PSYCHOLOGIGAL AND PEDAGOGICAL PRINCIPLES OF MANAGEMENT AND CONTROL IN THE PROCESS OF PHYSICAL EDUCATION

Abstract

The article reveals the psychological and pedagogical foundations of management and control in the process of physical education. The essence of the physical education system is defined as an integral process aimed at developing the physical, moral, volitional, and socially significant qualities of an individual. The main factors influencing the effectiveness of management in physical education are analyzed, including the professional competence of the teacher, students’ motivation, the educational environment, and the application of modern control methods. The concepts of “management” and “control” are clarified as interrelated components of the pedagogical system that ensure coherence of actions among participants in the educational process and achievement of pedagogical objectives. Special attention is paid to the role of pedagogical control in ensuring the effectiveness of physical education, defining its goals, tasks, functions, and types. The importance of an individual-differentiated approach that considers students’ psychophysical characteristics, levels of preparedness, and self-regulation abilities is emphasized. The article highlights the significance of motivation, reflection, and self-control in forming an internal need for physical activity, fostering self-discipline, and developing a responsible attitude toward personal physical development. It is substantiated that psychological and pedagogical support based on the principles of humanization, individualization, and partnership interaction contributes to improving the effectiveness of the teacher’s managerial activity. The obtained results can be applied in the practice of physical education teachers, trainers, and educators to enhance the system of control, management, and stimulation of students’ cognitive and physical activity within the educational process.