У статті розкрито зміст та значення педагогічного контролю у фізичному вихованні та спорті. Окрему увагу приділено аналізу сучасних підходів до оцінювання успішності на заняттях фізичними вправами в умовах закладів середньої та вищої освіти. Висвітлено особливості вибору критеріїв оцінювання у практиці підготовки спортсменів.
В статье раскрыто содержание и значение педагогического контроля в физическом воспитании и спорте. Особое внимание уделено анализу современных подходов к оценке успеваемости на занятиях физическими упражнениями в условиях учреждений среднего и высшего образования. Освещены особенности выбора критериев оценки в практике подготовки спортсменов.
The article reveals the content and significance of pedagogical control in physical education and sport. Particular attention is paid to the analysis of modern approaches to the evaluation of academic performance in physical education in institutions of secondary and higher education. The features of the choice of evaluation criteria in the practice of training athletes are highlighted. A prerequisite for improving the efficiency of an educational or training process is the construction of such a system for monitoring, recording, checking and assessing the academic achievement of those who are studying, the level of technical and tactical and physical preparedness, the dynamics of athletic performance, which ensures the systematic reception of objective information about their training and training activities, provides feedback between the pupil and the teacher, student and teacher, trainer and athlete and allows you to compare the result obtained from tasks. For qualitative pedagogical control it is necessary to clearly define its subject and criteria. In defining the subject of pedagogical control, it is necessary to take into account the nature and specificity of training or training activities and individual characteristics of subjects of control (those who study or train). One of the conditions for the effectiveness of pedagogical control in physical education and sport is its objectivity, which is characterized by the use of common grounded criteria for evaluating the results of training or training.
The creating and operation of mathematical models as individually accessible norms in physical education allows a physical education teacher to effectively manage the educational process, to select the content of physical activity on the basis of an individual approach. In sports, mathematical models are viewed as benchmarks that should be attained by athletes at different stages of training in the process of multi-year training. Model characteristics of different aspects of preparedness or sports result can be the basis for selection and prediction of the prospects of athletes, their competitive effectiveness.
