difficult situation).
The effectiveness of using public opinion as an educational method of the combat horting system depends on the macrosphere (social reality, mass media), and the microsphere (collective, group, individual personality), as well as the peculiarities of the activities of the combat horting collective, the individual psychological characteristics of the athletes who make up this collective.
There are various ways of forming public opinion. The most common is to ensure uniform pedagogical requirements for athletes. It is advisable to stimulate athletes in the culture of formulating their opinions (diplomacy, correctness), critically, independently evaluate thoughts and phenomena, defend their own position with arguments, etc.
Exercise - the performance of certain actions by a combat horting athlete in order to develop and consolidate the necessary skills and positive forms of behavior.
In an educational institution, a combat horting athlete practices daily in fulfilling the daily routine and requirements of the institution's regime, educational and work activities. If in each area of life he feels clear requirements for the performance of his duties, this will create conditions for voluntary daily practice in positive behavior, will develop in him the appropriate skills and habits. In practice, it is impossible to model educational situations in advance for all occasions. But care should be taken to have a sufficient number of available exercises to form the necessary skills and behavioral abilities of combat horting athletes.
In the pedagogical practice of combat horting, there is not always the opportunity and need to wait until the athlete himself begins to consciously fulfill the requirements that he is obliged to adhere to from the first day of his stay in the combat horting club. Until he realizes the expediency, justice and necessity of the requirements, begins to adhere to them, he should be tactfully and steadily taught to behave appropriately in specific life situations. The method of training comes to the fore in such situations.
Training is the organization of systematic and regular performance by combat horting athletes of certain actions in order to transform them into habitual forms of social behavior.
The methods of exercises and training are interconnected, as they are aimed at the assimilation of social experience by combat horting athletes, the formation of a system of skills and abilities in them. Practice shows that a person quickly learns the norms and rules of behavior in society, but in specific activities, athletes experience significant difficulties due to a lack of skills and abilities.
Therefore, in education, a system of expedient exercises is needed, aimed at creating educational situations that have a specific life meaning. For example, it is impossible to instill in a combat horting athlete a sense of courage only by memorizing the concept of "courage". A system of exercises is needed, aimed at overcoming internal barriers of fear in specific situations.
Combat horting athletes are trained in positive actions and deeds through the use of assignments, the implementation of which, requiring appropriate actions, deeds, will form appropriate skills and habits in them.
The use of this method involves taking into account the individual characteristics of each combat horting athlete. When selecting assignments, care is taken to ensure that their implementation contributes to the development of the necessary qualities in athletes. For example, disorganized students are assigned to organize a task that requires initiative and concentration. Having received an assignment, a combat horting athlete must realize its importance for the team and for himself, because this will contribute to the self-organization and self-activation of the student.
But the assignment must be adequate to his capabilities. An overly simplified task causes excessive confidence, an impossible one undermines faith in one's own strength and capabilities. Over time, assignments are complicated in terms of content and method of its implementation. The combat horting coach not only assigns a certain task to the athlete, but also helps him to perform them, to bring the matter to the end.
By duration, assignments are divided into permanent and episodic. Permanent assignments should be given to athletes who have the necessary experience in their implementation and a developed sense of responsibility.
The effectiveness of assignments as a method of education largely depends on the organization of control over its implementation. Insufficient control contributes to the formation of irresponsibility. Control can be individual from the teacher or appear in the form of a report by a combat horting athlete at a team meeting, a meeting of his asset. It is important that the quality of the assignment, the athlete's efforts are adequately assessed.
Forecasting is the prediction of situations (circumstances, processes, phenomena, events) that have not previously occurred, but are possible in the future. Forecasting is carried out in all areas of activity (sports, family and household, scientific, economic, etc.). It is expressed in design, modeling, planning, putting forward hypotheses, various predictions, contributes to the achievement of a certain goal, the result of which depends on the wisdom and experience of the forecaster.
When forecasting, it is important to take into account the interests, needs, inclinations of each combat horting athlete. If the life of athletes is full of interesting things, all of them in the future, according to their interests of students, become favorites. Gradually, the combat horting athlete himself will learn to predict individual prospects. The desire to achieve prospects fills the lives of combat horting athletes with appropriate content, forms in them an internal need to adhere to the rules of social behavior.
A comprehensive approach to the formation of moral and ethical values of combat horting athletes
In practical technology, the idea of the integrity of the educational process of the combat horting system is implemented through a comprehensive approach.
Complexity is the unity of goals, objectives, content, methods and forms of educational influence and interaction.
A comprehensive approach to the education of combat horting athletes simultaneously performs several functions:
1) orients the construction of the education system on a holistic personality, and not on its individual qualities;
2) promotes the comprehensive development of the personality, which is the result of a comprehensive solution of educational tasks;
3) promotes the harmonious development of the personality by implementing the unity and interconnection of all areas of education, their certain correlation and subordination;
4) contributes to the effectiveness of education: the simultaneous solution of not one, but several educational tasks, naturally, increases its effectiveness.
There are a lot of dependencies and conditions between educational influences. The effectiveness of the education of combat horting athletes is ultimately determined by the fact that these dependencies and conditions are taken into account, or rather, are implemented in practice.
The technologies of education of the combat horting system implement the main functions of a comprehensive approach according to the following features:
1) influence on the consciousness, feelings and behavior of combat horting athletes;
2) organic combination of education (external pedagogical influence) and self-education of the individual;
3) unity and coordination of educational efforts of all social institutions and associations engaged in the education of a combat horting athlete: family, educational institution, collectives and groups, mass media, literature, art, law enforcement agencies, etc.;
4) use of a system of specific educational matters that simultaneously solve the tasks of intellectual, physical, patriotic, moral, aesthetic and environmental education of combat horting athletes in a single educational process;
5) systematic approach to the educational process - consistency and subordination of all components of education, their interrelationships and mutual influence.
6) taking into account external and internal factors that contribute to or hinder the most optimal results of educational work.
In the educational process, which takes place in the form of interconnected activities of combat horting coaches and athletes, the following reasons (factors) act as:
a) the already formed lifestyle of the combat horting athlete, which can contribute to the development of planned qualities or (under certain conditions) hinder it;
b) living conditions that cause the formation of a certain lifestyle within different regions: national characteristics (national psychology, character, consciousness, worldview) of the immediate environment of the combat horting athlete; traditions, customs, rituals; features of the geographical and natural environment;
c) mass media and popularization;
d) the level of development and living conditions of the combat horting team, which directly affect the athlete's personality (the educational system that has developed in it, public opinion, value orientations, moral norms, psychological climate);
e) the norms of relationships that have developed in primary teams, the athlete's position in the system of collective relations;
g) the individual characteristics of the combat horting athlete.
Thus, a comprehensive approach to the formation of moral and ethical values of combat horting athletes is provided by many factors of the system of educational work that is implemented in this sports team.
"Horting Encyclopedia"
Eduard Yeromenko
© 2014