International Journal of Pedagogics
24
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VOLUME
Vol.05 Issue07 2025
PAGE NO.
24-30
10.37547/ijp/Volume05Issue07-06
Pedagogical Model of Development of Women - Girls' Sports
Based on Gender Approaches
Xojimurodova Mahliyokhon Kenjavoy kizi
Doctoral student at Namangan State University, Uzbekistan
Received:
12 May 2025;
Accepted:
08 June 2025;
Published:
10 July 2025
Abstract:
The article shows that the achievement of sports results in our women largely depends on the
development of the athlete's intellect. However, the more intellectually active the athlete is, the more his
intellectual potential will develop. Therefore, it is necessary to conduct specially organized and purposeful models
of developing intellectual preparation in the field of athlete training. A model is a model for creating something
sustainable, and in our article we have developed a pedagogical model for the development of women's sports.
Keywords:
Intellectual preparation, foreign experience, women's sports, athlete, physical culture, physical
education, sport, game, competition, Olympics, health, research, fatigue, diseases, physical exercise, platforms.
Introduction:
Modeling is one of the most important
methods used in scientific research. Model means a
French example, and in scientific research, it is a form
accepted by the researcher, a copy of it, instead of the
original, to study a reality, process or device. In
scientific research, a system that is similar to the object
being studied and embodies its characteristics is
considered a model [2]. The modeling method is to
study an object, device or process not in its natural, real
form, but in its model. Usually, if the object is difficult
to study in its own form (too expensive, dangerous, the
process takes a lot of time), then it is studied in the
model version. In fact, this term in English at the end of
the 16th century meant architectural plans. A model is
a model for creating something stable.
From an intellectual point of view, thinking, memory,
and attention stability depend on the level of physical
fitness and the level of targeted use of physical
education tools and methods. Game and competitive
technologies of women's sports activities (the
competitive factor creates a specific emotional and
physiological background) develop the ability to think,
act effectively, and make optimal decisions in a short
time
in
dynamically
changing
environmental
conditions, develop initiative, care, determination, and
other qualities. Intellectual fitness is the ability to
acquire material on the playing field, the presence of a
reserve of knowledge, and a high level of development
of perception and visual-figurative thinking. The level
of generalization is the peak of the ability to
differentiate and generalize objects and phenomena.
Intellectual fitness is a process related to sports and
aimed at self-realization of sports activities, which is
aimed at developing the intellectual potential of the
athlete. This is noticeable in the field of sports. It is
impossible to imagine that achievements can be
achieved without it. The intellectual preparation of a
female athlete is aimed at understanding the
phenomena directly related to her sports activity and
developing intellectual potential. Without such
potential, there can be no talk of achieving such
grandiose goals.
Experienced and successful coaches have already
begun to plan and implement the intellectual
education of an athlete with a clear goal in mind,
because they consider intellectual preparation to be an
integral part of training. Athletes instill in their blood
not the highest level of physical exercise technique, but
ways to achieve success with minimal effort. In this
regard, the following two situations are distinguished.
The athlete's behavior, his correct worldview, is formed
only at such a time, for which he must always proceed
from the principles of the correct worldview. As the
level of modern sports achievements increases, the
demands placed on intelligence (reasoning, thinking,
intelligence) are also increasing significantly and are
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becoming commonplace.
The level of intellectual demands in sports is
characterized by the following factors: the training
process is determined by objective laws. In order for an
athlete to understand that high loads are necessary to
achieve high performance, he must know these laws,
find multifaceted connections that determine the path
to achieving high performance, and be able to
independently conduct training in a positive way; yes,
independent work is the most important model. As
noted above, achieving high sporting achievements
requires the athlete to undergo pre-thought-out,
planned technical and tactical preparation. If
intellectual potential grows and reaches its highest
level, tactical preparation and its implementation
become a decisive factor in demand under certain
conditions.
METHODS
Achieving the sports results of our women depends in
many ways on the athlete's intellectual development.
However, the more intellectually active the athlete is,
the more his intellectual potential develops. Therefore,
it is necessary to conduct specially organized and
purposeful models of intellectual training development
in the field of athlete training.
