Thinking efficiency test. Development of regional education
PST has been a standard product used in the selection process for over 60 years and has been proven to be effective in numerous studies. The test assesses analytical skills and the ability to quickly and correctly solve professional problems. In 65 minutes, the candidate is invited to complete 50 tasks in Russian, choosing the correct answer from the 5 proposed. The test consists of math problems, tasks for the interpretation of data from tables and graphs, and for text comprehension.
Training Exercises to Prepare for the Test
on the efficiency of thinking 38
Target
These exercises will help you understand how you should answer the questions in the solution skill test. With these exercises, you:
1. Get to know the main features of this test.
3. Practice answering questions similar to those you might find in the test itself.
Features of the test for the efficiency of thinking
The test includes three types of questions that involve critical thinking and analytical skills:
Number of questions
Understanding questions about data presented in tables or charts | |
Written Comprehension Questions | |
Solving math problems | |
Total 50 |
You have 65 minutes to answer 50 questions. It is allowed to use a calculator, although it is not required. You should write in pencil so that you can easily erase the wrong answer.
Each question offers 5 answer options, from which you have to choose the correct one. You are not required to provide detailed answers. Just check ONE of the five answers that are labeled A, B, C, D, E.
During the test itself, you will have to mark your answers on a special answer sheet, which is distributed separately from the list of questions.
If you check several answers to a question at once, your answer WILL NOT considered correct.
If you decide to change the answer, then you need to erase its first option or additionally highlight it so that it does not happen that you have marked two or more answer options at the same time.
Points accrual
Each correct answer adds one point to your total. If you flagged a wrong answer, points will NOT be deducted from the total.
How to get the best results
Recent research has shown that adherence to the following guidelines will increase the number of points awarded on a solution test. Once you have mastered these rules, you will understand what you need to do and what to avoid when answering the test questions.
Rules thatmust be observed to get the best score on the solution test:
Be clear about the nature of the question before you go through the suggested options.
Work as quickly as possible, while acting confidently and clearly: do not waste time on a question that you do not understand.
Immediately discard any answers you think are knowingly wrong and choose an answer from the remaining options.
Check a box for each question, even if you have to guess the correct answer.
At the end of the test, use the remaining time to check your answers.
What it does not follow do by answering the questions of the solution test:
Read the entire test slowly and carefully before proceeding.
Spend time checking the already marked answers until you have answered all the questions.
Waste time thinking about an answer that is not one of the suggested answers.
Practice questions
The following is a sample question and the correct answer is indicated, marked accordingly on the answer sheet:
Sample question
1. The truck is moving at a speed
80 km / h. How far will he travel in 30 minutes?
E. None of the above answers are appropriate
Answer sheet
1. 
EMBED MSDraw \ * mergeformat 
Approximate explanation
30 minutes is half an hour, so a truck traveling at 80 km / h will cover 40 km in half an hour.
The correct answer (letter C) is filled in.
As an exercise, you will be asked 25 questions that will need to be answered in 30 minutes. Try to score as many points as possible and save time by skipping a question or guessing the correct answer.
At the bottom of this page, in the spaces provided, write down the time you started work. When finished, note down the completion time and determine how long it took you. This will give you an idea of whether you are working as fast as it takes to pass the test.
Start time:
End time:
Total elapsed time:
Check if you met the 30 minutes.
Practice questions
Please check your answers on the attached ANSWER SHEET.
Table 1
Industry | 1st year | 2nd year | 3rd year | 4th year | 5th year |
Agriculture | |||||
Construction | |||||
Finance and real estate | |||||
Manufacturing industry | |||||
Transport | |||||
1. In which industry was the largest increase in the volume of income in monetary terms during the period from
1st to 2nd year?
A. Agriculture
B. Construction
C. Finance and Real Estate
E. Transport
2. In which industry was the lowest growth in monetary income in the period from the 1st to the 5th year?
A. Agriculture
B. Construction
C. Finance and Real Estate
D. Manufacturing industry
E. Transport
3. Which industry experienced the largest percentage increase in revenue from Years 3 to 4?
A. Agriculture
C. Construction
D. Finance and Real Estate
E. Manufacturing industry
4. Which industry experienced the smallest percentage change from Year 1 to Year 4?
A. Agriculture
C. Construction
D. Manufacturing industry
E. Transport
5. Which industry has had the least stable income growth over the period shown in the table?
A. Agriculture
B. Construction
C. Finance and Real Estate
D. Manufacturing industry
E. Transport
Table 1 (repetition)
Revenue in Selected Industries (US $ billion) |
|||||
Industry | 1st year | 2nd year | 3rd year | 4th year | 5th year |
Agriculture | |||||
Construction | |||||
Finance and real estate | |||||
Manufacturing industry | |||||
Transport | |||||
6. If the trend in the transport industry continues, then its 6th year income is likely to be:
A. $ 42 billion
Q. $ 44 billion
S. $ 46 billion
D. $ 48 billion
E. $ 50 billion
7. In which of the following cases, the first of the two listed sequentially industries had an income equal to half the income of the second?
A. Agriculture; finance and real estate
B. Communication; Agriculture
C. Construction; finance and real estate
D. Finance and Real Estate; manufacturing industry
E. Transport; connection
8. In how many cases has an industry made a profit of 10 percent or more over the previous year shown in the table?
9. The industry with the most consistent income growth rates during this period was:
B. Construction
C. Finance and Real Estate
D. Manufacturing industry
E. Transport
10. In which of the following groups did all three industries increase their income by almost one third between Years 1 and 3?
A. Agriculture; connection; transport
B. Agriculture; connection; construction
C. Communication; construction; transport
D. Construction; finance and real estate; transport
E. Communication; construction; finance and real estate
11. Which industry experienced the smallest percentage change from Year 1 to Year 4?
A. Agriculture
C. Construction
D. Manufacturing industry
E. Transport
12. Of the following industries, the largest percentage increase in income was observed in
A. Agriculture in the period
from 3rd to 4th year
B. Relationships from Year 2 to Year 3
C. Construction in the period from 1st to 2nd year
D. Finance and Real Estate from Year 4 to Year 5
E. Manufacturing industry in the period from 3rd to 4th year
Go to next page
Read the text on this page and answer the questions on the next page. By answering the questions, you can read any passage of the present text again.
1 The HR department should
2 consider yourself first
3 as a research group. I have
4 in view of research, which consists in the development of new
5 methods of working with personnel, in revision
6 generally accepted rules.
7 This is a collection of facts and
8 forecasting the possible development of events.
9 This means analyzing your work and
10 find new ways to her
11 executions
12 Second, the human resources department
13 gotta arm yourself with knowledge
14 and experiences that
16 on personnel policy issues and, in the case of
17 the need to pay attention to management
18 on the implications for the relationship between
19 team members may have anticipated
21 Third, HR employees should
22 act closely with middle management
24 methods to help mid-level executives
25 fulfill your duties
26 on regulating relationships between members
28 will allow middle management to take advantage of
29 experience and qualifications of employees
30 HR department without losing
31 essential everyday contacts that
32 they must maintain with their subordinates.
33 Finally, the human resources department
34 must perform an audit
35 or inspection function. Is it right
36 personnel policy is carried out and
37 programs? Are there
38 problems that make it necessary
39 changes? Do they reach
40 programs for the purpose for which
41 were they being developed?
42 Is it necessary to make changes,
43 to make them more effective? Here are just some of the important
44 questions you can answer
45 in the implementation of the audit function.
