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Psychological features of a coach's personality

Introduction

To understand the psychological characteristics of sports activity, it is necessary to understand the nature of one of its most important factors - the personality of the coach. He was presented as a dogmatic and rude person, striving to bring up the same qualities in athletes under his command, as a loser with a whistle around his neck. In some cases, it was a portrait of a courageous knight with a strong will and high moral principles, ready to protect his pupils from delusions, to prepare them for life. Formulate their positive character traits and cultivate the resilience of their activities.

An athlete of any level - from a beginner to a high-class master - improves his skills and fitness in conditions of an overload of the nervous and physiological systems. A high level of physical fitness can only be achieved with full understanding and cooperation between the coach and the athlete.

Several authors and researchers have attempted to provide tentative answers to the following questions: Is there an ideal coach personality type? How do students perceive the personality traits of a coach? What are the important traits a coach should have as a teacher?

The study of the personality of a coach began in the middle of the 20th century. A number of psychologists have made an enormous contribution to the study of this issue. In the late 60s in England, the Englishman Hendry tried to identify the personality traits necessary for an ideal coach, and interviewed athletes and coaches for this. Ogilvy and Tatko studied the character traits of the coach. Such researchers as M. Mosston, John Loy, John Wooden, Barry Hussman, Neil and a number of other foreign psychologists have made a great contribution to the study of the personality of a coach.

Russian scientists were also actively involved in the development of this issue. Since the 50s of the 20th century. Soviet specialists have made a significant contribution to the study of the personality of the coach. It should be noted the work of such psychologists as R.L. Krichevsky, A. N. Leontiev, G. M. Andreeva, I. P. Volkov, Yu. A. Kolomeitsev, I. N. Resheten

general description of work

Relevance of the research topic

The skill of a trainer is largely determined by the qualities that he has, which give originality to his communication with students, determine the speed and degree of his mastery of various skills. All of the above takes on special acuteness in elite sports. In this area of ​​activity, it is most important to know how to form positive interpersonal relationships in a team, how to avoid conflict or get out of it, how to create a socio-psychological climate that would contribute to the successful formation of the athlete's motivation, his readiness to endure extreme loads and the desire to achieve high results. The professionally important qualities of a coach's personality and the ways of forming these qualities seem to us especially interesting.

Object of study

The object of the research is a group of coaches in different sports, consisting of 5 people, who have different coaching experience and a group of children who are engaged under their guidance.

Subject of study:

Professionally important qualities of a coach's personality

Purpose of the study

Study the professionally important qualities of a coach's personality and identify the path of their formation.

Research hypothesis

It is assumed that highly qualified coaches have a more realistic assessment of their professionally important qualities.

Research objectives:

1. To study the psychological characteristics of the personality of the coach

2. To highlight the professionally important qualities of the coach's personality

3. Conduct an experimental study of the professionally important qualities of a coach's personality

4. To highlight the ways of forming professionally important qualities of a coach's personality

Research methods

2. Questionnaire survey "Control and self-assessment of the level of professional skill of a physical education teacher"

Chapter 1 Studying the professionally important qualities of a coach's personality

1.1 The concept of personality

The existing concepts of "personality" and "man" represent a certain unity, they are inseparable from each other, but in terms of their content, these concepts are not identical. To understand the essence of the concept of "personality", you need to know the following:

a) a person is a living being with consciousness and speech, reflecting and transforming the surrounding reality, capable of inventing tools and using them in his practical activities, leading a social way of life, earning means of livelihood with the help of labor;

b) individual - each individual person;

c) individuality - unique features and characteristics that belong only to a given person; how one person differs from others;

d) collective - one or another set of people united by a common goal and type of activity, jointly seeking to solve the problems facing the given collective;

personality - a specific person in all the diversity of his social and psychological characteristics, a subject of social activity and social relations.

In investigating the problem of personality, Russian psychology has in mind the psychological characteristics and properties of a person, developing and manifesting in him as a member of society. A person is inconceivable outside of society, just as human society cannot exist without the personalities that make it up. A person is always a member of one or another social collective: family, school, enterprise, etc. Active activity, relationships in the collective largely determine and form individual personality traits.

Since the personality is socially conditioned, this concept refers only to humans and is not applicable to animals, whose vital activity is determined exclusively by biological laws.

Distinctive personality traits are:

1. Self-awareness. A person as a person is aware of himself, first of all, as a living being, endowed with an appropriate bodily organization, identifies himself with his physical "I". At the same time, in the consciousness of "I" a person reflects, to one degree or another, his own psychological characteristics and traits. At the same time, he opposes his "I" to other people, distinguishes himself as a person from the surrounding human environment.

2. Consciousness of the continuity and identity of one's "I". In the course of his life, a person constantly changes, develops under the influence of both natural conditions and the social environment. In different periods of a person's life (child, youth, adult, old man), not only his bodily appearance, but also psychological traits changes dramatically. And yet, despite these changes, a person does not lose his “I”, continues to be aware of his identity with what he was in the past periods of his life.

3. Individuality is a stable originality of mental processes, state and properties belonging to a given personality, both in the specific features of the quality of their content, and in the ways and forms of manifestation. In reality, mental processes and states are never isolated functions of the brain; they always belong to this or that particular person, are conditioned by the peculiarities of his personality and the activities he performs. The same applies to the properties of a person: they are always individual, they belong to this, and not to another person. In view of the extreme diversity of individual characteristics of people, it is impossible to find two personalities that would be identical, that is, completely repeat each other.

4. Self-regulation - the ability to consciously control one's behavior, mental processes and states in connection with the requirements of the social environment or the conditions of the activity being performed. A person does not mechanically adapt to his environment, does not automatically "balance" with it in response to irritations emanating from it. At the same time, he himself is a conscious member of this environment, selectively perceives its effects, processes, evaluates them and controls his behavior in connection with this evaluation.

5. Activity. The personality is always active, without this it cannot exist in the surrounding social and natural environment. Only in the process of socially conditioned activity does a person turn into a personality: depending on the nature (type), content of the activity, methods of its implementation, social and psychological traits and characteristics characteristic of the individual are formed. At the same time, it is precisely in activity that the quality of activity inherent in the personality is expressed: “All human activity comes from him as a person, as a subject of this activity” (S. L. Rubinstein).

6. Relativity (from Lat. El. Relational - relation). A person, being an active member of society, is always in certain relationships (family, household, production-labor, social-class, ideological, etc.) with the people around him and society as a whole. Outside of these objective relations, he cannot exist as a specific member of society, inevitably entering, in this connection, into various interpersonal forms of behavior. These social relations determine the true essence of man, which cannot be understood if we consider him as just a separate being, isolated (abstractly) from society, of which he is always and inevitably a member.

Relationships that objectively exist in society, which are a necessary condition for the life of society itself, are subjectively reflected in the human consciousness in the form of certain concepts, emotional experiences, volitional aspirations, social feelings and beliefs, etc., representing in their totality important personality traits that are practically manifested in human behavior and activities.