The structure of the athlete's intellectual ability
consists of the following: working with "intellectual
understanding". Intellectual understanding includes
knowledge (theoretical tactics and the like), special
understanding (precise instructions) and concepts that
are perceived as material for visual thinking (for
example, ideas about the movement process). It is
necessary to train the athlete in a special way to work
as material for thinking.
Our women's ability to perceive is different, and in the
process of achieving sports results, this ability differs
from other female athletes by its high role and serves
as the key to victory in the process of competition. As
an important component of intellectual abilities, the
quality of observation and perception serves as a
subject of education in the process of sports training. In
this regard, during the training process, it is necessary
to set clear tasks for our female athletes to observe, to
focus on independent perception and coming to a
decision on the perceived issue, to teach the athlete to
divide and classify (differentiate) what he perceives
into important and less important parts, to determine
the relationships between them and the importance of
each.
Memory and consistency of thinking are also very
important in competitive conditions. Our female
athletes make decisions based on the knowledge they
have gained from sports training (in this situation or in
another situation) and based on this decision, they use
their knowledge with logical consistency. In more
competitive conditions, our female athletes make
independent decisions. The intensity of sports
performance is a high rate of information processing
based on this set of sports abilities, the transformation
of observation results (observation) into practical
actions that meet the requirements of the competition
situation. The successful use of all the above-
mentioned components of intellectual abilities of
sports can be achieved only in conditions where the
athlete's attention during training and competitions is
embodied in the solution of sports skills.
Components for developing female student involvement in sports
1- table.
№
Component
Content
Practical significance
1
Pedagogical-
communicative
- Engaging students in
CrossFit methods.
- Explaining the medical
importance of the
exercises.
- Engaging students in
CrossFit methods.
- Explaining the medical
importance of the
exercises.
2
Organizational-
complex
- Preparing equipment
for CrossFit.
- Conducting training
sessions in accordance
with safety regulations
moslashtirish.
- Systematic planning of
the CrossFit process.
- Safe organization of
sports activities.
3
Physical and mental
readiness
- Increase physical
strength and endurance.
-Adapting students to
high-intensity training.
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- Manage stress and
develop resilience.
- Ensuring mental and
physical harmony.
4
Fitness training
- Improve physical and
physiological condition.
- Adapt exercises to
individual needs.
- Ensuring medical safety.
- Monitoring training
results.
5
Analysis and
evaluation
- Analyze the
effectiveness of training.
- Monitor student
progress.
- Optimize training based
on results.
- Identify and encourage
student achievement.
6
Social-advertising
- Promoting sports and a
healthy lifestyle.
- Organizing team sports
activities.
- Forming healthy habits
in students.
- Develop teamwork
skills.
Speaking about the upbringing of intellectual abilities,
it is known from the general theory of upbringing that
the development of intellectual qualities (breadth of
intellectual perception and other qualities) is achieved
not only by accumulating a certain set of knowledge,
but to a greater extent only by applying that knowledge
to practical activities that require a creative approach.
Sports activities in their various forms (sports) require
special intellectual abilities from the athlete. In
particular, it requires the ability to quickly think
tactically, which is especially useful in sports games and
one-on-one fights. For example, in volleyball, we need
to instill in our female athletes that it is more effective
to throw the ball in a trick to an inexperienced
participant of the opposing team or to a participant
who has moved away from their own court than to hit
it with maximum force.
The formation of new movement models (in
gymnastics, acrobatics and similar sports) requires the
ability to analyze and construct. The practical basis of
intellectual training is the study and improvement of
sports techniques and tactics. More precisely, the
solution of creative and similar problems that arise in
special mental, volitional and physical training
exercises is the basis of intellectual training. But this is
not enough. In addition to the factors listed above, a
system of knowledge and methods of organizing
training are also necessary to cultivate intellectual
creative activity. Such training involves athletes in
activities ranging from creative manifestation of the
simplest analytical skills to finding ways to solve
extremely complex problems. These tasks are complex
tasks related to the development of a model of
practical competitive sports activity and its analysis.
The following are the main forms and methods of
training an athlete's intellectual abilities:
− Non
-special forms and methods that are
characteristic of intellectual education. For example,
mastering the theory of sports tactics in the form of a
seminar and other similar activities.
− Special forms and methods. These are elements
related to the elements of intellectual education and
upbringing and are directly included in the training
process. They are given by coaches during or between
training sessions. Such instructions should be given
constantly during training. They should be briefly
explained, in the form of comments, and should
interest and encourage the athlete to analyze his
actions. As a result, our female athletes will study the
issue even more deeply, and their interest in training
will increase.