13. Which two of the human resources functions described in the text have the most in common?
B. Research and revision
D. Regulatory and audit
E. Research and regulatory
14. "They" in line 32 obviously refers to
A. "Human Resources" on line 12
B. "Top management" on line 15
D. "Human Resources Workers" on lines 29-30
E. "Middle management" on line 28
15. The questions posed in the last paragraph should be answered mainly by
A. Forecasting possible developments
B. Maintaining effective communication with team members
C. Conducting a critical appraisal
D. Conducting good policy
E. Developing a flexible approach
A. It is necessary for gathering facts and predicting the course of events
B. This is necessary for the development and presentation of recommendations to senior management.
D. It is important to understand that policies and programs are being implemented properly.
17. On line 27, the function of the sentence beginning with the words "Such recommendations ..." is to
A. Provide a rationale
B. Emphasize the essence
C. Point out the analogy
D. Supplement with details
E. Provide evidence
A. Predicting future needs
B. Search for new and more effective methods of solving personnel issues
D. Maintaining day-to-day contact with team members working in mid-level units
E. Finding New Ways to Increase Labor Productivity
19. The main message of the first paragraph is that HR employees should
A. Analyze your work and maximize its effectiveness
B. Set guidelines in your work and be guided by them
C. Rely on facts rather than relying on intuition
D. Review generally accepted methods and rules for working with personnel
E. Focus on predicting future developments
Go to next page
20. The selling price of a box of soap is US $ 10. During the sale, the price was reduced by 10%. The sale price of soap was 20% higher than the cost of a box of soap. What is the cost of a box of soap?
A. $ 9
B. $ 8
C. $ 7.5
D. $ 7
E. US $ 6.5
21. The picture on the page has been reduced by 60% on a copier, in turn this copy has been reduced by 20%. What percentage of the original size was the final copy?
22. 15% of women and 25% of men work on a project in one department. 60% of the department staff are women. What percentage of department employees are working on a project?
E. Available information is insufficient to answer this question
23. The total cost of car repairs for 5 items was USD 375. Overhauling a carburetor costs twice as much as adjusting, repairing brake pads a third more expensive than repairing a carburetor, and wheel alignment and balancing, each individually, cost a third more than adjusting. How much does adjustment cost?
A. USD 30
B. $ 45
S. $ 65
D. $ 90
E. The available information is insufficient to answer this question.
24. The composition of a certain drug contains liquids x, y and z in a ratio of 5: 2: 1. How many gallons of drug can be made from 25 gallons x.20 gallons y and 8 gallons z?
25. Sales of 60 cents per unit averaged 1.2 million units per month. After the quality of the products improved, sales grew to an average of 2 million units per month. At the same time, the unit cost of new products increased by 5%. If the selling price of the manufacturer in each case was 75 cents per unit, what is the manufacturer's added profit per month for the improved product?
A. USD 20 thousand
B. 60 thousand USD
C. 200 thousand USD
D. 240 thousand USD
E. The available information is insufficient to answer this question.
1 Strategy for modernization of the content of general education. M., 2001.S. 12-14
2 E. Dneprov: An attempt to revise the content of education was not completely successful. / UG №45 2002
3 The members of the working group agreed to dwell on the term “competence” for convenience, although this decision is conditional. In linguistics, the word "competence" is often used rather than "competence" to refer to the same phenomenon.
4 Raven, 2002
5 Schlüsselqualifikationen. Handlungs- und Methodenkompetenz, Personale und soziale Kompetenz. Verlag C. H. Beck München 2000 von Rudolf W. Lang. P. 7.
6 Meerovich M. I., Shragina L. I. Technology of creative thinking: a practical guide. - Minsk: Harvest, Moscow: AST, 2000. p. 12.
7 Schlüsselqualifikationen. Handlungs- und Methodenkompetenz, Personale und soziale Kompetenz. Verlag C. H. Beck München 2000 von Rudolf W. Lang. P. 7
8 Draft federal component of the state educational standard for general education. Part II. High school (first working version). / Ed. E. D. Dneprov and V.D. Shadrikov. Temporary research team "Educational Standard" of the Ministry of Education of the Russian Federation. - M., 2002 .-- 296 p.
9 The methodology for this analysis of the text of the requirements for the subjects is set out and justified in our work "Comparison of the content of the list.
10 So, for example, the following task in biology clearly does not take into account the Russian schoolchild's own experience in the field of regional fauna and the need to commensurate the introduction of terms with the possibilities of their further use: “A 14. A wide variety of species of Galapagos finches is the result of: 1) aromorphosis; 2) degeneration; 3) idioadaptation; 4) biological regression ”.
11 National Training Foundation. An innovative project for the development of education Component "Educational book publishing". Technical task.
12 Expressed according to: D. Raven. "Competence in modern society, identification, development and implementation." M., 2002.
13 Raven, p. 154
14 Raven, 210
15 Group projects
A project (from the Latin projectus = put forward) is a realistic idea of a desired future. The design concept differs from capricious desire, empty daydreaming, unrealizable dreams and groundless fantasies (today they are ironically called "projections" or "projection") in that it contains a rational rationale and a specific method (technology) of its practical feasibility. In other words, the design concept tells us what and how needs to be done to implement it, or bring it to life. That is, to receive, manufacture, create, build, or design what we need and which we do not yet have, but we can have if we apply the proper mental, physical and / or political efforts to it.
Design is the process of developing this kind of concept and fixing it in some kind of outwardly expressed sign form - alphanumeric text, graphic image, volumetric layout, operating model, etc.
In the design process, there are three main stages, or phases. On the first, an initially fruitful hypothetical idea, a meaningful core, an embryo of meaning capable of further growth and development is put forward .. On the middle of an initially vague and undifferentiated idea, a gradually becoming more complex project image looms, a certain morphology arises - a detailed picture, a multifaceted panorama, clearly imaginable scenes the desired future. The subject of such an advanced figurative representation can be anything - some hitherto unknown product, a set of products, or the order of things; new network of connections, organizational structure and system of relations; a new state of affairs or a regularly controlled course of events. The final design phase is the preparation of design and technological documentation. It describes in detail all those operations and procedures that need to be performed with certain tools on certain materials in order to realize the design concept, to translate it into reality and thereby translate the image of the desired by us from the possible future into the actual present.
Until the project is implemented, it is permissible to revise and recheck it many times in order to detect, correct and minimize oversights, miscalculations and mistakes that inevitably creep into any human endeavors. After the project is implemented, correcting such errors, sometimes extremely dangerous, can be too difficult and time-consuming, time-consuming, expensive, or even completely impracticable.
16 Clarin M. Pedagogical technologies and innovative tendencies in modern education (foreign experience) / Innovative movement in Russian school education. - M., 1997
17 Portfolio: A file or folder for collecting and organizing proofs of your achievements for evaluation. The portfolio should include content with an indication of the pages on which confirmation can be found for each part of the section. May be in the form of an electronic document or paper copy.
Here is the description given in the Oxford Program for the Development of Key Competencies
“A candidate demonstrates competency (competence) by presenting evidence of competence in the form of a portfolio. Acknowledgments can come from a variety of sources and take many forms. The endorsements will be provided by the candidate, but an important role is played by the inspector who oversees the applicant's performance on assignments and evaluates whether the endorsements provided meet the specifications.
Confirmations can be, for example:
written evidence of how the candidate determined the cost of producing a good or service (for the Numbers Operations section);
a record of observing what contribution the candidate makes to the discussion (section Communication);
printout of a document made using a text editor (section Information technology);
records of the inspector regarding the candidate's participation in the discussion of the work plan, when agreeing on goals, allocating responsibilities and drawing up work agreements (section Working with people);
an official report of the candidate, reflecting, for example, the results of the completed project on Geography at level A (section Communication, Operations with numbers and Information technology);
an action plan and records of work done in the workplace as part of the NVQ section (for the Improving Learning Ability and Performance section).
