CC BY
11
DOI 10.14526/01_1111_173
THE TECHNOLOGY OF PLAYERS MENTAL READINESS FORMATION TO OVERCOME COMPETITIVE OBSTACLES AND DIFFICULTIES
Galina A. Kamalieva - candidate of pedagogical sciences, associate professor
The Almetyevsk State Oil Institute 2, Str. Lenina, Almetyevsk, 423450, Russia
E-mail: kam [email protected]
Abstract. Special attention is paid to the study of athletes sports activities, occurring in extreme conditions (extreme physical and mental stress, risk, lack of time). Such conditions are sports activities create considerable difficulties, effective overcoming of which is impossible without volitional effort, without conscious mobilization of all forces, without the necessary regulation of activities and status that is achieved through mental readiness as occupying a special place in the competitive activity. Material. The article is devoted to the players mental readiness formation to overcome competitive obstacles and difficulties with modeling of competitive activity during theoretical and practical classes on the basis of a set of tasks. Research methods. Analysis of scientific and scientific-methodological literature, pedagogical observation, pedagogical experiment, methods of mathematical statistics. Results. The proposed technology of the players mental readiness formation to overcome competitive obstacles and difficulties. Conclusion. The proposed technology significantly contributes to the players mental readiness to overcome competitive obstacles and difficulties, which allows to recommend its practical application in the system of sports training.
Keywords: volleyball players, challenges and competition barriers, mental readiness, modeling, education level, motivation.
At the present stage of sports development the issues of preserving the mental health of athletes, their adaptation to extreme conditions of training and competitive activities deserve special attention. Competitive activity is the main form showing the achievement and skills of athletes. In the course of competitive struggle, special value acquires mental readiness of athletes to overcome unexpected difficulties.
The formation of the players mental readiness to overcome competitive obstacles and difficulties is performed through steady progress in education levels.
The first level represents the initial stage of learning, during which formed the motivated attitude of the athlete to learn to overcome competitive obstacles and difficulties is formed which is transmitted to the athlete from the coach or the psychologist in the group conversation in the form of discussion. Analysis and synthesis,
generalization and concretization of this information lead to its translation into subjectively meaningful knowledge. Thus, implementing processes of motivation, understanding and adoption of educational information are realized.
On the second level there is the theoretical development of educational material, involving the solution of intellectual tasks as learning tasks, the content of which includes characterization of extreme situations, ways of overcoming them, the theoretical overcoming competitive obstacles and difficulties, analysis of the situation, evaluation of the efficiency and effectiveness of the found exit; if necessary, correction of the solutions.
On the third level there is the solution of practical educational problems, relevant to the content of the theoretical problems; practical overcoming competitive obstacles and difficulties in conditions close to the
competitive ones; analytical assessment of the situation, rationality and efficiency found a way out of it; if necessary, correction of the solutions.
Modeling of the competitive obstacles and difficulties in the training process allows to solve the following tasks:
1) to determine the optimal level of difficulty for the athlete, according to his individual characteristics;
2) to create a positive motivational attitude to the mental readiness formation to overcome competitive obstacles and difficulties;
3) to teach knowledge of the competitive obstacles and difficulties in volleyball equipped with the knowledge, skills and abilities to overcome them;
4) to develop intellectual abilities, to ensure the speed and accuracy of competitive situations perception and making decisions;
5) to define the dynamics of each athlete mental readiness to overcome competitive obstacles and difficulties.
In our study, the formation of players mental readiness to overcome competitive obstacles and difficulties through modeling were as follows:
Logical-mathematical models were applied for theoretical studies, the physical-mathematical model - in practical classes.
The use of logical-mathematical models of competitive obstacles and difficulties contribute to the qualitative assimilation of special knowledge, development of intellectual abilities and formation of competitive activity theoretical experience.
To provide theoretical classes with logical-mathematical models, we took into account rational ways modeling criteria to overcome competitive obstacles and difficulties. These criteria include: sensitivity, information content, accessibility and problematical character [2, 4].
During training sessions conditions of competition, the extreme situations of competitive character cannot occur. The practical implementation of the theoretically acquired technical and tactical actions do not provide the proper conditions for the exercise
of the athlete to overcome competitive obstacles and difficulties. It is necessary to create such a situation that would not only implement the techniques in practice, but would meet the requirements, for example, lack of time, high personal or collective significance of actions results [8].
