At the present stage, physical culture and sports in educational institutions have acquired great social strength and significance. Since they are not only an effective means of physical development of students, strengthening and protecting their health, a sphere of communication and manifestation of social activity of children and young people, a reasonable form of organizing and spending their leisure time, but also affect other aspects of the life of pupils: authority and position in society , labor activity, on the structure of moral and intellectual characteristics, aesthetic ideals and value orientations.
Physical culture and sports form an active humanistic environment in which, one might say, the struggle for the consciousness of people and, especially, for the soul of the child against aggressiveness, drug addiction, desocialization is developing .
In physical exercises, various methods are used to form positive character traits and moral qualities: persuasion, assessment of actions (encouragement, praise, discussion, censure), a positive example of children and the mentor himself, practical training in correct actions and deeds.
Persuasion is applied in the form of verbal influences (clarification, conversation). Using the method of persuasion, the coach explains the rules of behavior, encourages pupils to more consciously fulfill them. Approval, praise help the child to overcome the lack of confidence in their abilities, eliminate deficiencies in behavior. Verbal influences are only convincing when they are supported by examples: the coach notes the positive behavior of individual pupils and the rest to imitate them. No less important is the personal example of the coach himself: the higher the authority of the teacher, the stronger his influence on the moral education of children.
The accumulation of moral experience and its consolidation are carried out by the method of practical training, repeated repetition of correct actions and deeds in specific conditions of motor activity. Outdoor games are especially valuable in this respect. The leading role in the development of moral qualities in children belongs to the teacher.
In the process of physical education, children develop volitional qualities (persistence, endurance, courage, determination, etc.). To the greatest extent, this is facilitated by physical exercises that require manifestation of courage (high jumps, climbing a gymnastic wall, etc.). at the same time, the need to follow the rules, the example of comrades encourage children to overcome fear, to show restraint.
The environment has a greater educational impact. The lower the age and life experience of a person, the stronger the impact of the environment. For children, the direct irritant of the environment is: the coach’s appearance, his attitude towards pupils, the level of his professional skills; appearance of the sports hall, equipment, inventory; the state of the changing rooms; the appearance of those involved in training, etc., that is, the atmosphere in which physical education is carried out.
When summing up the results of the lesson, it is necessary to note not only the fastest, strongest, dexterous and enduring, but also the most persistent, hardworking and courageous. The conviction of the need to perform exercises for the development of strength, endurance, etc., formed at primary school age, will allow in the middle and senior grades to maintain the habit of performing them to improve physical and moral-volitional qualities.
Thus, moral education takes place, first of all, in the learning process – the main activity in the lesson and training session. In physical exercises for the formation of positive character traits, moral qualities, various methods are used: persuasion, assessment of actions (encouragement, praise, condemnation, censure), a positive example of the trainer and teacher himself, practical accustoming to correct actions and deeds. Persuasion is applied in the form of verbal influences (clarification, conversation). Using the method of persuasion, the coach explains the rules of behavior, encourages pupils to more consciously fulfill them. Approval, praise help the child to overcome the lack of confidence in their abilities, eliminate deficiencies in behavior.