Modeling Educational Activities of the Coach

Ludmila Nazarenko

, Zinaida Kuznetsova

and Alexandre Kuznetsov

Ulyanovsk State Pedagogical University named after I.N. Ulyanov”,

Area of 100

Anniversary of I. N. Ulyanov’s Birth, Ulyanovsk, 432700, Russia

Naberezhnye Chelny State Pedagogical University, 9a, per. Geleznodorozhnikov, Naberezhnye Chelny,

Republic of Tatarstan, 423806, Russia

Keywords: Sports Activities, Coordination Qualities, Speed, Principles, Functional Status, Training Process, Athlete.

Abstract: Sports activities is one of the most complex manifestations of human capabilities that contribute to spiritual,

moral, physical and aesthetic development. A deliberate, deeply personalized, systematic training load

contributes to the improvement of intellectual, cognitive sphere; the growth indicators of muscle strength,

speed, endurance, agility and other motional – coordination qualities, improve functional status, improve

moral and volitional qualities of the personality. The aim of this work is a theoretical justification of the

coach educational activities modelling as a significant component of the training process.

1 INTRODUCTION

In the process of sports training it is necessary to

plan not only the physical, technical, tactical,

theoretical and psychological training of the athlete,

but also of the targeted educational activities.

Implementing the objectives and tasks of sports

training is due to the significant role of ethical-

volitional and moral qualities: diligence, discipline,

and self-discipline, responsibility, independence,

perseverance. The growth of sports achievements is

due to many factors, among them the leading place

belongs to the selection of an adequate training load

for the success of adaptation to systematic muscular

work with its constant increase in complexity level.

A variety of motor tasks have to be constantly

changed and become more complex to ensure the

functional, physical and psychological readiness for

successful motor activities and creating the margin

necessary to overcome the stresses, most important

of them are the stresses in competitions. Athletes

often assess the capabilities of their body, are setting

high goals and insufficient training. Thus, as a rule,

the physical and technical-tactical training extended

the importance of the support systems, their

effectiveness is conditioned by the gradual and

consistent increase in requirements for higher

training load and the development of personal

qualities is underestimated.

Analysis of literature indicates a common

problem of many coaches believing that the system

necessitates the development and perfection of

moral-volitional and moral qualities. So, at training

sessions, the formation of the motor skill requires

repetitive motor actions that are associated with

overcoming fatigue by monotony and lack of the

exercises emotion. But the organization of the

training process that includes elements of novelty,

variety of motor acts and that enhance emotional

training, significantly increases the development of

moral-volitional qualities helping the athlete the

strength to overcome the uncomfortable condition of

an organism when repeating the same motor action.

Coach educational activity means education of

athlete by the coach. This demonstrates the great

importance of targeted educational activities

implementation and determining its place in the

whole system of sports training.

Tasks:

1. Developing a model of the coach educational

activity

2. Based on this model developing a methodology of

the coach educational work and checking its

efficiency during the pedagogical experiment.

2 ORGANIZATION AND

METHODS

The analysis and systematization of scientific and

scientific-methodical literature, questionnaire

Nazarenko, L., Kuznetsova, Z. and Kuznetsov, A.

Modeling Educational Activities of the Coach.

DOI: 10.5220/0007224301490153

In Proceedings of the 6th International Congress on Sport Sciences Research and Technology Support (icSPORTS 2018), pages 149-153

ISBN: 978-989-758-325-4

149

survey, pedagogical experiment, observation,

testing, statistical data processing. To identify the

types of temperament of the athletes, we used the

test G. Eysenck. In the process of sports activities

only the coach personality on the athlete is done.

Athletes by their behavior, actions of the coach are

put before necessity of finding and implementing

methods of influencing the development of socially

significant personal qualities. They determine the

effectiveness of not only sports activities, but the

whole process of life support.

Subject. In the preliminary research carried out by

means of questionnaire 20 athletes who are engaged

in middle distance running and 5 experts took part.

Panel of experts were 5 persons, highly qualified

coaches according to the 5 – point system.

An experiment aimed at verification of

psychological training method of middle distance

runners based on taking into account the types of

temperament at the pre-competition stage of training

was conducted. Middle distance runners at the age of

16-20 years took part in experimental work. One

experimental and one control group of 16 people

were formed.

