What is meant by sports culture of a person. Characteristics of the physical and sports culture of the individual

Sports culture is a positive value attitude of a social subject (individual, social group or society as a whole) to sports:

activity and its results in understanding, preserving and developing those varieties, aspects, functions, components of sports that are evaluated by this subject as the most important, significant, i.e. considered as values;

ideals, meanings, symbols, norms, patterns of behavior, etc., formed on the basis of such an assessment, which regulate all its activities and social relations in the field of sports, determine their nature and direction.

In accordance with this understanding, sports culture includes various social phenomena related to sports:

qualities and abilities of a person;

emotional reactions;

knowledge, beliefs, interests, needs;

various forms of activity;

its means, mechanisms and results;

certain types of behavior and related ideals, norms, rules, sanctions;

social institutions, relations, processes, etc.

But these phenomena become elements of sports culture only if:

a) for a social subject, they act as values (recognized as significant, important, having a positive value), and therefore are supported, preserved, passed down from generation to generation, or

b) they provide and regulate the production, consumption, operation, selection, transmission, reproduction, preservation and development of values associated with sports.

Sports culture of personality

Sports culture, like culture in general, is the culture of a certain social subject, which, as noted above, can be a separate person (individual), a social group or society as a whole.

Depending on this, it is legitimate to speak, respectively, about the sports culture of an individual, some social group or society as a whole.

The sports culture of a person is a positive value attitude of an individual towards sports, social activity and its results in understanding, preserving and developing those varieties, aspects, functions, components, etc. sports that this person evaluates as the most important, significant, i.e. which have for him the status of values. These values act for the individual as social ideals, meanings, symbols, norms, patterns of behavior, etc., which regulate all his activities and social relations in the field of sports, determine their nature and direction.

This means that the basis of a person's sports culture is such a positive value attitude to sports, within which the standards, values and norms of culture associated with sports are internalized by the individual, i.e. became the property of his inner world.

The structure of the sports culture of the individual

The sports culture of a person has a complex structure, includes a complex of interrelated elements.

Prerequisite (source) block

A necessary condition (prerequisite) for the formation of a positive value attitude towards sports in an individual is the presence of initial (prerequisite) knowledge, skills, abilities. These include:

knowledge about what sport is, its components (sports training, sports competitions, etc.) and varieties (mass sports, elite sports, etc.) as special social phenomena that differ from others, about their essence, structure, specificity, i.e. concepts that are necessary in order to be able to distinguish (distinguish from many other phenomena) and characterize sport, its components, varieties, etc.;

factual knowledge - knowledge about the specific facts of sports activity, its various types, varieties at the present time and in the process of development;

knowledge, skills and abilities necessary for a person to be included in certain types of sports activities (sports training, sports competitions, etc.) in accordance with the accepted rules, norms and patterns of behavior.

All this knowledge, skills, skills, formed in a person in the process of socialization (spontaneously in the course of life experience, under the influence of the surrounding social environment, the media, etc., as well as consciously, purposefully in the process of education, training, upbringing), form a prerequisite (initial) block of a person's sports culture.

The indicated knowledge, abilities, and skills provide an individual with the opportunity to correctly orientate himself in the world of sports, in its various aspects (perform an indicative function), as well as to actually participate in sports activities (informational and operational readiness for this activity).

Evaluation Components

The second important component of a person's sports culture is a positive assessment of sports, an individual evaluates certain components, types, forms, varieties of sports, sports as a whole as significant, important, useful, i.e. as a value (set of values).

The main manifestations and indicators of a positive assessment of sports (evaluative components of a person's sports culture) are:

positive opinion in the form of appropriate statements, judgments, reviews about sports, about various forms and aspects of sports activity - a rational (cognitive) component;

positive emotional reactions associated with sports (feeling of pleasure, delight from playing sports, participating in sports competitions, watching them, etc.) - an emotional (affective) component;

interest in sports, in certain types of sports activities (such as, for example, sports training and competitions, attending sports events, watching sports television programs, reading sports newspapers and magazines, collecting sports badges, stamps, etc.), striving (desire) to participate in them, etc., i.e. the individual's motivational readiness for this kind of activity is the motivational component;

real forms of activity related to sports (participation in sports training and competitions, attending sports events, watching sports television programs, reading sports newspapers and magazines; mastering knowledge, skills, rules, norms of behavior, social roles that allow participating in these activities, etc.) into an activity component.

Reflective-analytical component

The value attitude, considered in full, includes, as indicated above, not only the assessment of the object, but also the comprehension (substantiation) of this assessment. Therefore, an important component of an individual's positive value attitude to sports is the substantiation (comprehension! explanation) of sports assessment - a reflexive-analytical component of a person's sports culture.

Justification (comprehension, explanation) by an individual of a positive assessment of sports involves the solution of the following tasks:

selection of a criterion for evaluating sports, its types, varieties, components (sports training, competitions, the behavior of an athlete, fans, etc.): from what positions, on the basis of what ideals, norms, cultural patterns, etc. they will be evaluated;

determination of those sides, aspects, functions of sport, its types, varieties, components that allow, on the basis of the chosen criterion, to give it a positive assessment, to attribute certain values, to give social and / or personal meaning;

taking into account those factors on which the real significance of sport depends.

When substantiating (understanding, explaining) a positive assessment of sports, a person can use: his practical experience; knowledge gained in the course of study; traditions, norms, ideals, value stereotypes that dominate the surrounding social environment, etc.

Result Component

Another component (“block”) of an individual's value attitude to sports, and hence his sports culture, is the resulting one.

This component characterizes the results of the inclusion of a person in sports activities and the assimilation of the ideals, standards, norms, values associated with it:

the qualities and abilities of a person, manifested in sports and in other areas of life;

human behavior, his social roles, style (way of life), the nature of relationships with other people.

The components of the individual's positive value attitude to sport, noted above, determine the structure of the individual's sports culture.

This culture includes a variety of phenomena: its qualities and abilities, certain forms, means, mechanisms and results of activity, emotional reactions, knowledge, beliefs, interests, needs, etc. All these phenomena characterize either the sports consciousness of a person, or his real sports activity.

In the structure of a person's sports culture, it is important to distinguish between two types of an individual's value attitude to sports:

1) to sports in general (to one or another of its types, varieties, components, etc.) (let's call this attitude “general sports”);

2) to one's own sports activity, to one or another of its types, components (we will call this relation аЗ-sports").

The value attitude of a person to his own sports activity is an important motivational determinant of his behavior, a regulator of real and verbal behavior.

From this point of view, the knowledge included in the structure of a person's sports culture is divided into two groups:

a) knowledge that characterizes the general awareness of a person in matters of sports: about sports, its varieties, functions, meaning, etc. (let's call this knowledge “general sports”),

b) knowledge that characterizes the awareness of an individual in these matters in relation to himself: knowledge about the importance of sports activity for him, about the training methodology in the sport he is involved in, about the rules of the relevant sports competitions, etc. (Let's call this knowledge "I-sports").

From the same point of view, the skills associated with sports, as well as interests, needs, value orientations, assessments of a person in the structure of the basis of his sports culture are also divided into “general sports”, if they relate to sports in general, and “I-sports” - affecting the individual's own sports activity.

Similarly, understanding (explanation and justification) by an individual of a positive assessment of sports involves reflection in relation to this assessment in relation to their own sports activity and sports activities in general.

The basis of the sports culture of the individual

When introducing the concept of "personal sports culture", it was noted that it can have different content, different character, different orientation, i.e. its various

forms (varieties). However, all forms (varieties) of a person's sports culture have something in common:

a) the individual has the above initial (prerequisite) knowledge, skills, skills regarding sports;

b) a positive value attitude of an individual to sports, to sports activities, to one or another of its components, types, varieties, etc.

This kind of knowledge, abilities, skills and attitude, which, therefore, act as the basis (foundation) of all specific forms (varieties) of the sports culture of the individual and determine their general content, general orientation, will be called the basis of this culture. It allows you to single out sports culture as a special element of the culture of the individual - in contrast to the physical, intellectual, aesthetic, etc., and classify all forms of this culture as sports, and not to some other culture.

Superstructure of sports culture of personality

Each of the varieties of sports culture also has its own specific content. It is determined by what sides, aspects, functions of sport, its types, varieties, components, the individual takes into account when evaluating them, on the basis of what criteria (from what positions, on the basis of what ideals, norms, cultural patterns, etc.) evaluates them , which of them he seeks to implement when he is included in sports activities and, accordingly, to the formation of what qualities and abilities, what behavior, style (way of life), nature of relationships with other people all this activity leads to.

The specific content of one or another form (varieties) of a person's sports culture, which is formed on the basis of a certain substantiation (understanding, explanation) by an individual of a positive assessment of sports, as well as inclusion in sports activities, assimilation of certain ideals, standards, norms, values associated with it, we will call superstructure over the basis of the sports culture of the individual.

Forms (varieties) of sports culture of personality

The positive value attitude of an individual to sport is always not general, but quite specific: it does not mean sport in general, but one or another of its aspects, aspects, components, functions, types, varieties, etc.

The main value of sports activities for a person can be, for example, the ability to form and improve their physical condition or such mental qualities as will, courage, organization, composure, perseverance in achieving goals, the ability to systematically work on self-improvement on the basis of sports training and competition. , the ability to win and lose without losing one's dignity and faith in future success, etc. Sports activities can attract a person because it allows you to strengthen and maintain your health, form and improve the level of intellectual, aesthetic, moral culture, as well as expand your circle of friends, actively and excitingly spend your leisure time. At the same time, first of all, a person can consider sport as an important means of solving certain economic, political, nationalistic goals: to achieve material wealth, fame, to demonstrate one's superiority over other people, etc. The most attractive aspects of sports activities for a person also affect the “attachment” of his positive attitude to certain sports or types of sports activities (for example, to mass sports or elite sports, etc.), i.e. this relation extends precisely to these, and not to any other types of it (forms, varieties).