7. Structural unity. Personality is a complex phenomenon. It is diverse in its psychological characteristics, properties and relationships. However, personality traits (temperament and character, interests and abilities, etc.) are not isolated and independent from each other. All of them represent the properties or psychological aspects of the personality as a real unity. This is due to their relationship and interdependence. Personality is always one with all the diversity of its properties. The latter are not some mechanical sum of individual qualities: they are naturally connected with each other, being the properties of a single personality, and in their totality represent its psychological structure.

A significant contribution to the study of the psychological structure of a personality was made by domestic scientists. So, A.G. Kovalev distinguishes in this structure: temperament (natural personality traits); orientation (needs, interests, ideals); abilities (a set of intellectual, emotional and volitional properties) K.K. Platonov proposed to consider the psychological structure of the personality as a dynamic functional system, in which the following are of primary importance: 1. orientation (the socially conditioned side of the personality); 2.temperament, inclinations, instincts, the simplest needs (biologically determined side of the personality) 3. habits, knowledge, skills, skills (due to life experience and upbringing, the side of the personality); 4. individual characteristics of mental functions, their qualitative originality and level of development. From this dynamic system, as we can see, the abilities of a person and his character are excluded, which, according to K.K. Platonov, do not represent the structural features of the personality.

1.2 Requirements for the personality of the coach

Modern sport requires extraordinary ability from a coach. He must possess the entire arsenal of modern knowledge, take into account the psychological, social, material and technical and all other aspects of an athlete's training. The success of athletes largely depends on the personality of the coach - his knowledge, pedagogical talent, authority, will, ability to creative generalization. At its core, a coach is, first of all, a teacher, and all the same requirements are imposed on him as to any educator.

The skill of a trainer is largely determined by the qualities that he has, which give originality to his communication with students, determine the speed and degree of mastering: various skills. The professionally important qualities of a coach include moral, sociable, strong-willed, intellectual and psychomotor qualities.

A coach must have a hollow complex of moral qualities: humanism, politeness, honesty, exactingness, optimism, etc., since the moral education of students should be based not only on the verbal form of influencing them, but, first of all, on a personal example. Personal example is the best sermon. The coach is obliged to constantly monitor himself, to make high demands on himself.

It is impossible, while instilling in students a respectful attitude to work, to show a negligent attitude towards their duties: to be late for classes, come to it unassembled, cancel planned events.

A coach must also possess such moral qualities as adherence to principles, truthfulness, self-criticism, diligence and justice.

Communicative qualities, which include sociability, politeness, benevolence and a number of others, help the coach to establish contact with students in the process of communication and thereby contribute to the success of the coach's educational work.

The development of volitional qualities is a prerequisite for success in the professional activity of a coach. The most important volitional qualities of a trainer are: dedication, initiative, courage, decisiveness, endurance and self-control. All these qualities are closely related and interdependent.

An unrestrained coach cannot successfully conduct educational work with students, since in their eyes he does not have authority. Impatient coaches, wanting to quickly achieve the result, their students, force the load, thereby violating the principles of gradualness and accessibility and endangering the health of students. A coach without self-control will get lost in conflict and unexpected situations. Lacking perseverance, the coach will not be able to strictly pursue his own line in the upbringing of students.

The coach's calmness and self-control should not be replaced by his indifference, indifference to his work. The coach should not lose his temper, lose control over himself, switch to a rude and offensive tone.

Intellectual qualities help the coach to find the right solutions in educational work, determine the effectiveness of the coach's creativity, his search for new ways in training and education. These qualities include: clarity and consistency of thinking, its criticality, imagination, ingenuity, wit, efficiency of thinking, which characterize the coach's ability to quickly find optimal solutions to emerging problems.

The requirements for a coach's activity determine the presence of the qualities of the perceptual sphere (determining the accuracy of perception, movements of an athlete, the speed of perception and assessment of the situation), the psychomotor sphere (affecting the accuracy of performing techniques when showing them). Many exercises that a coach must demonstrate require great physical strength, flexibility, and quick reaction. Therefore, the coach needs to maintain these qualities at the proper level. And this is due to the observance of the diet, with the monitoring of their health.

The skill of a coach is found in a specific intuition - the ability to evaluate the implementation of elements, programs, to predict trends and predict the development of an athlete and a sports team, based on invisible signs to others.

In sports psychology, attempts have been made to identify the ideal coach model.

So, the Englishman Hendry tried to identify the personality traits necessary for the ideal coach, and interviewed the athletes and the coaches themselves for this. Comparison of the survey results of those and others gave similar results: a coach must be open, sociable, emotionally stable, capable of controlling an athlete, especially in a competitive situation. He must have a sufficiently high intelligence, developed self-confidence, practicality. He must be innovative, adventurous, determined and self-reliant.

However, the study of the psychological characteristics of coaches showed that their idea of ​​an “ideal” coach is significantly different from what they are in reality. The coincidence was only in two characteristics - a tendency to dominate (control others) and a willingness to accept something new. Obviously, the desired has diverged from reality.

The study of the psychological characteristics of "successful and unsuccessful" coaches also did not give significant differences. True, Ogilvy notes that coaches have a strong character, resistance to mental stress, independence, firmness and realistic views, high authoritarianism, i.e. the desire to manage athletes based on their personal opinion.

However, it is clear that these features are not common to all outstanding coaches.

According to the American psychologist B.J. Crtti, success in coaching largely depends on the knowledge that the coach has, on how he builds his relationship with the athletes.

Further research showed that coaches who quickly perceive everything new are characterized by a desire for creativity, and their actions are not limited to a narrow program. They actively communicate with colleagues, keep abreast of all events, know everything about their sport on a national scale and in the international arena.

Moreover, successfully working coaches have certain pedagogical qualities, since there is a direct relationship between the teacher's abilities and the acquisition of knowledge and skills by athletes.

Studies of emotional reactions during competitions show that physiological changes in coaches who observe the progress of competitive wrestling are similar in intensity to those of participants in competitions. Excessive expressions of emotion, which characterize a coach's lack of self-control, may be undesirable. At the same time, not only the performance results of his pupils deteriorate, but also his own ability to make correct decisions in difficult situations decreases.

PAGE_BREAK-- 1.3. Professionally important qualities of a coach

The skill of a trainer is largely determined by the qualities that he has, which give originality to his communication with students, determine the speed and degree of his mastery of various skills.

All professionally important qualities of a trainer can be divided into the following groups: ideological, moral, communicative (including pedagogical tact), volitional, intellectual, - including perceptual, attentive (quality of attention), mnemonic (memory quality), - motor (psychomotor).

The coach's worldview motivates all his pedagogical activity as serving his people, the state, provides a solid foundation for fostering an active life position in students.

The coach's public outlook is reflected in such qualities as a sense of responsibility for the future of each student as an active member of society, responsibility for the fate of society as a whole. In fostering patriotism, the coach must be a patriot himself. The coach's patriotism should be manifested in pride both in the achievements of domestic athletes in the international arena and in the country's achievements in the development of science, literature, art, and mass physical culture. At the same time, he must be an internationalist, act in friendship between peoples, consider sports as a means of strengthening peace and mutual understanding between the peoples of all countries.

