ISSN:
2181-3906
2023
International scientific journal
«MODERN SCIENCE АND RESEARCH»
VOLUME 2 / ISSUE 4 / UIF:8.2 / MODERNSCIENCE.UZ
15
PROFESSIONALLY PEDAGOGICAL PREPARATION OF COUCHES AND ITS
IMPROVEMENT WITH THE USE OF EDUCATIONAL TESTS
Kdyrova M.A.
Academy of the Ministry of Internal Affairs
Abatova G.N.
Uzbek State University of Physical Culture and Sports
https://doi.org/10.5281/zenodo.7797338
Abstract.
The article analyzes the results of the differentiated testing of professional and
pedagogical training of the coaching staff, working in the Youth Volleyball. Established clearly
marked differences between the indices of the professional competence of trainers depending on
their official affiliation, on the basis of which put forward an idea on how to further improve the
professional and pedagogical knowledge and skills coaches in volleyball, which was tested in the
course of pedagogical experiment with the involvement of graduate students, studying in the Uzbek
State Institute of physical culture.
Keywords:
coaching staff, professional and pedagogical competence, differentiated
evaluation, testing, regulatory requirements.
ПРОФЕССИОНАЛЬНО-ПЕДАГОГИЧЕСКАЯ ПОДГОТОВКА
ПРЕПОДАВАТЕЛЕЙ И ЕЕ СОВЕРШЕНСТВОВАНИЕ С ИСПОЛЬЗОВАНИЕМ
ОБРАЗОВАТЕЛЬНЫХ ТЕСТОВ
Аннотация.
В статье анализируются результаты дифференцированного
тестирования профессионально-педагогической подготовки тренерского состава,
работающего в детско-юношеском волейболе. Установлены четко выраженные различия
между показателями профессиональной компетентности тренеров в зависимости от их
должностной принадлежности, на основании чего выдвинута идея о том, как в
дальнейшем совершенствовать профессионально-педагогические знания и умения
тренеров по волейболу, которая была апробирована в ходе педагогического эксперимента
с привлечением аспирантов, учится в Узбекском государственном институте физической
культуры.
Ключевые
слова:
тренерский
штаб,
профессионально-педагогическая
компетентность, дифференцированная оценка, тестирование, нормативные требования.
According to many experts, the system-forming result of training high-class athletes who are
able to solve the big tasks of sports of the highest achievements is largely determined by the talent,
giftedness and creative fanaticism of the coaches. However, they also believe that "neither talent",
"nor giftedness" and "nor creative fanaticism" of a coach does not guarantee progressive results in
coaching if he does not constantly improve his professional knowledge and skills, if he does not
study the best practices of coaches, if he does not use the latest achievements of sports science
[1,2,3,4,5,].
Observations of the course of the volleyball training process in many sports schools show
that during the development of physical qualities and technical and tactical skills, standard
exercises are mainly used, coaches do not creatively approach the organization of classes, during
training and improvement of certain qualities (skills), effective pedagogical technologies, training
equipment and technical means are not used.
It is known that the effectiveness of the process of preparing a promising sports reserve is
largely determined by the hereditary and acquired in the course of life motor ability of children
involved in classes. Consequently, during the search, selection and selection of children in a sports
school, a coach should know and be able to see in them deeply embedded motor inclinations and
signs of giftedness, and only after that he should make a decision on involving a child in sports
school (3,4,5).
ISSN:
2181-3906
2023
International scientific journal
«MODERN SCIENCE АND RESEARCH»
VOLUME 2 / ISSUE 4 / UIF:8.2 / MODERNSCIENCE.UZ
16
The purpose of this work is a differentiated study of the level of professional and pedagogical
preparedness of volleyball coaches, depending on their official affiliation. It is assumed that such
an approach to evaluating the activities of coaches can create an opportunity to identify ways to
further improve their professional and pedagogical competence and raise the qualification status
of sports schools in volleyball to a higher level of functioning. To implement the proposed goal,
the work used software-differentiated tests to determine the level of theoretical knowledge and
practical skills of the studied coaching staff.
Results and their discussion. The results of testing the professional and pedagogical
readiness (teaching staff) of trainers in terms of differentiated scores achieved by them depending
on their official affiliation revealed an insufficient level of theoretical knowledge and practical
skills. So, out of the number of subjects participating in the testing as a "Volleyball Coach" (80
people), only 16 people were awarded the highest score "5" (86-100 b), 23 people (71-85 b) were
marked with a rating of "4" and 41 people passed the test with a satisfactory rating (56-70 b).