Therefore, the sports culture of a person can have different content, different character, different orientation, different features, depending on what a person sees the value of sports, one or another of its types, forms, varieties than sports activities and related sports competitions, training. etc. attractive to him. The specific content, specific focus, features of each of them determine the values that an individual ascribes to sports activities, i.e. what are its aspects, components, functions, types, varieties, etc. are for him the most important, significant in this activity, in sports competitions and training.

Thus, various specific forms (varieties) of an individual's positive value attitude to sports, and hence the sports culture of the individual, are possible. The main ones are the following.

Sports and pragmatic culture

One of the forms of personal sports culture is sports-pragmatic culture. This kind of sports culture of the individual is characterized by its pronounced utilitarian, pragmatic orientation. It means that the most important, significant in sports for a person are purely utilitarian, technological, pragmatic values.

The most striking example in this regard is such a value as the opportunity to earn money in sports, acquire material goods, etc. It is this value orientation towards sports that is typical, for example, for athletes in professional sports. Among the pragmatic values of sports activity, of course, is the fact that it orients the participants of this activity towards permanent achievements and success. The utility of a person’s sports culture can also be manifested in a person’s orientation towards the formation and improvement through sports not of the integral development of the personality, but only of some of its individual qualities and abilities (for example, will or other mental abilities, strength or other physical qualities, etc.). e) in isolation from other qualities and abilities.

Inhuman sports culture

As noted above, sport can attract a person, act as a value for him on the basis of what makes it possible to demonstrate his superiority over others, realize his nationalist ideas, in some way show his aggressiveness, etc. In this case, the sports culture of the individual includes norms and values that do not coincide with the general cultural values of a humanistic orientation, as a result of which it acts as a sports culture of an inhumane orientation (inhumane sports culture).

Sports and humanistic culture

The specificity of the sports-humanistic culture of the individual is determined by the fact that sport is evaluated from the standpoint of humanism, from the point of view of its ideals and values, such as the integral development of the individual and humane social relations.

This means that the sports-humanistic culture of a person is a humanistic value attitude of a person to sports (to sports training and sports competitions):

activities and their results in understanding, preserving and developing those varieties, aspects, functions, components, etc. sports, which, from the standpoint of humanism, he evaluates as the most important, significant, i.e. regards as values;

the ideals, meanings, symbols, norms, patterns of behavior, etc., which are formed on the basis of such an assessment, which regulate all human activities and his relations with other people in the field of sports, determine their nature and direction.

The basis of this kind of sports culture of the individual is the positive value attitude of the individual to sports, to its various components (sports training, sports competitions, etc.), types, varieties, their aspects, functions, etc. from the standpoint of humanism.

First of all, this means the presence of a humanistic predisposition (disposition, value orientation) to sport, i.e. it is positively assessed (considered as important, significant, useful) precisely from a humanistic point of view, and not from any other positions, it is taken into account its role as a means of holistic development of the personality, humane social relations, and not some other aspects and functions inherent in it.

The main manifestations and indicators of a positive humanistic assessment of a sport by an individual, i.e., the evaluative components of his sports-humanistic culture, are:

a positive opinion (in the form of appropriate statements, judgments, reviews, etc.) about the humanistic aspects, functions of sports, its types, varieties, components (sports training, sports competitions, etc.) and a negative opinion about those aspects and functions , which contradict the ideals and values of humanism - a rational (cognitive) component;

interest in humanistic aspects, functions of sport (its types, varieties, components), approved norms, patterns of behavior], which determine how one should behave in sports training, competitions, stadium stands, etc. in accordance with the ideals and values of humanism , the desire (desire) to focus on them in all their sports activity, i.e. motivational readiness for humanistically oriented sports activity, - motivational component;

positive emotions associated with the humanistic aspects of sports activities (a sense of pleasure from the formation through sports of qualities and abilities that characterize the holistic development of the individual, the possibility of manifesting humane relations to other people in sports activities, from observing the manifestation of such qualities, abilities and humane relations in sports competitions, etc.), and negative emotional reactions to the phenomena of sports activities that are contrary to humanistic ideals and values, i.e. an emotional (affective) component;

various forms of real participation in certain forms and types of sports activity with humanistic goals and objectives, the acquisition of knowledge that allows you to correctly understand and set these goals and objectives, as well as the appropriate skills and abilities to use this activity for the purpose of your holistic self-improvement - the activity component.

A necessary condition (prerequisite) for the formation of a positive value attitude to the humanistic aspects and functions of sport in an individual is the presence of initial (prerequisite) knowledge, skills and abilities. These include:

knowledge and relevant concepts (about what humanism is, what are its main ideas, ideals, values, what are their specifics, etc.) necessary for a humanistic assessment of sports (its types, varieties, components);

knowledge and relevant concepts that characterize the humanistic aspects and functions of sports (its various types, varieties, components), their specificity, as well as those factors on which the humanistic value of sports depends;

factual knowledge - knowledge about the specific facts of the current state and history of manifestation in sports (in its various types, varieties, components) of its humanistic aspects and functions;

knowledge, skills and abilities necessary to be included in certain types of sports activities (sports training, sports competitions, etc.), focusing on the ideals and values of humanism when setting related goals and objectives.

All these knowledge, skills, skills form a prerequisite (initial) block of knowledge, skills, skills of the sports-humanistic culture of the individual. In the structure of this culture, they perform two main functions. Firstly, they allow a person to navigate in various aspects, functions of sports and at the same time distinguish humanistic aspects and functions from many others (indicative function). Secondly, they provide him with the information that is necessary so that he can evaluate sports (its various types, components, etc.) from the standpoint of humanism, justify his assessment, and also be included in certain forms of sports activities (sports training, sports competitions, etc.), focusing on the ideals and values of humanism when setting related goals and objectives.

So, the initial knowledge, skills and abilities characterize:

the basic sports and humanistic education of the individual, which allows him to navigate the world of sports from the standpoint of humanism,

its information and operational readiness for sports and humanistic activities. An important component of the sports and humanistic culture of the individual is also the substantiation (comprehension, explanation) of a positive humanistic assessment of sports (of one or another of its types, varieties, components, etc.) - a reflexive and analytical component of this culture.

Such understanding (justification, explanation) involves:

understanding the importance of the ideas, ideals and values of humanism, not only in general social, but also in personal terms;

determination of those sides, aspects, functions of sport (of some kind, component, etc.) that serve as the basis for its positive assessment as a phenomenon that, in terms of its humanistic potential, has value, social and / or personal meaning;

taking into account those factors on which the real humanistic significance of sport depends.

When substantiating (understanding, explaining) a positive assessment of sports with an emphasis on its humanistic aspects and functions, an individual can use: his practical experience; knowledge gained in the course of study; traditions, norms, ideals, value stereotypes that dominate the surrounding social environment, etc.

Another component (“block”) of a humanistically oriented value attitude of a person to sports, and hence his sports-humanistic culture, is the resulting one.

This component characterizes the results of its activities in the assimilation, preservation, implementation and development of humanistic ideals, standards, norms, values related to sports:

qualities and abilities that characterize the holistic development of the individual;

style (way) of life, the nature of relationships with other people in accordance with the ideals and values of humanism, etc. Particularly important in this regard is the formation of two characteristics of an integrally developed personality in an individual.

A. Orientation of the individual to achieve. Such an orientation, as noted by the famous modern German philosopher and Olympic champion G. Lenk, is the main condition for self-realization, self-expression of the individual. Personal achievement is the fundamental value of a person's whole life, an expression of his freedom, self-interest, self-representation, self-affirmation. After all, a person lives not only by his daily bread. He needs tasks full of significance and goals that correspond to meaning. Therefore, the principle of a person's orientation towards personal achievements can perform an important educational function, especially in a society based on passive consumption, on administration and bureaucracy, which tend to trample on any individual activity, in the world of cinema and television, which maintain a passive attitude towards universal orientation. In such a society, prosperity is a real danger to a person. It seduces him and leads him towards passivity, hedonism and towards a life full of patterns and ubiquitous forms of fabricated lazy life with its idleness and luxury. But the country of utopia, abundant in milk and honey, is not the humane paradise promised to man - this is a problem that clearly arises in a society of growing leisure. These thoughts of G. Lenk are adequate to the understanding of the goals and objectives of humanistic education, which was defended in their works by the founders of the humanistic theory of personality A. Maslow and K. Rogers.

B. Humanistically oriented behavior in sports competitions and other types of rivalry, which, at a minimum, provides for the manifestation of courage, will, perseverance in order to show the highest possible result, to win, but at the same time renouncing the desire to win at any cost, at the expense of his health or causing damage to the health of opponents, through deceit, violence, dishonest refereeing and other inhumane actions.

The above components of the sports-humanistic culture of the individual, which are in close connection with each other, constitute the structure of this culture. In the structure of the sports-humanistic culture of the individual, it is important to distinguish the positive humanistic attitude of the individual:

in general to sports activities and sports (one or another of their types, varieties, components, etc.) (humanistic general sports attitude);

to one's own sports activity, to one or another of its types, components (humanistic I-sports attitude). The humanistic attitude of an individual to his own sports activity is of particular importance in the structure of the sports and humanistic culture of the individual. It is a motivational determinant, a regulator of his real and verbal behavior.

From this point of view, the knowledge that characterizes the sports and humanistic culture of the individual is divided into two groups:

knowledge that characterizes the general awareness of an individual in humanistic aspects, functions of sports, its types, varieties, etc. (humanistic general sports knowledge),

knowledge that characterizes awareness in these matters in relation to one's own sports activity, knowledge about the humanistic aspects, functions and humanistic significance for the individual of the sports activity in which he is engaged (humanistic I-sports knowledge).