Moral qualities are reflected in behavior, in morals Morality, or morality, is a form of social consciousness that performs the function of regulating human behavior.

The coach must have a whole complex of moral qualities, humanism, politeness, honesty, exactingness, optimism, etc., since the moral education of students should be based not only on the verbal form of influencing them, but, first of all, on a personal example.

KD Ushinsky wrote that "the influence of the personality of the educator on the young soul is that educational force that cannot be replaced by textbooks, moral maxims, or a system of punishments and rewards." Therefore, the opinion prevailing among teachers that personal example is the best sermon is justified. The coach is obliged to constantly monitor himself, to make high demands on himself, remembering that the teacher is a person whose specialty is correct behavior.

Constant control over their behavior is necessary for the coach due to the highly developed propensity for imitation among schoolchildren. Moreover, in the lower grades, it is of an unconscious nature: students copy purely external manifestations and manners, which are not always positive.

Adolescents and older students imitate the actions and actions of their elders, including the coach, consciously, but sometimes they do not think about how moral this introduction is, involuntarily copying not only the good habits of a coach enjoying authority, but also bad ones. In the same case, if the student has a sufficiently developed criticality and is able to separate the bad from the good in the teacher, the coach may lose credibility in the eyes of the student if his words are at odds with his actions. For example, if a coach smokes, it will be impossible for him to convince a student that smoking is harmful to his own health and the health of those around him, that smoking reduces athletic performance.

It is impossible, while instilling in students a respectful attitude to work, to show a negligent attitude to their duties: to be late for class, come to it unassembled, cancel previously planned events. The passion for work is passed on to the students. Using the example of a coach, they begin to understand that work is one of the main values ​​in a person's life, that it brings joy not only to the worker himself, but also to those around him. Only by personal example can a coach infect students with his profession.

In this regard, an important moral quality of a trainer is pedagogical optimism (according to A. S. Makarenko). It includes the kindness, sensitivity of the coach, his sociability and benevolence, cheerfulness, sense of humor, faith in students, in the achievement of their goals, even if these students are poorly performing and with behavioral deviations: the coach's faith makes the students believe in their correction.

Emotionally positive attitude towards children, open benevolence, the desire to see the good encourages students to communicate with the coach, makes them frank, proactive, creates a friendly atmosphere in the group. An emotionally unbalanced coach - sometimes suspicious and negative towards students, or sentimental and unreasonably encouraging students - has a group that is nervous and uneven in relations with each other.

It has been proven that almost all students catch the coach's mood, and most of them are positively influenced by this mood if the coach's mood is good, or negatively if the mood is bad. When the coach is in the mood, students can more easily bear setbacks, difficult things are easier to digest, training does not seem boring, students get tired less. When the coach is in a bad mood, then the students also fall out of hand, they lose faith in themselves, interest in training. It was not without reason that A.S. Makarenko attached the greatest importance to the fact that a cheerful, cheerful mood always reigned in the team.

However, pedagogical optimism should not be understood as the absence of teacher upset in case of failure. Grievances, temporary dissatisfaction with the work are natural and testify to the coach's sincere and not formal attitude to the matter. But they must always be accompanied by faith in ultimate success, encouraging the coach to seek a way out of the impasse with renewed vigor.

One of the important qualities of a coach is truthfulness. Students should be confident in the sincerity of the coach's intent and feelings. If a student feels that the coach is playing an educational game with him, that there is falsity in his words, a trick, then he logically decides that they want to deceive him, and his trust in the words and actions of the coach disappears. The communication process takes on a formal character or stops altogether. A barrier of mistrust arises between the coach and the student.

One of the leading moral qualities of a coach is humanism, which characterizes the coach's attitude to people in general and to students in particular. This is the recognition of a person as the highest value on earth. Humanism has nothing to do with sugary admiration for children, with forgiveness and undemandingness, which, for example, in the eyes of some parents symbolize love for children. The humane attitude of the trainer is expressed in the interest in the student's personality, in showing sympathy for him, in providing him with advice and deed, if necessary (in difficult life situations), in recognizing the student's merits, in demanding the student's development and shaping him as a person. Students, seeing these manifestations of humanism in the coach, will try to answer him with the same attitude. Thus, the humanism of the trainer contributes to the education of humanism in the students.

The coach must have other moral qualities: adherence to principles (not turning into straightforwardness of actions and deeds and into stubbornness), self-criticism, hard work, fairness. V. A. Sukhomlinsky wrote that the justice of the teacher is the basis of the child's trust in the teacher, but to be fair, one must know the spiritual world of every child to the finest detail.

Communicative qualities, which include sociability, politeness, benevolence and a number of others, help the coach to establish contact with students in the process of communication and thereby contribute to the success of the coach's educational work. Pedagogical tact also belongs to these qualities.

Volitional qualities are of great importance for the successful work of a coach. These include endurance, perseverance, patience, determination, courage.

An unrestrained coach cannot successfully conduct educational work with children, since in their eyes he does not have authority. Impatient trainers, wanting to quickly achieve results with their students, force the workload, thereby violating the principles of gradualness and accessibility and jeopardizing the health of students. A coach without self-control will get lost in conflict and unexpected situations, make decisions that are unreasonable and inadequate to the situation. Without perseverance, the coach will not be able to strictly pursue his own line in the upbringing of students, to achieve good material support for the training process.

However, the coach's calmness and self-control should not be replaced by his indifference, indifference to his work. The coach has the right and should be happy, angry, sad, offended. But, even when he is indignant, he should not lose his temper, lose control over himself, switch to a rude and offensive tone.

Resourcefulness is of great importance for a coach. In training, situations often arise that require an instant decision. It happens that a student asks a question to which the coach cannot quickly answer or finds it difficult to demonstrate the technique of an exercise. If the coach is confused, blushes from the awkward position in which he found himself, the students will regard this as a manifestation of their incompetence. A resourceful coach does not allow external signs of his inner state to appear. He will not lie to his students by coming up with an answer that does not correspond to reality. Depending on the situation and the question, he will act differently. If the question is not related to the subject, then in some cases you can say: “I don’t know”. In other cases, you can get away from answering at the moment, citing the inopportunity of the question asked: "You are interfering with the lesson, we will talk about this later", or: "Just in the next lesson I was going to show you this way of doing the exercise." Of course, in the next lesson, the student should get an answer to his question.

The more pedagogical experience of the trainer, the fewer situations unexpected for him arise, requiring resourcefulness, ingenuity, quick orientation. However, even experienced trainers cannot completely avoid unexpected situations, so the role of these qualities does not decrease.

An indispensable quality of a coach should be his exactingness. Students (especially boys) have great respect for coaches who get their way without rude coercion and threats, as well as without pedantry. Children unanimously deny the coach's softness, lethargy, naive credulity, and his unprincipled condescension. Any deviations from the requirements (sometimes the coach makes a requirement for the students, and then forgets about it or cancels it without any justification), the students consider as the coach's weakness.

