Designing a dissected teaching method in the professional education of cadets of educational institutions of the Ministry of Internal Affairs of Russia

Kandabar Aleksandr Nikolaevich Lecturer; Department of Physical Training of the educational and Scientific complex of special training; V.Ya. Kikot Moscow University of the Ministry of Internal Affairs of the Russian Federation 12 Akademika Volgina str., Moscow, 117574, Russia kandikk@mail.ru

Introduction. In the process of professional education of cadets, when studying the discipline "Physical Training", the motor actions they master are of various difficulties, both in coordination of movements and in the amount of muscle effort required to perform them. Often, simple coordinated movements require a lot of muscle effort, and vice versa. Sometimes the movement can be very easy in terms of muscle effort and very difficult in terms of movement coordination. Good coordination of movements, the ability to rationally use gravity, body inertia, often lead to success in mastering movement techniques ^{[5, 6]}.

When teaching pain techniques, high demands are placed not only on the musculoskeletal system, but also on the students' coordination abilities, i.e. on the regulating activity of the central nervous system, which plays a crucial role in the formation of motor skills ^{[4, 3]}.

The process of motor skill formation occurs based on a number of attempts at the same movement, aimed at achieving the most successful result in form and nature. First of all, having in mind a visual image of the movement being repeated, the student proceeds to trial attempts, receiving certain motor representations during their execution. Teachers, in the course of repeating movements by students, make corrections and clarifications to improve the technique of the movements performed. This makes it possible to gradually eliminate incorrect movements, imprinting in the cortex of the student's hemispheres the correct components and structure of the movements of the studied technique. By repeating the attempts, the student gradually masters the necessary components of the reception movements, which are further interconnected by conditioned reflex connections ^{[2, 7, 8]}.

The participation of consciousness plays an extremely important role in the process of motor skill formation. Thus, the student consciously determines the motor tasks facing him, draws up a movement project, ensures the use of familiar movements, suppresses the fear of movement. In the process of mastering movement through consciousness, mistakes are gradually eliminated ^[9].

Professionally significant painful fighting techniques can be mastered by cadets based on the design and use of both a fragmented and holistic teaching method. The process of mastering painful fighting techniques consists of a number of stages: creating an idea of movement, learning movement and consolidating movement. One of the success factors in teaching technical actions is the correct selection of summing exercises. Here we should proceed from the following principles: summing exercises should be similar in structure to the main movement; exercises should be arranged according to increasing difficulty both in terms of coordination of movements and in terms of applied muscular efforts; as summing elements, not only movements on the subject under study can be used, but also movements studied within the framework of other topics. These exercises should be similar in structure to the one being learned.

Well-known didactic principles: "from simple to complex" and "from known to unknown", should be used and widely applied in the selection of summing exercises that ensure the formation of basic motor skills.

The purpose of the study is to identify the effectiveness of using the dissected method and summing exercises at the initial stage of teaching pain techniques in physical training classes.

Organization and methods of research. The study involved 1st-year cadets of the Moscow State University of the Ministry of Internal Affairs of Russia named after V.Ya. Kikot. Two groups were organized: a control group and an experimental group, each group consisted of 25 people. The study took place over one month, and the subjects were given 9 training sessions. During the study, pain techniques (techniques for restricting freedom of movement) were studied, fixed in the order of the Ministry of Internal Affairs of Russia dated 02.02.2024 No. 44 "On Approval of the Procedure for organizing personnel training to fill positions in the internal Affairs bodies of the Russian Federation" ^[1], a total of 8 pain techniques were studied. The training of the control group was carried out according to the generally accepted methodology. The study of techniques in the experimental group was carried out using a dissected method using summing exercises. At the end of the study, the subjects performed a demonstration of assessment techniques, on the basis of which the average score for each technique was calculated, the assessment was carried out by an expert group of 4 people (work experience of at least 15 years).

The results of the study and their discussion. The study solved the problem of identifying and substantiating the most effective methods and tools for studying pain techniques in physical training classes in educational institutions of the Ministry of Internal Affairs of Russia and the formation of skills and abilities to perform them among students. Based on the average group results of the control and experimental groups, the level of formation of pain techniques in the cadets was assessed (Fig. 1).

Figure 1 – Assessment of the formation of pain techniques in the subjects

A comparative analysis of the results of the subjects showed a positive result in the experimental group with an average group score of 4.5 points. At the same time, the average group score in the control group was 2.9 points, which corresponds to the assessment of "unsatisfactory".

Conclusions. Thus, a comparative analysis of the research data demonstrates that at the initial stage of pain training, the most effective use of the dissected method using summing exercises.

In our opinion, at the initial stage of training in pain techniques (techniques for restricting freedom of movement), they should be divided into a number of stages.

The first stage is to create an idea of the reception or, in other words, to familiarize oneself with the movement. At this stage, the student, first of all, gets acquainted with a new movement. When getting acquainted with the movement, two of the most common and mutually complementary methods are used — demonstration and explanation. Students are shown a technically correct movement, which, in turn, is accompanied by brief remarks explaining what has been shown. After the students have understood what has been shown, they make tentative attempts to master the basics of movement. The demonstration, explanations and tentative attempts at further study do not just follow each other, but are very closely intertwined.