From the same point of view, the skills associated with sports skills, as well as interests, need-based value orientations and assessments of a person in the structure of his sports and humanistic culture are also divided into “general sports”, if they relate to sports in general, and “I-sports” - affecting this person's own sports activity.

Similarly, understanding (explanation and justification) by an individual of a positive humanistic assessment of sports involves reflection in relation to this assessment in relation to their own sports activity and sports activities in general.

Thus, the following are among the main features of the sports-humanistic culture of the individual:

knowledge, understanding and appreciation

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Federal State Autonomous Educational Institution

higher professional education

"North-Eastern Federal University. M.K. Ammosov"

medical institute

Abstract on the topic:

"Sportivnaya culture of the personality of the student "

Completed by: 2nd year student of MI

Groups SD-15-201

Prokopieva Saina Afanasievna

Yakutsk 2016

Introduction
1. The concept of sports culture
2. Sports culture of personality
3. Sports culture of the student's personality
4. Formation of sports culture of students
Conclusion
References

Introduction

sports culture personality inhumane

At present, the strategic guideline for the development of society and the education system is the formation of a person of culture. The current state of human civilization is characterized by a crisis of culture, which manifests itself in a noticeable decrease in the level of general and personal culture, the “erosion” of cultural values and norms, a violation of the continuity of cultures, tension and even conflict in intercultural interactions. Under these conditions, it is necessary to strengthen the cultural content of the educational process.

Sports culture as a social phenomenon of society is a special part of culture, the system-forming factor of which is the values of sports and the value attitude to physical culture and sports activities. Personal sports culture is understood as an integrative personal education, including a system of means, methods and results of physical culture and sports activities aimed at the perception, reproduction, creation and dissemination of physical culture and sports values and technologies. The sports culture of a personality is formed in the process of interiorization of the cultural and educational potential, values and technologies of sports, as well as as a result of the accumulation of experience in physical culture and sports activities and filling it with personal meaning.

It is known that the formation and development of personality is possible only in the space of culture and its values and only through the personality of an authoritative teacher, a bearer of true values and ideals. Moreover, the teacher must have a good understanding of human nature and know humane and effective methods of influencing him.

1 . The concept of sports culture

Sports culture is understood as a positive value attitude of a social subject (individual, social group or society as a whole) to sports, social activity and its results in the assimilation, preservation, implementation and development of sports-related values. This culture provides for: various forms of sports-oriented activities; different forms (rational, motivational, emotional, activity) of a positive assessment of sports; its justification (comprehension and explanation); the results of all this social activity are the formed qualities of the personality and its image (style) of life, rules of conduct, social roles, norms and patterns of social relations; the functioning of relevant social institutions, etc.

The positive value attitude of an individual towards sports is always not general, but quite specific: it does not mean sports in general, but certain aspects, aspects, components, functions, types, varieties, etc. The system of values that an individual associates with sports, i.e. what is most important for him, significant in sports competitions, in the process of preparing for them, determines the specific content, direction, specifics, i.e. form (variety) of his sports culture.

This means that various specific forms (varieties) of a positive value attitude of an individual to sports, and hence the sports culture of an individual, are possible. The main ones are the following.

Sports and pragmatic culture. This kind of sports culture of the individual is characterized by its pronounced utilitarian, pragmatic orientation. It means that the most important, significant in sports for an individual are purely utilitarian, technological, pragmatic values (for example, the opportunity to earn money in sports, acquire material goods, etc.).

Inhuman sports culture. Sport can attract an individual, act as a value for him on the basis of what makes it possible to demonstrate his superiority over others, realize his nationalistic ideas, in some way show his aggressiveness, etc. In this case, the sports culture of the individual includes norms and values that do not coincide with the general cultural values of a humanistic orientation, as a result of which it acts as a sports subculture of the individual with an inhumane orientation (inhumane sports culture).

Sports and humanistic culture. The basis of the sports and humanistic culture of the individual is the positive value attitude of the individual to sports, to its various components (sports training, sports competitions, etc.), types, varieties, their aspects, functions, etc. from the positions of humanism, from the point of view of its ideals and values - the integral development of the individual and humane relations to other people, nations, cultures, beliefs.

With all the possible differences in the sports culture of the individual, all its forms (varieties) have something in common. They are united by the general positive value attitude of the individual to sports, to sports activities, to one or another of its components, types, varieties, etc. The presence of this relation allows one to evaluate one or another of his culture as a sporting one, for example, not as a physical or intellectual, aesthetic, etc., and to classify all forms of his sports culture as belonging to this, and not to some other culture. The general positive value attitude of an individual to sports, to sports activities, to one or another of its components, types, etc., which constitutes the general basis for all specific forms (varieties) of a person’s sports culture and determines their general content, general orientation, constitutes the basis this culture.

The basis of a person's sports culture has a complex structure, includes a complex of interrelated elements.

The main components of this structure include a general positive assessment of sports: sports activities, certain types, forms, etc. act for the individual as a value (a set of values), are evaluated as significant, important, useful. The main manifestations and indicators of such an assessment of sports, i.e. evaluative components of the basis of a person's sports culture are:

· a positive opinion in the form of relevant statements, judgments, reviews about sports, about various forms and aspects of sports activity - a rational (cognitive) component;

positive emotional reactions associated with sports (sense of pleasure, delight from playing sports, participating in sports competitions, watching them, etc.) - an emotional (affective) component;

interest in sports, in certain types of sports activities (such as, for example, sports training and competitions, attending sports events, watching sports television programs, reading sports newspapers and magazines, collecting sports badges, stamps, etc.), the desire (desire) to participate in them, etc., i.e. the individual's motivational readiness for this kind of activity is the motivational component;

real forms of activity related to sports (participation in sports training and competitions, attending sports events, watching sports television programs, reading sports newspapers and magazines; mastering knowledge, skills, rules, norms of behavior, social roles that allow participating in these activities , etc.) is an activity component.

An important component of the general positive value attitude of an individual to sport is not only its positive assessment, but also the substantiation (understanding, explanation) of this assessment - a reflexive-analytical component of the basis of sports culture.

Justification (comprehension explanation) by an individual of a positive assessment of sports involves the solution of the following tasks:

- selection of a criterion for evaluating sports, its types, varieties, components (sports training, competitions, the behavior of an athlete, fans, etc.): from what positions, on the basis of what ideals, norms, cultural patterns, etc. they will be evaluated;

- determination of those sides, aspects, functions of sport, its types, varieties, components that allow, on the basis of the chosen criterion, to give it a positive assessment, to attribute certain values, to give social and / or personal meaning.

When substantiating (understanding, explaining) a positive assessment of sports, an individual can use: his practical experience; knowledge gained in the course of study; traditions, norms, ideals, value stereotypes that dominate the surrounding social environment, etc.

A necessary condition (prerequisite) for the formation of an individual's general positive value attitude to sports is the presence of initial (prerequisite) knowledge, skills and abilities. These include:

knowledge of what sport is, its components - sports training, sports competitions, etc., certain types of sports - mass sports, sports of the highest achievements, etc. - as special social phenomena that differ from others, about their essence, structure, specifics, i.e. concepts that are necessary in order to be able to distinguish (distinguish from many other phenomena) and characterize sport, its components, varieties, etc.;

· factual knowledge - knowledge about specific facts of sports activity, one or another of its types, varieties at the present time and in the process of development;

knowledge about certain ideals, values, norms and patterns of behavior that are necessary for a particular assessment of sports (its types, varieties, components);

· the knowledge, skills and abilities necessary to be able to be included in certain types of sports activities (for example, sports training, sports competitions, etc.) in accordance with the accepted rules, norms and patterns of behavior.

All this knowledge, skills, skills, formed in the process of socialization (spontaneously in the course of life experience, under the influence of the surrounding social environment, the media, etc., as well as consciously, purposefully in the process of education, training, upbringing), form a prerequisite (initial) block of knowledge, abilities, skills of the basis of the sports culture of the individual. They provide an individual with an opportunity for correct orientation in the world of sports, in its various aspects (perform an indicative function), as well as for evaluation, comprehension and real participation in sports activities (characterize his informational and operational readiness for these types of activities).

2 . Sports culture of personality

According to L.I. Lubysheva, sports culture personalities contains a specific result of human activity, means and methods of transforming the physical and spiritual potential of a person by mastering the values of competitive and training activities, as well as those social relations that ensure its effectiveness.

The author takes such signs as the need for self-organization of a healthy lifestyle, success, achievement of a high sports result as the basis for the classifications of the values of the sports culture of the individual, since the value as a social category is always associated with the satisfaction of human needs. Human needs are diverse and many of them are also manifested in the field of sports culture. In the process of satisfying needs, cultural values are created, including in the field of sports.

The basis of the sports culture of the individual, according to S.Yu. Barinov, constitutes a positive value attitude to sports, within which the standards, values and norms of culture associated with sports are internalized by the individual, become the property of his own inner world.

We understand the sports culture of a person as an integrative personal education, including a system of means, methods and results of physical culture and sports activities aimed at the perception, reproduction, creation and dissemination of sports values and technologies. The sports culture of a personality is formed in the process of interiorization of the cultural and educational potential, values and technologies of sports, as well as as a result of the accumulation of experience in physical culture and sports activities and filling it with personal meaning.

In our opinion, the sports culture of an individual includes the following components:

1. Value (a set of physical culture and sports values, meanings, motives, goals, means of achieving them).

2. Normative (norms of physical development, readiness, health, moral sports behavior, physical culture and sports traditions).

3. Socio-communicative (culture of communication and interaction in the process of physical culture and sports activities).

4. Cognitive (a set of physical culture and sports values in the form of knowledge, beliefs, skills).

3 . Sports culture of the student's personality

Sport is considered as an integral part of the culture of society, which includes competitive activities, special training for it, as well as a system of specific interpersonal relations (political, economic, legal, informational, managerial, etc.). It clearly manifests such priority values for modern society as equality of chances for success, achievement of success, the desire to be the first, to defeat not only an opponent, but also oneself, to count on oneself.

