Technology for forming a sense of morality, competition, and respect in students at sports events

TECHNOLOGY FOR FORMING A SENSE OF MORALITY, COMPETITION, AND RESPECT IN STUDENTS AT SPORTS EVENTS
ABDUKODIR JUMAKULOVICH NORBOYEV
Teacher of the "Sports Management" department of Termiz State University.
Abstract: One of the main tasks is to select young athletes, to prepare them for sports events, to form their physical and moral qualities, life skills and skills, and a sense of respect for the opponent.
One of the important means of comprehensive training of young athletes is the use of selected types of action games and their application in the training process.
In order to understand the role of ethics in sports and competition, it is important to distinguish between game and sportsmanship.
Ethics in sports require four main virtues: fairness, honesty, responsibility and respect.
Justice
• All athletes and coaches must follow the rules and guidelines of their respective sports.
• Teams seeking an unfair competitive advantage over their opponent create an uneven playing field that undermines the integrity of the sport.
• Athletes and coaches will not be discriminated against or excluded from sports based on race, gender or sexual orientation.
• Referees must apply the rules equally to both teams and may not be biased or self-interested.
Honesty
• As with integrity, any athlete who tries to gain an advantage over an opponent with a skill that the game itself is not intended to test shows a lack of personal integrity and undermines the integrity of the game. For example, when a player fakes an injury or foul in football, he is acting unsportsmanlike because the game of football is not designed to measure an athlete's ability to fail. Substitution is a way of deliberately deceiving the umpire into making a wrong call, which only undermines the umpire's credibility and ultimately undermines the integrity of the game.
Responsibility
• To be sportsmen, players and coaches must take responsibility for their actions and actions on the field. Including their feelings.
• Many times athletes and coaches have made excuses for losing a game. The most popular excuse is to blame the referee. Instead, it pays to focus on the aspects of the game that only you can control, namely your performance, and ask yourself where you can do better.
• Responsibility requires players and coaches to be aware of the rules and regulations that govern their sport.
• Responsibility requires players and coaches to behave appropriately both on and off the field.
Respect
• All athletes must show respect to teammates, opponents, coaches and officials.
• All coaches must show respect to their players, opponents and officials.
• All fans, especially parents, must show respect to other fans, as well as teams and officials.

The sports behavior model is based on the idea that sport also demonstrates and encourages character development, which in turn affects the moral character of the wider community. How we compete in sports can affect our personal moral and ethical behavior outside of competition.

Some advocate "morality in parentheses" in sports. Such an approach emphasizes that sports and competitions are separated from real life and occupy a sphere where moral and ethical standards do not apply. On the contrary, some argue that sports are an outlet for our inherent aggression and our selfish need for recognition and respect that comes from defeating an opponent.
From this point of view, it's all about aggression and winning. For example, a football player can be described as mean and mean on the field, but kind and gentle in everyday life. His aggressive nature on the field is not wrong, because when he plays the game, he is part of the unscrupulous reality that is only concerned with the principle of winning.
An ethical approach to sport rejects this bracketed morality and respects the game and the opponent through hard but fair play. It means understanding the rules and their importance in encouraging respect for your opponent, which pushes you to be the best you can be.
While some of us have had positive competitive experiences as students, others have experienced painful or, at best, unpleasant encounters. As adults, we repeat our ideas about competition formed during our student years and apply them to the education of our students and children. We can therefore start with untested assumptions; as a result, our students may be paying for our ignorance. It may be helpful to consider the implications of competition as objectively as possible as we try to find a place for it in our classroom. Human competition is usually defined as competition between two or more people in which only one or more participants cannot win. Competition exists when the desired outcome is insufficient. Individuals and/or teams are given the opportunity to compete for this score. For example, in team athletics, two teams play a sport to win.
It is partly true that the world is competitive. It is difficult to completely avoid competition in life; however, for the most part, competition is voluntary, or at least a voluntary choice. We can easily live a life defined by shared and self-directed goals rather than competing with others. The claim that the "real world" is inherently competitive is a myth. Furthermore, to say that we are preparing students for the real world by placing them in artificially created competitive situations is to impose on them a kind of one-sided worldview. is collectively creating a more or less competitive future through encouragement. If we create a more inclusive environment in our schools, we create the possibility of a more collaborative future; when we create a more competitive environment, we create a more competitive future. When we bring a competitive element to a situation, it creates a sense of external urgency and drama. Competition

The sports behavior model is based on the idea that sport also demonstrates and encourages character development, which in turn affects the moral character of the wider community. How we compete in sports can affect our personal moral and ethical behavior outside of competition.