Intellectual qualities reinforce the didactic skills of the coach, help him find the right solutions in educational work, determine the effectiveness of the coach's creativity, his search for new, unexplored ways in the education and training of students. These qualities include clarity and consistency of thinking, its criticality, imagination, ingenuity, wit. A special role in the trainer's activity is played by the efficiency of thinking, which characterizes the trainer's ability to quickly find the optimal solution to the arising pedagogical problems, as well as extrapolation, that is, the prediction of the results of the pedagogical influence on the students.

Intellectual qualities are based on perceptual and attentive qualities that characterize the properties of perception and attention. I.M.Sechenov spoke about the reaction of instant vision, which is closely related to the speed and volume of perception and the properties of attention. This quality allows the coach to quickly navigate in constantly changing situations.

A special role is played by such quality as the distribution of attention. The coach must simultaneously monitor many objects and moments in his activity: the content and form of his presentation of the material, the quality of the exercise shown and the clarity of the explanations given, his posture, gait, facial expressions, and at the same time constantly keep the whole group under supervision.

At the same time, he must be sensitive to the state and mood of students (excitement, apathy, fatigue), to catch

Whether or not the students understand his explanation, notice all violations of discipline, identify student mistakes when they perform the exercises. Inexperienced trainers, carried away by the presentation of the material, showing it, lose out of the control of the students, but if they try to carefully observe the students, they lose the thread of presentation, make mistakes and stops when showing the exercise.

In many cases, in order not to interrupt the course of showing, explaining, performing the exercise, the trainer must delay his impact on the student (for example, he can make a remark to the discipline violator after completing the exercise, point out mistakes made by specific students). This requires the trainer to have a good short-term memory so as not to forget what he has to say to this or that student when the exercise or lesson is finished.

Thus, the successful pedagogical activity of a trainer is also associated with mnemonic qualities - the speed and strength of memorization.

Psychomotor qualities are especially necessary for a coach. Many of the exercises that he must demonstrate to students require great physical strength, flexibility, and quick reaction. With age, physical qualities tend to regress, so the coach's constant concern is to maintain them at the required level. And this is due to the observance of a motor regimen, a diet, and monitoring one's health.

Psychomotor qualities are closely related to perceptual and attentive qualities: the speed of vision, the degree of concentration of attention when responding to objects or signals, etc. Therefore, the division of professionally important qualities of a trainer into groups should not be taken as a dogma. There are many transitions of some qualities to others, their integration, mutual conditioning.

continuation

PAGE_BREAK-- 1.4 Psychological characteristics of the relationship between students and coaches

The trainer communicates a lot with his pets during training sessions, training camps, competitions, etc. This circumstance has its positive side, as it gives the trainer the opportunity to get to know his charges in many ways, to expand the educational impact on them. At the same time, this circumstance makes great demands on the coach: it obliges him to find appropriate forms of relationship with his pupils.

Much in the relationship between a coach and students depends on the behavior of the coach himself, on his leadership style. The point is that the ideas about the qualities of the “ideal coach” differ among coaches and students. The first ones focus primarily on the business and professional qualities of the teacher (erudition, exactingness, rigor, the ability to find optimal ways to solve difficult situations). Sensitivity, responsiveness, sociability, benevolence are also noted by teachers, but they are not given decisive importance. Pupils, on the other hand, put these qualities first. First, athletes look "what kind of person he is", and then they pay attention to how the coach conducts the training.

Athletes' understanding of the professional tasks of education and training comes along with the growth of their self-awareness. This was clearly revealed in the research of I.N. Resheten and M.I. Frolova, held in sports teams and sports clubs. Athletes-graders and masters of sports consider the most significant communicative qualities of a coach, c. which directly manifests his attitude towards them (kindness, responsiveness, fairness, tact, sociability). However, as the skill of the athletes grows, these criteria change. The athletes of the national teams of the country evaluate the coaches based on a functional approach. They consider the most significant those qualities that reflect the professional and business training of coaches (a high level of competence in training methods, a creative attitude to work, knowledge of the tactics of conducting sports fights, the ability to set an athlete to fight, maintain discipline at training camps, exactingness).

Coaches' understanding of athletes is equally important. It presupposes the ability of the coach to penetrate into the inner world of students, to find the right form of addressing them. Mutual understanding of coaches and their pets determines their socio-psychological compatibility. The coach's misunderstanding of the students leads to heightened negative relationships between them. Relationships are complicated due to disrespect for the student's personality, the coach's preconceived opinion about the student, insufficient attention to him and his needs, impatience and rudeness of the teacher, official tone, increased intonations in conversation, variability in the coach's mood, etc.

In the relationship between a coach and an athlete, it is of great importance to what extent the coach takes into account the opinion of the athlete regarding his training. This fact is of particular importance in cases where the athlete has a lot of experience and sportsmanship. Austrian coach F. Stamporl writes: “In training, I always treat athletes like schoolchildren. My method is to make the athlete think that the ideas and initiative belong to him. "

The relationship between the coach and the athlete during the competition differs in many respects from their relationship during the training sessions. Sports competition by its nature is a complex psychological process, where the emotions of the athlete and the coach play a huge role. During the competition, the athlete, due to an unusual emotional state, sometimes very hard to bear the reproach or remark of the coach, which he did not take offense during training. Moreover, sometimes such a reproach can throw the athlete off balance and cause his defeat. In this situation, the coach must fully demonstrate pedagogical tact, find a form of communication with the athlete, in which, in any case, his pride will not suffer. During the period of the competition, the athlete has an increased sensitivity to everything that, in one way or another, concerns his performance and the result, and first of all, to any of the manifestations of the coach. Therefore, the coach should under no circumstances show excitement, doubts about the upcoming performance of an athlete, uncertainty, irritability, unjustified fussiness. The attitude and manner of communication between the coach and the athletes during the competition must be normal or lighter. The content and form of your communication with the athlete must be very carefully controlled.

The practical experience of sports psychologists allowed them to formulate recommendations that must be taken into account by the coach and the athlete, building their relationships in the process of competition. Next, some of these recommendations should be cited. These include the following:

1. It is unreasonable to excessively "inflate" the opponent's dignity; one should not be annoyed about any violations in the technique or unusual behavior.

You should not reassure the athlete with phrases such as: "Do not worry", "Pull yourself together, you are an athlete." They can only elicit an irritable response. It is more expedient to say “Calm down” or even “Worry”, reminding that moderate excitement before the start is the athlete's assistant.

If there is a need to give an athlete any instructions regarding his actions or behavior, then the phrases should be concise and understandable. In moments of confusion, an athlete's uncertainty, a tough, authoritative order to perform a certain action may be fully justified if it is given in a manner that leaves no doubt about the correctness and necessity of these, and not any other actions.

Evaluating an athlete's action should be done in a calm tone. It is better if positive ones prevail among the assessments. An athlete who ends up unsuccessfully needs to pay special attention. You cannot express disappointment about its result, emphasizing the futility of a sports future. It is better to analyze mistakes in a day or two after the competition, when passions have subsided.

During the competition period, the coach should not be preoccupied, overly attentive or intrusive in his efforts to help the athlete, especially before bed. In no case should you persuade him to fall asleep quickly. Even "It's time to sleep" is better replaced with "It's time to rest." These recommendations are just examples from practice. It is good when a coach collects recommendations, and even better, forms them for himself, endlessly refining and supplementing throughout his professional career.

