Formation of self-organization skills of future trainers based on a synergic approach

ˑ: 

Dr. Hab., Professor M.G. Kolyada1
Dr. Hab., Professor S.I. Belykh1
PhD, Associate Professor S.S. Gorbachev2
PhD E.Yu. Donichenko1
1Donetsk State University, Donetsk, Russian Federation
2Russian University of Sport (SCOLIPE), Moscow

Objective of the study was to theoretically substantiate the formation of self-organization skills of future coaches based on a synergetic approach.
Methods and structure of the study. Analysis of the training process based on a synergetic approach is presented as a complexly organized system, within the framework of which conditions for self-learning, self-development, self-realization, etc. are created. Training during training becomes interactive, and the trainer-teacher and the student learn from each other.
Results and conclusions. Features of the activity of a teacher (trainer-teacher) within the framework of the synergetic approach are that he must:
- create a stimulating learning environment that will allow future trainers to develop their self-organization skills;
- use productive teaching methods that activate the participation of future trainers in the process of self-organization;
- act as a facilitator who supports and guides the process of self-organization of future trainers;
- take into account the individual needs and characteristics of each future coach in order to create a personalized training route;
- promote the development of reflection and self-esteem skills among future trainers;
- encourage cooperation and exchange of experience between students.
In technological and methodological terms, the synergetic approach involves a problem-oriented approach to the presentation of educational and training material, the use of so-called resonant teaching methods and their individual psychological and pedagogical support.

Keywords: skills formation, self-organization, future trainers, synergetic approach.

References

  1. Arshinov V.I., Budanov V.G. Sotsiotekhnicheskiye landshafty v optike semioticheski-tsifrovoy slozhnostnosti [Sociotechnical landscapes in the optics of semiotic-digital complexity]. Voprosy filosofii. 2020. No. 8. pp. 106-116.
  2. Gasanova R.R. Motivatsionnyye determinanty osoznannoy samoregulyatsii uchebno-professionalnoy deyatelnosti studentov vuza [Motivational determinants of conscious self-regulation of educational and professional activities of university students]. PhD diss. abstract. Nizhny Novgorod State University of Architecture and Civil Engineering. Nizhny Novgorod, 2010. 28 p.
  3. Menshikov I.V., Sannikova O.V., Kharitonova V.A. Metodologiya sinergetiki i modelirovaniye razvitiya obrazovaniya [Methodology of synergetics and modeling of educational development]. Izhevsk: NITS «Regulyarnaya i khaoticheskaya dinamika» publ., 2001. pp. 4-21.
  4. Nazarova T.S., Shapovalenko V.S. «Sinergeticheskiy sindrom» v pedagogike [“Synergetic syndrome” in pedagogy]. Pedagogika. 2001. No. 9. pp. 25-33.
  5. Haken G. Sinergetika [Synergetics]. Moscow, 1985. 320 p.