Some advocate "morality in parentheses" in sports. Such an approach emphasizes that sports and competitions are separated from real life and occupy a sphere where moral and ethical standards do not apply. On the contrary, some argue that sports are an outlet for our inherent aggression and our selfish need for recognition and respect that comes from defeating an opponent.
From this point of view, it's all about aggression and winning. For example, a football player can be described as mean and mean on the field, but kind and gentle in everyday life. His aggressive nature on the field is not wrong, because when he plays the game, he is part of the unscrupulous reality that is only concerned with the principle of winning.
An ethical approach to sport rejects this bracketed morality and respects the game and the opponent through hard but fair play. It means understanding the rules and their importance in encouraging respect for your opponent, which pushes you to be the best you can be.
While some of us have had positive competitive experiences as students, others have experienced painful or, at best, unpleasant encounters. As adults, we repeat our ideas about competition formed during our student years and apply them to the education of our students and children. We can therefore start with untested assumptions; as a result, our students may be paying for our ignorance. It may be helpful to consider the implications of competition as objectively as possible as we try to find a place for it in our classroom. Human competition is usually defined as competition between two or more people in which only one or more participants cannot win. Competition exists when the desired outcome is insufficient. Individuals and/or teams are given the opportunity to compete for this score. For example, in team athletics, two teams play a sport to win.
It is partly true that the world is competitive. It is difficult to completely avoid competition in life; however, for the most part, competition is voluntary, or at least a voluntary choice. We can easily live a life defined by shared and self-directed goals rather than competing with others. The claim that the "real world" is inherently competitive is a myth. Furthermore, to say that we are preparing students for the real world by placing them in artificially created competitive situations is to impose on them a kind of one-sided worldview. is collectively creating a more or less competitive future through encouragement. If we create a more inclusive environment in our schools, we create the possibility of a more collaborative future; when we create a more competitive environment, we create a more competitive future. When we bring a competitive element to a situation, it creates a sense of external urgency and drama. Competition

Structure, by its very nature, prompts a change in the attitude of the participants. Reflecting the process and task becomes less important than the result. We can see how the shift in focus happens regardless of what the teacher says, encouraging or discouraging. Structure, by its very nature, prompts a change in the attitude of the participants.

Bring competition into the context of group action and attitude change. In the presence of competing goals, groups tend to place more emphasis on the outcome of an action and less emphasis on the process. They focus more on what it takes to win and less on self-learning. In addition, the element of competition affects group dynamics.
Let's say we ask groups to compete and award a prize to the winning team. If we replace competition with cooperation, the attitude of group members to each other will change. Competitive situations encourage them to see their peers as peers or members of a learning community rather than as tools to be used to achieve a goal. Behaviors such as communication and feedback are helpful in collaboration. In a competitive environment, they often slow down the process and distract the group. In a collaborative setting, different ideas can usually be explored with impunity; when we introduce an element of competition, a barrier to communication is created. Mirroring is not enabled to complete the task. In a collaborative setting, different ideas can usually be explored with impunity; it hinders communication when we introduce the element of competition. Mirroring is not enabled to complete the task. In a cooperative setting, different ideas can usually be explored with impunity; when we introduce an element of competition, a barrier to communication is created. Mirroring is not enabled to complete the task.
In a cooperative environment, there is no barrier to relying on the efforts of less dominant or less skilled members of the group. However, in a competitive environment, some combination of personal advantage and individual competence determines the values of the process, inevitably marginalizing weaker and less competent team members. Even with good will and/or good intentions present at the beginning of the process, these tendencies prevail because the structural incentive in a competitive environment naturally favors a shift in task focus and team dynamics. If we compare the potential benefits of competition with the potential costs, we find several reasons for caution. While competition can instantly add fun and drama to the equation, there is a price. In addition to the transition from process to product described above, there are additional consequences such as encouraging fear of failure and undermining students' intrinsic motivation.

Although the list of potential costs associated with competition is more important than the list of potential benefits, the power of its effects makes its use very attractive. Nothing energizes a group of young people like competition. However, as with any extrinsically motivated practice, the short-term benefits mask the long-term harmful effects. Extrinsic rewards or otherwise

When considering the use of "loaded" strategies, we must be deliberate and cautious in using the competition.
USING COMPETITION IN THE CLASSROOM
There is some support for the position that there is no healthy class competition. While it is debatable whether or not competition should be introduced in schools in general, it is a common practice and likely to continue. With that in mind, let's distinguish between "healthy" forms of competition and less healthy ones. There are several principles to consider when evaluating whether a competitive classroom situation is more or less beneficial.
First: competition for valuable outcomes is more damaging to the class than competition for trivial and/or symbolic outcomes. Basically, there are three types of "value or real" results. These include: a) valuable material assets - this includes benefits that have a significant impact; b) significant and/or permanent affection of the teacher; and c) recorded scores. When we give students meaningful rewards for winning, winning matters, and we emphasize that students should care about the reward as much as they care about the quality of their efforts. Remember the motivation discussion: when we do this, we remove intrinsic motivation from the situation by introducing an extrinsic reward.
Second, the shorter the duration of competition, the more likely it will have a positive effect. The duration of the competition increases its value and reduces its intensity and interest, as well as unwanted effects. For example, if we keep track of the number of books each student reads during the semester and post the tally on the classroom wall, the initial effect may be to increase motivation to read. Initially, we can assume that the strategy is effective. However, as the contest continues, we observe that students are only reading to win the contest and have an incentive to falsify the number of books they have read. As time goes by, we notice that the competition is becoming less interesting and tougher.
Third, the competitive leader must place a strong emphasis on the process rather than the product. When the goal is to win, students adopt a "just do what you have to do" attitude. When students are encouraged to value the process, they feel empowered to focus on learning outcomes and ensure that they focus on quality as a primary goal. However, this idea can only be developed if the context itself does not care much about victory, and the emphasis of the leader becomes muffled. The first two principles are mandatory.