Therefore, in practical classes we used a physical-mathematical model of competitive obstacles and difficulties. The use of these models not only identifies the reconstruction of the real conditions of basketball player technical-tactical actions implementation that are required in a simulated competitive situation, but also required the athlete physical, and most importantly, mental stress.
Theoretical classes are held once a week. Practical classes were organized in the course of each workout in the second half of the main part of the lesson - 15 to 20 minutes.
The structure of each session consisted of logically related functionality in three successive parts.
1. On the formation of learning motivation of athletes, development of skills to allocate significant in terms of this extreme situation and the capabilities to determine the need for overcoming the identified obstacles and difficulties, the ways of action were sent to the introductory part.
2. The main part of the training includes a theoretical or practical solution of the educational problems, given the known didactic training scheme: introduction, learning, fixing, improving.
3. The final part solved the problem of the learning process control and adjustment. In this part activities are aimed at the analysis of the decision in terms of its efficiency and rationality, the systematization and generalization of acquired knowledge and skills is performed.
In order to simulate the competitive obstacles and difficulties, we have developed 48 tasks, which represent different competitive situations in volleyball, the content of which were an objective of competition obstacle, and the need for their resolution by a specific athlete as a subjective difficulty[11].
In the formulation of the aims athletes were asked specific about the time parameters within which they had to solve the problem. As applications to problems several options for its solution, with emphasis on the physical qualities, with a focus on technical literacy, with a focus on being tactical were presented.
When developing smart objectives, we took into account the following [2]:
• the content of the tasks should correspond to specific, existing in practice, situations of competitive activity;
• the task and content of the tasks should be clear, informative, accessible and problematic, they should attract interest of athletes;
• the level of problematic tasks should correspond to the level of sports skill of sportsmen;
• each task or group of tasks should be a certain link in the simulation of competitive conditions;
• the proposed content of the situation tasks should have known mechanisms of rational decisions.
In the framework of theoretical studies on the solution of each task a certain time is given depending on the sports skill of the athlete - from 2 to 5 seconds. In each session we used one new, unknown for the athlete goal and two already known results, which have resulted in more durable learning. At the theoretical lessons intellectual challenges were applied, the content corresponding to the tasks that were planned to be used in further practical training[11].
Intellectual challenges developed by us are presented below. The content of these tasks corresponded to the content of extreme competitive situations and how they successfully overcome. As an example, two tasks are given:
Task 1. The player when performing a series of innings can't get into the field. What should do the player to fix the situation? Answer: the Pitcher, player must watch for the three points of concentration: 1) the opponent's court, 2) the upper wire mesh, 3) impingement of the ball. Flow not complicate, to apply the most familiar option.
Task 2. During the game the player found that he had untied Shoe-lace. What further action may obviate the need? Answer: you must raise your hand, looking at the judge. He must give time for remedy.
In order to teach the athlete to use the acquired knowledge in the process of overcoming competitive obstacles and difficulties, we applied the practical exercises. The solution of mental readiness problem formation to overcome competitive obstacles and difficulties in terms of training activities we used the combination of modeling techniques and exercises.
The process of solving intellectual tasks excluded group work: each athlete independently found an optimal from his point of view solution. Discussion of the decision was carried out as a whole group of athletes, and separately each of them with coach (psychologist) on the subject of efficiency and rationality was found out of the problem situation. Therefore, the organization of teaching and training work on the theoretical and practical training was carried out on the basis of the consistent application of athletes and group learning independent work.
The formation of mental readiness to overcome competitive obstacles and difficulties must be personality oriented. Therefore, in the practical implementation of the technology, we sought to ensure that each intellectual task was feasible for a specific athlete and at the same time prompted him to devote considerable physical and volitional effort [1, 3, 9]. This takes into account the inherent athletic level of mental preparedness to overcome competitive obstacles and difficulties and his psychological characteristics, on the one hand, and on the other, level of sports skills and sports skills of volleyball players [7].
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Submitted: 24.11.2016 Received: 27.11.2016
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Galina A. Kamalieva - candidate of pedagogical sciences, associate professor The Almetyevsk State Oil Institute, 2, Str. Lenina, Almetyevsk, 423450, Russia, E-mail: kam [email protected]
