No 4 (2017)

Nowadays in basketball, there are players with a different profile of functional asymmetry among beginners and professional basketball players. There are different opinions on the necessity to consider asymmetries: one group of scientists believes that this makes no sense since this does not reflect in the effectiveness, but most scientists who have done a lot of studies in symmetry and asymmetry in sports believe that one can achieve higher sports results through smoothing functional asymmetry.

The purpose of this research is to analyze the rationality and effectiveness of the techniques exercised by young basketball players with dominant and non-dominant hands in conditions of competitive activity. The author experimentally tested a model for basketball technique training of young basketball players with regard to functional asymmetry. At the end of the pedagogical experiment, the percentage of ineffective technical actions performed with the dominant hand decreased equally in the control group (CG) and experimental (EG) group. Indicators of ineffective technical actions performed with the non-dominant hand are different. In the CG there is a slight decrease in inefficiency: in bouncing the ball – by 4.8 %, in passing the ball – by 8 %, in throwing the ball – by 9 %. In the EG, there is a more noticeable decrease in the ineffectiveness of technical actions performed with the non-dominant hand: in bouncing the ball – by 12 %, in passing the ball – by 12 %, in throwing the ball from under the ring – by 17.35 %.

Significant improvement of the results of technical actions performed by young basketball players with dominant and non-dominant hand show the effectiveness of implementation of the model for basketball technique training with regard to the functional asymmetry that involves the specialized set of exercises aimed at smoothing the existing functional asymmetry.

The work presents the experience of theoretical and empirical research of the formation of students’ creativity; the concept of “the formation of creativity” is characterized in a pedagogical context. Creativity in this research is considered as a common universal ability to creativity to some extent inherent in every person. In terms of pedagogical approach, the essence of the concept “creativity formation” is defined by meaningful and technological components of the educational process.

Within the framework of this research, pedagogical conditions for the formation of students’ creativity are consideration of the age characteristics and individual differences of the students, organization of safe creative space, development of imagination and teacher’s creativity. Age characteristics and individual differences of the students are defined by the innate characteristics, psycho-physiological characteristics, and personal characteristics. Of particular importance is the organization of pedagogical interaction of all the subjects of the educational process in the form of free creativity (creation of samples and support of students’ creative behavior, positive attitude to research creative activity, realization of creative initiative and emotional expression). Development of teacher’s creative activities is a required condition for successful development from the stage of imitation to creative revealing of the learner’s personality.

The study identifies substantial pedagogical and technological components of the formation of the personality creativity. This paper discusses the types of creative technology: active learning techniques, interactive, and game technology. The authors present the examples of methodological techniques for planning the lessons that are used at the first stage of empirical research. They describe such forms of students’ creativity development as exhibitions in a study group, a creativity-oriented lesson, training exercises, non-traditional lessons.

The results of empirical studies have been presented, during which the program of formation of students’ creativity containing a variety of creative techniques, forms, and methods of work contributing to the positive dynamics of all indicators of creativity formation (fluency, flexibility, originality) has been implemented. Positive dynamics of all indicators provides proof of the effectiveness of this experimental program, which was ensured by the complex of pedagogical conditions.

The importance of the issue chosen for the study is explained by the urge to search for new conceptual solutions and strategies which promote harmonization of human relations in general and the professional adaptation of people with special educational needs. Educational institutions of higher education are currently solving the problem of choosing the most effective model and technology for implementing the inclusive paradigm.

The author analyzes inclusive education models employed both in Russian and foreign universities which implement inclusive education. The author states that inclusive education models in Russian universities are block-structured and aimed at increasing the sensitivity of the institution towards persons with health limitations through solving problems in teaching and upbringing. In foreign universities, inclusive educational models are varied and institutional in structure, mostly legally oriented, and working with a wider category of people with special educational needs than in Russia. In the opinion of the author, the search for a unified concept of inclusive vocational education, along with the increase in the demands of students with special educational needs, requires higher education institutions to develop their own strategies, to solve the problem of choosing the most effective model and technology for implementing the inclusive paradigm.

As a result of the study, it was found that a system of normative and legislative acts and mechanisms which include a clear concept and strategy for implementing inclusive education, training, and continuity of interaction should become the necessary basis for the implementation of inclusive education.

The society requires competent specialists able to act successfully in any conditions of their labor. However, facts of life show that young teachers are ineffective in ambiguity and conflict situations. Thus, there is the necessity of training competent creative teachers who have well-developed creative potential, can quickly find adequate solutions in new situations, and are capable of creative self-fulfillment.       

The paper gives characteristics of the student’s creative potential as the necessary inner structure, which can be and should be developed at high school. The author suggests the theoretically based model of development of the creative potential of the teaching-professions students of the agrarian university. This model allows augmenting the creative potential structural components: creative activity motives, creativity, and certain personal qualities together with the high intelligence level.         