A candidate may provide endorsements for a portfolio of Core Competencies that have been acquired through other qualifications, such as GNVQs, GCE A / AS levels, or NVQs. Endorsements for Key Competencies do not have to be completed separately from endorsements received for other competency assignments. If confirmation of Key Competencies is obtained as part of other qualification assignments, then it must clearly meet the requirements for Endorsements for Key Competencies and must be easily accessible for public examination (for a bachelor's degree).
In addition to a portfolio of endorsements for each section of the Communication, Numbers, and Information Technology Core Competencies, candidates will be required to complete an External Evaluation Procedure (ESP). ”
18 For the grounds for schematization, see APPENDIX 1, page 44 of this document.
19 This topic can have a certain value at further stages of work in connection with the study of the mechanisms of the formation of motivation.
20 Based on the book by R. Lang "Klschuche qualifications", which is a classic study on the topic of key competencies Rudolf W. Lang Schlüsselqualifikationen, Beck 2000
21 This is why problems cannot be translated as tasks. A problem is a task of a special kind, which has additional features in relation to the usual task, for example, the presence of gaps.
22 Rudolf W.Lang Schlüsselqualifikationen
23 By Hans Aebli Zwölf Grundformen des Lernens, Klett Cotta 2001
24 Gage / Berliner Pädagogische Psychologie, Belz 1986
25 The core group of teachers that supports the school.
26 Some emphasis on “everyday life” as a significant environment in which changes take place are based on the corresponding arguments and developments of pedagogical science in Germany (the so-called “turn to everyday life”, a departure from abstract, modeling thinking; the problem of “everyday life” is thematized in phenomenological philosophy and pedagogy).
27 All these forms have existed before in the practice of various alternative schools. They have been tested and described in the corresponding, fairly rich literature (in German). It is now a question of transferring these forms of work to the mass school in a somewhat modified form, adapted for the mass, state school. A special role in the reform is given to project-based learning.
28 In German, a distinction is made between lehren - to teach, to teach and lernen - to learn. These two words are very close in sound and therefore often act as a spectacular play on words. We translate lehren, that is, what the teacher does, as “teaching,” but as lernen, that is. what the student himself does, who learns as “learning,” although teaching (unterrichten) encompasses both. New forms of teaching just consist in the fact that students learn more on their own.
29 In German-language sources, QC is also referred to as key qualifications. A core qualification, for example in the social field, consists of individual core competencies
30 A.A. Pinsky Materials of the report. INTRODUCTION TO MODERN SOCIAL PROBLEMS Department of Science and Education of the Administration of the Samara Region.
31 Chomsky, N. Aspekte der Syntax-Theorie, Frankfurt 1969
32 Jürgen Habermas Vorbereitende Bemerkungen zu einer Theorie der kommunikativen kompetenz. In Jürgen Habermas / Niklas Lühmann Theorie der Gesellschaft oder Sozialtechnologie - was leistet Systemforschung? (S. 102).
33 Ozhegov S.I. Sl. Russian lang. / Ed. 12 stereotype. - M .: Russian. yaz, 1978 .-- P. 265
36 The methodology for this analysis of the text of the requirements for the subjects is set out and justified in our work "Comparison of the content of the list.
Dissertation abstractA. A. Krylov, B. F. Lomov and others; systemic an approachhowway cognition of phenomena and processes - R. Bellman, G. Dixon ... yourself as follows: 1) competencean approach is an wayachievementsnewqualityeducation and determines the direction of change ...
Development of regional education
Document... « Achievementnewqualityeducation through the development of the information environment based on the use of the "MS SCHOOL" model Competentan approachhowwayachievementsnewqualityeducation ...
Training Exercises to Prepare for the Test
on the efficiency of thinking
Target
These exercises will help you understand how you should answer the questions in the solution skill test. With these exercises, you:
1. Get to know the main features of this test.
3. Practice answering questions similar to those you might find in the test itself.
Features of the test for the efficiency of thinking
The test includes three types of questions that involve critical thinking and analytical skills:
Number of questions
You have 65 minutes to answer 50 questions. It is allowed to use a calculator, although it is not required. You should write in pencil so that you can easily erase the wrong answer.
Each question offers 5 answer options, from which you have to choose the correct one. You are not required to provide detailed answers. Just check ONE of the five answers that are labeled A, B, C, D, E.
During the test itself, you will have to mark your answers on a special answer sheet, which is distributed separately from the list of questions.
If you check several answers to a question at once, your answer WILL NOT considered correct.
If you decide to change the answer, then you need to erase its first option or additionally highlight it so that it does not happen that you have marked two or more answer options at the same time.
Points accrual
Each correct answer adds one point to your total. If you flagged a wrong answer, points will NOT be deducted from the total.
How to get the best results
Recent research has shown that adherence to the following guidelines will increase the number of points awarded on a solution test. Once you have mastered these rules, you will understand what you need to do and what to avoid when answering the test questions.
^ Rules that must be observed to get the best score on the solution test:
Be clear about the nature of the question before you go through the suggested options.
Work as quickly as possible, while acting confidently and clearly: do not waste time on a question that you do not understand.
Immediately discard any answers you think are knowingly wrong and choose an answer from the remaining options.
Check a box for each question, even if you have to guess the correct answer.
At the end of the test, use the remaining time to check your answers.
What it does not follow do by answering the questions of the solution test:
Read the entire test slowly and carefully before proceeding.
Spend time checking the already marked answers until you have answered all the questions.
Waste time thinking about an answer that is not one of the suggested answers.
Practice questions
The following is a sample question and the correct answer is indicated, marked accordingly on the answer sheet:
Sample question
1. The truck is moving at a speed
80 km / h. How far will he travel in 30 minutes?
E. None of the above answers are appropriate
Answer sheet
1. 
EMBED MSDraw \ * mergeformat 
Approximate explanation
30 minutes is half an hour, so a truck traveling at 80 km / h will cover 40 km in half an hour.
The correct answer (letter C) is filled in.
As an exercise, you will be asked 25 questions that will need to be answered in 30 minutes. Try to score as many points as possible and save time by skipping a question or guessing the correct answer.
At the bottom of this page, in the spaces provided, write down the time you started work. When finished, note down the completion time and determine how long it took you. This will give you an idea of whether you are working as fast as it takes to pass the test.
Start time:
End time:
Total elapsed time:
Check if you met the 30 minutes.
Practice questions
Please check your answers on the attached ANSWER SHEET.
Table 1
| ^ |
|||||
| Industry | 1st year | 2nd year | 3rd year | 4th year | 5th year |
| Agriculture | 22 | 26 | 26 | 30 | 51 |
| Connection | 14 | 17 | 18 | 20 | 21 |
| Construction | 36 | 43 | 47 | 52 | 57 |
| Finance and real estate | 78 | 90 | 100 | 108 | 118 |
| | 213 | 218 | 226 | 253 | 287 |
| Transport | 27 | 30 | 33 | 36 | 40 |
1. In which industry was the largest increase in the volume of income in monetary terms during the period from
1st to 2nd year?