− Organization of movements is an event aimed at
cultivating the mental abilities of an athlete. It is aimed
at developing the basic components inherent in the
athlete's mental abilities, and in particular, it is
intended to use such components in the process of
sports activities.
RESULTS
To develop physical abilities, we should create a model
for the development of intellectual abilities for our
female athletes, which should be performed by the
coach at unexpected times during training. Each person
is an individual, and when we develop the intellectual
abilities of our athletes, we need to take a different
approach to each of them. When organizing such
activities, it is necessary to engage in planned,
controlled thinking activities and, in order to stimulate
sports results, create the necessary conditions and
circumstances for a deep understanding of successes,
and organize regular evaluation of sports results.
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Intellectual preparation is very important, it is the basis
for winning during competitions. However, in actions
performed with fatigue, defects in activity and lack of
foresight occur. A little earlier, we called foresight and
feeling intellectual preparation. When we get tired,
that is, as a result of fatigue, our intellectual abilities
also weaken, and when will we regain strength? Sleep
is one of the most important forms of recovery. During
sleep, the entire div system reduces its activity to a
minimum. This helps to naturally relieve fatigue, relax,
and restore strength after training or competition
loads. Healthy sleep is falling asleep quickly, sleeping
soundly without dreams. Food should be consumed at
least 2 hours before going to bed, because its digestion
in the stomach stimulates certain centers in the brain.
This makes sleep restless. In addition, food in the
stomach compresses the diaphragm. This interferes
with the normal functioning of the heart and lungs.
Physical education and sports-oriented lessons that
develop women's sports are conducted in the form of
lectures, seminars, practical exercises, and the
development of intellectual abilities. Of course,
discussions, questions, and answers, and exercises are
also effective methods. This will focus more on
increasing the mental capabilities of our female
athletes and strengthening their physical willpower.
This will create an opportunity to educate highly skilled
female athletes who are responsible, aware of their
duty, and have physical willpower in the field of sports.
The expected success in the educational process can be
achieved only by systematically adhering to the didactic
principles of “Consciousness and activity (activity)”,
“Exhibition”, “Regularity”, “Adaptation to strength and
individualization”, “Gradual increase in requirements”
in the development of women's sports.
Consciousness and activity in the process of sports
education. A conscious attitude to training and the
activity of the participant in it increase the
effectiveness of any pedagogical process. The principle
of consciousness and activity in physical education, put
forward by P.F. Lesgaft, categorically condemns the
mastery of movements by mechanically imitating
movement activities and was one of the first to put
forward the idea of acquiring theoretical knowledge
and movement activities through the ability to
compare and analyze movements. He identified the
gross misconception that “engaging in physical
exercises only increases strength and physical
development indicators” as one of the main errors [3].
Since the scope of conscious thinking at the initial stage
of training is narrow, and the content (becoming
beautiful, gaining strength, etc.) is connected with real-
life examples in training, solving tasks such as preparing
a person for creative work and defense of the
Motherland,
gradually
relying
on
specialized
knowledge, special popular literature and manuals are
recommended. Achieving the increase in theoretical
knowledge is one of the main goals of the principle of
mindfulness. Failure to achieve this goal will slow down
the formation of a habit of daily physical exercise, and
will prevent physical exercise from becoming a lifestyle.
In addition, it is important for participants to listen to
regular lectures, conversations, stories on physical
culture and sports topics, study the theoretical part of
the school physical education program, watch
methodological and documentary films, know the rules
of self-medical control, understand the essence of the
terms “active, passive rest”, “execution”, “movement
skills”, “higher movement order”, “positive and
negative transfer of skills”.
In the process of physical education, the use of
conscious analysis and control in performing physical
exercises is one of the fundamental mechanisms of
education [6]. The principle of demonstration in the
process of sports education. The concept of
demonstrating an exercise in its broad sense has long
gone beyond the framework of pedagogical theory in
the process of physical education education. Currently,
this concept has a broad meaning, such as feeling,
being able to express it figuratively, and demonstrating
its external form. The primary (initial) understanding of
motor activity is formed in the student after seeing the
exercise performed in a natural form. Visual aids are
shown in the form of pictures, drawings, models, films
(slow-motion),
feature
films,
documentaries,
educational films, videos, cartoons, etc., and the
student is required to perform them in an imitation
manner. Two types of demonstration, which are
considered the main factor in the process of mastering,
exist in practice, and they are distinguished as
performing the exercise directly or demonstrating it
with the help of tools.