Accordingly, we received: "Trainers-teachers": "5" - 2 people; "4" - 13 people; "3" - 362 people.
Of the 31 specialists of the "Volleyball Coach-methodist" completed the testing with an
assessment: "4" – 3 people; "3" – 28 people. None of the trainers-teachers were awarded a grade
of "5".
Analysis of the results of testing of volleyball coaching staff showed a number of
shortcomings related to: firstly, the extremely low level of professional and pedagogical ability
characteristic of all categories of coaches; secondly, the lack of full knowledge of the basic issues
of the theory and methodology of volleyball among young professionals and the inability to
reproduce (show) the sequence of rational techniques of playing techniques by young coaches (30-
45 years old), which indicates the disappearance of their so-called "Coaching form"; thirdly, there
is a very insufficient level of development of technical and physical fitness of trainers of all
categories, which, obviously, is the result of the lack of self-improvement and self-training in their
work mode. Nevertheless, the results of testing of coaches of all categories allow us to determine
procedural and correctional ways of differentiated impact on the process of further improvement
of professional and pedagogical skills of coaching staff working or applying to work in the
corresponding full-time positions of children's and youth sports schools in volleyball.
Based on this, we have made an attempt to study the possibilities of improving the PPP of
volleyball coaches using differentiated training tests, the total effects of which were tested during
a pedagogical experiment.
The experiment was organized on the basis of Uzbek State Institute of physical culture. As
the object of the experiment, 4th-year students studying in the specialization "Theory and
methodology of volleyball" consisting of 20 people were involved, divided into two groups of 10
people. The first group participated in the experiment as a control group (KG), and the second –
as an experimental group (EG). During the experiment, the KG was trained in the usual mode
according to the current curriculum within the framework of the disciplines "Theory and
methodology of volleyball" and "Sports and pedagogical improvement in volleyball".
The following two programs of training test tasks were additionally included in the content
of the EG classes:
1. Improvement of professional skills and abilities of "showing" and "telling" (explanation)
of the structure of reproducing the technique of their execution and the actual execution of ball
passes, receiving serves and blocking.
2. Improvement of professional knowledge on the theory and methodology of sports training
using programmed training situational test tasks.
The studies were conducted before and after the experiment. Comparative characteristics of
the results of testing the professional and pedagogical competence of students of both groups
allowed us to identify a trend of pronounced dominance of the level of manifestation of theoretical
ISSN:
2181-3906
2023
International scientific journal
«MODERN SCIENCE АND RESEARCH»
VOLUME 2 / ISSUE 4 / UIF:8.2 / MODERNSCIENCE.UZ
17
knowledge regarding practical skills in reproducing the technique of basic game techniques of
volleyball (Table).
So, for example, the students of the KG who were engaged in academic and elective classes
based on the current curriculum, the average level of theoretical knowledge before the experiment
corresponded to an assessment of 34.4 ± 3.2 points, and by the end of the pedagogical experiment,
the level of knowledge was 36.1 ± 3.6 points, i.e. during the experiment period, the difference in
the increase in knowledge was only only 1.7 ± 0.4 points. The level of practical skill of reproducing
the technique of passing the ball from above to below above oneself in this group before the
experiment was 5.0 ± 0.6 points, and after - 6.3 ± 0.8 points with a difference in the increase in
professional skill by 1.3 ± 0.2 points.
The average score given for the skill of reproducing the technique of attacking strike from
zone No. 4 before the experiment was 4.5 ± 0.3 points, and by the end of the experiment – 6.3 ±
0.8 points, i.e. the ability to perform the skill of showing the technique of attacking strike on this
test increased by only 0.5 points during the experiment period. The average value of the skill
assessment for technique and accuracy in this group before the experiment was 5.5 ± 0.6 points,
and after – 6.1 ± 0.6 points (the difference in the growth of the skill assessment was 0.6 points).
Table
Indicators of the effectiveness of improving professional knowledge and skills in volleyball
among students of
Uzbek State Institute of physical culture
in the conditions of a pedagogical
experiment
, (
+
)
№
Test tasks
Group
Before
the experiment
After the
experiment
Difference
1.
Tasks on "Theory
and methodology
of sports training"
(50 questions,
max. score 50)
KG
EG
34,4±3,2
35,3±2,8
36,1±3,6
42,2±3,4
1,7±0,4
4,8±0,6
2.