Participation in sports activities allows the student to develop physical qualities, enriches him with the experience of interpersonal relationships, ensuring successful socialization, contributes to a high organization of life, the formation of character and volitional qualities, personal reflection and the ability to self-determination, leads to the development of self-esteem, an increase in self-respect as individuals.

High emotional attractiveness and pedagogical effectiveness of sports activities are an important basis for its application in student-centered physical education.

Currently, educational institutions are intensively developing and actively implementing sports-oriented physical education technologies aimed at developing a sports culture among young students. Management of this process involves providing teachers and students with complete, reliable and quantitatively measurable information about the level and dynamics of indicators of the development of a person's sports culture.

Definition of criteria and indicators the level of development of the sports culture of the individual and adequate measurement methods. The results of the study are presented in the table.

The first development criterionmotivational component sports culture is the sports orientation of the individual. Taking into account the indicators of the relative strength of the motives for going in for sports, diagnosed using the “Motives for going in for sports” methodology developed by A.V. Shaboltas, there are three stages in the development of a personality's sports orientation - physical culture and health improvement, semi-sports, and sports.

The second and third criteria for the development of the motivational component are interest in sports and satisfaction with the chosen sport..

The indicators of the development of these criteria are the structural components of interest, namely: emotional, motivational, cognitive and volitional, diagnosed using the closed-type questionnaire survey method developed by us “Interest in sports”.

About the level of developmentpersonal-behavioral component evidenced by the indicators of the four criteria.

First criterion characterizes the attitude of a person to himself as a subject of sports activity, indicators of his development are self-confidence, diagnosed with the help of a modified version of V.G. Romek "Self-confidence test", which determines the level of subjective control.

Second criterion reflects a person's attitude to the conditions of competitive activity. An indicator of its development is calmness, diagnosed using Ch. Spielberger's "Personal Anxiety" technique.

The third criterion the attitude to the process and results of sports activities. The indicators of its development are purposefulness and perseverance, diagnosed using the technique "Self-assessment of volitional qualities".

And finally fourth criterion development of the personal-behavioral component is a sports lifestyle. Indicators of its development are: attendance of training sessions, independent physical activity outside of school hours, participation in sports competitions, giving up bad habits, adherence to sleep, nutrition, study, rest, recovery and tempering activities.

Measurement of these indicators is carried out using the developed methodology of the questionnaire survey "Sports Lifestyle" and pedagogical observation. The first development criterion physical component are the functional capabilities of the organism. Indicators of its development are the adaptive capabilities of the CVS, diagnosed using the methodology for determining the adaptive potential of the CVS, the Rufier index, the Quetelet index, the Stange, Genchi tests. The second criterion is the level of development of motor abilities, diagnosed by indicators of speed, speed-strength, strength and coordination abilities, as well as endurance and flexibility. To measure these indicators, test exercises generally accepted in the practice of physical education of young students are used.

Criteria, indicators and methods for measuring the structural components of a person's sports culture

Criteria for the development of structural components	Criteria Development Indicators	Measurement methods

Motivational component
Sports orientation of the personality	Relative strength of motives for sports	Methodology "Motives for sports" (A.V. Shaboltas)
Interest in sports	Structural components of interest	Questionnaire "Interest in sports"
Job satisfaction	Satisfaction
Personal-behavioral component
Attitude towards oneself as a subject of sports activity	Self confidence	"Self-confidence test" (V.G. Romek)
Attitude to the conditions of the competition	calmness	Test "Personal anxiety" (C. Spielberger)
Attitude to the process and result of sports	purposefulness	Methodology "Self-assessment of volitional qualities"
	persistence
Sports lifestyle	Class attendance	Pedagogical observation
	Independent physical activity	Pedagogical observation Questionnaire survey "Sports lifestyle"
	Participation in competitions
	Rejection of bad habits
	Sleep, diet, study, rest
	Recovery and hardening measures
Physical Component
functionality of the body	Indicators of adaptive capabilities of the cardiovascular system	CCC adaptive potential, Rufier index, Quetelet index, Stange, Genchi tests
Motor abilities	Speed abilities
	Speed-strength abilities	Standing long jump
	Force abilities	Pull-ups from the hang / flexion - extension of the arms in the lying position
	Coordinating ability	shuttle run
	Flexibility	Lean forward
	Endurance
Information Component
	Knowledge of physical culture	Pedagogical testing
	Knowledge of the chosen sport
Operational Component
Organizational and methodological skills	Ability to organize exercise	Pedagogical testing
Possession of technique and tactics of the chosen sport	Ability to perform technical and tactical techniques of the chosen type	Expert review

Development criterion information component are knowledge. Knowledge in the field of physical culture and knowledge in the field of the chosen sport, diagnosed with the help of pedagogical testing.

The first development criterion operating component are organizational and methodological skills, indicators of its development are the ability to organize physical exercises, diagnosed with the help of pedagogical testing. The second criterion for the development of the operational component is the mastery of the technique and tactics of the chosen sport. The indicators of its development are the ability to perform technical and tactical techniques from the arsenal of the chosen sport, diagnosed with the help of an expert assessment.

And finally, development criteria reflective component are the processes of self-knowledge, self-relationship and self-determination (D.A. Leontiev, S.R. Panteleev). The level of development of self-knowledge is determined by indicators of the completeness and accuracy of knowledge about oneself as a subject of sports activities, self-relationship - by indicators of emotional acceptance by students of themselves as a subject of sports activities, self-determination - by indicators of the ability to independently determine their place and role in the field of the chosen sport.

In accordance with the identified structural components, criteria, development indicators and measurement methods, we distinguish three levels of development of a person's sports culture: reproductive, optimization and creative.

On reproductive level a person mechanically reproduces actions in accordance with the norms of sports activity.

On optimization level a person is ready to make changes in the implemented methods of sports activities at the level of individual actions and operations, coordinating them with the objective and subjective conditions of a particular situation, by optimizing their personal capabilities.

On creative level person carries out creative self-realization of ways of sports activity, taking into account the existing abilities of the individual.

Personally oriented physical education on the basis of the chosen kind of sport provides a significant increase in the indicators of development of the structural components of the individual's sports culture:

Motivational - strengthening the motive of social self-affirmation, belonging to a group and socio-emotional motive, characterizing a semi-sports orientation; increasing interest in physical culture and sports, satisfaction with training sessions in the subject "Physical Education", the emergence and dominance of competitive motives, achievement motives in the motivational structure of the personality success and personal self-realization in the field of the chosen sport (sports orientation);

Personal-behavioral - the development of purposefulness and perseverance as a combination of volitional qualities and sports character traits that determine stable positive attitudes towards various aspects of sports life (sports training, sports training, sports behavior, sports lifestyle);

Physical - increasing the rate of development of speed, speed-strength and strength qualities, coordination abilities, endurance, functional capabilities of the body.

Informational - improving the quality of mastering knowledge in physical culture and the chosen sport;

Operational - improving the quality of mastering the ways of organizing physical culture and sports activities, skills and abilities to perform the basic technical elements of the chosen sport.

Reflexive - actualization of the need to search and discover new knowledge, new ways of activity, new ways of resolving problem situations, revision of motivations and self-assessments, personal self-development and self-improvement.

The level of development of each structural component of a person's sports culture is determined through an integrated assessment of its constituent criteria, and the level of development of sports culture as a whole - through an integrated assessment of the development of all its structural components.

The development of motivational, personal-behavioral, physical, informational, operational, reflexive components of a person's sports culture is carried out at all stages of sports training through the inclusion of students in all types of educational and cognitive activities. The stages of personality-oriented physical education in their totality represent the necessary and sufficient number of consecutive steps that ensure the solution of the strategic goal - the formation of students' sports culture in the process of sports activities.

Thus, the problem of personal sports culture formation remains relevant and requires the development of an appropriate target, content, organizational, methodological, technological support for students' personality-oriented physical education based on the chosen sport.

4 . Formation of sports culture of students

The formation of a sports culture through practicing one or more sports allows you to discover and realize real and potential opportunities, is a promising means of introducing students to physical culture and sports activities, a healthy lifestyle.

The formation of a sports culture, increasing the physical fitness of students, systematic sports are important components of the competitiveness of young people in a society and are the main criteria at all age stages of its development. At the same time, the deterioration of the health status and the level of physical fitness of students in the context of social, economic and environmental problems indicates the need to correct the existing traditional approach in the physical education of students at the university. The absence of the necessary motivation for physical exercises among the majority of students further exacerbates the situation.

In connection with the foregoing, the problem of activating motor activity and the formation of a stable motivation of students for physical culture and sports at the university has ripened.

In most universities, the organization of the process of physical education and the distribution of students into training groups are carried out without taking into account the interests and needs in the motor activity of the students themselves, which leads to a decrease in motivation and is often accompanied by a deterioration in the dynamics of motor fitness. In this regard, the number of missed classes without good reason and due to illness is increasing, which significantly reduces the overall performance of students and the quality of physical training.

The problems associated with the formation of sports culture of students at the university were studied by N. P. Abalakova (2001), V. K. Balsevich (2003), N. I. Volkov (1967), V. M. Zatsiorsky (1970), P. Kunat (1973), L. P. Matveev (1977), M. Ya. Nabatnikov (1982), Zh. K. Kholodov, V. S. Kuznetsov (2000) and others. there is a lot of preparedness of student youth. This includes a decrease in the standard of living, deterioration in working and leisure conditions, the state of the environment, the quality and structure of nutrition. It should also be taken into account the fact that 90% of young people are focused on physical activity that is moderate in volume and intensity, but not on sports. As a result, the level of development of physical qualities is reduced. Along with this, a decrease in the number of hours in the curriculum of senior universities also leads to a decrease in the physical activity of students.

