Specifics of perception and assessment of motor experience in the pedagogy of motor activity and physical effort

Abstract

In the pedagogical tradition of physical education, such an important factor as "personal movement experience" is not sufficiently represented. Neglecting the specified influencing factor significantly reduces the effectiveness of the pedagogical process of this discipline. The author's vision of the role of a person's motor experience in the communicative field of physical education and in the formed "attitudes" of an individual towards regular physical exertion is proposed in the work. The purpose of the study is to explain the significance of the interaction of psychophysiological, pedagogical and anthropological factors of personal motor experience in the context of the perception of physical efforts, in accordance with the specifics of role communication in physical education.
 The multifaceted effects of personal movement experience in the context of forming an attitude to physical education are revealed. According to the results of testing and a questionnaire survey (regarding key elements of attitude to physical education and loads) of first-year students of NAU, the following levels of the state of "motor experience" of students are proposed: "initial", "basic", "sufficient" and "sufficient plus". The specificity of the teacher's role communication is determined. Based on the results of the analysis and generalization of teaching experience, testing and questionnaires, the following sequence of acquiring a person’s motor experience was proposed: “initial”, “basic”, “sufficient”, “sufficient plus” with the provision of appropriate definitions.
 Conclusions:
 
 the lack of adequate personal motor experience calls into question at a certain stage the student’s subjectivity in the pedagogical process of physical education;
 stratification of the contingent of those who engage in personal movement experience reduces the effectiveness of physical education classes;
 a physical education teacher must adapt his motor experience to the general field of pedagogical practice in physical education.