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THE ROLE OF THE LEADER, MENTOR TEACHER AND PERSONAL DEVELOPMENT OPPORTUNITIES IN THE BIPOLAR MENTOR RELATIONSHIP
Views:95During the mentoring work, the question often arises as to how much the mentor becomes a model for the student or intern. What could be the reason why some people reflect the values and models that they represent and thus the students follow and respect them, just by their activities, by the manifestation of their personality, by their existence within the entire school? How can the mentoring task be made more effective? Answering these questions motivated me to prepare the research, the purpose of which is to determine the role of the mentor teacher in the mentoring process and to demonstrate the criteria for the success and efficiency of the mentor-student relationship. To answer the research questions, we conducted a questionnaire survey. In the study, we interviewed teachers and mentor teachers (n=30), of whom 63% were women, 36.7% were men (average age 51, minimum: 38, maximum: 65). 66.7% have more than 20 years of teaching experience. 11.9% of the respondents teach in the field of physical education and sports literacy. Our results showed that the lead and mentor teacher has a decisive role in the mentoring process and his personal influence can be an important factor in the retention of teacher candidates. In the mentoring process, openness to the new, mutual respect and critical, empathetic mentoring behavior are the most encouraging in the bipolar mentoring relationship. Students' self-confidence is increased most by the teacher's encouraging behavior based on professional knowledge. In terms of their own development, mentors are mostly inspired by students with a cooperative, positive attitude, but they are at least as motivated by the student's interest in teaching and becoming a teacher. It is interesting that it is not the powerful managerial control, but the developmental mentoring control that assumes reflexivity that appears during the teachings.
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COMPARATIVE ANALYSIS OF INTENSE MULTIDIRECTIONAL MOVEMENTS IN YOUTH HANDBALL AND SOCCER PLAYERS
Views:730Modern soccer is characterized by short distance multidirectional movements. Elite level players execute a large number of micromovements of all kinds. Like in handball game situations in soccer usually occur in small areas. We investigated, whether soccer players may be able to perform accelerations, decelerations, intense starting movements and turns at the same level as handball players. We utilized the Speed Court movement analysis system to prove our hypotheses. We measured youth athletes, they executed two testing protocols. High-quality speed, agility, spatial awareness, and decision-making capabilities were required by the participants. We designed two protocols called the “60-meter chase”, and the “30-second chase” to mimic the situations tend to occur in a game. Each participant was asked to perform the test protocols three-times, we registered the best try, after 12 weeks of practice, the athletes repeatedly executed the two protocols. We also performed a body composition analysis, which demonstrated similar data for the two groups. We concluded that soccer players were able to perform at the same level as handball players, some of them even outperformed their counterparts.
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EXAMINING THE KNOWLEDGE OF FUTURE SPORTS PROFESSIONALS IN CONNECTION WITH WATER RESCUE AND LIFE-SAVING
Views:381Water drowning is a problem affecting the total population of the Earth. Drowning is a leading cause of death (one of every three deaths). On the planet, a man, a woman or a child drops into the water every two minutes. Every year, 4 million people worldwide are in danger of drowning, either in freshwater lakes or in the sea. Almost 10% of them do not survive the dive, so they die as a result of suffocation. More than half of those drowned in water are children or juveniles. Sports professionals, especially PE teachers, have a prominent role in preventing water accidents, so it is essential to be aware of life-saving and water-saving. The question arises as to what kind of knowledge these experts have on the subject and how they could stand up if it were wrong. The purpose of our research is to reveal the knowledge gaps and fears of students that prevent them from starting a rescue process. In our survey, we chose the questionnaire method, 147 students with PE or sports major participated. The results showed that a significant proportion, 64% of the students did not even see the resuscitation process. Most of them, 90%, did not resume the resuscitation experiment, 88% of them had not yet helped resuscitation. Most of them have no rescue practice, and their knowledge is incomplete for rescue and first aid.
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NEW POTENTIAL SOLUTIONS FOR MENTORS IN THE DEVELOPMENT OF PHYSICAL EDUCATION TEACHERS
Views:461The Hungarian Educational System, the Higher Education also Teacher Education have been constantly changing over the past decades. According to the results of international and domestic examinations, there is an increasing need for new standards and approaches, in the entire Public Education, especially Teacher Education sector.
The purpose of our study was to examine the key aspects of the mentoring process in physical education. We were trying to identify those special factors and identify new trends in the area of physical education. What is the role of these factors in the process of professional development of a teacher.
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A STUDY ON WORD ASSOCIATION WHEN TEACHING THE THEORETICAL RULES OF VOLLEYBALL IN PHYSICAL EDUCATION
Views:452Physical Education as a subject – much like other subjects – has its own literary and educational content and the primary goal is the transference of that knowledge. In this respect, it is but one subject. At the same time it is unique, being the only subject dedicated to improving the body and the physique, yet “when we talk about the internal values of physical education, we only refer to its own literary and educational content. The meaning of this phrase includes the system of movement-based activities as well as the related intellectual knowledge” (RÉTSÁGI, 2011). During a Physical Education lesson students learn and practice movement-based activities, the importance of which is to improve their motor abilities, physical fitness (MÜLLER et al., 2013. MÜLLER et al., 2017) and mental health (BORBÉLY – MÜLLER, 2008). It may facilitate the prevention of numerous deformities or ailments, thus contributing to the preserving and of one’s health (MOSONYI et al., 2013., MÜLLER, 2015). For the past few years, multinational food companies (e.g. Danone and Nestlé) have also realized this, as they began to promote various programmes to support the regular physical activities of schoolchildren (RÁTHONYI – ODOR – RÁTHONYI, 2016). Physical Education in schools can only be considered effective if students come to appreciate and begin to feel the need for regular physical activities. For that purpose PE lessons are needed to be filled with content that is serious, requires effort (i.e. it should be a challenge that inspires improvement), but at the same time, it provides every student with feelings of success and enjoyment. This work, which at many times adapts to vastly different students (i.e. differentiates), is the duty of sports specialists and PE teachers (H. EKLER, 2013).
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THE IMPORTANCE OF CHILD PROTECTION IN THE SWIMMING POOL
Views:37Most of the coaches have a positive, supportive attitude towards athletes. Physical and emotional abuse of children is no longer part of the pedagogical practice of coaches these days, but unfortunately, this is not always the case. We examined two sports, swimming and water polo. We were interested in what form of abuse appears among athletes. How abused athletes share their experiences and process what happened. We used a questionnaire method in the study. One hundred seventeen people participated in the research: 63 women (53.8%) and 54 men (46.2%). The results demonstrated that all types of abuse (physical, mental, physical, and sexual) occurred in the examined sample. The majority of those interviewed reported various "punishments" such as some exercise, push-ups (73.5%), or additional swimming (69.2%). Many of them (28.8%) were shamed and humiliated. 43.2% of the respondents do not consider physical or mental abuse to be acceptable, but there are some things where they are more lenient. Nearly 17 percent assume intense pressure on the head is acceptable, and 30% of athletes partially or fully agree that "the coach has the right to use physical punishment to educate and discipline the child. Respondents shared their experiences mostly with their mother (41.9%), father (26.5%), or friends (26.5%). More than half of the respondents (59.8%) tried to suppress their grievances, and many (58.1%) also believed these experiences would accompany them throughout their lives.