A. Agriculture
B. Construction
C. Finance and Real Estate
E. Transport
2. In which industry was the lowest growth in monetary income in the period from the 1st to the 5th year?
A. Agriculture
B. Construction
C. Finance and Real Estate
D. Manufacturing industry
E. Transport
3. Which industry experienced the largest percentage increase in revenue from Years 3 to 4?
A. Agriculture
C. Construction
D. Finance and Real Estate
E. Manufacturing industry
4. Which industry experienced the smallest percentage change from Year 1 to Year 4?
A. Agriculture
C. Construction
D. Manufacturing industry
E. Transport
5. Which industry has had the least stable income growth over the period shown in the table?
A. Agriculture
B. Construction
C. Finance and Real Estate
D. Manufacturing industry
E. Transport
^
Table 1 (repetition)
| ^ Revenue in Selected Industries (US $ billion) |
|||||
| Industry | 1st year | 2nd year | 3rd year | 4th year | 5th year |
| Agriculture | 22 | 26 | 26 | 30 | 51 |
| Connection | 14 | 17 | 18 | 20 | 21 |
| Construction | 36 | 43 | 47 | 52 | 57 |
| Finance and real estate | 78 | 90 | 100 | 108 | 118 |
| Manufacturing industry | 213 | 218 | 226 | 253 | 287 |
| Transport | 27 | 30 | 33 | 36 | 40 |
6. If the trend in the transport industry continues, then its 6th year income is likely to be:
A. $ 42 billion
Q. $ 44 billion
S. $ 46 billion
D. $ 48 billion
E. $ 50 billion
7. In which of the following cases, the first of the two listed sequentially industries had an income approximately equal to half the income of the second?
A. Agriculture; finance and real estate
B. Communication; Agriculture
C. Construction; finance and real estate
D. Finance and Real Estate; manufacturing industry
E. Transport; connection
8. In how many cases has an industry made a profit of 10 percent or more over the previous year shown in the table?
9. The industry with the most consistent income growth rates during this period was:
A. Communication
B. Construction
C. Finance and Real Estate
D. Manufacturing industry
E. Transport
10. In which of the following groups did all three industries increase their income by almost one third between Years 1 and 3?
A. Agriculture; connection; transport
B. Agriculture; connection; construction
C. Communication; construction; transport
D. Construction; finance and real estate; transport
E. Communication; construction; finance and real estate
11. Which industry experienced the smallest percentage change from Year 1 to Year 4?
A. Agriculture
C. Construction
D. Manufacturing industry
E. Transport
12. Of the following industries, the largest percentage increase in income was observed in
A. Agriculture in the period
from 3rd to 4th year
B. Relationships from Year 2 to Year 3
C. Construction in the period from 1st to 2nd year
D. Finance and Real Estate from Year 4 to Year 5
E. Manufacturing industry in the period from 3rd to 4th year
^ Go to next page
Read the text on this page and answer the questions on the next page. By answering the questions, you can read any passage of the present text again.
1 The HR department should
2 consider yourself first
3 as a research group. I have
4 in view of research, which consists in the development of new
5 methods of working with personnel, in revision
6 generally accepted rules.
7 This is a collection of facts and
8 forecasting the possible development of events.
9 This means analyzing your work and
10 find new ways to her
11 executions
12 Second, the human resources department
13 gotta arm yourself with knowledge
14 and experiences that
16 on personnel policy issues and, in the case of
17 the need to pay attention to management
18 on the implications for the relationship between
19 team members may have anticipated
21 Third, HR employees should
22 act closely with middle management
24 methods to help mid-level executives
25 fulfill your duties
26 on regulating relationships between members
28 will allow middle management to take advantage of
29 experience and qualifications of employees
30 HR department without losing
31 essential everyday contacts that
32 they must maintain with their subordinates.
33 Finally, the human resources department
34 must perform an audit
35 or inspection function. Is it right
36 personnel policy is carried out and
37 programs? Are there
38 problems that make it necessary
39 changes? Do they reach
40 programs for the purpose for which
41 were they being developed?
42 Is it necessary to make changes,
43 to make them more effective? Here are just some of the important
44 questions you can answer
45 in the implementation of the audit function.
13. Which two of the human resources functions described in the text have the most in common?
B. Research and revision
D. Regulatory and audit
E. Research and regulatory
14. "They" in line 32 obviously refers to
A. "Human Resources" on line 12
B. "Top management" on line 15
D. "Human Resources Workers" on lines 29-30
E. "Middle management" on line 28
15. The questions posed in the last paragraph should be answered mainly by
A. Forecasting possible developments
B. Maintaining effective communication with team members
C. Conducting a critical appraisal
D. Conducting good policy
E. Developing a flexible approach
A. It is necessary for gathering facts and predicting the course of events
B. This is necessary for the development and presentation of recommendations to senior management.
D. It is important to understand that policies and programs are being implemented properly.
17. On line 27, the function of the sentence beginning with the words "Such recommendations ..." is to
A. Provide a rationale
B. Emphasize the essence
C. Point out the analogy
D. Supplement with details
E. Provide evidence
A. Predicting future needs
B. Search for new and more effective methods of solving personnel issues
D. Maintaining day-to-day contact with team members working in mid-level units
E. Finding New Ways to Increase Labor Productivity
19. The main message of the first paragraph is that HR employees should
A. Analyze your work and maximize its effectiveness
B. Set guidelines in your work and be guided by them
C. Rely on facts rather than relying on intuition
D. Review generally accepted methods and rules for working with personnel
E. Focus on predicting future developments
^ Go to next page
20. The selling price of a box of soap is US $ 10. During the sale, the price was reduced by 10%. The sale price of soap was 20% higher than the cost of a box of soap. What is the cost of a box of soap?
A. $ 9
B. $ 8
C. $ 7.5
D. $ 7
E. US $ 6.5
21. The picture on the page has been reduced by a copier up to 60%, in turn this copy has been reduced by 20%. What percentage of the original size was the final copy?
22. 15% of women and 25% of men work on a project in one department. 60% of the department staff are women. What percentage of department employees are working on a project?
E. Available information is insufficient to answer this question
23. The total cost of car repairs for 5 items was USD 375. Carburetor overhauls cost twice as much as adjustments, brake pad repairs cost a third of carburetor repairs, and wheel alignment and balancing, individually, cost a third more than adjustments. How much does adjustment cost?
A. USD 30
B. $ 45
S. $ 65
D. $ 90
E. The available information is insufficient to answer this question.
24. The composition of a certain drug contains liquids x, y and z in a ratio of 5: 2: 1. How many gallons of drug can be made from 25 gallons x.20 gallons y and 8 gallons z?
25. Sales of 60 cents per unit averaged 1.2 million units per month. After the quality of the products improved, sales grew to an average of 2 million units per month. At the same time, the unit cost of new products increased by 5%. If the selling price of the manufacturer in each case was 75 cents per unit, what is the manufacturer's added profit per month for the improved product?