2.1 Questionnaire Survey

Two questionnaires were made. The first

questionnaire was for a panel of experts - 5 persons,

highly qualified coaches, it included 20 questions

according to the 5 - point system. A measure of

athletic training understanding was taken into

account as a scope of activities aimed at

improvement of the personality, revealing the hidden

possibilities and abilities, meeting the challenges of

self-discovery and self-realization.

Evaluation criteria of the chosen 5 – point

system:

5 points – a high degree of the sports activities

objectives understanding similarity by the coach and

an athlete; an awareness of existing kinesiological

potential ways implementing;

4 points – similar understanding of sports training

goals and objectives, as well as their implementation

conditions;

3 points – the unity of views on specific sports

training issues;

2 points – vague idea of sports activities purpose

understanding between the coach and the athletes;

1 point – the unwillingness to self-and objective

evaluation of their behavior.

To assess the dynamics of the athlete personal

characteristics indicators they were identified by

questioning and interviewing of personal

characteristics peculiarities manifestation of the

trainer and the athlete. Expert assessment method of

the athletes’ educational activities was used.

Evaluation criteria:

5 points – a clear manifestation of the coach and the

athlete personal characteristics positive dynamics;

4 points – a significant reduction of negative factors

to the educational activity;

3 points – the manifestation of positive personality

traits tendency, improvements in the training and

competitive activities effectiveness;

2 points - certain attempts to correct identified

deficiencies in the behavior of the athletes;

1 point – a negative attitude towards the evaluation

of their own personal properties.

2.2 Methods of Mathematical Statistics

All the data obtained were statistically processed

using the following criteria:

- test the hypothesis of the difference of two mean

values, a two-sample Student t-test for independent

samples and a pair of two-sample Student t-test were

used;

Statistical processing was carried out on a

computer using statistical packages SPSS-17,

spreadsheets Microsoft Excel.

3 RESULTS AND DISCUSSIONS

According to the test G. Eysenck the temperament

adaptation to the activity requirements is the

individual style formation. One of the conditions for

the formation of the middle distance runner

individual style, in our opinion, is the account of

temperament properties. The choice of methods and

ways of performing actions that are most consistent

with the temperament of middle distance runner –

the key to successful sports performances. One of

the most important conditions for the emergence of

individual style - conscious, creative attitude to the

work performed. Individual style occurs only if a

person is looking for the best techniques and ways to

help him achieve the most successful results. There

is a number of special psychological and

pedagogical principles on which education of middle

distance runner individual style is based. One of the

main tasks of training is to adapt the temperament of

the athlete to the objective requirements of sports

activity by forming an individual style (Fig.1).

The model is built on the conceptual approach,

the leading one is the unity of consciousness and

activity.

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The essence of this provision is that the

consciousness of the individual determines the

direction and content of the activities. In the course

of activities consciousness as the perception of the

outside world and its impact on identity is specified

and improved, tested and perfected (Fig.2).

sanguine

choleric

phlegmatic

melancholic

Figure 1: The distribution of the middle distance runners

for types of temperament.

In the course of development and improvement

of approach there is a change in the specific plan of

activities. Further development of this concept

approach is in the social conditioning of

consciousness and activity. The better the athlete is

aware of the significance of the sports activities

results because of athlete’s attitude to the training

process; the formation of ethical-volitional and

moral qualities that determine performance; the

willingness to endure heavy physical activity,

exercise persistence, perseverance, the higher are

athlete’s sporting achievements.

Sport training has a complex structural content,

acting simultaneously on the social and biological

sphere, it provides significant changes in the

indicators of physical, functional, psychological,

Aim: sport training system effectiveness increasing

Conceptual provisions:

- the unity of consciousness and activity;

- the social conditioning of consciousness and activity;

- the causality of internal and external communications, the requirement of motivational and

emotional – volitional sphere;

Tasks:

1. Identify the importance of establishing the rational relationship between the coach and the

athlete for the growth of sportsmanship

2. Development of moral- volitional and moral qualities

3. The formation of the need in self-education

Conditions of educational process efficiency

- using the educational potential of

sport;

- positive dynamics of sports results;

- satisfaction with relationship

between the coach and the athlete

Factors influencing the process of

education

- mutual understanding of activities

purpose between the coach and

the athlete;

- The ability of the coach to

recognize the athlete personality;

- Family and school teachers

involvement in creating the

conditions for sporting

achievements

Methods of the athlete education level increasing:

- realization of personality oriented approach in the process of establishing the nature of the

relationship between the coach and the athlete;

- the means and methods of educational influence;

- assessment criteria level of intelligence activities

The formation of the need in self-education as an indicator of the educational process efficiency.

