Scientists also identify three stages in the dynamics of the motivational process.
Scientists also identify three stages in the dynamics of the motivational process.
But most scientists understand the motive for motivation – this view is shared by Robert N. Singer. According to NV Elfimova, motive is also an incentive to activity, which includes a cognitive element (element of need) and affective, which comes from need [9,17].
Thus, scientists have proven that the motive, as such, begins to form at the beginning of preschool age. Since early childhood is characterized by the relationship between goal and motive, the process of goal setting and its acceptance is not diluted . This means the dominance of the external goal in relation to the child, which immediately becomes the motive for his behavior.
The direct nature of the meta-motive connection in the learning process determines that the purpose of the formative action is included in the motive, ie the formative action is included in the significant activity. In this case, the function of motivation is transmitted directly from the motive to the goal.
Scientists also identify three stages in the dynamics of the motivational process. The formation of the motive takes place at the first stage. The second stage is the achievement of the object of need. The third stage is the satisfaction of needs.
Motives are not permanent. They arise and develop along with the development of the needs and interests of each person. The same can be attributed to the motives of sports activities. Thus, by special experimental studies, Professor AC Puni found that depending on the motives of sports activities can change and sports performance.
The development of motives for sports is a complex process in which A. Puni identified three lines of motivation for sports:
The first line of motivation is usually related to the need of a person, especially a child, to move constantly. The second line of motivation is related to the perceived need for systematic planned physical education classes.
The first and second lines of development of motives are characterized by diffuse interests in sports.
The third line of motivation is related to the vital need for a particular activity. But here the need for the activity itself comes to the fore first without realizing its sporting essence.
Further development of motives occurs together with the development of social and personal needs and human interests. Activity in activity is considered according to the theory of gradual formation in two aspects: motivational and operational. As for the motivational side, activity is determined by the attitude of students to the subject of activity.
The motivational side of the activity forms three classes of motives:
external (reward or punishment), competitive (success in comparison with others or with oneself), internal (under the influence of which the construction and dynamics of the object of assimilation are revealed as a field of free activity of the individual, a stable interest in the task) [4,10].
The researches carried out by scientists allow to allocate components of motivational activity:
a) The presence of the subject’s motives that motivate significant activity; b) Establishing a target hierarchy and highlighting the main purpose of the action; c) Establishing a connection between the purpose of the formative action and the motive of significant activity.
Experts believe that the reasons for the decline in interest in physical education are due to the fact that recently lost the educational focus of physical education lessons, they are subject only to the training goal.
Therefore, the following methods of forming interest in physical education classes were developed on the basis of the above categories:
The use of interdisciplinary links between science and physical culture as a means of teaching and education aimed at forming a system of knowledge in physical education, anatomy, hygiene on the basis of concepts such as daily routine, posture, tempering, breathing, practical skills, independent study exercise. Application of the game method in order to create a positive emotional background to improve motor skills. Using pedagogical stimulation to ensure intellectual and physical activity.
Implementation of interdisciplinary links can be done by: information-receptive, reproductive, research, problem method.
This implementation of interdisciplinary links increases activity, helps to master the system of interdisciplinary knowledge and skills in physical culture, hygiene, which is a necessary condition for their interest in exercise – so say the authors of the article "Education of interest in physical education lessons "NR Zavodovich, EG i need an lab report written for me for free Skakarchuk, SB Mudrik .
VI Sinchenko and SM Borshchov in the article "On some aspects of the formation of motivational activities of students in physical education" show that the formation of motivational activities is guided by the idea: from the initial involvement of people in physical education to achieve high sports results .
The authors believe that the leading place in the formation of the motivational sphere belongs to the family. If sports and physical culture occupy a leading place in family education, then the motivational sphere of students’ activity will be more conscious and effective.
The following conclusions were made: the motivation of test training competitions is a great impetus to the development of the necessary incentives for physical education.
MV Kryfalushny believes that having pedagogical skills and relevant knowledge (modern methods of educational work, knowledge of other fields of science, as well as professional skills and abilities in general and especially age and pedagogical psychology) and love for their causes students to be interested in regular exercise, develops activity in class. These aspects are mentioned in his article "Psychological foundations of pedagogical skills of a physical education teacher" .
The authors of the article "Organization of the process of learning physical exercises taking into account the types of psychological attitude" VM Kucherenko, VV Shpytalny believe that it can be carried out on the basis of the theory of attitude. Here, the installation is seen as a willingness, inclination to activity, which is based on the fact that the subject is unable to meet the need if it is not prepared for its implementation not only functionally but also psychologically .
In the conducted pedagogical researches directed on increase of biological reliability and mental stability, the greatest effect is reached by means of a sports and game method (not including the game method).
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Teacher professionalism: the place of psychological culture. Abstract
Psychological culture as a component of teacher culture. Ways to improve the psychological culture of the teacher. Psychologization as a way to improve education
Psychological culture as a component of teacher culture
Now that it is clear what is meant by psychological culture and from which components the professionalism of the teacher is formed, it can be argued that psychological culture occupies one of the leading niches in human behavior .
Psychological culture is a component of the general culture of the teacher (on a par with those called "pedagogical culture" and "political culture", etc.). However, psychological culture is crucial for many traits of a professional . Thus, if the psychological culture has almost no effect on the special ZVN of the specialist, then all other features of the professional are directly related to it. No specialist can realize the meaning of their own activities without a culture of thinking.
Any professional ethics must be based on a culture of communication and a culture of behavior. After all, the effectiveness of the teacher directly depends on his psychological culture. Note that the teacher may have different levels of psychological culture. Yes, psychological literacy helps the teacher to navigate in those psychological situations that occur during the educational process, but for a successful, effective solution of these situations, psychological literacy is not enough – the teacher must be psychologically competent (and this is a completely different level of psychological culture).
However, the most important is the influence of the value-semantic component, because it reflects the inner worldview of man, and the teacher’s personality through this component often has an unconscious influence on students.