A. USD 20 thousand
B. 60 thousand USD
C. 200 thousand USD
D. 240 thousand USD
E. The available information is insufficient to answer this question.
Municipal budgetary educational institution of additional education for children "Children and Youth Sports School No. 1" Methodological development: NON-TRADITIONAL METHODOLOGICAL APPROACHES IN TRAINING YOUNG HOCKEY PLAYERS. Executor: Lenchenkov V.A. hockey coach-teacher of MBOU DOD "DYUSSH №1" Believed: Senior instructor-methodologist: Alekhina E.V. Read out on the coaching council: "__" __________ 2013. with the assessment of ___________ Prokopyevsk 2013 TABLE OF CONTENTS INTRODUCTION CHAPTER 1. ANALYSIS OF LITERATURE CHAPTER 2. OBJECTIVES, METHODS AND ORGANIZATION OF RESEARCH CHAPTER 3. RESULTS AND DISCUSSION 1 DEVELOPMENT innovative approaches in training young hockey players AIMED AT PROMOTING game thinking 2 EXPERIMENTAL VERIFICATION OF NON-TRADITIONAL APPROACHES IN TRAINING YOUNG HOCKEY PLAYERS 3 RESULTS OF A PEDAGOGICAL EXPERIMENT CONCLUSIONS PRACTICAL RECOMMENDATIONS BIBLIOGRAPHY INTRODUCTION The main feature of modern hockey, due to the increase in speed, is the increase in the density of the game. Athletes are constantly in difficult playing conditions, with a shortage of time for making and implementing technical and tactical decisions and actions. The ability of a hockey player to solve game problems in a timely and effective manner comes to the fore. All other things being equal, the greatest success in hockey is achieved by players who have a high level of development of operational thinking and technical skill, which allow them to quickly assess, analyze the game situation, make the only correct decision and implement it. A higher level of development of these qualities makes it possible to anticipate the actions of partners, rivals and events on the site. It is these abilities that favorably distinguish the "gamers" on the hockey rink, and it is these abilities, according to the unanimous opinion of experts, are the main prerequisites for the education of cool players. The relevance of this work is due to the importance of the present moment. The analysis of scientific - methodical literature showed that in the theory and practice of modern hockey there is no methodology for the education and development of operational thinking in hockey players. From this point of view, the relevance of the chosen direction of this work does not raise any doubts. The advantage in the Soviet hockey school has always been the presence of bright and extraordinary hockey players “gamers” in national and club teams of different levels. Recently, these traditions have been largely lost, there are many reasons for this situation, but the main thing is seen in the fact that no special attention is paid when preparing a reserve for teams in our hockey, the development of operational thinking, one of the most important components of the game, and the nature of the training process has become be in the nature of cyclical sports, without taking into account the complex and more high-speed recently the specifics of the game of hockey. CHAPTER 1. MODERN VIEWS ON THE PROBLEM OF OPERATIONAL THINKING IN GAME SPORTS hockey game thinking team The specificity of hockey is characterized by the fact that the struggle takes place in conditions of active resistance and constant change of situations. In this regard, for a successful game, the requirements for the operational thinking of athletes come to the fore. The conditions of a specific game situation, which are an external determinant of operational thinking, determine a set of operations or movements. Each situation contains information of one or another content and of a different volume. It has been established that the speed of human mental activity is inversely proportional to the amount of information (Hick's law). In addition to the perceived objects of the game situation, the determinant of operational thinking is the factor of conflict and risk of the game situation. The less pronounced the conflict, for example, a game with a weak opponent or at a great distance from him, the less the risk of making a mistake, the more time is allotted for the player to make decisions and vice versa, the more acute the conflict, the less time for decision-making, the more of it deficit. (A.V. Rodionov). One of the main characteristics of operational thinking in team-playing sports is its visual, figurative character. In the process of solving problems, an athlete operates mainly with directly perceived, and not imaginary objects. The process of accepting game tasks is closely related to physical and functional actions, and not to abstract concepts. Another feature is that thinking is effective in nature and is expressed by the fact that an athlete, using technical and tactical skills and abilities, realizes his plans in actions, and in fact immediately sees their results. (G.M. Gagaeva) The sports activity of a player is characterized by interconnected mechanisms of operational thinking and sensorimotor response. Play activity takes place in conditions of an extreme time limit, when it is almost impossible to distinguish between moments of reaction and decision-making. The characteristics of operational thinking are closely related to such sensorimotor reactions as the choice reaction, the probabilistic forecasting reaction, and the foresight reaction. The next feature of operational thinking in sports is the connection with the emotional and volitional processes of the athlete. Emotionality and tension are a prerequisite for an athlete's thinking process, he has to make decisions in situations of direct acute struggle with an opponent, strong emotional excitement, which can lead to an incorrect assessment of the game situation. The speed of thinking processes is an equally important feature, characteristic mainly of team-playing sports. A.V. Rodionov believes that representatives of sports games have a significant advantage in this indicator in comparison with other sports (with the exception of combat sports). Especially the speed of decision-making is manifested in the following cases: A) when it is necessary to assess all the characteristics of the game situation; B) if it is necessary to take into account the likelihood of a change in the situation; C) in the case of a long decision-making process in emotionally stressful situations. Representatives of sports games are distinguished by the so-called "speed endurance" in operational thinking, which consists in continuous and frequent decision-making for a long time. They also have an advantage in terms of the speed of operational thinking in terms of choosing one option out of several possible ones, which is quite understandable by the presence of more decision options in sports games than in other types. The following are the most significant features of mental operations in sports games: activity in the conditions of the extreme time limit; the continuous nature of the decision-making process; perception of a large number of elements of the situation; “Panoramic” orientation along the entire field of view, where the athlete logically connects situations that are not very similar in external features; the need to choose a solution from several options that are quite close to each other; the ability, when solving problems, to make a "leap" through intermediate and insignificant options, the ability to immediately see the final solutions; retention in memory of a large number of elements of tactical and technical tasks; changing the plan for solving problems directly in the course of their implementation; implementation of operational activities with a large number of confounding factors. (A.I. Klimenko). In studies devoted to the study of individual properties of operational thinking, in particular, the speed and accuracy of solving game problems, the following regularities were revealed: the accuracy of solving tactical and technical problems depends on the skill level of athletes; highly qualified athletes are characterized by the least variable indicators of operational thinking, they have a tendency to decrease the time for solving the most difficult problems; for young athletes, an increase in the time of solving game problems with an increase in their complexity is characteristic; Malinovsky S.V. describes the structure of mental activity in sports games as follows: A) solution through a certain "preparation" (standard solution path) B) solution of complex game problems according to the principle of heuristic activity. The same author believes that athletes with little playing experience lack any sequence with the expected situation; they can repeatedly return to the already “lost” interaction without switching to a more optimal one. The scheme of the situation is assessed at random and hastily chosen solutions without looking at all the options. An experienced athlete tries to "see" the whole situation and, although the optimal solution, as a rule, they have ready immediately, they finally accept it, only rejecting the rest. (S.V. Malinovsky). A number of authors (D.N. Zavalishina, V.N. Pushkin, 1964) carried out research to study the mechanisms of operational thinking. The results of three series of experiments from 500 experiments were the following conclusions:. The solution of operational tasks is the process of establishing connections between elements due to the identification of their properties during movement, which changes their characteristics. ... The result of this process is the creation of a dynamic structure of conditions, which determines further actions to transform the situation. ... An essential role in solving problems is played by the method of presenting the conditions of the problems. The