THEMATIC APPERCEPTIVE TEST AS A MEANS OF IDENTIFYING INDIVIDUAL CHARACTERISTICS OF STUDENTS

The problem of the research is to justify the possibility of using a thematic apperceptive test to identify individual characteristics of students in the development of constructive behavior of future coaches. The purpose of our research is to study the effectiveness of using TAT as a means of identifying individual characteristics of students in the process of forming constructive behavior. Methodology. The research is based on the methods of pedagogical observation and pedagogical experiment. 47 Вестник Сибирского института бизнеса и информационных технологий № 2 (34) 2020 Results: to identify individual characteristics of students - the logic and independence of solving conflict situations, we used a modified version of the thematic apperceptive test. We judged the level of manifestation of these features by their degree of expression and rated them in points from 4 to 1 (four levels). In the course of the research, we have identified the levels of formation of constructive behavior of students of physical education institutions. Criteria for identifying the levels of formation of constructive behavior of students were determined from the analysis of the actual material of the conflict situation. We have identified four levels of formation of constructive behavior of students. The fourth level was rated at 4 points and was characterized by us as optimal. This level is characterized by the optimal development of constructive behavior, the student is fully aware of the conditions of the situation, performs a deep analysis of the reasons for the actions of athletes, makes a correct and reasonable decision. Third level. A sufficient level of development of constructive behavior, meet the conditions when students are creative and give the right decision, but it is based on partially unsubstantiated facts, which are not mentioned in the situation. As a rule, these are cases from their life, literature, sports, the Internet that touched the subject and at the moment determined his view of the conflict. students at this level gave a brief analysis of the situation, the decision is correct, but not justified (3 points). The second level (acceptable): a short, although logical analysis of the situation, in solving situations there were violations of sequence, bringing examples from personal life, which does not allow you to objectively understand the proposed situation. When resolving conflict situations, the proposed solution was not justified, and the reasons were not analyzed. Students who gave solutions at this level were not able to prove their reasoning (2 points). The first level (critical (destructive): complete inability to understand the situation, putting forward false positions with complete inability to prove the proposed position, build a justification and logical reasoning. As a rule, the decision was anti-pedagogical in nature. Conclusions: Individual features that have shown themselves at different levels of formation of constructive behavior are as follows: Solutions at the "optimal" (IV) level are given without "leaving". At the other levels, various variants of "care" prevail: substituting "care" at the " sufficient "(III) level; formal construction at the" acceptable "(II) level; descriptive, substituting and branched" care "at the" critical " (I) level. At the" optimal"," acceptable "and" critical " levels, the effective position of the subjects prevails. But at the" critical " level, all four positions (effective, contemplative, aggressive, and passive) were revealed.

constructive behavior, thematic apperceptive test, individual characteristics, conflict situations, professional training, students

1. Гулякина, В.В. Социально-психологическая технология формирования конструктивного поведения у студентов в конфликте [Текст] / В.В. Гулякина //В сборнике: Осознание Культуры - залог обновления общества. Перспективы развития современного общества материалы XX Всероссийской научно-практической конференции. - Севастополь, 2019. С. 269 - 272

2. Колмогорова, Н.В. Индивидуальные особенности студентов физкультурного вуза в решении проблемных ситуаций [Текст] / Н.В. Колмогорова, Н.М. Костихина// Вестник Кемеровского государственного университета. 2014. № 2 - 2 (58). С. 111 - 113

3. Костихина, Н.М. Проблемные ситуации как фактор развития конструктивного поведения студентов физкультурного вуза. [Текст] / Н.М. Костихина, Л.С. Лукьянченко // Проблемы совершенствования физической культуры, спорта и олимпизма: сборник статей : в 2 ч. / под общ. ред. В.А. Аикина // Материалы Всероссийская научно-практическая конференция молодых ученых, аспирантов, магистрантов соискателей и студентов (9 - 10 декабря 2015 г., г. Омск). - Омск: Изд-во СибГУФК, 2015. Ч. 2: Психолого-педагогические аспекты физкультурно-спортивной деятельности. - С. 194 - 202

4. Костихина, Н.М. Роль проблемного обучения в формировании педагогических умений студентов физкультурного вуза: учеб. пособие для преп. педагогики и студ. ин-в физ.культ.[Текст] / Н.М. Костихина. - Омск: Изд-во СибГУФК, 2005. - 54 с

5. Лукьянченко, Л.С. Личностно-ориентированный подход в процессе формирования конструктивного поведения студентов в физкультурном ВУЗе [Электронный ресурс] / Л.С. Лукьянченко, Н.М. Костихина// Современные проблемы науки и образования. 2018. - № 2. - Режим доступа: http://www.scienceeducation.ru/ru/article/view?id=27551, свободный

6. Харитонова, И.В. Специфика подготовки студентов к урегулированию конфликтов и формирование навыков конструктивного поведения в конфликтных ситуациях [Текст] /И.В. Харитонова //Вектор науки Тольяттинского государственного университета. Серия: Педагогика, психология. 2013. № 2 (13). С. 292 - 295