Features of the Individual Style of Coach and Teacher Work of the Choreographic Team

Abstract

The paper presents the results of studying the peculiarities of work styles (authoritarian, democratic, liberal) and the behavior of coaches in technical and aesthetic sports and choreographers. The purpose of the work was to analyze and compare the individual styles of coaches’ work in technical and aesthetic sports and teachers of dance groups and choreographic schools. A group of theoretical and empirical methods were used in the study. The survey involved: 14 choreographers from eight dance groups, 9 teachers from public and three private choreographic schools and 18 coaches working with representatives of artistic, sports and aesthetic gymnastics, sports acrobatics and aerobics as well as 118 students engaged in choreography and sports. The results of the survey were supported by pedagogical observation data. The study made it possible to identify priority work styles of coaches in technical and aesthetic sports and teachers-choreographers which depend on many factors, including the type of activity, age characteristics of students, training and training stage, etc. It was found that the authority of the coach and teacher is a determining condition for his/her success, the effectiveness of the impact on students as well as associated with the individual style of his/her work. The obtained results can be used in the practice of coaches in technical and aesthetic sports as well as teachers of dance groups and choreographic schools for effective interaction in the system «teacher, coach – student».

Research on Dynamic Tracking and Choreographic Techniques of Modern Dance Based on Computer 3D Modeling Technology

“…Modern dance is the unity of Theory and practice, and only by virtue of the teacher's guidance in class is it far from enough [10]. The existing modern dance teaching mode is mostly class training (or online classroom) + independent training after class, without the unification of class and online and offline [11].…”