Practice tasks:
passing the ball
from top to bottom
above yourself in a
circle with a
diameter of 3m
(20 gears, max.
score 10)
KG
EG
5,0±0,6
5,6±0,5
6,3±0,8
7,8±1,0
1,3±0,2
2,2±0,5
3.
An attacking strike
from zone No. 4
after receiving the
ball from an
attacking strike (2
times in zones
1,5,6, max. score
10)
KG
EG
4,5±0,3
4,1±0,4
5,0±0,3
6,2±0,4
0,5±0,0
2,1±0,0
4.
Upper direct feed
by zones (to each
zone 2 times in 2
KG
EG
5,5±0,6
5,7±0,5
6,1±0,6
7,8±0,6
0,6±0,0
2,1±0,1
ISSN:
2181-3906
2023
International scientific journal
«MODERN SCIENCE АND RESEARCH»
VOLUME 2 / ISSUE 4 / UIF:8.2 / MODERNSCIENCE.UZ
18
min., max. score
10)
5.
Receiving serves
in zones No. 1,5,6
(3 times each with
finishing in zone
No. 2 max., score
10)
KG
EG
4,1±0,2
5,2±0,3
5,1±0,3
7,2±0,4
1,0±0,1
2,0±0,1
6.
Single blocking of
an attacking strike
in zones No.2,3,4
(2 times in each
zone, max. score
10)
KG
EG
3,6±0,2
3,9±0,1
4,2±0,4
6,1±0,3
0,6±0,2
2,2±0,2
7.
The total value of
points for practical
skills (max. score
50)
KG
EG
22,7±1,9
24,5±1,8
26,7±2,4
35,1±2,7
4,0±0,5
10,6±0,3
8.
The total value of
points for theory
and practice (max.
score 100)
KG
EG
57,1±3,2
59,8±3,8
62,8±4,8
77,3±4,6
5,7±1,6
17,5±0,8
When testing the skill of reproducing the game technique "Receiving serves in zones No.
1,5,6" before the experiment, the average score was 4.1 ± 0.2 points, and after – 5.1 ± 0.3 points,
the difference in the growth of the score was 1.0 ± 0.1 points.
The assessment of the quality of the demonstration of the skill of performing a single
block before the experiment averaged 3.6 ± 0.2 points, and after – 4.2 ± 0.4 points, i.e. during the
experiment period, the value of the increase in the quality of this skill in KG increased by only 0.6
points.
The total average value of the evaluation points awarded for the practical skills of
reproducing the basic game techniques of volleyball among KG students before the experiment
was 22.7 ± 1.9 points, and after the experiment – 26.7 ± 2.4 points with a difference in the growth
of the assessment for demonstrating skills by 4.00 ± 0.5 points, which indicates an insufficient rate
of assimilation of practical skills over a relatively long period conducting an experiment.
The total
average value of the evaluation points awarded for the practical skills of reproducing the basic
game techniques of volleyball among KG students before the experiment was 22.7 ± 1.9 points,
and after the experiment – 26.7 ± 2.4 points with a difference in the growth of the assessment for
demonstrating skills by 4.00 ± 0.5 points, which indicates an insufficient rate of assimilation of
practical skills over a relatively long period conducting an experiment.
Moreover, when comparing the level of assimilation of theoretical knowledge (=34.4 points
before the experiment and 36.1 points after) and practical skills (22.7 points before the experiment
and 26.7 points after), a picture is revealed indicating a significant lag in the practical skills of
students to reproduce (show, demonstrate technique and accuracy of performing game techniques).
And the total average indicators of the assessment of theoretical and practical (methodological,
reproductive) fitness in this group both before (57.1 ± 3.2 points) and after (62.8±4.8 points) the
experiment were clearly insufficient and corresponded to the low limits of the evaluation criterion
"satisfactory".
ISSN:
2181-3906
2023
International scientific journal
«MODERN SCIENCE АND RESEARCH»
VOLUME 2 / ISSUE 4 / UIF:8.2 / MODERNSCIENCE.UZ
19
The total average value of the evaluation points awarded for the practical skills of
reproducing the basic game techniques of volleyball among KG students before the experiment
was 22.7 ± 1.9 points, and after the experiment – 26.7 ± 2.4 points with a difference in the growth
of the assessment for demonstrating skills by 4.00 ± 0.5 points, which indicates an insufficient rate
of assimilation of practical skills over a relatively long period conducting an experiment.