The game is based on the principle that winning is everything. Athletes and coaches are encouraged to modify the rules as much as possible to gain a competitive advantage in competition and to focus less on the safety and welfare of the competition. Some of the key tenants of playability are:

• Winning is everything
• The determination of violations is the responsibility of the referee and athletes and coaches assume no responsibility for compliance.
• The end always justifies the means
Some examples of playability are:
• Fake foul or injury
• Trying to take first place in the race
• Hacking equipment, such as hooking a baseball bat to hit the ball harder.
• Covert personal fouls, such as tackling a player underwater during a water polo match.
• Inflicting pain with the intention of knocking an opponent out of the game, such as the Saint's Reward scandal.
• Use of performance-enhancing drugs
• Taunting or intimidating an opponent
• A coach lies about an athlete's score to keep him eligible to play.
All of these examples focus more on the outcome than how the game is played.
A more ethical approach to athletics is sportsmanship. In the sports behavior model, healthy competition is seen as a means of cultivating personal dignity, virtue, and character. It fosters a community of respect and trust between competitors and the community. The goal of sportsmanship is not just to win, but to do our best and win with honor.

Difference between healthy competition and unhealthy competition

healthy competition
The main purpose is entertainment.
The purpose of education growth is clearly described as valuable.
Competition is short-lived and high-energy.
The episode has no lasting effects.
All individuals or groups see a reasonable chance of winning.
All students understand these points well.
A learning goal is defined as a means to an end (winning a competition).
Winners can use their winnings later as social or educational capital.
The competition directly or indirectly rewards high-achieving students.
Over time, students develop a "competitive mindset."
Examples: long-term point systems, grade competition, point curves, picking favorites, rewards for skill-based performance.
How about a little competition for meaningful results? Is it good sometimes?
Readers may think, "I'm using competition to achieve meaningful results, and I see no problem." The winners are happy, and the losers are trying their best to win in the future.
The full impact of an "unhealthy" competitive experience may be subtle or immediate. In fact, it may have the desired effect on students. It has been argued that competition helps some students (such as winners) to develop a sense of self-esteem by experiencing positive comparisons. That is, they feel good because they are ahead of others. One problem with this source of satisfaction is that it quickly leads to a fear of not being number one in the future - which creates a fear of failure. In fact, self-esteem based on comparison is not true self-esteem. This is the subtle structure of the ego. The best thing he can do is temporarily escape the feeling of failure.
When a student sees their school performance as a competition, it leads to increasing helplessness. the learner's helplessness develops through the perception that he has a certain amount of ability. This creates a need to prove adequacy to others. Although at first glance it appears that students are motivated to work, this suggests that, on the contrary, they are motivated to avoid the pain of feelings of inferiority and unworthiness. The development of this helplessness model contributes to a decrease in intrinsic motivation, a decrease in the value of growth as a goal, and a decrease in resistance to difficult situations. Initially, students may be motivated by competition (fear of failure or desire to improve self-image by comparison with others); however,
Think about the most necessary state of mind to work successfully in a highly competitive environment. In situations where competition requires physical strength, fear and anger can sometimes have the desired effect. However, competitive activities often require the application of skills and strategies. Take professional golf for example. When asked to explain what they were thinking about in a stressful situation, high achievers said they tried to keep their attention in the moment and resist the temptation of external stimuli. They are not always successful. If a player can't stay in the moment and focus on their performance from hitting compared to others on the field, the overall result will be a poor game. This usually takes the form of what is called distortion or "suffocation". Top performers like Tiger Woods learned to discipline their minds and enjoyed the process. They know that thinking in terms of comparison (i.e. competitive) leads to less productive work, as well as mental illness and less job satisfaction.
Great applications of competition
At what age is competition allowed? It is more suitable for higher levels of maturity, but little or nothing for very young children
There is no real reason to use more than the minimum number of competitions in a class. At this age, it has neither value nor necessity. In the classroom, our main task is to help students develop a "psychology of success. Competition is not very important in our efforts to achieve this goal, and it works against this goal. For grades 3-6, a small amount of "healthy" competition can be justified. This students are old enough to separate themselves from the outcomes of competitive tasks if we encourage them to do so. Experiencing healthy competition in schools helps the middle-aged student understand and manage other contexts of competition. Quote from seventh grade ng, students need to understand the many natural tendencies, both healthy and unhealthy, that emerge from within under competitive conditions.