IMPROVEMENT OF PHYSICAL TRAINING OF FEMALE STUDENTS OF PEDAGOGICAL SPECIALTIES IN VOLLEYBALL CLASSES: ANALYSIS OF THE BASES FOR THE DEVELOPMENT OF DIFFERENTIATED METHODS
DOI:
https://doi.org/10.31110/2616-650X-vol12i6-020Keywords:
physical training, differentiation, female students, pedagogical specialties, volleyball, higher education institutions, professional training, future teachersAbstract
Traditional approaches to physical education of female students of higher education institutions (HEIs) often do not take into account their individual characteristics, professional needs, and physiological characteristics. The female body has specific requirements for physical activity due to hormonal, anatomical, and functional differences. In addition, the future professional activity of a teacher involves not only static loads (prolonged standing at the blackboard, writing notes) but also dynamic actions related to the organization of the educational process, which requires the development of agility, coordination, and overall endurance. In this context, volleyball as a team sport has significant potential for improving physical qualities, forming communication skills, and developing cognitive abilities necessary in the pedagogical practice of teachers of various subject specializations (humanities, STEM teachers, etc.). The purpose of the article is to analyze possible bases for the development of a differentiated methodology for improving the physical fitness of female students of pedagogical specialties in volleyball classes. Research methods: system analysis, comparative and historical, and content analysis of scientific publications. According to the results, the following bases for differentiation are characterized: (1) consideration of the individual characteristics of female students' development and their level of physical fitness; (2) intensity of load; (3) duration of training. Further research can be aimed at studying the long-term impact of differentiated programs on the professional activity of female students of pedagogical specialties, as well as at developing innovative methods of integrating physical education with pedagogical practice. The results of the study may be useful for physical education teachers, coaches, and university administrators involved in improving the system of training future teachers.
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