1.5 Team leadership styles

Varieties of leadership styles

In the course of many years of work, each coach develops a characteristic style of leadership, management of a team or individual athletes. Under the influence of many factors (changing the team, improving the skill of athletes, personal development, etc.), it can change or remain constant.

So what is “style”?

Style is understood as repetitive features, typical features, forms-expressions. A number of phrases such as work style, management style, relationship style have become terms.

The style of leadership in psychology is understood as: "... individual-typical features of a holistic, relatively stable system of methods, methods, techniques of influencing the head of the team in order to effectively perform managerial functions."

The types of leaders and their corresponding leadership styles were first investigated by the German psychologist Kurt Lewin (1938), who also named the main styles: authoritarian, democratic and liberal, or free, permissive.

The classification he proposed turned out to be surprisingly durable and, with minor changes, is still valid today (in some modern publications, the authoritarian style is replaced by the directive, and the democratic one is replaced by the collegiate, but the essence and content of the terms remain the same).

The authoritarian, or directive, style of the coach's work is characterized by his complete one-man management, that is, the sole decision-making (and only his own formulation), the desire to reserve the exclusive right to encourage and punish. All the leading influences of the autocrat trainer are clothed in the form of an order, ultimatum demands, orders. Any deviations, inaccuracies in their implementation, the manifestation of initiative and independence cause a reaction in the form of penalties, punishments, reprimands, deprivation of benefits, etc. Such a coach carefully and strictly controls all the activities and behavior of athletes, but not with the aim of showing concern for them, to help them, and with the only desire - to do everything in order not to disrupt the fulfillment of the task assigned to him by the coach.

Coaches with a directive style of management tend to be sympathetic to those who do not object to them in anything, who agree with any of their suggestions. Therefore, in the collectives they lead, there are, as a rule, “favorites” who are not always respected among comrades. In communicating with the rest of their students and with colleagues, autocratic coaches keep their distance, and if they allow verbal contacts, then only short-term ones, often turning into rudeness, incontinence, and tactlessness. Not being able to find the optimal, even tone in communicating with their students, when their performances are unsuccessful, they burst into abuse, insults, and when they are successful, they are prone to flattery and ingratiating themselves. Naturally, this style of coach leadership creates an unhealthy psychological climate and conflict situations in the sports team.

Democratic, or collegial, leadership style is characterized by the transfer by the coach of some of his powers and functions to team members or his assistants. To make certain decisions, a democrat trainer involves the entire team or asset, discussing and coordinating with him all the proposals.

Developing a discussion and discussing issues related to the activities of the team, the coach develops business personal initiative and independence in his wards, without crossing the line beyond which he may be led by them. Collectively discussing certain problems, a Democrat coach does not do it for the sake of form. He really wants to know the opinion of the athletes in order to take it into account when making a decision. At the same time, the coach carries out important and urgent matters requiring immediate action.

In communicating with his students, a coach who uses collegial management methods does not have a dictatorial tone, no irritation and nervousness. All requests are fulfilled by him in the form of requests, advice, recommendations.

Controlling the activities of team members, the coach tries to focus his control on the main thing, without switching to petty care. In relations with people, he is objective, fair, polite, delicate, benevolent and always available for contact, in his work he is not afraid of competition, and in his environment he prefers to see qualified specialists.

Liberal (conniving, or free) style of leadership is characterized by minimal intervention of the coach in the process of managing the team. Such a trainer is, as it were, aloof from what all its members are doing. He exercises control over the activities of subordinates from case to case, sees his main purpose in supplying them with information and mediation between his team and others, which prevents him from knowing the internal processes of interaction.

Such a coach is extremely indifferent to the opinions of students and those around him, uncommunicative and lack of initiative in everything, indifferent to his managerial activities.

In life, there are rarely coaches whose activities would clearly fit into the framework of one leadership style. Usually, in his work, any coach applies all three styles, but the severity of each of them is different. The predominance of one or two of them characterizes one or another individual style of the coach's leadership.

The coach's individual leadership style is determined by the personal qualities of the coach; the behavior of the coach, the tone of voice in which he gives orders, appearance; necessity, rationality of orders and their timeliness; the mental state of athletes. If, for example, a coach has such qualities as arrogance, vanity, bias in assessing people, rudeness, indifference to them, then a negative attitude first arises towards the coach's personality, and then towards everything that comes from him, and will become long-lasting, persistent ... The execution of any of his orders in such cases is explicitly or covertly sabotaged, and if it is carried out, it is irresponsible, with sarcasm and contempt.

The positive attitude of athletes to the personal qualities of the coach has a stimulating effect on the efficiency and accuracy of the implementation of the coach's instructions, the positive perception of the methods of his leadership. Even emotional breakdowns of a coach, if they are short-lived, are not able to cause a negative attitude in general to the method of his management, since athletes understand that irritability is not characteristic of their mentor and is apparently caused by extraordinary circumstances.

Athletes' attitudes towards the coach's leadership style are also influenced by the timeliness and soundness of his guidance. The ability to issue orders that are appropriate to the situation, time, and lead the athlete or team to success creates credibility for the coach. Athletes try to convey to such a coach all the initiative, believing that everything said and done by him will turn out to be beneficial for the team. True, this is the danger of athletes' self-elimination from making any decisions. In this case, the coach is faced with the problem of the development of the personality of athletes, the fight against social infantilism, the inability to behave in a given situation, and make independent decisions. ...

continuation

PAGE_BREAK-- Conclusions on the first chapter

1. Personality is inconceivable outside of society, just as human society cannot exist without the personalities that make it up. A person is always a member of one or another social collective: family, school, enterprise, sports team, etc. Active activity, relationships in the collective largely determine and form individual personality traits.

2. Modern sport requires extraordinary abilities from the coach. He must possess the entire arsenal of modern knowledge, take into account the psychological, social, material and technical and all other aspects of an athlete's training. The success of athletes largely depends on the personality of the coach - his knowledge, pedagogical talent, authority, will, ability to creative generalization. At its core, a coach is, first of all, a teacher, and all the same requirements are imposed on him as to any educator.

3. The skill of a trainer is largely determined by the qualities that he has, which give originality to his communication with students, determine the speed and degree of mastering various skills. The most important of them are the professionally important qualities of a coach's personality: ideological, moral, communicative (including pedagogical tact), volitional, intellectual, - including perceptual, attentive (quality of attention), mnemonic (memory qualities), - motor (psychomotor).

4. Much in the relationship between the coach and the students depends on the behavior of the coach himself. The point is that the ideas about the qualities of the “ideal coach” differ among coaches and students. The first ones focus primarily on the business and professional qualities of the teacher (erudition, exactingness, rigor, the ability to find optimal ways to solve difficult situations). Sensitivity, responsiveness, sociability, benevolence are also noted by teachers, but they are not given decisive importance. Pupils, on the other hand, put these qualities first. First, athletes look "what kind of person he is", and then they pay attention to how the coach conducts the training.