perception of information and the timeliness of response dominate in simple game situations, and in difficult situations, the speed of performing intellectual operations comes to the fore. Moreover, in the tactical actions of athletes, operations are fused together as a result of operational thinking and operations, as a result of sensorimotor response. As the highest manifestation of the processes of operational thinking, one should consider the ability of athletes to play foresight, anticipation of game situations. In the training of sportsmen and gamers, it is assumed that there are three groups of athletes with different levels of operational thinking and foresight (A.V. Rodionov). ... Athletes who do not have any kind of foresight program. (In working with them, it is recommended to use a large number of exercises with game episodes, with different numerical ratios of attackers and defenders. The coach deliberately limits the possibility of making standard decisions.) Athletes who are tough on the situation. These are usually unbalanced athletes. (In training for them, you should not deliberately make decisions in advance, but act strictly according to the situation, deliberately changing the ready-made decisions.). Athletes with a more flexible forecasting program. These are people with a balanced and mobile nervous system, a favorable type for the game, however, they are often inferior to athletes from group 2, because they often hesitate in making decisions. (Athletes of this group need to take risks in training, make decisions decisively. All this will help to develop a playing line of behavior for each player.) (A.V. Rodionov, M.V. Bril) The ability to predict events is an essential factor, in many respects determining the behavior of an athlete in a game, where conditions are not stationary, and information about them largely depends on the decision made by the individual based on the analysis of the statistical structure of the situation. Success depends on an accurate probabilistic forecast, understood in modern psychology, as the attraction of past experience for proactive preparation for the most probable reactions in conditions of uncertainty. In this regard, intuitive foresight should be considered as a mechanism of reaction and response to a foreseen situation. (AV Rodionov, KL Babayan) Analysis of the scientific literature on this issue has shown that in hockey only once researchers have turned to the problem of game thinking. B.A. Mayorov 1981 in his work indicates a direct connection between the level of development of thought processes and tactical skill. The author examines the issues of tactical thinking in the context of the game relationship among highly qualified hockey players. Summarizing the literature review, it can be noted that:. Methods and tools for the development of operational thinking have not been sufficiently developed. ... There is no methodology for testing the level of development of operational thinking in novice hockey players. ... The ways of increasing the efficiency of hockey players' playing activity are uncertain, taking into account an individual approach to the level of development of operational thinking. CHAPTER 2. TASKS, METHODS, ORGANIZATION OF THE RESEARCH The following tasks were set in the study:. To develop a methodology for the development of operational thinking in young hockey players. ... To develop a methodology for testing and pedagogical observations for diagnosing the level of development of play thinking. ... Check the methodology for the development of play thinking in young hockey players in a pedagogical experiment. ... To develop proposals for the use of the methodology for the development of game thinking in working with young hockey players. ... Method of pedagogical observation: observation of training activities; observation of competitive activity. ... Testing method: laboratory testing by cards; laboratory testing on a special model. ... The method of generalizing the experience of training young hockey players; bibliographic search, collection and systematization of material; analysis of documentation; file on the topic; conversations with coaches, athletes, experts. ... The method of the pedagogical experiment The study was conducted from July 2011 to April 2013. The study involved a team of 10-12 years old boys “Shakhtar-2001”, Prokopyevsk, in the amount of 23 people. The survey of competitive activity was carried out in the games for the championship of Russia. 42 matches were examined. CHAPTER 3. RESULTS OF THE RESEARCH AND THEIR DISCUSSION 3.1 Development of non-traditional approaches in training young hockey players aimed at developing game thinking During the study, one of the main tasks was the development and experimental examination of the methodology for the education and development of game thinking in young hockey players. The methodology was the result of generalizing the experience of leading specialists in training a reserve in hockey and putting into practice new ideas and ideas about the hockey training system. All this is reflected in special methodological techniques and means, which differ from the traditional ones in their focus on the constant formation of game thinking. It should be noted that the training sessions in which the means for the development of operational thinking were used, as a rule, proceeded with a high emotional background, aroused keen interest in young hockey players, forced them to do all the exercises in maximum mode and with full dedication, and make non-standard decisions. A special place in our methodology is occupied by the preparatory period, where our task was to find new approaches to general physical training. The main essence of the methodology is the use of a kind of methodological techniques associated with conducting special training tasks aimed at developing the operational thinking, creativity and initiative of young hockey players, making a quick, non-standard decision in complex, rapidly changing game situations. As an example, we can cite the variants of methodological approaches and their implementation in specific exercises by types of training: speed training speed - strength training endurance strength dexterity tactical training SPEED PREPARATION Methodical technique Implementation Introduction of unusual starting positions. Competitive method. Introduction of different variants of the "START" command. Changing spatial boundaries. Varying conditions during the exercise. Changing the speed and pace of movement. Starts; standing with your back to the direction of movement, sitting, lying down, after imitating skating, jumping out, push-ups, turning, turning by jumping. In pairs; catch up with a partner at the start distance 3 steps. Various starting positions. Who is ahead from different starts; flip with his face with his back - reversals of single combats - start, holding hands Audible: - by voice (for a certain word) with a whistle (for a certain signal for a certain start) - with a clap - "to start, attention" "third" Visual: - start by a certain movement of the coach's hand - start on the ball released from the hands of the coach - start with a clap after turning on the partner's palms. Running in pairs along a certain route. "Tag" with a change in conditions at the coach's command, whistle (stops, turns, turns, running in the opposite direction, etc.) of the relay. On command: - acceleration - increasing the frequency of steps - changing the rhythm. SPEED - POWER PREPARATION Methodical method Implementation Directed variation of external conditions and weights. Changing the speed and pace of movement. "Mirror" performance of exercises - jumping over benches of different heights; jumping over benches standing at different distances from each other - jumping over benches uphill and downhill - jumping with forward movement (with turns, the same on one leg, back forward, the same on one leg, the same with movement from side to side) - unweighted washers, stuffed balls, belts, expanders. - completing tasks with a partner's hindrance. On command in exercises with: - medicine balls jumping - jumping out In exercises with changing the direction of movement, jumping, jumping out ENDURANCE Methodical technique Implementation Changing the speed and pace of movement. Introduction of additional difficulties and irritants. In cross-country: - acceleration - slow running, changing the pace on command. Cross with ball passes (in pairs, in triplets with two balls) Cross with movements uphill and downhill, cross country running. Running with changes in the method of movement: - back forward - jumps - turns - right, left side. POWER Methodical technique Implementation Change of speed and tempo of movements. Varying the combinations of the exercise. Directional variation of external weights. Introduction of additional stimuli. On command with medicine balls and crowbars. With medicine balls, crowbars: - in motion - in movement in squatting and semi-squatting - with turns - with bends - with jumps on one leg - the same with moving forward Performing exercises with different weights of shells and partners. Changing the structure of movement at the signal of the trainer, answering insignificant questions of the trainer, solving riddles. Dexterity Methodical method Implementation Introduction of unusual starting positions. Introduction of additional stimuli. Varying the conditions for completing tasks. "Mirror" performance of exercises. - somersault on a specific command during the execution of the movement, after jumping, after jumping out, during the execution of the open control system, during the performance of single combats, after the emission. - jumps with turns in motion by 180 and 360 degrees, jumps to the side