ПРОБЛЕМИ ФІЗИЧНОГО ВИХОВАННЯ В ІСТОРІЇ ПЕДАГОГІЧНОЇ ДУМКИ (ДРУГА ПОЛОВИНА ХІХ СТОЛІТТЯ)

Abstract

The theory of physical education in Ukraine has gone through a certain path of formation and development. Each historical period had its own guiding principles in the development of the physical education system, which require an objective assessment and rethinking. The article examines the problem of physical education in the history of pedagogical thought (second half of the 19th century). It was found that the theory of physical education in Ukraine in the second half of the 19th century. was formed under the influence of important socio-economic and pedagogical transformations. In the 60s of the 19th century. the problems of physical education and mass physical culture of youth were widely discussed in the pedagogical press. In a certain way, they tried to update the process of teaching physical subjects in male educational institutions due to the spread of Western European methods. The conducted research shows that in the pedagogical opinion at the end of the 19th century. stable prerequisites for the idea of organizing physical culture and mass work were formed. In the pedagogy program, in the "Physical education" section, K. Ushinsky outlined his vision of the system of knowledge necessary for a teacher: the general concept of physical education, its meaning, the peculiarities of studying physical and physiological processes in the human body, the peculiarities of the development of the muscular and nervous systems. Ushinskyi's ideas became the key to the effectiveness of mass exercise classes among teenagers and young people. P. Lesgaft suggested using a relatively small set of natural movements: walking, running, jumping, throwing, wrestling, resistance exercises, simple gymnastic exercises, games, excursions. These means of physical education are used in different conditions and in various forms, in conditions of gradual complication depending on pedagogical tasks. The system of physical education, P. Lesgaft believed, should be strictly maintained in the sense of the gradualness and sequence of the use of exercises. Many of these pedagogical ideas and provisions have not lost their significance in our time, so they must be implemented in the practice of educational work. Organizational and substantive aspects of physical education in the history of domestic pedagogy require further consideration.