5. The individual style of the coach's leadership is conditioned by the personal qualities of the coach; the behavior of the coach, the tone of voice in which he gives orders, appearance; necessity, rationality of orders and their timeliness; the mental state of athletes.

Chapter 2 Experimental Research: Determination of Professionally Important Traits of a Coach Personality

2.1 Organization and research methods.

In connection with the purpose of our study to study the professionally important qualities of a coach's personality and to identify the path of their formation, the object of our study is a group of coaches in different sports, consisting of 5 people, of different ages, with different qualifications and a group of children, engaged in under their guidance.

The subject of the research is the professionally important qualities of a coach's personality

We assumed that highly qualified coaches had a more realistic assessment of their personal qualities. To confirm our hypothesis, we used the following techniques:

1.Bibliographic analysis

2. Questionnaire survey

In the course of our research, we used the questionnaire “Control and self-assessment of the level of professional skill of a physical culture teacher”. It allows us to assess the presence of each of the listed qualities and skills in the observed coach. The subjects were offered a questionnaire consisting of 10 sections, each of which contains a list of qualities or skills: appearance, ability to carry on, moral qualities, volitional qualities, cognitive processes, physical training, pedagogical orientation, professionally important knowledge, the ability to communicate with students, culture speech. [Appendix 1] The tested trainers were asked to assess their presence of these qualities and skills. If they appear constantly and the subject believes that they are expressed in him, a "+" sign is placed next to it. If any of the listed qualities and skills in the subject is rarely manifested, episodically, not to a sufficient extent - the sign "-". For a cross-sectional survey, a group of pupils was selected who were engaged under the guidance of the tested trainers for the longest period (4 - 5 years). They were asked to assess the presence of the listed qualities and skills of their coach using a similar questionnaire.

2.2 Analysis of psychodiagnostic data

With the help of the questionnaire of control and self-assessment of the level of professional skill of the trainer, a cross-sectional survey of the trainers and their students was carried out. According to a survey of students, the average score for assessing the professionally important qualities of their coaches was derived. The data of the cross-sectional survey are listed in the tables: “Self-assessment of professionally important qualities and skills of trainers” (Table 1) and “Assessment of professionally important qualities and skills of trainers by their students” (Table 2).

Tab. 1 "Self-assessment of professionally important qualities and skills of trainers"

Qualities and skills

Appearance

Ability to hold on

Moral qualities

Strong-willed qualities

Cognitive processes

Physical training

Pedagogical focus

Professionally important knowledge

Ability to communicate with students

A culture of speech

Lipnitskiy A.Yu.

Grobovets N.N.

Esayan E.Sh.

Marlis V.L.

Ekimov V.Yu.

Tab. 2 "Assessment of professionally important qualities and skills of coaches by their students"

Qualities and skills

Average score

Appearance

Ability to hold on

Moral qualities

Strong-willed qualities

Cognitive processes

Physical training

Pedagogical focus

Professionally important knowledge

Ability to communicate with students

A culture of speech

Lipnitskiy A.Yu.

1.Gubich O.I.

Continuation
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2.Korotkiy V.Yu.

3. Barsukov A. L.

4. Skorobko A.N.

5.Fomich V.S.

Grobovets N.N.

1. Babich A.L.

2.Mazepo Yu.K.

3. Shlyashko A.V.

4. Krasavsky N.D.

5.Vodchits S.A.

Esayan E.Sh.

1.Eremenko A.M.

2.P.Shumsky P.P.

3.Makhankov K.M.

4.Krivopust A.K.

5.Ralinsky D.A.

Marlis V.L.

1.Moisevich D.V.

2.P. Seredich

3.Kolb S.P.

4.Samusenko E.N

5. Beley G.A.

Ekimov V.Yu.

1.Likhachevskaya V.A.

2.Gribailova N.P.

3.Antanovich A.A.

4.Kuratnik Zh.N.

5. Kozlov A.V.

We assumed that coaches with high coaching qualifications have a more realistic assessment of their professionally important qualities. According to the cross-sectional survey, the following results were obtained (Table 3)

Sports qualification

Self-esteem

Assessment of students

Lipnitskiy A.Yu.

Grobovets N.N.

Esayan E.Sh.

Marlis V.L.

Ekimov V.Yu.

Based on these data, we can conclude that Lipnitsky A.Yu., Grobovets N.N. and Marlis V.L. self-esteem is slightly overestimated. Esayan E.Sh. and Ekimov V.Yu. have adequate self-esteem.

After analyzing the data obtained, we came to the conclusion that our hypothesis is partially confirmed. The conversation with the subjects clarified the situation. It turned out that on the eve of the survey, a group of students who took part in the experiment had a final seasonal competition. The guys who performed more successfully adequately assessed the professionally important qualities of the coach's personality. The students, whose performance was less successful, could not give an objective assessment of the professionally important qualities of the coach's personality, since they blamed him for their failures.

continuation

The conversation held was of great importance for the subsequent organization of the training work of the tested coaches. To help the trainers, the following ways of forming professionally important qualities of a trainer's personality were proposed.

To become a master educator, a coach needs five to six years of work. However, in subsequent years, he continues to improve as a professional. In connection with age-related changes in the level of physical fitness, the structure of the coach's activity also changes somewhat. An increasing role is acquired by his ability to direct the training, to use student assistants who can perform to demonstrate to students such exercises that the trainer himself, for a number of reasons, is difficult and even impractical to perform (due to the fact that the aesthetics of movement will be lost in the performance of the trainer). All this testifies to the fact that the skill of a coach is a dynamic characteristic and the process of improvement is endless.

There are several ways to improve your coach's skill. One of them consists in professional development at various courses, methodological meetings, etc. Another way is self-improvement, which can be carried out in several ways:

1. Attendance and review of training sessions conducted by experienced trainers.

2. Improving your professional and general erudition (reading special literature, taking notes of this literature in special sections, summarizing new information and formulating conclusions for your coaching work); reading the sports press, watching TV about sports competitions, attending a number of competitions in order to keep abreast of all the most important sports events, to have a wide erudition in the field of sports (without this it is difficult to emotionally conduct trainings and classes in sports sections, to form students' interest in sports).

3. Daily analysis of their activities (for example, with the help of a diary, which can record the characteristics of individual students and the group as a whole, record the effectiveness of certain influences on students in various situations, plans for the future, thoughts about the organization of training, etc. .).

4. Conducting a simple research work that would give an answer to the questions of interest to the trainer related to his activities (what is, for example, the effectiveness of the exercises he used to develop strength, what is the level of physical fitness of the group as a whole and individual students, which method is more effective in those or other specific conditions, etc.).

Self-improvement should be carried out by a trainer in a non-utilitarian way, when only that which concerns the training methodology is assimilated. Some trainers, reading the methodological literature, pay attention only to those articles that describe the complexes of physical exercises and new non-standard equipment. Such a choice of information, although it expands the methodological base of the trainer, does not stimulate him to rethink the existing knowledge from the standpoint of general approaches and principles of physical education of students. Therefore, the theoretical basis of such a trainer remains at the same level or even worsens as a result of forgetting over the years the information received at the institute.

