T.G. Kotova
Tyumen State University, Tyumen

Keywords: differentiation of teaching, block-modular structuring of educational material, personal experience of motor activity, key motor actions and common technical errors in martial arts.

Introduction. Modern social production and the labor market require from professional education training of the socially and professionally competent, creative and mobile sports teacher, capable of constructive interaction and self-improvement throughout life [1], which is stipulated in the standards of the third generation, developed on the basis of the competency building approach. In order to train a teacher of the new level the sports teacher needs to have a wide range of cognitive, communication and motor skills to help students self-actualize in the future, become self-confident people who know how to protect themselves and their loved ones.

The purpose of the study was to differentiate the process of teaching the subject "Martial Arts" in view of personal experience of motor activity of students of the Institute of physical education to improve its efficiency.

Teaching students the technique of motor actions within the framework of the subject "Martial Arts" is associated with a number of problems: students need to be taught the basic techniques of key motor actions in a stance and in par terre (judo, sambo, Greco-Roman and freestyle wrestling) within a short period of time (108 hours), given that they do not yet have a clear idea of the martial arts techniques; teaching the basic technique is most effective in the age of 10-13, but at the time of entering an institute of physical culture in the age of 17-18, the students have different experience of motor activity (sports specialization), which often prevents them from mastering the techniques due to the preformed motor stereotypes; various features of the body constitution and peculiarities of their temperament.

We see differentiation of teaching as a method of organization of the educational process by grouping students in compliance with their individual personality traits and certain changes made in the structure of the educational process in the allocated groups.

We define personal experience of motor activity as an experience of performing various activities, including those sports related, based on the acquired knowledge, skills and physical condition of a person, as well as the attitude towards this activity, focused on self-improvement.

Materials and methods. In 2009-2014 a linear experimental study was conducted involving 295 full-time students (215 young men and 80 women) of Institute of Physical Culture, Tyumen State University, studying "Martial Arts".

The study was conducted in several stages: on the first stage we have picked up training material and identified key didactic units. On the second stage we have structured the training material based on a modular system, introduced a rating system of evaluation of students' achievements and highlighted common mistakes in teaching students the techniques of martial arts. We have also highlighted lagging physical qualities. The third step additionally included a selection of preliminary exercises used to compensate for the common mistakes in the techniques and develop physical qualities depending on personal experience of motor activity, personality traits and personal qualities.

Results of the study. While selecting the educational materials we have identified key didactic units (motor steps in stance and parterre), which are essential in all considered types of martial arts and are allowed by the rules of wrestling. Stances: hip roll, arm throw, flying roll, fireman's carry takedown. Parterre: pinning hold (pinfall) – laterally, crosswise, from the head side; turnovers with a wrist hold and the forearm on the neck, lateral handgrip, a half Nelson hold, forearm hold.

We take the block-modular structuring of the educational process as a system of means and methods which help achieve the didactic goal collectively in all the training blocks of the discipline [4]. The content of the methods of teaching students the art of martial arts included logically complete blocks of training material consisting of interconnected modules (initial testing, theoretical, practical: methodology and practice, teaching and training, self-study, control testing) and took into consideration students’ personal experience of motor activity during constructive pedagogical interaction [2].

We considered module and rating system for evaluating students' educational achievements as a method of assessment of the quality of student's progress in studies (in points) and the level of acquired knowledge, skills and physical condition that encourage the student to self-improvement and makes it possible to make an individual training plan using block-modular structuring of educational material.

During the third stage we identified four subgroups of students, respectively, each group belonging to specific sport according to the classification of sports movements by V.S. Farfel [3]. The first subgroup (Gr-1) included students engaged in cyclic sports, the second (Gr-2) - those engaged in acyclic sports, the third group (Gr 3) included students engaged in precision sports. In addition, we divided Gr-3 into two subgroups, the first subgroup (Gr-3-A) being made of students involved in sport games, the second subgroup (Gy-3-B) – in martial arts.

Moreover, at the beginning of the experiment the level of general physical qualities was high in all the groups (boys and girls), while special physical qualities were mainly of the average level, the technique of motor actions most often corresponded to the "poor" and "satisfactory" levels. Then we identified common mistakes and underdeveloped physical qualities affecting the efficiency of performing the technique of motor actions in stance and in parterre. The most common mistakes were the groups of mistakes associated with the kinematic characteristics and dynamic parameters. In summary, the identified barriers in mastering the techniques of martial arts in students are presented in Table 1.