with subsequent acceleration. starts from various positions with complication by somersaults, rolls, jumps with turns. Use in relay races: - acrobatic elements - two or more balls - skipping ropes - benches of gymnastic mats For a specific command in relay races: - changing the direction of movement - changing the way the balls are dribbled - performing a certain acrobatic technique. In twos and threes with movement around the site. complication: the same with balls TACTICAL PREPARATION Methodical technique Implementation Introduction of additional stimuli. Changes during the game of conditions or rules. Varying tactical formations. Change the speed and pace of the game. Change the game of two balls; playing with two balls in three gates; simultaneous play of two balls in soccer, handball and basketball. The game with the complication of the rules: - with the offside rules - with the condition to score a goal when the team moved to the middle of the opponent's field - with the condition to score a goal if the team has two balls at once. Handball or basketball on the court with gymnastic benches placed on it. Playing soccer holding hands in pairs. Game with changing clothes during the break in different colored T-shirts. Ball holding game. On a whistle or other command - spatial boundaries. change of gates - play with hands and feet - introduction of offside rules On whistle or other team active selection - positional attack - counterattack, etc. On command: - increasing the speed of gears organizing a quick attack - slow playing quick movements and opening Entry to the zone along a limited corridor. Condition: score goals only from the goalkeeper area or vice versa (handball court). Various variants of the "square" Training sessions conducted with the use of non-standard methodological techniques and means, as a rule, were distinguished by high efficiency and a good level of general and motor density. As an example, we can cite the training of the general preparatory stage, in which the tasks of technical-tactical and speed-strength training were comprehensively solved. The team is divided into four groups of five, goalkeepers work with tennis balls, speed-power tasks are performed in turn with one of the five. The work is organized as follows: three fives play football in three gates with two balls, goals conceded into their own gates, 2 points for the second result, 1 point for the second result, 0 for the loser. After 10 minutes, the goal is changed. One of the five goes to speed-strength work: jumping over benches of different height 15 pcs. (20 - 45 cm.), Lined up at different distances from each other (40 - 90 cm.), Work 8 - 10 seconds, rest 2 minutes, 6 series. The team spends 2 circles of jumps and 6 periods of play per training or 3 + 9, respectively, depending on the stage of preparation. In total, at the general preparatory stage, the content of special means aimed at the development of operational thinking in general physical training is 50.7% of the total volume. The same ratio applies to the structure of the microcycle, and the use of non-traditional techniques and tasks by type of training in general physical training is as follows: (of the total volume by type): in speed training - 38% in speed-strength training - 49% for agility and flexibility - 61 % for endurance - 8% in strength training - 29% in FCMC - 75% The use of this technique, in our opinion, made it possible to increase the level of development of operational thinking in young hockey players, which was reflected in the results of testing our technique. 3.2 Experimental verification of non-traditional, methodological approaches in training young hockey players As a result of our research, an experimental program for training young hockey players was developed. Our task was not to oppose this program to traditional methods and means of training a reserve in hockey, we tried to use our methodology by including in training, along with generally accepted tasks, exercises that develop the players' game thinking. The main methods in this case were: the game method and the method of conjugate influence. When developing the experimental program, we analyzed the dynamics of the main types of training in the annual cycle (Table No. 1), and then, based on the generalization of personal experience, we determined the following volume and percentage of tasks related to the development of operational thinking (Table No. 2) in the annual cycle by stages. Considering the dynamics of the volumes and the percentage of tasks for operational thinking (total - 212 hours) (table No. 2 and Fig. No. 1), it is clear that the largest volume falls on 1 competitive and 2 competitive stages, respectively 64.5 hours. (30.4%) and 47.5 hours (22.4%) of the total amount of tasks for operational thinking, the same indicators at the general preparatory stage were 29. 5 hours (13.9%), on special preparatory - 33 hours. (15.5%), in between - 9.5 hours. (4.5%) and on the transitional - 28 hours. (13.2%). This ratio, in our opinion, is associated with the specifics of each stage separately, and in general corresponds to the tasks of all training in the annual cycle. Analysis of the dynamics of the volumes of tasks for operational thinking by types of training makes it possible to reveal that the largest volume of experimental tasks for physical training falls on the general preparatory stage - 17 hours. (50.7%), special preparatory - 6 hours. (19.4%). Total - 33.5 hours. Or 15.8% of the total. Rice № 1 Rice № 2 Rice № 3 In terms of technical training, the highest volume of special tasks at the special-preparatory stage - 18.5 hours, (27%), at the first and second competition stages, respectively - 18 hours, (26.3%) and 13 hours, (19%), at the transitional stage - 13.5 hours, (19.7%), at the intermediate stage - 4.5 hours, (6.6%), at the general preparatory stage - 1 hour, (1.5%). Total technical training tasks for operational thinking amounted to 68.5 hours, or 32.3% of the total. Fig. No. 2 shows that the largest volume of tasks for operational thinking falls on tactical training - 110 hours, or 51.9% of the total volume. This is apparently explained by the fact that in tactical exercises, the player's ability to quickly assess the situation and make effective decisions is of particular importance. The share of special tasks in tactics was: at the first and second competitive stages 45 hours, (40.9%) and 33 hours, (30%), respectively, at the general preparatory stage - 11.5 hours, (10.5%), at the special preparatory stage - 8.5 hours, (7.7 %), on the intermediate - 4 hours, (3.6%) and on the transitional - 8 hours, (7.3%). It should be noted that such a ratio of the volumes of tasks for the development of operational thinking in our study was harmoniously combined with the dynamics of the total volume of loads and corresponded to the principles of sports training. To assess the operational abilities of young hockey players, a parallel comparison of the results of a laboratory experiment and registration of the competitive activity of athletes was used. In the first case, two tests were used. One of the test methods was developed by V.P. Pushkin. According to the number of elements of the problem, the game is called "Three" and is a modified version of the game "Fifteen", where the playground is limited by five fields and three tokens in Fig. No. 4. The number of moves spent on placing the pieces in order and the time for solving problems of varying degrees of complexity, from "three-moves" to problems of 8-10 moves, is recorded. Athletes usually spend about 7 seconds to solve the first problem. (the optimal number of moves is 7), for solving the second problem - 11 sec. (number of moves - 10), to solve the third problem - 4 sec. (number of moves - 6). In the course of the study, a comparative analysis of the results of this laboratory test at various stages of training in the annual cycle of young hockey players was carried out. The test results give reason to believe that the use of special means and methodological techniques in training young athletes had a positive effect on the level of development of operational thinking. It is also necessary to note an increase in the results of solving problems, which apparently was the result of a targeted impact on the ability of young hockey players to make decisions quickly. The number of moves decreased on average for the group from 11.85 to 10.69; time from 12.16 to 10.74. The second laboratory test was used to assess the operational thinking of young hockey players in conditions close to the game (Fig. No. 5). On the layout, which represented itself as an octahedron, an image of one of eight game situations appeared. For example, one of the tasks, the player is located in front of the goal with the puck, it is necessary to make one of three decisions; throw on goal, pass to a partner, beat the goalkeeper. The time for making a decision and its correctness are estimated. The stopwatch automatically turns on when a situation arises and turns off, fixing the time of solving the problem as soon as the player presses one of the buttons with the number of the solution. The athlete is offered eight game situations where the tasks can be solved: scoring the entrance gate to the start of the attack opening guardianship selection two one one two, etc. Test problems for operational thinking option 3 1 2 1 3 option 2 3 option 3 2 1 2 3 Solution 1 A mock-up of a laboratory test for assessing operative thinking in hockey Option 1 - a shot at the goal Option - passing to a partner Option - a goalkeeper stroke Testing gives an opportunity not only to assess the ability of hockey players for operational thinking, but also allows them to develop the skills of players to make quick and effective decisions in various game situations. The dynamics of the results of this test at different stages of training of young hockey players testifies to the increase in the indicator of the decision-making time and the effectiveness of the decision in the preparatory period from 1.78 points and 2.19 seconds in the competitive period to 2.57 points and 1.64 seconds on average in the group. Table 1. The results of solving the test problem in the OPE and in the competitive periods. No. surname Test indicators Number of moves Solution time (sec) 18. 