PREVENTING CONFLICT IN THE PROCESS OF PHYSICAL CULTURE

The article examines the concept of «conflict» from a pedagogical and psychological point of view. Analyzing different approaches to interpreting the concept of «conflict» made it possible to define it as a confrontation of incompatible interests, views or beliefs of two or more people, which is based on rivalry and arises as a result of certain contradictions and disagreements on certain issues, reinforced by significant emotional experiences. The study clarified the prerequisites for the emergence of conflicts and outlined their key characteristics. The types of conflicts in educational activities, in particular in physical education classes (activity conflict, behavioral conflicts, relationship conflicts, motivational conflicts) were substantiated, the main stages of their development and causes of occurrence were determined. The most common factors for the emergence of conflict situations during physical education classes include: inability to predict the consequences of biased assessment of students' actions and deeds; application of punishments without proper justification; humiliation of the child's honor and dignity, which leads to the formation of defensive reactions; atypical emotional manifestations and behavior of individual students in the process of emotional and personal interaction with the teacher; negative personality traits of the teacher, in particular lack of self-control, irritability, rudeness, nervousness, tactlessness, a tendency to vindictiveness and complacency; insufficient level of pedagogical abilities; delayed assessment of control standards, as well as low motivation for pedagogical work. It has been established that to prevent or anticipate conflict situations during physical education classes, the following key rules should be followed, which will help overcome them, namely: creating a favorable atmosphere; establishing clear rules in the class; forming socio-psychological behavioral skills; diagnostics and prevention; modeling behavior. It has been determined that the teacher's main emphasis should be on controlling students' activities in class, helping to create a positive climate of mutual trust and cooperation, and fostering in them self-control and emotional self-regulation, fairness, active listening, avoiding provocations from peers, and the ability to communicate with each other.