Психолого-педагогические основы физического воспитания молодежи

Abstract

Статья является попыткой методом теоретического анализа показать формирование психолого-педагогических основ физического воспитания молодежи. Дается общая характеристика приобщения молодежи к занятиям физической культурой и спортом. Акцентируется внимание на особенностях проведения занятий, которые играют значительную роль в формировании позитивного отношения студентов к занятиям физической культурой.

В статті наводиться метод теоретичного аналізу формування психолого-педагогічних основ фізичного виховання молоді. Дається загальна характеристика залучення молоді до занять фізичною культурою та спортом. Акцентується увага на особливостях проведення занять, які грають значну роль у формуванні позитивного відношення студентів до занять фізичною культурою.

At bringing up active positive relation to lessons on physical culture and sport the paramount meaning has forming according motives for youth. This process has two stages: “from below to top” and “from top to below”. On the first stage spontaneously turned out or specially organized conditions of physical and culture activities satisfy certain demands at selective manner. If it is systematically according motives appear and strengthen. The second stage acts during mastering a human motives presented to him at prepared forms. A trained human has to gradually turn these motives from understood motives to really acting motives. Explaining an essence of motives as well as their relation between each other and demands reliefs pupils internal content work as well as saves from spontaneous search of mistakes and from wrong selection of kind of sport or a form of lessons on physical culture. So the first mechanism is stimulated with the help of changing external conditions of physical culture and sport activities (a methodics, selection of physical exercises etcetera); the second mechanism is stimulated with the help of changing personal atmosphere with the help of giving a meaning demands and turning them into motives. Full value forming motives is possible under simultaneous action of both mechanisms. At real conditions it takes place; it is possible a prevalence of some of them. During joining youth to lessons on physical culture and sport the first mechanism is the more productive; the second mechanism is better used a little lately when there are direct lessons.