Daugiamečio sportininkų rengimo edukaciniai veiksniai
LTDisertacijoje analizuojami sportininkų daugiamečio rengimo edukaciniai veiksniai. Darbe keliama mokslinė problema, formuluojama klausimu kokie edukaciniai veiksniai veikia sportininkus daugiamečio rengimo metu, kokie iš tų veiksnių yra reikšmingiausi ir kaip tinkamai juos įvertinti. Disertacijoje pagrįstas sportininkų daugiamečio rengimo modelis. Nustatyti edukaciniai veiksniai, veikiantys sportininkus daugiamečio rengimo metu. Išskirtos veiksnių grupės veikiančios sportininkus daugiamečio rengimo metu. Sukurtas sportininkų daugiamečio rengimo modelis ir išskirti esminiai edukaciniai veiksniai, veikiantys sportininką daugiamečio rengimo metu, leidžia sudarant naujas sporto ugdymo programas, atsižvelgti į esminius veiksnius, galinčius veikti sportininko apisprendimą siekti sportinio rezultato ilguoju laikotarpiu. Sukurtas daugiamečio sportininkų rengimo modelis gali būti taikomas sudarant sportui gabių vaikų integracijos programas mokyklose, formuojant sporto specializacijos sistemas ir šviečiant vaikus, paauglių apie sportininkų daugiamečio rengimo sistemos išskirtinumą ir pritaikomumą. Modelio pagrindu galima rengti specialias mokymo programas treneriams, sporto mokyklų personalui ir kūno kultūros mokytojams.
ENThe problem addressed in this study – what are the educational factors affecting athletes during long-term athlete development, which of these factors are the most significant ones and how to properly evaluate them? The research object – the educational factors of long-term athlete development. The aim of the research – to reveal the educational factors of long-term athlete development. The tasks of the research: 1. To theoretically substantiate the model of long-term athlete development. 2. To substantiate the educational factors of long-term athlete development. 3. To reveal the importance of the factors of long-term athlete development. Practical significance. The long-term athlete development model and the main educational factors listed which influence the athlete in the course of long-term development allow people to take into account the main factors that may influence the athleteʼs decision to pursue a sporting career in the long run when creating new sport training programs. The long-term athlete development model can be used in the development of school integration programs of athletically gifted children. Also, it can be used in the formation of sport specialization programs and in the education of children and teenagers about the exclusiveness and applicability of the long-term athlete development program. Scientific novelty. The long-term athlete development model was substantiated. Educational factors affecting athletes during long-term athlete development were established. Using the “bioecological model” for sport (Bronfenbrenner, Morris, 2006), groups of factors affecting athletes during long-term athlete development were distinguished [...].