Studying at a university is an important stage in the development of a future specialist, acquiring not only special knowledge, but also understanding the meaning of physical education, the ethics of physical exercises, knowledge of the basics of sports hygiene, and the development of stable habits for regular physical exercises.

Studies conducted at the Siberian State Technological University show that for the majority of graduate specialties such physical qualities as endurance, strength, and speed are professionally important. Much attention is paid to the development of these qualities in physical education classes at the university. Endurance is the only quality that is directly dependent on the state of the cardiovascular and respiratory systems. Mental and physical performance is closely related to endurance. Muscle strength is associated with the functions of organs and systems of the human body, with its emotions and energy. Muscles are connected with the central and peripheral nervous system, endocrine glands. A trained muscle has more opportunities to protect the entire human body from the harmful effects of educational and industrial activities. Speed is directly related to professional readiness, since the level of its development affects the mobility of nervous processes, the efficiency of thinking, and mental performance.

For the education of these professionally important qualities, such sports as athletics, skiing, sports games, etc. have the greatest opportunities.

At the beginning of the academic year, students were given the opportunity to decide on the choice of a particular sport or any system of physical exercises for regular classes throughout the entire course of study at the university. At the introductory classes with 1st year students, a survey was conducted on the topic "Students' attitude to physical education and sports." To the question of the questionnaire “What kind of sport would you like to do at the university?” 78% of respondents chose athletics.

Athletics is one of the most popular sports that contributes to the all-round development of a person, as it combines common and vital movements. Systematic athletics exercises develop strength, speed, endurance and other qualities necessary for a person in everyday life.

Athletics occupies a leading place in the system of physical education due to its diversity, accessibility, dosage, as well as its applied value.

Of those wishing to go in for athletics, an experimental group was formed in the amount of 35 people, the control group consisted of students who attended training sessions according to the general program.

The curriculum for the experimental group was developed on the basis of the regulatory documents of the State Committee of the Russian Federation for Physical Culture and Sports, summarizing the best practices of track and field coaches, taking into account the specifics of studying at a university.

The following main tasks were solved in the training process:

- harmonious physical development of students, versatile training, health promotion;

- training of athletes of mass categories in athletics;

– training of public instructors and track and field referees;

- theoretical training with the basics of pedagogy, physiology, therapeutic physical culture.

Advanced sports experience and scientific research have shown that in order to achieve harmonious physical development, it is necessary to use a wide range of means and methods of the educational and training process. Exercises of a special and general developmental nature, as well as exercises in difficult and light conditions, should occupy a special place in the system of training student-athletes.

When building the educational and training process, we were guided by the following principles:

- target orientation;

- proportionality in the development of basic physical qualities;

– the leading factors determining the level of mastery development.

To solve the tasks set, the following research methods were used: analysis and generalization of scientific and methodological literature on the research problem; pedagogical observations; pedagogical experiment; methods of evaluation and control of physical readiness of students; questioning; static analysis of the results of the experimental work.

To assess and control the physical fitness of students, physical fitness tests recommended by the Federal Program of 2000 were used: 100-meter run (boys and girls); standing long jump (boys and girls); pull-ups on the high bar (boys); lifting the torso from a prone position (girls) and running 3,000 and 2,000 m (boys and girls, respectively).

The training process was considered as an integral dynamic system, where at each specific stage specific tasks are solved for the development of motor qualities, the formation of technical skills and the choice of means, methods and values of training effects. It is organized in accordance with certain target tasks, which are specifically expressed by the value of the predicted result and determine the necessary implementation of the program of the training process.

The entire educational and training process was divided into four main stages and is interconnected with the years of study at the university.

The first stage is a medical and pedagogical examination.

It is important to determine the capabilities of students and their individual characteristics, since the trainer-teacher must know his pupils, their character and inclinations, study conditions, and life. Only students assigned to the main medical group are allowed to take part in athletics. It includes persons who do not have deviations in the state of health, physical development and functional fitness, as well as persons who have minor, more often functional deviations, but do not lag behind in their physical development and functional fitness.

The second stage is the stage of initial sports specialization. Tasks - health promotion, comprehensive physical development, training in various physical exercises, instilling interest in athletics.

Before the start of the training year and then every six months, anthropometric measurements are taken. Physical training at this stage with a small amount of special exercises is more favorable for subsequent sports improvement.

The third stage is the stage of an in-depth educational and training process. It is aimed at creating the necessary prerequisites for extremely intense training in order to maximize the realization of individual capabilities. The work is aimed at forming the foundation of special preparedness and sustainable motivation to achieve high results. This stage falls on the 2nd year of study at the university. Passing tests and exams creates a stressful situation with the activation of all the adaptive forces of the body. Such a measure of training and competitive loads was chosen so that, on the one hand, having created the prerequisites for the initial realization of individual capabilities, leave reserves for complicating the training process, and on the other hand, to carry out the educational process on time, without debts.

The fourth stage is the stage of sports improvement. The main task is the maximum use of training means that can cause an active course of adaptation processes. In this regard, the share of special exercises in the total volume of the training load, as well as competitive practice, increases. The stage of sports improvement coincides with studies at the 3rd-5th years. During this period, students-athletes require increased mental and physical activity. The training process is adjusted in accordance with the curriculum.

The results of the study indicate an increase in all indicators of physical fitness in the experimental group. The physical fitness of the young men of the experimental group increased: 1st course by 3.6%

(p < 0.05); 2-й курс - на 4.95 % (p < 0.05); 3-й курс - на 6.87 % (p < 0.05); 4-й курс - на 5.3 % (p < 0.05); у девушек соответственно: 3.4 % (p < 0.05), 3.5 % (p < 0.05), 3.1 % (p < 0.05), 4.2 % (p < 0.05). В то же время у юношей контрольной группы наблюдается изменение показателей физической подготовленности: на 1-м курсе понижение уровня физической подготовленности -1.95 % (p < 0.05), на 2-м курсе - повышение на 1.6 % (p < 0.05), на 3-м курсе - повышение на 3.1 % (p < 0.05), на 4-м курсе - повышение на 0.9 % (p> 0.05). In the girls of the control group: in the 1st course, a slight increase - 0.6% ( p> 0.05), in the 2nd year - 1.2% ( p> 0.05), in the 3rd year - 0.8% ( p> 0.05), in the 4th year - 0.7% ( p> 0.05) (Tables 1-4).

The results of the pedagogical experiment indicate a greater increase in physical fitness indicators in the experimental group. One of the reasons for this is the stimulation to the maximum manifestation of physical qualities, as well as physical training, carried out with the help of track and field exercises.

Table 1. Dynamics of indicators of physical fitness of girls of the 1st and 2nd courses

Control exercise	1st course, 2002/2003	2nd year, 2003/2004

Run 100 m, s		p < 0.05	p < 0.05
		p > 0.05	p > 0.05
Standing long jump, cm		p < 0.05	p < 0.05
			p < 0.05
Raising the body from a prone position, number of times		p < 0.05	p < 0.05
		p < 0.05	p < 0.05
Run 2000 m, min		p < 0.05	p < 0.05
		p > 0.05	p > 0.05

Note. Here and in Table. 2-4: E - experimental group; K - control group.

VestnikTSPU. 2010. Issue 4 (94)

table 2 Dynamics of indicators of physical fitness of girls of the 3rd and 4th courses

Control exercise	3rd year, 2004/2005	Growth, %	4th year, 2005/2006

Run 100 m, s			p < 0.05	p < 0.05
			p > 0.05	p > 0.05
Standing long jump, cm			p < 0.05	p < 0.05
			p > 0.05	p < 0.05
Raising the body from lying position, number of times			p < 0.05	p < 0.05
			p < 0.05
Run 2000 m, min			p < 0.05	p < 0.05
			p > 0.05	p > 0.05

Table 3 Dynamics of indicators of physical fitness of young men of the 1st and 2nd courses

Control exercise	1st course, 2002/2003	Growth, %	2nd year, 2003/2004	Growth, %

Run 100 m, s			p < 0.05		p < 0.05

Standing long jump, cm			p < 0.05		p < 0.05
			p > 0.05		p > 0.05
			p < 0.05		p < 0.05
			p > 0.05		p > 0.05
Running 3000 m,			p < 0.05		p < 0.05
			p > 0.05		p > 0.05

Table 4 Dynamics of indicators of physical fitness of young men of the 3rd and 4th courses

Control exercise	3rd year, 2004/2005	Growth, %	4th year, 2005/2006

Run 100 m, s			p < 0.05	p < 0.05
			p < 0.05	p > 0.05
Standing long jump, cm			p < 0.05	p < 0.05
			p > 0.05	p < 0.05
Pull-ups on the high bar, number of times			p < 0.05	p < 0.05
			p > 0.05
Run 3000 m, min			p < 0.05	p < 0.05
			p > 0.05	p > 0.05

conclusions

1. The results of the study showed a significantly greater increase in the physical fitness of the students of the experimental group in comparison with the control group.

2. Students who regularly engage in physical exercises of a certain direction and do not interrupt classes even during exams, go through the period of student life more safely for their health.

3. Among students engaged in physical exercises of a certain direction, there is a more rational use of time in the daily routine, in contrast to students engaged in a standard program. This gives grounds to recommend the organization of the process of physical education in the university, taking into account the interests and needs of students in the motor activity of a certain direction, increasing motivation and improving the dynamics of students' motor fitness.

Conclusion

In conclusion, the following can be noted. In the system of higher education, it is necessary to implement the humanistic functions of physical culture and sports and their impact on the individual. The humanistic functions of physical culture and sports consist in the actualization of that huge cultural potential that sports and physical culture and sports activities carry in themselves in influencing the formation of a person's sports culture: educational potential, educational, health-improving and developing. In order to most fully realize the humanistic potential of physical culture and sports, it is necessary to create a pedagogical system of physical culture and sports education of students, aimed at the formation of a sports culture of the individual.