Direct or tool demonstration requires the teacher to
demonstrate the exercise in an exemplary manner
during the educational process. It has been proven in
practice that demonstrating at an exemplary level
prevents possible errors. The methodological principle
of adaptability and individualization. The individual's
capabilities, abilities, characteristics, gender, age,
physical development, physical fitness, etc. are factors
of the content of this principle and enrich the
educational process. A conscious attitude to education,
the manifestation of activity in this process, the
effectiveness of demonstration in the performance of
the selected activity, fitness for strength and the
characteristics of the individual are closely related and
are a means of quickly achieving the intended goal. The
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International Journal of Pedagogics (ISSN: 2771-2281)
fundamental meaning of fitness for strength is to take
into account the functional characteristics and
capabilities of the organism's vital activity in a
particular task. This principle requires the ability to
determine the limits of ability. Therefore, the
educational process requires taking into account
various external influences in different conditions, and
the ability to choose a norm for the participant.
Determination of the norm in physical exercise classes
is carried out through joint systematic research by
educators and teachers, and a medical worker. The
negative consequences of systematically forcing the
div to expend energy through excessive exertion for
exercise have now been proven both scientifically and
practically. The volume considered normal for the div
of a sportsman with a certain level of physical fitness.
In physical education, fitness is variable. If during a
certain period of training, great physical and mental
stress is required to withstand the selected norm, after
some time it becomes fit for purpose and becomes the
norm, which is considered a positive change in the
educational result.
Individualization is an important factor in education.
The indicators of the student's physical development -
height, div and limbs, length or shortness, thickness
or thinness, weight, mobility of joints, chest, excursion,
physical
qualities
-
strength,
speed,
agility,
development of endurance, psychological type, etc. are
considered characteristics of the individual, which have
a great impact on the effectiveness of education. The
indifference of the teacher or trainer to any of the
listed characteristics of the individual in the
educational process, distances the effectiveness of the
training from the intended goal. The norm of physical
load can have different effects on physical fitness
indicators for students in the same training group. The
dependence of the selected exercise on the strength,
agility, and endurance of the practitioner allows you to
fully develop the individual's personal portrait.
The methodological principle of regularity. The system
of exercises, the correct alternation of physical load
with rest, and the interrelation of their sequence are
the main provisions of the methodological principle of
regularity in the educational process. Irregularity of
exercise does not give sufficient effect in the
educational process. From the laws of natural
development, we can see in practice that if the
exercises are carried out continuously and regularly,
the functional capabilities and physical abilities of the
organism improve under the influence of physical
exercises. According to J. Lamarck, “an organ that is
systematically and regularly trained gradually develops
and grows, while one that is not trained weakens its
capabilities and loses its properties.”
A relatively small break leads to a decrease in the
weight of active muscle cells, undesirable changes in
some components of their structure, and even
regression of their morphology. Some regressive
changes can occur even with breaks of 5-7 days.
The principle of repetition and variation. In the process
of physical education, repetition - repetition - is of great
importance compared to other types of education. As
I.P. Pavlov and A.N. Krestovnikov showed, the
formation and regulation of a dynamic stereotype,
which is the physiological basis of motor skills, is
impossible without repeated repetition.
Repetition is necessary, first of all, to regulate
morphofunctional changes in the div and ensure
long-term adaptations, on its basis the development of
physical qualities occurs, the achieved ones are
consolidated, and conditions are created for further
progress. Physical education cannot be carried out
without repetitions. Along with repetition, variability
also has a certain importance for the process of
physical education. Variation is considered to be the
gradual change in the form and content of the same
exercise or its exercises by changing the conditions for
performing the exercise, its appearance, the dynamics
of the load, and the use of different methods.
In this case, it is necessary to pay attention to the
following objective contradictions. In the process of
repeated repetition, the dynamic stereotype of
movements and the div's response to the load
applied to it are further stabilized and standardized.