The second stage of training is learning the technique. It should be noted that in the process of learning a particular technique, one should use, among other things, the similarity of its structure with the structure of other previously studied techniques. In this regard, primarily from the available motor experience, such automated movement details are determined that are similar to the movement being learned in their coordination features.

The final stage of training is the consolidation of the technique, which is caused by the automation of the motor skill during its repeated repetition. Automation of reception is characterized by the fact that consciousness mainly exercises control over the main, nodal components of reception, i.e. it takes care of preserving the basic structure of movement. This is possible due to the fact that in an automated element, one component of movement | reflexively causes the next one ^{[7, 8]}.

The purpose of studying techniques is to apply learned techniques in the context of their actual use with an interacting opponent. Knowledge of the technique and execution of the techniques alone is not enough to apply the techniques of detention. To do this, it is necessary to acquire the skill to apply protection techniques in a real confrontation with the offender. It is a difficult task to develop the ability to apply learned techniques in conditions close to real ones. Targets are designed to accomplish this difficult task. There is a huge variety of these tasks.

Conditional assignments. Conditional tasks are those in which it is allowed to use only perfectly defined techniques and actions. Before starting such a task, the teacher indicates to the students what techniques and actions are allowed to be used in this task. Usually, conditional tasks are given to consolidate a newly learned technique or several techniques learned in previous lessons.

For example, in this lesson, the technique of bending the arm behind the back with a "jerk" is studied. To consolidate and improve it, the teacher gives a conditional assignment, indicating to the students that the main task of the assignment is to apply the technique of bending the arm behind the back with a "jerk". Students in pairs begin to perform the technique and at the same time apply mutual metered resistance to each other. However, this resistance is done only in order and so far as to gradually create the conditions of this task, approaching the conditions close to the real ones. Students in pairs, when conducting conditional tasks, are given to each other for admission, while resisting moderately, which creates the most favorable conditions and conditions for each other to perform improved techniques. The task of both partners in the conditional assignment is to make timely and correct use of the terms and conditions deliberately created during the assignment to conduct receptions.

The above gives grounds to assert that conditional tasks are primarily of a technical rather than a forceful nature. They are a certain necessary methodological step in mastering the technique of techniques. However, although conditional tasks mainly pursue technical improvement of techniques, nevertheless, an element of training of psychophysical qualities also takes place here: in the process of carrying out the task, both partners have to overcome each other's weight and moderate resistance, and this is the initial degree of psychophysical training.Conditional tasks are introduced from the first steps of training: in the very first lessons, it is necessary to engage with the simplest grips and unbalance of the partner, the teacher gives a conditional task for these techniques, after studying the technique, a task is given for its application and consolidation, etc.

The introduction of such tasks does not contradict the poor physical fitness of the students, which takes place during the initial period of training, since conditional tasks are given for a short period of time (the first tasks are given for 2-3 minutes). The physiological load in such tasks not only does not worsen, but, on the contrary, improves the physical condition of those involved, gradually strengthening their body. As the physical condition of the students strengthens, the time allotted for conditional tasks increases, and later on for other types of tasks.

Gradually, as you study the techniques of detention techniques, you should move from conditional tasks for one step to conditional tasks for two, three or more. At the same time, the main focus should be on applying the technique learned in this particular lesson. The main difference between conditional tasks and free ones is that when they are performed, students do not use techniques arbitrarily at their discretion, but pre-determined by the teacher. You should switch from conditional to free tasks when the students have a certain stock of learned techniques, i.e. after several practical exercises, and when the time in conditional tasks is brought up to 5-6 minutes.

Free assignments. Free assignments are those in which the actions of the students are not determined in advance by the teacher. In these tasks, the students, at their discretion, carry out one or another technique, depending on the appropriate situation created in the process of confrontation.

Technical free assignments. The essence of a technical free task is to perform as many techniques, defenses, and counter-techniques as possible within a set time, without spending a very large amount of physical strength. To do this, students, as well as during conditional tasks, are given each other receptions, while resisting moderately and artificially creating conditions and conditions for each other that are most beneficial for performing the techniques they know. When conducting such tasks, students should pay special attention to making timely and correct use of artificially created conditions and conditions for conducting appropriate techniques and defenses. This gives you the perfect skill to perform familiar techniques in conditions approaching a real confrontation. This is where the use of combinations of several techniques begins. It is most advantageous not to strain yourself very much during the entire task, but to do this only at the time of the reception. This provides significant energy savings and allows you to withstand the task for longer, which contributes to the greater use of techniques and the development of endurance necessary in the confrontation with the offender.

When fixing the performance of painful techniques, the following methodological techniques should be used: perform techniques on partners of different heights and weights; change the environment in which techniques are performed (another hall, street, training ground); combine techniques with other actions (punches, throws, defensive actions).

The formation of individual motor skills, as well as mastering the entire volume of educational material, can be successfully carried out only if students are active and interested in the educational process, with a qualified teacher who has theoretical knowledge in the subject under consideration, as well as personal experience in performing painful techniques.

In connection with the above, it should be noted that further development of technical training issues will improve the level and quality of teaching in educational institutions of the Ministry of Internal Affairs of Russia.