A modern trainer cannot only be the owner of the amount of recipes. Constant comprehension of one's activities also requires constant updating of theoretical information from the field of pedagogy, psychology, physiology, and sports theory. Only on this basis can a coach be ready to restructure the pedagogical process, to search for new ways and means of increasing the effectiveness of training.

Self-improvement skills need to begin to develop even in the process of training at the Faculty of Physical Education. At the same time, it is important not only to be aware of the need to acquire certain knowledge beyond the program, to develop professionally important qualities and skills, but also to form the need for self-improvement, without which it is easy to lose interest in your profession in the future, to turn into a lesson. The formation of this need is largely facilitated by the independent work of students, their participation in the work of scientific circles, the acquisition of research skills.

It is important that all the ways and means of self-improvement are used systematically, and not from time to time. In addition, a certain system is needed, a sequence in the elimination of shortcomings in the work. All this is possible only if the coach is engaged in self-knowledge, identifies his strengths and weaknesses.

Revealing in oneself weaknesses, insufficiently developed qualities should not lead the coach to a pessimistic conclusion about his unsuitability for the profession of a coach. After all, it is difficult to expect a person to have all the positive qualities at once. As a rule, both positive and negative personality traits coexist with him. Therefore, the coach must learn to make the most of his positive qualities and restrain the manifestation of negative ones. It is also important for him to know how an insufficiently developed quality can be compensated for (for example, the lack of exactingness towards students - perseverance and patience in working with children, insufficiently fast sensorimotor reaction - with experience, the ability to foresee the situation).

The possibilities of a trainer are manifold. They can be realized in the form of knowledge, skills, qualities, strengthened by motives. In this regard, the methods of achieving professional excellence may be different. For some coaches, the level of theoretical knowledge becomes the leading factor, for others - organizational skills, for others - constructive skills or volitional qualities. Of course, you cannot rely on just one component, even if it is very well expressed. If possible, you need to tighten the rest.

Conclusion

The skill of a trainer is based on four components: pedagogical orientation, knowledge, skills and professionally important qualities. In my work, I tried to consider the professionally important qualities of a coach's personality.

The first chapter reveals the concept of personality, describes the requirements for a coach's personality, professionally important qualities of a coach's personality, psychological characteristics of the relationship between students and coaches, and styles of team leadership. Thus, a number of conclusions were drawn: a person is always a member of one or another social collective, which largely determines and forms the individual traits of his personality; the success of athletes largely depends on the personality of the coach - his knowledge, pedagogical talent, authority, will, ability to creative generalization; the professionally important qualities of a coach's personality include: ideological, moral, communicative, strong-willed, intellectual, motor; the coach himself is able to build a favorable relationship with his students; the coach's individual leadership style is determined by the personal qualities of the coach.

The second chapter describes an experiment on a group of coaches in different sports, consisting of 5 people, of different ages, with different qualifications and a group of children, which is engaged under their guidance in order to study the professionally important qualities of the coach's personality and to identify the way of their formation and confirmation of our hypotheses. Interesting results were obtained. It turned out that the success of the performance of these athletes influences the adequate assessment of the professionally important qualities of the coach's personality by the students. For a deeper analysis of this problem, the methods we used are not sufficient. More research is needed

Bibliography

A.V. Petrovsky, V.V. Shpalinsky. Social psychology of the team. - M., Education, 1978

A.L. Zhuravlev. Leadership style for managing the socio-psychological climate of the production team. In collection: Socio-psychological climate of the team. - M., Science, 1979

V. Poranosich, L. Lazarevich. Psychodynamics of a sports group. - M., FiS, 1977.

V.D. Goncharov. Man in the world of sports. - M., FiS, 1987

Evening of L.S. Leader behavior: Pract. Benefit. - Minsk: New knowledge, 2000 .-- 208 p.

Volkov N.N., Topchiyan V.S. Modeling the personality and activities of a trainer and improving higher physical education. ANALYTIC - SERIAL // Theory and practice of physical culture. - 1989. –№10. - S. 7-9.

Derkach A.A., Isaev A.A. Trainer Pedagogical Skills / Preface. N.V. Kuzmina, A.Ts. Puni, A.V. Tarasova. - M .: Physical culture and sport, 1981 .-- 375 p.

Ilyin E.L. psychology of physical education: Textbook for institutes and faculties of physical culture: 2nd ed., rev. And add. - SPb .: Publishing house of the Russian State Pedagogical University im. A.I. Herzen, 2000 .-- 486 p .: ill.

Kolomeitsev Yu.A. Relationships in a sports team. - M .: Physical culture and sport, 1984. - 128 p., Ill. - (Science - to sports; Psychology).

Cretti Bryant J. Psychology in modern sport. Per. from English Khanina Yu.L. - M., "Physical culture and sport", 1978. 224 p. with silt

Krichevsky R.L., Ryzhak M.M. Psychology of leadership and leadership in a sports team. - M .: Publishing house of Moscow State University, 1985 .-- 224 p.

Personality and team in sports activities: a lecture for students of the State Central Institute of Physical Culture. Moscow: 1975.

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Psychology of physical education and sports: Textbook. allowance for in-to physical culture. / Under. ed T.T. Dzhamgarova, A.Ts. Puni. - M .: Physical culture and sport, 1979 - 143 p., Ill.

Psychology. Textbook for inst. Fiz. Cult. Ed. Rudika P.A. - M., "Physical culture and sport", 1974. - 512 p. with silt

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Yu.O. Reznikov and others. Diagnostics of professionally important qualities of the personality of a trainer / Yu.O. Reznikov, O.O. Bartashnikov, T.Yu. Goryachun. ANALYTIC-BOOK. - 1992 // 3 Regional scientific-practical conference "The role of physical culture in a healthy lifestyle." - Lviv, 1992 .-- S. 123-124.

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Annex 1.

Questionnaire for control and self-assessment and self-assessment of the level of professional skill of a physical culture teacher.

Personality characteristic

Appearance

1. Fit and tidy.

Ability to hold on

1. Collected, businesslike.

2. Maintain self-esteem in conversation with superiors.

3. Established calm business relationships with colleagues.

Moral qualities

1. Modest.

2. Truthful.

3. Is principled.

4. Polite.

5. Kind, humane.

Strong-willed qualities

1. Withstood in conflict situations.

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2. Resourceful in unexpected and difficult situations.