The basis for the formation of students' sports culture is the values of sports and physical culture, as well as universal values. In turn, values underlie value orientations, which are an important component of personality structure.

References

1. Diagnostics of sports culture S.Yu. Barinov MGIMO (U) Ministry of Foreign Affairs of the Russian Federation, Moscow.

2. Stolyarov V.I. Sports culture as an element of culture // Modernity as a subject of research in social sciences: materials of Vseros. scientific conf. - M.: MGAFK, 2002. - S. 28-33.

3. N. V. Arnst SPORTS CULTURE OF STUDENTS IN THE PROCESS OF PHYSICAL EDUCATION AT THE UNIVERSITY p. 103

4. THEORETICAL AND METHODOLOGICAL ASPECTS OF PERSONALITY SPORTS CULTURE 1 Burtsev V.A., 1 Burtseva E.V., 2 Bobyrev N.D. page 5655

5. A.I. Zagrevskaya, V.S. Sosunovsky VALUE ORIENTATIONS AS THE BASIS FOR FORMATION OF STUDENTS' SPORTS CULTURE IN THE PROCESS OF SPORTS EDUCATION Bulletin of the Tomsk State University. 2013. No. 368. S. 119-122

6. CRITERIA, INDICATORS AND METHODS OF MEASURING THE LEVEL OF DEVELOPMENT OF A SPORTS CULTURE OF A PERSON 1 Burtsev V.A., 1 Burtseva E.V., 2 Martynova A.S. "Pedagogical sciences" p. 1147

7. Pedagogy and psychology p.79 I.L. Sofronov, G.L. Drandrov, V.A. Burtsev

Formation of sports culture of students on the basis of sports games.

8. A.I. Zagrevsky SPORT AND SPORTS CULTURE OF STUDENTS IN THE SYSTEM OF HIGHER EDUCATION

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The concepts of "physical education", "physical development", "physical perfection"

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Physical education

Physical education is the process of acquiring special knowledge, vital motor skills and abilities, versatile development of physical qualities and formation of the need for physical exercises. Unlike physical education, physical training involves the mastery of motor skills and the development of physical qualities necessary in a specific professional or sports activity. In this regard, they say, for example, about the professionally applied physical training of a pilot, assembler, agronomist, etc.

Physical development

Physical development is a process of changing the forms and functions of the body (length and weight of the body, strength, speed, etc.) either under the influence of natural factors (labor, life, genetic predisposition), or under the influence of the purposeful use of physical exercises. Thus, if physical education is a specially organized pedagogical process, then physical development can proceed naturally.

physical perfection

Physical perfection is the level of health and all-round physical development that meets the requirements of human activity in certain historically established conditions. Achieving physical perfection is the goal of physical education.

The concepts of "sport" and "sport"

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Sport is a game, competitive activity and preparation for it, based on the use of physical exercises and aimed at achieving the highest results.

This activity has a number of features:

the presence of struggle, competition directly in the game, duel, etc.;
unification of the actions of an athlete, the conditions for their implementation and methods for assessing achievements in accordance with the official rules;
regulation of the behavior of athletes, taking into account the principles of non-antagonistic relations between people.

The concept of "sport" has a narrower meaning than "sport". A sport is a type of competitive activity formed in the course of the development of sports, which is distinguished by a specific subject of competition and the rules for conducting competitive struggle. Sports include athletics, weightlifting, gymnastics, wrestling, boxing and many others.

The emergence of physical culture

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The emergence of physical culture was due to the life of primitive society. In the process of labor and, first of all, hunting, a person acquired the necessary skills and abilities in running, jumping, throwing, climbing, developed strength, endurance and other necessary physical qualities.

The subjective prerequisite for the emergence of physical culture was the development of thinking, consciousness of primitive man. Performing magical and ritual actions before hunting, in which not the animal itself, but its image on a rock or earth was repeatedly struck, a person began to single out physical exercises as an independent activity.

With the emergence of religious beliefs, elements of physical exercise were associated with religious rites. So there were cult dances, dances, games.

Under the conditions of the tribal system, military training began to play an important role. For example, Australians practiced archery and boomerang throwing from an early age. The primitive tribes of Africa widely used fencing with sticks, wrestling, and exercises in swinging on vines in the education of children and young men.

Many primitive peoples had a rite of initiation (initiation) during the transition from one age group to another. The initiations usually used physical exercises, for which the young men intensively prepared.

Physical exercise also formed the basis of a variety of games and entertainment.

Olympic Games of Ancient Greece

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Numerous games and competitions were widespread in the slave states of the Ancient East, Ancient Rome and Ancient Greece. For example, in ancient Rome, the Trojan Games were traditional, which included competitions of riders in the intricate passages of the labyrinth, chariot races, wrestling, fisticuffs, javelin and discus throwing.

In ancient Greece, physical exercise reached its maximum development. Of all the games held there (Nemean, Delphic, etc.), the most significant were the Olympic Games. According to legend, Hercules laid the foundation for them in the 12th century. BC e., when he held a competition between his four brothers in honor of the victory of Zeus over Kronos.

The first known Olympic Games in history were held in 776 BC. e. in Olympia, located on the Peloponnesian Peninsula in southwestern Greece. The games were held once every four years. The periods between games were called Olympiads.

A month before the games, a sacred truce (ekekhiria) was declared throughout Greece. From the 8th to the 2nd centuries BC e. Only free-born Greeks could participate in the Olympic Games. Slaves, barbarians, and women were not allowed to play. In the future, athletes of non-Greek origin began to be allowed to participate in the games.

In the early period, the games took place on one day, during the heyday - on five days. They were carried out with great solemnity. Before the start of the games, all participants took an oath that they had honestly prepared for the games and would compete with dignity, and also made sacrifices to the gods. The winners were awarded with an olive wreath. In addition to sports competitions, various competitions, exhibitions, religious ceremonies were organized.

The program of the Olympic Games, which at first consisted only of running one Greek stage (192 m), subsequently expanded to include competitions in the pentathlon (pentathlon, which included running for one stage, discus throwing, javelin throwing for accuracy, long jump, wrestling), running with weapons (sword and shield), fisticuffs, pankration (combination of fighting with fisticuffs), chariot racing, horseback riding. Aristotle, Socrates, Herodotus took part in the games. Pythagoras was the champion in fisticuffs.

The emergence and spread of Christianity, which fought against the pagan faith and preached asceticism, led to the cessation of the Olympic holidays. In 394, the Roman emperor Theodosius I issued an edict banning the Olympic Games.

Under feudalism, games with elements of competition were only a part of folk festivals or jousting tournaments and no longer had the same significance as in ancient culture. Significant attention to purposeful physical exercises began to be paid only with the onset of the Renaissance. Sports and other components of physical culture in their modern sense became really widespread during the 19th and early 20th centuries.

Modern Olympic Games

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In 1894, exactly one and a half thousand years after the prohibition of the ancient Olympic Games, the International Olympic Committee (IOC) was created at the International Athletic Congress in Paris, and in 1896 the modern Olympic Games began. The French teacher and educator Pierre de Coubertin (1863-1937) played an important role in the revival of the Olympic Games. He headed the IOC until 1925.

The Olympic Games are held in accordance with the Olympic Charter (charter), which defines the basic rules of the games, the goals and objectives of the IOC. Athletes and judges take the Olympic oath to compete honestly and judge honestly. The Olympic motto is "Faster, higher, stronger!"

Olympic paraphernalia includes the Olympic symbol in the form of five interlaced rings of different colors, meaning the unity of athletes from five continents; white Olympic flag with the Olympic symbol in the center; olympic mascot.

Olympic ceremony consists of the grand opening and closing of the games, awards. At the opening, among other ceremonies, the Olympic flame is lit in the bowl of the stadium. The fire is delivered by torch relay from Greece, where in ancient Olympia it is lit from the sun's rays with the help of a large concave mirror.

The first modern Olympic Games took place in 1896 in Athens. In the future, they were held every four years, with the exception of 1916, 1940, 1944. during the first and second world wars. Since 1924, in the same years as the summer ones, the Winter Olympic Games began to be held. Since 1994, the winter and summer games have been held every two years. Currently, the duration of the games is 16-18 days.

While 311 athletes from 13 countries competing in 9 sports took part in the first Games in Athens, 10.5 thousand athletes from 197 countries competed for 271 sets of medals in the XXVI Games in Atlanta. The XXVII Games in Sydney have already brought together 11,000 athletes from 200 countries. A number of new disciplines were included in their program, such as synchronized diving, women's water polo, women's hammer throw, etc. The results increased immeasurably. For example, in the 100m run, the result improved from 12.0 s to 9.79 s; in long jump - from 6.35 m to 8.95 m; in high jump - from 1.81 m to 2.45 m.

Russian and Soviet athletes successfully performed at the Olympic Games. At the IV Games in London (1908), N. A. Panin-Kolomenkin won the gold medal in figure skating. Soviet athletes took first place in the unofficial team standings a total of 12 times. Athletes from St. Petersburg-Leningrad were indispensable participants in all the Olympic Games. Among them are Lyudmila Pinaeva, who won three Olympic Games in kayaking, gymnast Alexander Dityatin, who won ten Olympic medals, of which three are gold, swimmer Vladimir Salnikov, who won four gold medals, athletes Tatyana Kazankina and Tamara Press, who each have three top awards. A significant part of the Olympic teams were and continue to be student-athletes, including non-athletic universities. For example, among the graduates of St. Petersburg State University alone are Olympic champions Gennady Shatkov, Elvira Ozolina, Yuri Tarmak, Andrey Krylov.

Major modern sporting events

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At the present stage, in addition to the Olympic Games, a large number of major sports competitions are held. Their organization is carried out by international sports associations. In addition to the IOC, these include international sports federations such as the International Amateur Athletics Federation (IAAF), the International Federation of Football Associations (FIFA), the International Chess Federation (FIDE). There are also regional sports organizations, for example, the Supreme Council of African Sports, the Federation of Asian Games, the International Committee for the Mediterranean Games, etc.