The experiment was carried out on the base of Volgograd State Agrarian University and involved 145 students of “Teacher education” (44.03.01) study program.  Within this model, the author suggested theoretical and technological tools for development of creative potential and carried out the students’ assessment at the beginning and the end of the experiment. The suggested criteria, indices, and levels of creative potential development allowed monitoring the dynamics of stage-by-stage change of the students’ motivation; of updating the database of knowledge on the creative potential and creative self-fulfillment; of the development of activity, initiative, behavioral flection, ability to cope with stress, and creativity.

The analysis of received quantitative results verified using the Student’s t-criterion showed the transition of most of the students (67 %) of the experimental group to the higher level of development of creative potential. Control group showed the similar index of 42 %.

The involved observation of the students during the traineeship allowed differentiating the students taking part exactly in the creative teaching activity.

The problem of the study of the process of personal and professional self-development of modern specialists is now of special interest for the researchers due to the growing requirements to a professional able to improve independently and systematically his professional level. 

The paper analyzes the theoretical approaches to the problem of self-development, factors of personal and professional self-development of specialists in the socionomical sphere. The author determines the value-semantic, reflexive and regulative factors of self-development that are the basis for understanding the values of self-development and the need for self-change, and the regulation of own behavior and activity aimed at the improvement of personal and professional qualities. 

To define special aspects of personal-professional self-development, the empirical study among socionomical sphere specialists was carried out using the psycho-diagnostic and statistical methods. The results showed the existence of significant interrelations between the level of self-development and such qualities as reflection, self-regulation, self-actualization, meaningfulness of life, readiness for self-development, communicative competence. In the result of analysis of variance and factor analysis, the factors influencing the process of personal-professional self-development were determined.

Based on the results obtained, the author concludes that personal and professional self-development is determined by value-semantic factors associated with the general level of the meaningfulness of life and motivation for self-development and self-actualization and the reflexive and regulatory factors based on the desire to realize their personal and professional qualities and regulate their activities as well. Communicative competence is one of the professionally important qualities of socionomical sphere specialists affecting professional self-development and which is a tool for understanding oneself and improving their professional communicative activity.

The paper studies the problem of the interrelation between the leading patterns of coping with negative situations and personal traits of older adolescents. The author studies various approaches to definitions of the concepts “coping”, “coping behavior” and the correlation of these concepts. The ambiguity in the definition of these concepts in Russian and foreign literature is revealed and the results of an empirical study are presented. It is proved that there is a correlation between the indicators on the scales of the methods of coping with negative situations and indicators on the scales that determine personal traits of schoolchildren. It is revealed that students having a predominant way of coping with negative situations called “support seeking” tend to possess low aspiration for acceptance by other people, low motivation for affiliation, and the predominance of the “fear of rejection” motive in communication. It is determined that schoolchildren who are characterized by such a way of coping with negative situations as self-accusation have a high level of general externality, externality in their achievements and externality in family relations. They are characterized by low values on such scales as “Life Process”, “Life Result”, “Locus of Control – Myself”, “Locus of Control – Life”, and “Meaningfulness of Life”. Personality traits of older adolescents with predominantly adaptive patterns of coping with negative situations are determined. They are characterized by greater internality in family relations, greater confidence in their lives manageability, higher values of self-esteem and level of aspiration. The detected traits can be taken into account in designing a program of psychological and educational support for older adolescents.

Currently, the problem of aggressive behavior of upper-formers attracts the increasingly close attention of the scientists as the common social ill-being of the society and the economic crisis in the country often lead to the norm of aggression manifestation within the communication standards of young people. The aggressive behavior reflects the angst, annoyance, negation, and suspicion that necessitate the search for resources and inner abilities helping stability and resistance power of a person in the stressful situations. Viability, in its turn, is such a resource and inner ability.

The paper considers special aspects of manifestation of aggressive behavior of upper-formers with different levels of viability. The authors determined special aspects of manifestation of aggressive and adverse reactions of upper-formers with high, middle and low levels of viability and specified the interrelation of the parameters of aggressive behavior with different variables: self-efficacy, emotional tension, control, involvement, and risk taking. The research subjects are characterized, experimental study data are given, such diagnostic techniques as testing and questioning, and mathematical and statistical methods as descriptive statistics and correlation matrices are used.

The paper describes the peculiarities of specified interrelations of all viability parameters and detected types of aggression of tested group of upper-formers. It is shown that the upper-formers with the high level of viability demonstrate the low level of various manifestations of aggressive behavior: soreness, negation, annoyance, adverse and aggressive reactions. Teenagers with the high level of viability are characterized by the manifestation of the high level of self-efficacy and low level of psychoemotional tension. Low level of viability, in its turn, causes the feeling of rejection and complete helplessness, sensing yourself “out of” life that leads to the decreased functioning and activity in stress conditions.