Therefore, if the exercise is repeated without
significantly changing the form and content of the
movement state and its duration is not limited, sooner
or later, a deviation from the direction of movement
skills may occur and the development of physical
qualities may stop. This contradiction is resolved only
by combining repetition and variability.
In standard exercises, variation allows us to raise the
educational process to a higher level by changing the
volume and intensity of the load against the
background of repetition, while maintaining the
structure and content of the exercises [7].
The principle of gradual increase in requirements
(progressiveness). This principle of the physical
education process expresses the general trend of the
requirements placed on the participants in the
exercises and involves the selection, application,
performance of new, difficult tasks, and attention to
the norm of gradually increasing the volume and
intensity of the loads associated with them. The
dynamics of the loads is recommended in various
forms: gradual increase along a straight line, in a
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stepwise, wavy form, is introduced into the practice of
the educational process.
Along a straight line
DISCUSSION
The dynamics of the load increase is understood as the
transition to the next step after a relative stabilization
has occurred in several training sessions in a row.
During the “jump” to the next step, the dynamics of the
load increase more sharply than when increasing along
a straight line; however, the stabilization state that
facilitates the process of adaptation to the load in the
div is expressed more significantly. Such dynamics of
the load make it easier to master loads of a relatively
significant level.
The wave-like dynamics of the gradual increase in the
load is characterized by the fact that the load, which
was initially quite low, somewhat slowly, but evenly,
gradually increases, and then gradually decreases,
returning to the previous, initially started load. Because
functional adaptation may lag behind. When signs of
adaptation are observed, the load is increased in a
larger “wave”. It is important not to violate the
gradualness. Thus, the volume and intensity of the load
can be increased by bringing it to the maximum [4].
In conjunction with the above principles, the use of
game and competition methods, the artistic equipment
of the sports field, training areas, hygienic conditions,
and the ability to take initiative in the educational
process, take responsibility for solving the task,
develop a sense of responsibility and a creative
approach to the process of mastering.
Sports training has the potential to have a significant
impact on the education of students. These
opportunities begin with the organization of the lesson,
if the coach manages this process, sets educational
tasks, then positive results are achieved. Observation
of training shows that some coaches do not attach
importance to the psychological preparation of
students. The main role in this should be played by
involving students in performing the exercise and
independently managing their condition. This task is
carried out using pedagogical technologies, avoiding
conventional lessons.
The emergence and development of the theory of
pedagogical technology In the 30s, the concept of
"pedagogical technology" appeared in special literature
and was considered as a set of methods and tools
aimed at the precise and effective organization of
educational activities. Today, as Uzbekistan is
consistently moving towards building a democratic
legal state and a just civil society, the personnel training
system has been radically reformed, and the priority of
the individual and education has been established in
the state's social policy. This has led to the need to
provide the educational process with advanced
pedagogical technologies [1].
Pedagogical technology is a technological educational
event that, based on the needs of society, effectively
forms the social qualities of a person and is aimed at a
specific goal, and monitors the influence of the coach
(pedagogue) on athletes (students) in a certain
sequence under certain conditions and evaluates the
educational result, based on the needs of society.
The advantage of pedagogical technology over
previous methods is that it sees the educational
process as a whole, integrates the purpose of
education, its content, methods and means of
imparting knowledge, as well as learners and
educators, designs educational stages, and integrates
and integrates such parts as monitoring the
educational process and evaluating educational results.
“In addition to the above technologies of education,
there are also non-traditional methods of education,
and classes are being organized based on advanced
pedagogical technologies in the form of competition,
problem-based
model,
integrated
cooperative
learning, computer-based learning, differentiated and
active learning.” By developing a new attitude to such
educational methods, applying advanced foreign
experience and creating an atmosphere of academic
freedom in a higher educational institution, it is
possible to strengthen the development of valuable
attitudes towards physical education in students. By
developing a new attitude to such educational
methods, applying advanced foreign experience and
creating an atmosphere of academic freedom in the
field of sports, it is possible to strengthen the
development of valuable attitudes towards physical
education in female athletes.
As a result of continuous mass health training of
students, all organs of our div work intensively, all
muscles move, sweating occurs, the heart rate
increases, the systemic blood volume decreases, and
the production of antibodies and lymphocytes
increases due to the increase in the level of lactate in
the blood [5].
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