Moreover, when comparing the level of assimilation of theoretical knowledge (=34.4 points
before the experiment and 36.1 points after) and practical skills (22.7 points before the experiment
and 26.7 points after), a picture is revealed indicating a significant lag in the practical skills of
students to reproduce (show, demonstrate technique and accuracy of performing game techniques).
And the total average indicators of the assessment of theoretical and practical (methodological,
reproductive) fitness in this group both before (57.1 ± 3.2 points) and after (62.8±4.8 points) the
experiment were clearly insufficient and corresponded to the low limits of the evaluation criterion
"satisfactory". It can be seen that during the period of the pedagogical experiment, the students of
the KG do not have any pronounced signs indicating the intensive assimilation of professional
knowledge and skills characteristic of trainers. Moreover, when analyzing the results of testing
practical skills among students of this group, a contrasting trend was revealed, indicating the fact
that as the complexity of test tasks increased in their structural content, the quality of their
performance gradually decreased. The lowest scores were found when performing the blocking
test (3.6 – 4.2 points), attacking strike (4.5 – 5.0 points) and receiving serves with the ball finishing
into the zone (4.1 - 5.1 points).
The results of testing of EG students who, during scheduled classes (TIMV, SPS) and in the
mode of independent training, additionally worked out the developed training test tasks, revealed
a pronounced trend of intensive increase in their professional competence by the end of the
experiment. So, if in this group the level of theoretical knowledge before the experiment
corresponded to an average of 35.3 ± 2.8 points, then by the end of the experiment this value
reached up to 42.2 ± 3.4 points, which is significantly more than similar indicators recorded in
KG.
The results of the testing of the students of the EG, who during the planned classes (TIMV,
SPS) and in the mode of independent training additionally worked out the test tasks developed by
the students, revealed a pronounced trend of intensive increase in the level of their professional
competence by the end of the experiment. So, if in this group the level of theoretical knowledge
before the experiment corresponded to an average of 35.3 ± 2.8 points, then by the end of the
experiment this value reached 42.2 ± 3.4 points, which is significantly more than similar indicators
registered in the KGB.The marks given for the performance of practical test tasks on the
reproduction of the main game techniques of volleyball by students of this group are also high
relative data established in KSU. In particular, the average score for completing test No. 2 before
the experiment was 5.6 ± 0.5 points, and after that – 7.8± 1.0 points with a difference in the growth
of the skill level by 2.2 points; test skill № 3 – 4,1±0,4; 6,2±0,4; 2,1 scores; test skills # 4 – 5.7±0.5;
7,8±0,6; 2,1 points; test skills– 5,2±0,3; 7,2±0,4; 2,0 points; test skills № 6 – 3,9±0,1; 6,1±0,3; 2,2
points.
The total average score for the performance of practical skills test tasks in this group before
the experiment was 24.5 ± 1.8 points, and after it reached 35.1 ± 2.7 points with a difference in the
growth of performing skills by 10.6 points, which is much higher than the level of data set in KG.
And the total average value of the grades given for theory and practical skills in the EG, before the
experiment, was expressed on average 59.8 ± 3.8 points, after the experiment it increased to 77.3
± 4.6 points, which corresponds to the limits of the evaluation criterion "good", whereas in KG
these indicators (57.1 ± 3.2 and 62.8 ±4.8 scores) vary within significantly low limits of the
"satisfactory" rating.
ISSN:
2181-3906
2023
International scientific journal
«MODERN SCIENCE АND RESEARCH»
VOLUME 2 / ISSUE 4 / UIF:8.2 / MODERNSCIENCE.UZ
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Conclusion.
A comparative analysis of the actual materials characterizing the level and
dynamics of the manifestation of the indicators of the studied parameters of the PPR of trainers on
the example of students of the control and experimental groups suggests that the programs of
training test tasks developed and tested during the experiment are an effective means of improving
professional knowledge and skills necessary for coaching. It is also important to emphasize the
fact that periodic audit diagnostics and assessment of the level of PPR of trainers using
programmed test tasks and normative exercises are one of the important factors stimulating the
process of further improvement of theoretical knowledge and practical skills in the chosen sport.
Moreover, the results of such a form of diagnosis of the trainers' PPR can be used as an evaluation
criterion when hiring a specialist, for adequate placement or reshuffling of personnel to appropriate
positions, taking into account their professional competence.
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