07.10. 22.12.10. 18.07.10. 22.12.10. 1 Skripnik 13 10 12.7 9.2 2 Trufakin 10 9 11.9 10.7 3 Tobolov 11 10 8.6 8.3 4 Petrov 12 12 13.1 11.8 5 Dudchenko 10 10 12 10.6 6 Charcot 9 9 7.9 7.8 7 Kuznetsov 13 11 9.9 8.8 8 Burachuk 12 11 10.4 9.3 9 Kutkin 11 10 11.5 10.6 10 Shengel 11 9 12.6 11.4 11 Kachkin 10 10 11.3 10.3 12 Prilipukhov 12 11 13.1 12.7 13 Nedoshivin 13 11 13.4 10.9 14 Khabarov 12 12 12.8 11.8 15 Bozhennov 14 12 13.7 12.0 16 Zhiganov 12 11 13.9 11.4 17 Abzalov 11 10 8.9 7.6 18 Sosnin 13 11 12.9 11.2 19 Fedotov 14 12 14.1 13.3 20 Gavrilov 14 13 14.8 13.7 21 Khisamov 12 11 12.9 11.4 22 Dolmatov 13 10 13.1 12.2 23 Petrov 13 11 14.2 11.1 Cf. arithmetic by group Cf. square deviation X 11.95 10.69 1.14 0.91 12.16 10.74 1.52 1.28 Table No. 2 No. pn surname Test indicators Number of points Solution time (sec) 17.07.10. 23.12.10. 17.07.10. 23.12.10. 1 Skripnik 2 3 1.78 1.56 2 Trafakin 3 3 1.47 0.98 3 Tobalov 2 3 1.94 1.17 4 Petrov 3 3 2 1.65 5 Dudchenkov 3 3 1.63 1.39 6 Charcot 2 2 1.12 1.08 7 Kuznetsov 2 3 1.66 1.14 8 Burachuk 1 2 1.54 1.47 9 Kutkin 1 2 2.12 1.33 10 Shengel 3 3 2.72 2.04 11 Kachkin 1 2 2.06 1.44 12 Prilipukhov 2 3 3.14 2.09 13 Nedoshivin 1 2 2.97 1.83 14 Khabarov 1 3 2.15 1.56 15 Bozhennov 3 2 2.31 2.01 16 Zhiganov 2 2 1.58 1.14 17 Abzalov 2 3 2.01 1.26 18 Sosnin 2 2 2.14 2.02 19 Fedotov 1 3 3.06 2.13 20 Gavrilov 1 2 3.27 2.54 21 Khisamov 3 3 2.18 1.47 22 Dolmatov 1 2 2.21 2 23 Petrov 2 3 3.09 2.37 Cf. arithmetic for group X 1.78 2.57 2.19 1.64 0.68 0.49 0.46 0.38 Avg. square deviation Table 3. Comparative table of average results of laboratory tests on command at different stages of the annual cycle. Tests Stages Test problem Model test Number of moves Number of points Time sec Time sec 1 test PFE 11.95 ± 1.14 12.16 ± 1.52 1.78 ± 0.68 2.19 ± 0.46 2 test competition period 10.69 ± 0.91 10.74 ± 1.28 2.57 ± 0.49 1.64 ± 0.38 Difference d 1.26 1.42 0.79 0.55 t 3.76 3.41 2.19 1.81 methodical techniques in training young hockey players. Thus, the time for solving the test problem decreased, on average by 1.42 sec., Of the laboratory task, on average by 0.55 sec. The number of moves for solving the test problem in the second test decreased by 1.26 on average, and the number of points in solving the laboratory task increased by 0.79 on average. To assess the effectiveness of competitive activity in the course of the study, the technical and tactical game actions of young hockey players were registered in matches of various levels. According to the results of the conducted surveys, the following were assessed: the volume of technical and tactical actions density (the number of technical and tactical actions per minute) quality (the difference between positive and negative indicators) marriage (all negative indicators) efficiency coefficient (%) The study used a table of complex integral indicators developed for adult hockey players Savin V.P., Lvov V.S. Table 4 Indicator Evaluation Volume Density Quantity Marriage Coeff. Effect. (%) Excellent 80 and more 4 and more 55 and more 18 and more 80 and more Good 70 - 79 3.7 - 3.99 45 - 54.9 18.1 23 75 - 79.9 Satisfied. 60 - 69 3.3 - 3.69 40 - 44.9 23.1 28 70 - 74.9 The examination according to this methodology was carried out during the entire competitive period and together with pedagogical observations make it possible to determine the dynamics of the effectiveness of competitive activity. Good positive shifts were noted when comparing the average indicators of competitive activity at different stages of the competitive period. The increase was noted for all indicators, which, together with the growth of sports results, in our opinion, was a consequence of the use of non-traditional methodological approaches and means. In the course of pedagogical observations, the main attention was paid to the following characteristics: the ability to make decisions quickly and effectively; the ability to restructure one's actions in a changing game environment; the ability to act unexpectedly and outside the box in various game situations; to predict the actions of opponents on the court The results of previous surveys and pedagogical observations were consistent with the opinion of authoritative expert observers. The data are presented in (table. No. 5). Table 5. Comparative table of the survey of competitive activity by average indicators Indicator Survey volume density quality marriage coeff. the effect. % 1 survey 03.11.10. 63.4 ± 5.8 2.41 ± 0.19 33.2 ± 2.7 34.9 ± 3.1 57.21 ± 4.5 2 survey 29.03.11. 72.5 ± 4.9 3.72 ± 1.2 49.8 ± 3.3 26.7 ± 2.7 71.18 ± 5.6 Shifts d + 9.1 + 1.31 + 16.6 + 8.2 + 13.97 t 6.12 2.19 4.21 3.11 3.26 High concordance coefficient - 0.872 and good correlation with the results of two tests for determining the level of operational thinking the correlation coefficient - 0.474 - speaks of the average correlation of the level of the effectiveness of competitive activity and thought processes. The study showed that the higher the level of development of play thinking, the higher the ability of a young athlete to show high-quality play, regardless of his physical qualities, which is of course very important for achieving great results in sports. 3.3 Results of the pedagogical experiment. The planned volume of the training load has been completed in full. ... Experimental verification of the methodology for the development of game thinking has shown the effectiveness of the training process based on the use of non-traditional approaches and means. ... A method of testing and pedagogical observations has been developed for diagnosing the level of play thinking development in young hockey players. CONCLUSIONS. The developed and experimentally substantiated methodology for the development of operational thinking in young hockey players allows to educate athletes the ability to make quick decisions and anticipate. The technique allows to bring the training process closer to competitive activity through the use of special methodological techniques and means. ... The experiment, carried out on the team of young men born in 2001, MBOU DOD DYUSSH No. 1, hockey department of Prokopyevsk, showed the effectiveness of the developed methodology and the right to introduce into practice the training of young hockey players for further education of a high-quality reserve for hockey. ... Control testing before and after the experiment and the results of pedagogical observations of the competitive activity of young hockey players indicate positive statistically significant shifts in the indicators of the level of operational thinking, as well as an improvement in the quality and technical indicators of the game, an increase in the density and efficiency of technical and tactical actions in matches. ... In the course of the experiment, the relationship between the indicators of the development of operational thinking and the indicators of competitive activity was revealed. ... The testing technique can be used in the selection system for young hockey players, in determining the role of an athlete in playing, as well as in selection work. ... The results of the studies carried out made it possible to formulate practical recommendations for the application of the technique. PRACTICAL RECOMMENDATIONS To increase the level of operational thinking and the effectiveness of training and competitive activity of young hockey players, it is recommended to apply the following set of measures:. Determine the level of development of the operational thinking of each player and control this indicator at various stages of training, using the testing methodology and pedagogical observations of competitive activity. ... To use in the training process methodological techniques and means aimed at the development of operational thinking at all stages of training young hockey players. BIBLIOGRAPHY 1. Alexandrov P.N. “From the field of psychology. Tennis." Sat. 1972. G.V. Harutyunyan "Problems of Thinking in Sports" T and PFC 1962. Bril M.S. "Selection in sports games" 1980 Bukatin A.Yu. “Analysis of the performance of the USSR national ice hockey team in the 1981 European Championship. among juniors "M. Sports Committee of the USSR 1981. Gagaeva G.M. "Psychology of Football" M. FiS 1969. Gorbunov G.D. "Investigation of the influence of physical activity on operational thinking and the speed of information processing" Questions of psychology. 1968. "Methods for the Study of Operational Thinking" Problems of Engineering Psychology. 1968. Gorskiy L. "Training of hockey players" 1981. Zavalishina D.N., Pushkin V.N. "On the mechanisms of operational thinking" Questions of psychology. 1964. Zatsiorsky V.M. "Questions of theory and practice of pedagogical control in modern sports" TiP 1971. Koloskov V.I. V.P. Klimin "Training of hockey players" M. FiS 1981. Kameninsky Yu.A. 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"Test for the assessment of operational thinking" TiPFK 1989. Yurzinov V.V. "One's Own Way" Sports Games 1990. Shigaev A.S., Zharikov E.S. "Psychology of management in hockey" M. FiS 1983. Chainova L.D., Chainov N.D. "The reaction of foresight and its numerical characteristics" Sat. Psychological Issues 1966
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