Such sports associations as the International Federation of Sports Medicine, the International Association of Sports Psychology, etc. are also related to the competition.

International competitions can be complex or in one sport. The former include the World Universiade, the World Maccabiah Games (held in Israel once every four years), the African, Pan American, Mediterranean Games, etc. The latter include the World and European Championships; competitions that have become international, such as the English tennis championship held at Wimbledon; drawings of cups and prizes; memorials to the memory of outstanding athletes and coaches, for example, the Memorial of the Znamensky brothers in athletics. Championships are held, as a rule, for a short time in one country, and champions are revealed in them. Cup competitions consist of several stages, are held throughout the season in different countries, and the winners of the cup are determined based on their results.

Competitions are also divided into official and friendly. Numerous match meetings with the participation of club and national teams can be attributed to friendlies.

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Modern sports are divided into two main areas: mass sports and sports of the highest achievements or big sports.

Mass sports are characterized by a significant number of people involved, a relatively low level of results, and the dependence of sports on other dominant activities. Its purpose is to promote health, improve physical fitness and active recreation.

Mass sports include youth sports, which are practiced in general education and sports schools, most of the student sports, adult sports developed in clubs and sections at the place of work and residence, army sports. Recently, veteran sports have become very popular all over the world, in which, according to their age groups, men from 40 years old and women from 35 years old take part. There is also a special (Paralympic) sport or sport for the disabled, within which competitions of various levels are held. The largest of these are the Paralympic Games, which take place a few weeks after the Olympic Games.

The sport of the highest achievements is characterized by the extraordinary motor talent of those involved, the great expenditure of time and energy, and the dominant position in life. Its goal is to achieve the highest possible results or wins in major competitions. Athletes train and participate in competitions, as a rule, as part of national teams. The sport of the highest achievements is, with rare exceptions, a professional sport where a person works at the limit of his abilities. Such work generally pays quite well. For example, an athlete receives $100,000 for first place at the World Championships in Athletics.

Organizational bases of physical culture

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In our country, management in the field of physical culture is carried out on the basis of the Fundamentals of the Legislation of the Russian Federation on Physical Culture and Sports adopted in 1993. In 1999, a new version of this law was published. Management is carried out in two forms: state and public.

The highest state body for managing physical culture is the State Committee of the Russian Federation for Physical Culture and Sports. There are committees on physical culture in the constituent entities of the federation, as well as in territorial, regional, city and district administrations. On the other hand, work in the field of physical culture is carried out by separate ministries, which include the relevant departments and scientific and methodological councils. The National Olympic Committee of Russia (NOC) serves as an independent body involved in the development of Olympic sports in the country and the expansion of sports relations.

State administration covers preschool institutions, general education and youth sports schools, as well as schools of higher sportsmanship, higher and secondary specialized educational institutions, military units, medical institutions.

The structure of public bodies for the management of physical culture includes: the physical culture and sports society of trade unions "Russia", departmental public and state associations, for example, the sports and sports society "Dynamo", tourism councils, societies of hunters and fishermen, jogging clubs, etc.

The primary links of the social and physical culture movement are physical culture groups and sports clubs. They are created in institutions and enterprises, in educational institutions, at the place of residence.

State and public forms of physical culture management are closely interconnected and are presented jointly in the majority of educational and labor collectives.

The dynamic processes taking place in society in recent years have also been reflected in the sphere of organization of physical culture. The conditions for training and stimulating the work of high-class athletes have changed, paid health services have become widespread, provided both on the basis of state institutions and privately.

Student sports organizations and competitions

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The department of physical education is the primary state unit that carries out educational and training work and conducts sports competitions at the university. Classes are held at the main, special department (for students with disabilities for health reasons) and at the department of sports improvement. The primary public unit is the sports club of the university. The department and the club interact with the administration, the trade union organization of the university and the higher state and public bodies of physical culture management.

A significant role in the development of student sports is played by the public association of students and workers of higher education, created in 1993 - the Russian Student Sports Union. Its tasks include organizing and holding student competitions within the country and developing international sports relations. International student sports competitions are held under the auspices of the International University Sports Federation (FISU).

The system of student sports competitions combines intra-university, inter-university and international competitions.

Intra-university competitions include test competitions in classrooms, competitions for the championship of study groups, courses, faculties, hostels of the university.

Interuniversity competitions include district, city, zonal and all-Russian student competitions. Competitions between universities of the same profile are widespread, for example, agricultural, railway, medical, etc. The strongest student-athletes participate in competitions as part of various teams.

International competitions include friendly matches between individual universities in different countries, World Universiade held by FISU every two years in odd years, FISU championships. As a rule, more than half of the Russian national teams at the European and World Championships and the Olympic Games are students.

Content
1. What is meant by physical culture, the influence of physical culture and sports on a person. 3
2. The main health systems of physical education and their role in the formation of a healthy lifestyle, prevention of occupational diseases. 8
3. Self-massage, purpose of use, requirements for self-massage procedure. 16
Literature 19

1. What is meant by physical culture, the influence of physical culture and sports on a person.
Physical culture is a sphere of social activity aimed at maintaining and strengthening health, developing a person's psychophysical abilities in the process of conscious physical activity. Physical culture is a part of culture, which is a set of values, norms and knowledge created and used by society for the purpose of physical and intellectual development of a person’s abilities, improvement of his motor activity and formation of a healthy lifestyle, social adaptation through physical education, physical training and physical development ( in accordance with the Federal Law of the Russian Federation of December 4, 2007 N 329-FZ "On Physical Culture and Sports in the Russian Federation").
The main indicators of the state of physical culture in society are:
1) the level of health and physical development of people;
2) the degree of use of physical culture in the field of upbringing and education, in production and everyday life.
Scientists have calculated that back in the middle of the 19th century, of all the energy produced and consumed on Earth, 96 percent came from the muscular strength of humans and domestic animals. In those days, only 4 percent of the energy was generated by water wheels, windmills and a small number of steam engines. In our time, that is, a little over a century later, only 1 percent of energy is produced by muscle power.
The living conditions of people have changed significantly. Physical labor in a number of industries was almost completely replaced by mechanization and automation. Previously, people were forced to walk a lot, carry heavy loads, work enough in everyday life - chop and saw wood, carry water from a well. Now they have at their disposal high-speed and comfortable transport, pampering living conditions - elevators, central heating, hot water supply. So it turns out that millions of people are now experiencing "muscle hunger." To a certain extent, comfort can deprive a person of health, if he does not include the necessary physical activity in his life, in his life.
Since ancient times, the importance of clean air and exercise in the fight for health and longevity has been known. The father of medicine, the ancient Greek scientist Hippocrates, who lived for 104 years, preached that reasonable gymnastics, fresh air, and walks are necessary to prolong life. The famous Greek writer and historian Plutarch called the movement "the storeroom of life", and the philosopher Plato argued that "gymnastics is a healing part of medicine." The Roman scientist Galei repeatedly reminded: "Thousands and thousands of times I restored the health of my patients through exercise."
From the Greeks and Romans, a high assessment of the importance of physical exercises for the human body in its main features has come down to our time. Doctors and scientists of all countries and peoples consider dosed physical activity and, in general, movements in various forms as an effective means of improving the body, preventing many diseases, and prolonging life.
The same automation, which greatly facilitated physical labor, demanded enormous nervous tension from modern man. And it is known that chronic mental fatigue, and especially overwork, in the absence of physical activity, primarily adversely affects the central nervous system. This is primarily characterized by a decrease in the excitability of the cerebral cortex. Low mobility leads to the fact that the flow of nerve impulses from the muscles to the brain is reduced, which means that the normal activity of the most important organs and systems is disrupted, and normal metabolism is also disrupted.
Excessive hard work performed against the background of neuropsychic overstrain and chronic mental overwork without physical “discharge” undermine health, cause premature aging, are a source of illness, and a drop in overall performance.
An outstanding doctor and teacher, the founder of physical education in Russia P.F. Lesgaft wrote that the discrepancy between a weak body and developed mental activity will inevitably have a negative impact on a person: “Such a violation of harmony in the construction and functions of the body does not go unpunished - it inevitably entails the impotence of external manifestations follows: thought and understanding can be, but there will be no proper energy for the consistent testing of ideas and persistent implementation and application of them in practice.
And if in our age of the atom and cybernetics mental labor is increasingly replacing physical labor or closely merging with it, this does not mean that the requirements for physical development are proportionally reduced. Quite the opposite: intense mental work requires a good physical preparation of a person. After all, physical education and sports strengthen not only muscles, but also nerves, stimulate the mind, and, thanks to improved blood supply to the brain, ensure its more reliable operation. A person who has set himself the goal of achieving success in science will fulfill his dream sooner if he regularly engages in physical exercises, successfully connects his "head with his hands."
Physical exercise affects mental functions in two ways. On the one hand, they contribute to their development, and on the other hand, they ensure the stability of mental performance ........

Literature
1. Bilich G.L., Kryzhanovsky V.A. Biology. Full course. In 3 volumes - M .: LLC Publishing House Onyx 21st Century, 2002.
2. Biology. For applicants to universities /A.G. Mustafin, F.K. Lakgueva and others; ed. V.N. Yarygin. Moscow: higher school, 1997-2000.
3. Dubrovsky V.I. Therapeutic physical culture: Textbook for universities. - M. - 2001.
4. Reshetnikov N.V. Physical culture: Textbook for secondary vocational education. M. - 2002.
5. Physical culture of the student. Textbook for universities / Ed. V.I.Ilyinich. - M. - 2001.

The concept and forms (models) of sports culture

The concept of " sports culture ' is increasingly used in scientific publications. In its most general form, this culture is characterized as element of culture associated with sports. But when concretizing this general characteristic, the concept of sports culture is given different interpretations.