- objectives, methods, means and forms of self-education;

- understanding of volitional and moral qualities development importance to enhance

athletic performance.

Expected result

Figure 2: Model of the coach educational activities.

Modeling Educational Activities of the Coach

151

intellectual sports training, resulting in the

identification and manifestation of certain

relationships and interdependence of all sides of the

sports activities. Motivational sphere defines the

orientation of an individual towards the realization

of the set goals as its achievement is an incentive for

more complex remote goals, the achievement of

which requires the mobilization of motor and

vegetative functions, and participation in psycho-

emotional sphere, as volitional potential has an

important role in the implementation of the

objectives.

The effectiveness of the educational activities is

determined by several factors and conditions

accounting for the implementation of which ensures

the performance of the educational work. Sport has a

high educational potential; however, its use involves

thorough understanding of the educational influence

mechanism. This is the main reason for insufficient

use of sport as the leading means of educational

influence.

To assess the coherence of the trainer and the

athlete objectives; improve the dynamics of a coach

and athlete personal characteristics; the degree of the

educational process individualization we have

developed evaluation criteria, allowing to reveal the

dynamics of relevant indicators for assessing the

nature of relations between the subjects of the

educational process.

Before the pedagogical experiment the initial

level of relations between elements of the system

"coach-athlete" in the studied conditions was

assessed. Analysis of the results showed no

significant differences in the level of educational

activities athletes personal characteristics

manifestation that determine the nature of their

relationship (p>0.05). After the pedagogical

experiment re-assessment of the coach and athlete

relations formation was carried out using the same

criteria. The findings suggested that the indices

improved in both groups: CG and EG. However, in

the EG due to the implementation of the

fundamental principles that determine the nature of

cooperation between the coach and athlete; practical

implementation of the basic provisions, the level of

educational activities and periodic use of evaluation

criteria educational influences the nature of the

relationship between the coach and the athlete has

reached a qualitatively new level.

So, when assessing the coherence and unity

of the purpose the coach and the athlete in the

CG – 2,72±0,11 points to the end of the pedagogical

experiment showed improvement and made up

2.97±0.11 points (p>0.05); in the EG, respectively,

with initial data of 2.69±0.08 points by the end of

the pedagogical experiment the indices improved to

3.56±0.10 points (p<0.05). When the source data of

the athlete personal characteristics manifestations in

the CG 3,15±0,16 points to the completion of the

pedagogical experiment indicators improved and

amounted to 3,41±0.09 points (p>0.05); in the EG,

respectively, with initial data of 3.17±0.11 points

after the pedagogical experiment the studied

parameters increased to 4.29±0.15 score (p<0.05).

When evaluating the source of the data

manifestations of educational process

individualization in the CG – 3,09±0,17 points to the

end of the pedagogical experiment the results

improved to 3.33±0.11 points (p>0.05); in the EG,

respectively, with initial data of 3.07±0,16 points to

the end of the pedagogical experiment the results

increased to 4.43±0.18 points (p<0.05).

4 CONCLUSIONS

The results of the pedagogical experiment showed

that the character of relationships between elements

of the system "coach–athlete" significantly affects

the efficiency of sports training system, because it

determines the psycho-emotional state of the

training process, subjects, performance, creative

attitude to sports activities. The process of

education, based on the regularities of personality

development and growth of sports skill should be

based on the fundamental principles of rational

interaction and the relationship between the coach

and the athlete. Methodological provisions that

establish the performance of educational activities

must be considered: awareness of the self-education

importance as a structural component of sports

training; unity of the coach and athlete purposes;

ensuring positive dynamics of the athlete personal

characteristics improvement indicators;

understanding individual focus of the educational

process as the basis of the coach and the athlete

rational relationship establishing.

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