WAYS TO IMPROVE THE PEDAGOGICAL CONTENT OF PROFESSIONAL DEVELOPMENT COURSES FOR RHYTHMIC GYMNASTICS COACHES
A set of personal characteristics of coaches in sports is necessary for successful performance of work, for its implementation at a high professional level. The understanding of the essence of professionalism in our country has been significantly influenced by state and political transformations that have changed the requirements for the personality of a professional. The coach should perform his work functions with an emphasis on the professionally important qualities of the specialist. Only this approach will allow him to act independently and competently, and contribute to the further professional development of the coach. The purpose of the research: development of a model of components and operations of professional thinking as a professionally important quality of rhythmic gymnastics coaches; improvement of the pedagogical content of training courses for rhythmic gymnastics coaches. Research objectives: to develop a model of components and operations of professional thinking as a professionally important quality of rhythmic gymnastics coaches; to determine ways to improve the pedagogical content of training courses for rhythmic gymnastics coaches. Methodology (materials and methods). The pedagogical content of the training courses for rhythmic gymnastics coaches should be based on the relationship between the problems of the theory and methodology of sports training and the improvement of the methodology for the development of professionally important qualities. Professionally important qualities of trainers are those psychological qualities and mental processes that are responsible for the performance of work. Methods for developing professionally important qualities are methods, tools, forms, and techniques aimed at solving problems that ensure the success of the coach's work. Conclusions. It is revealed that the improvement of the pedagogical content of advanced training courses for rhythmic gymnastics coaches is based on natural science and social grounds. We found that the classification of educational and cognitive tasks should include tasks not only for the vision of the problem, for identifying inconsistent judgments, for making suggestions for achieving the goal, for identifying consequences, but also for detecting and refuting errors with multiple solutions, for developing generalizing strategies for solving, for proofs and antinomy problems. Author's contribution of Martirosova Tatyana - 60%, Kondrashova Elena D. - 20%, Gorbachev Aleksey - 20%.