3. Demanding to himself and others.

4. Purposeful, persistent in pursuing his pedagogical line.

6. Determined

Cognitive processes

1. I am able to concentrate well.

2. I am able to distribute and switch attention well.

3. I am able to think logically, I have a critical thinking.

4. Inventive, I quickly grasp the essence of the matter.

5. I have a good memory for faces.

6. I have a good memory for surnames and dates.

Physical training

1. I constantly monitor my physical condition.

2. I try to exercise daily.

3. I can fulfill the discharge standards.

4. I am strong enough.

5. I have endurance.

6. I am flexible enough.

7. With pleasure I go on hiking trips with students.

Pedagogical focus

1. I like the profession of a teacher of physical education, I understand its importance for the formation of children.

2. I love to communicate with children.

3. There is a desire to pass on their knowledge and skills to children.

4. I like school.

5. I don’t want to transfer to another job.

Professionally important knowledge

1. I know well the methods of teaching and upbringing.

2. I know the physiological and psychological characteristics of children of different ages.

3. I can give a psychophysiological substantiation of the physical education of schoolchildren.

4. I am able to quickly apply my knowledge in the classroom.

5. I have a clear idea of ​​how to use didactic principles in the classroom.

6. I rely on interdisciplinary connections when explaining educational material.

7. I have sufficient erudition: I am familiar with classical and modern literature, I visit museums and art exhibitions, I go to theaters.

8. I strive to expand my special knowledge.

9. I read special methodological and scientific literature on physical education, take notes on what I read and try new items I like in the classroom.

10. I strive to keep abreast of the most important political events in our country and abroad.

11. I regularly check the sports press (newspapers, magazines).

12. I strive to experiment in my work.

13. I follow the dynamics of the physical development of my students.

Ability to communicate with students

1. Show pedagogical tact.

2. Polite.

3. I can understand the state of mind of students

4. I am able to create a business environment.

5. I am able to create an atmosphere of confidential, intimate communication.

6. Easily make contacts with students and colleagues.

7. I am able to use speech and non-speech means of communication, depending on the circumstances.

8. I can change the tone of communication: from calm to imperious, etc.

9. Of all forms of influence on students, the least resort to coercion.

10. I try to argue each of my requirements for students.

11. I know my stereotypical mistakes in assessing the strengths and weaknesses of students, I try not to make them.

12. I am able to show an equal benevolent attitude towards all students.

13. Attentive to student requests.

14. I praise students more often than I blame, I know who can be scolded and who should be praised. A culture of speech

1. I am able to correctly construct phrases.

2. I put the right stress in the words.

3. Make sure not to use the local dialect in my speech.

4. I can simply tell students about the complex laws of the human body, the laws of body movement, etc.

5. I can find figurative and life examples for clarification.

6. For expressiveness of speech, I can use intonation and tonality, pauses and dynamics of the sound of the voice.

7. I have a large vocabulary.

8. I have good diction.

9. I use the technical terminology correctly.

10. I am able to regulate the rate of speech.

11. I can be laconic.

12. I use the method of persuasion, and do not limit myself to comments.

A coach is an ideal model of a human personality: he does not drink, does not smoke, adheres to a sports regimen, is polite, helpful, takes every workout seriously. The student must see in his coach a person of high culture, educated, able to answer any questions.

Detailed description

Measures in the educational work of the trainer:

BELIEF
Should not turn into notation. The coach should use carefully selected examples when talking to individual athletes or a group of athletes.

Encouragement
This is approval, praise, reward. The main condition for the use of incentives is timeliness. The pedagogical essence of encouragement is to support the athlete, strengthen self-confidence, as well as the ability to consolidate the studied motor action.

PUNISHMENT
Allows you to strengthen character, fosters a sense of responsibility, trains willpower, the ability to overcome temptations. The punishment must be timely and fair. The young athlete must clearly understand what he is being punished for.

There is no concept of "good coach or evil", there is the concept of "strict and fair".

The main aspects of the coach's activity:

• The main role of the trainer is to actively contribute to the process of individual development of those involved in the achievement of the proper level of physical condition, which determines stable health and high sports results;
• The coach is a mentor in the ethical and moral education of those involved;
• The coach's behavior in any situation (during training, competition, on vacation, in a situation of communication with an athlete, with judges, etc.) must be professional and ethically impeccable;
• The coach must be responsible for ensuring that his students do not use illegal drugs that enhance athletic performance;
• The coach must inform the athlete about the harmful effects of using prohibited substances and taking psychotropic drugs;
• A person with bad habits does not have the right to be a coach of youth sports;
• The coach is obliged to constantly work to improve professional skills.
• A coach who has managed to win the respect and love of the pupils easily achieves the fulfillment of his advice and instructions. Athletes trust their coach, and this belief is one of the most important factors in achieving success.

Completed: 2nd year student of the Institute of Physical Culture and Sports Alexander Lapshin The trainer is a comprehensively trained specialist engaged in creative work. He creates a single vital collective of those who study, forms a harmoniously developed person, helps him to become strong, fast, dexterous, enduring, psychologically stable, with increased efficiency and intelligence. The observed authoritarian tendencies among coaches have been confirmed by data from rather superficial and unsystematic studies. But evidence from the available research supports the authoritarianism of coaches compared to other professions. There are several reasons why most coaches are authoritarian in their activities. 1. The peculiarity of the coach's perception of his role is based on authority and behavior reflecting authoritarianism. 2. The high need to control the actions of others was the reason why they chose sports activities to meet this need. 3. Leadership and leadership in stressful situations, typical of sports activities, apparently require a fairly strict control over the behavior of athletes in both team and individual sports. 4. Some athletes who are accustomed to submitting to authority expect the coach to behave in a dominant manner. Therefore, it is not uncommon for coaches to behave in such a way as to meet the needs of the athletes. The following advantages of the coach's dominant behavior can be noted: 1. An insecure athlete will feel more confident and calmer in stressful situations. 2. Aggressiveness caused by authoritarianism is directed not at the coach, but at the struggle with rivals or promotes more active actions of the athlete (for example, runs faster, throws further). 3. The coach's authoritarian behavior can truly meet the needs of the athlete, in which case he will perform better than usual. However, among the coaches who have achieved success, there are also those who are democratic in their style of behavior. They are successful for the following reasons. 1. A less authoritarian coach is more accessible to athletes. His pupils feel free with him and communicate more willingly. Therefore, the coach will be able to better know about their fears, problems and possible disappointments and thereby prevent a split in the team. 2. Athletes who are not unduly constrained by an authoritarian coach can make more flexible tactful decisions. 3. A more flexible coach, unlike an authoritarian one, will not accept authoritarian claims and statements from others. 4. Athletes have the opportunity to show initiative and independence, to achieve a certain independence in stressful situations. 5. If the coach manages to transfer some of the responsibility for the decisions made to the athletes, and they begin to feel their authority, then this contributes to the formation of more emotionally mature behavior in them. 6. An authoritarian coach is characterized by great impatience and bigotry. A more flexible coach is ready to accept other people as they really are, evaluate their positive and negative sides, respect their own and others' opinions. The coach must be an open, sociable and emotionally resilient person, capable of directing the athlete and controlling the competitive situation when needed. Moreover, such a coach must have a sufficiently high intellect, developed a sense of reality, practicality and self-confidence. At the same time, it must be a person inclined to innovation, enterprising, independent, who prefers to make responsible decisions himself. Athletes believe that a coach should be a person who can be relied on in difficult situations and who (in the opinion of the coaches themselves) can organize and control the activities of athletes. Sources of materials for the presentation http://www.fizkult-ura.ru http://www.shooting-ua.com http://www.cyclosport.ru http://www.ns-sport.ru http: // go.mail.ru http://images.yandex.ru

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