Table 1. Barriers in mastering martial arts techniques

Different sets of preliminary exercises were applied to correct common mistakes. The order of execution of preliminary exercises in stance and parterre: ideomotor exercises, simulation exercises without weights, simulation exercises with rubber bands, performance of a motor action technique with an exercise partner, fully coordinated execution of a motor action technique; exercises for development of lagging physical qualities. Then the students were asked to assess the execution of a motor action technique in the following order: comparison of erroneous and proper exercises, allocation of a more rational technique; mixing together old and new techniques, conscious differentiation of the old technique from the new, ability to differentiate the old and the new techniques under adverse conditions.

In Gr-1 to correct errors related to the rigidity of the movements of the trunk and lower extremities during throws in a stance, we used the following set of exercises: mental reproduction of the motions "leg knock out", "dropping off" (2, 3 phases of the throw); simulation exercises without weights paying special attention to high quality execution of the 2^nd and 3^rd phases of the throw; simulation exercises with rubber bands of the 2^nd and 3^rd phases of the throw being fixed in the end position; practicing of throw with a partner paying special attention to high quality execution of the 2^nd and 3^rd phases of the throw overcoming the resistance of 50% of the total power; practicing of fully coordinated throw in the mode close to a training combat; trunk and lower limbs strength exercises, flexibility exercises (repeated method).

In Gr-2 to eliminate errors associated with the slow execution of motor actions in a stance the following set of exercises was applied: mental reproduction of motor actions; high speed simulation exercises without weights; throw simulation exercises with a rubber band at high speed for 20 sec.; throw of two partners in turns, paying special attention to fast execution in the overcoming mode with the resistance of 30-40% of the total power; execution of a fully coordinated throw under the conditions close to the real-time training combat; speed and strength exercises, flexibility exercises (repeated method).

Exercises for the Gr-3-A students intended to eliminate errors associated with uncoordinated movements of the body in space and in the stance: mental reproduction of a motor action; simulation exercises without weights; throw simulation exercises with rubber bands separately for each phase of the throw (1, 2, 3), then in full coordination; practicing a throw with a partner in the standard mode; fully coordinated execution of a throw in the conditions close to the real-time training combat; special agility and flexibility exercises (repeated method). For Gr-3-B the complex of preliminary exercises consisted of the same training exercises, as in Gr-A-3, but was practiced in more complex conditions (technical complexity, number of repetitions, execution patterns).

Conclusions. The level of development of general physical qualities in all groups remained unchanged (high) throughout the experiment, while the level of special physical qualities has significantly increased. The positive dynamics in the performance of throwing techniques in the stance position has been identified: in the GR-1 more students got "good" grades - young men 53%, girls - 62%. The Gr-2 boys’ technical performance has improved from "satisfactory" to "good" (100%), the number of girls with "satisfactory" and "good" grades has reduced by 25% and by 50% respectfully, the number of those with "excellent" grades has risen up to 70%. In Gr-3-A the number of young men with the "good" and "excellent" grades has risen by 37%  and by 14% respectively; the number of girls with "excellent" grades has increased by 70%. In Gr-3-B in boys and girls the results remained same high.

Hence, the results of the educational experiment suggest that it is good for the quality of teaching martial arts technique to consider personal experience of motor activity of students, which is shown in the increased level of special physical fitness and progress in mastering of technique of motor actions.

References

1. Manzheley, I.V. Actualization of the pedagogical potential of physical culture and sports environment: abstract of Ph.D. thesis / I.V. Manzheley – Tyumen, 2005. – 47. (In Russian)
2. Manzheley, I.V. Constructive interaction in physical culture education / I.V. Manzheley // Teoriya i praktika fizicheskoy kultury. – 2004. – N 12. – P. 24-30. ( In Russian)
3. Farfel', V.S. Classification of movements in sport / V.S. Farfel' // Teoriya i praktika fizicheskoy kultury. – 1970. – N 11. P. 4-7. (In Russian)
4. Choshanov, M.A. Flexible technology of problem-modular training: Guide. / M.A. Choshanov. – Moscow: Narodnoe obrazovanie, 2012. – 158 P. (In Russian)

Corresponding author: tatyna2205@mail.ru