So, for example, the Romanian terminology commission, having included this concept in the system of concepts related to sports, gave it the following definition: “A component (area) of world culture, synthesizing categories, patterns, institutions and material goods created for the intensive use of physical exercise within the framework of a competition that pursues the idea of superiority or a record due to the biological and spiritual improvement of a person” [Definitions. 1971].

According to L.I. Lubysheva, “sports culture is the values, social processes and relations that have been developed in society and passed on from generation to generation, which develop during competitions and sports preparation for them. Participation in competitions is aimed at achieving a championship or a record through the physical and spiritual improvement of a person” [Lubysheva, 2009b, p. 205]. At the same time, it characterizes the sports culture of the individual and "as an integrative personal education, including a system of means, methods and results of physical culture and sports activities, aimed at the perception, reproduction, creation and dissemination of physical culture and sports values and technologies" [Lubysheva, 2013]. Such an understanding leads to a mixture of two personality cultures: one of them is associated with physical activity, the other with sports activities.

There are other characteristics of sports culture in the scientific literature [Balsevich, 2006, 2007; Barinov, 2009a, b, 2010; Drandrov, Burtsev, Burtseva E.V., 2013; Panachev, 2006, 2007; Sports culture. 2013; Stolyarov, 1997, e, 1998b, f, h, 1999b, 2000, 2002, 2004c, 2009a, 2010, e, 2011c, d, 2012, 2013a; Stolyarov and Barinov, 2009a, b, c, 2011; Stolyarov, Kozyreva, 2002; Shabanska, 1970; Grupe, 1990, 1991; Jarvie, 2006; Leist, 1995, 2001; Liebau, 1989; Neue sportculture. 1995 and others].

sports culture - historically changing positive value attitude of the subject (individual, social group or society as a whole) to sport: activity, its means and results in understanding, preserving and developing those varieties, aspects, functions, components of sport that the subject, focusing on certain social ideals, meanings, symbols, norms, patterns of behavior, evaluates them as the most important, significant, i.e. regarded as values.

The main indicators of sports culture:

¦ knowledge about the essence, specifics, forms, functions, social and personal meaning of sports, as well as ideals, norms, patterns of behavior, on the basis of which sports activities (certain components, functions, forms) are evaluated in judgments, opinions, emotions, real actions and so on. as significant, important, i.e. as values;

¦ comprehension of this assessment;

¦ interest in sports, desire (need) to participate in sports activities and real participation in it;

¦ certain qualities and abilities, behavior, lifestyle, etc., which are the result of playing sports, etc.

Principal Feature author's understanding of sports culture, which distinguishes it from other interpretations of this culture, is that it recognizes the possibility not only humanistic (as is commonly believed), but also other orientations subjects of this culture [see: Stolyarov, 1997, e, 1998b, f, h, 1999b, 2000, 2002c, 2004c, 2009a, 2010, e, 2011c, d, 2012, 2013a; Stolyarov and Barinov, 2009a, b, c, 2011; Stolyarov, Kozyreva, 2002].

This position of the author in this problem is a consequence of the above justified position that sport can perform various functions, be used to solve various socially and personally significant tasks, and therefore various sides, aspects of sports activity can act as values for the subject. It can attract people to realize various goals, meet various needs. It can be “the joy of physical effort”, the desire to win, love of sports, sports passion, the desire for fame and public recognition, for material gain, demonstrating one's outstanding physical abilities, masculine qualities, aggressiveness, etc.

The typology of sports values testifies to how diverse and even contradictory in nature those aspects and functions that can attract the subject, underlie his positive value attitude to sports.

Means, this relationship is always not general, but quite specific: it does not mean sport in general, but one or another of its aspects, aspects, components, functions, types, varieties, etc.

Therefore, the sports culture of different individuals and social groups can have miscellaneous content, different character, different focus, various features, depending on what the subject sees the value of sports, one or another of its types, forms, varieties, than sports activities and related sports competitions, training, etc. attractive to him. At various stages of social development, in various socio-economic and cultural conditions, sports culture can also significantly change, be modified, take on various forms, i.e. It has specific historical character . Thus, sports culture in Ancient Greece, unlike modern society, was closely connected with

religious values. A certain imprint on sports culture was imposed by the values of a socialist or bourgeois society.

Therefore, it is important to take into account the various models (forms, varieties) of sports culture - both humanistic and other orientations. [see: Stolyarov, 1997, e, 1998b, f, h, 1999b, 2000, 2002c, 2004c, 2009a, 2010, e, 2011c, d, 2012, 2013a; Stolyarov and Barinov, 2009a, b, c, 2011; Stolyarov, Kozyreva, 2002]. In scientific publications, as a rule, this is not paid attention to: discussions are conducted about sports culture at all.

The choice by the subject of certain aspects, components, functions, types, varieties of sports activity in its evaluation is significantly influenced by its value orientations, attitudes: those ideals, meanings, symbols, norms, patterns of behavior, on which he focuses in his life. At the same time, the inclusion of a subject in sports activities can lead to the formation new or to a certain modifications his existing value orientations, attitudes [see: Arvisto, 1972, 1975, 1976, 1982; Vinnik, 1991; Egorov A.G., 1991] and other authors. Of particular importance in this regard is the method of organizing rivalry and cooperation used in sports competitions [Stolyarov, 1997, 1998b, f, g, 2000, 2002a, 2004c, 2009a, 2010, e, 2011c, d].

Means, specific content, specific focus, features of one or another form of sports culture of the subject (individual, (social group, society as a whole) determines his value orientations, attitudes: ideals, meanings, symbols, norms, patterns of behavior, on the basis of which he evaluates sports, ascribes certain values to sports activities (defines its most important, significant aspects, components, functions, types, varieties, etc.), sets and solves certain tasks, etc., as well as those new (or modified old) ideals, meanings, symbols, norms , patterns of behavior that are formed under the influence of sports activity.

One of the forms of sports culture - sports and pragmatic culture .

This kind of sports culture is characterized by a pronounced instrumental (utilitarian, pragmatic ) the orientation of the subject of this culture. It means that the most important, significant in sports activities for him are purely instrumental (utilitarian, pragmatic) values. The most striking example in this regard is such a value as the opportunity to earn money in sports, acquire material goods, etc. It is this value orientation towards sports that is typical, for example, for athletes in professional sports. Among the pragmatic values of sports activity, of course, is the fact that it orients the participants of this activity towards permanent achievements and success. The utility of a sports culture can also be manifested in a person's orientation towards the formation and improvement through sports not of the holistic development of the personality, but of l ish some of its individual qualities and abilities (for example, will or other mental abilities, strength or other physical qualities, etc.), elements of culture in isolation from other qualities and abilities. One of the options for such an instrumental (utilitarian, pragmatic) direction of sports culture is its integration with political culture, on the basis of which it acts as sports and political culture [see: The relationship between sports and politics., 2005; Stolyarov, 2005a, 2010e, 2011; Stolyarov and Khlopkov, 2003; Khlopkov, 2003].

Sports activity can attract the subject of this activity and others with its aspects. Thus, it can act as a value for him on the basis of what makes it possible to demonstrate his superiority over others, realize his nationalist ideas, solve narrowly selfish political tasks, show his aggressiveness, etc. In this case, sports culture includes norms and values that do not coincide with the general cultural values of a humanistic orientation, as a result of which it acts as a sports culture. inhumane (inhumane) orientation - inhumane (inhumane) sports culture.

The most important in modern conditions is sports and humanistic culture.

The basis of this variety of sports culture is the positive value attitude of the subject of sports activity to this activity, to its various components (sports training, sports competitions, etc.), types, varieties, their aspects, functions, etc. from poses iti th humanism, from the point of view of his ideals and values - the holistic development of the individual and humane relations with other people, nations, cultures, beliefs.

Means, sports and humanistic culture - this is a humanistic value attitude of the subject of sports activity to this activity (to sports training and sports competitions): the process, means and results of comprehension, preservation and development of those varieties, aspects, functions, components of sports, which he, focusing on humanistic ideas, ideals, meanings, symbols, norms, patterns of behavior, evaluates as the most important, significant, i.e. regarded as values.

The main features of sports and humanistic culture include the following:

Knowledge, understanding and positive assessment of the concept of humanism, its ideals and values, their role and significance in modern society, including in the field of sports, the ability to substantiate this assessment;

Knowledge, understanding and positive assessment of the humanistic significance of sports activities, the ability to substantiate this assessment;

Have knowledge of the factors on which this value of sport depends;

At the desire (desire) to focus in sports activities on humanistic ideals and values;

The quality and ability (skills and abilities) that allow you to act effectively in sports in accordance with such an orientation;

Have a real participation in sports activities in order to use it for the holistic development of the individual, promoting the implementation of humanistic ideals and values;

At the results of sports - humanistic activity: qualities and abilities formed as a result of participation in sports activities, characterizing the integral development of the personality; moral behavior in sports;

a style (way) of life adequate to humanistic ideals, the nature of relationships with other people; negative attitude towards persons whose behavior is contrary to the ideals of humanism.

In the structure of the sports-humanistic culture of the individual, it is important to distinguish the positive humanistic attitude of the individual:

¦ at all to sports activities (one or another of its types, varieties, components, etc.) (humanistic general sports relation);

¦ to own sports activity, to one or another of its types, components (humanistic I am athletic relation).

The humanistic attitude of the individual to his own sports activity is of particular importance in the structure of the sports and humanistic culture of the individual. It is a motivational determinant, a regulator of his real and verbal behavior.

Sports and humanistic culture can act in different forms, depending on how the general humanistic ideals and values are concretized, to which the subject of this culture is oriented.

At present, it is important to distinguish between two possible forms of sports - humanistic culture - Olympic And Spartan [see: Stolyarov, Barinov, 2009c, 2011].