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Sports management. Principles, functions, management methods. Management in a sports school Features of management in a sports school

Sergey Altukhov, Deputy Director of the Center for Sports Management of Moscow State University named after M.V. Lomonosov, Ph.D.

The question that we put in the title requires a fairly specific and meaningful answer. In the context of the commercialization of the sports economy, the emergence of the sports industry as an economic category, it is sports managers who solve the main tasks of creating an infrastructure that meets generally accepted world and European standards. There is a popular stereotype that sports managers are those who “trade players.” It's not like that at all. So who are sports managers?

In management theory, there is no single definition of the term “manager”. There are many definitions. All proposed definitions are based on an understanding of the essence of management. The word "management" in its original sense meant the ability to break and manage horses. The basis is the English verb "to manage", which comes from the Latin "manus" (hand). If you follow the logic, then “management” literally means “leading people.”

In modern science, “management” is understood as the process of directing or managing an employee, work group, team, organization, or several organizations operating in a market economy. Management in sports is an independent type of professional activity aimed at achieving goals and implementing assigned tasks within the framework of the activities of a sports organization that operates in market conditions through the rational use of material, labor and information resources. In other words, management in sports is the theory and practice (knowledge, abilities, skills) of effective management of organizations in the sports industry (clubs, federations, leagues, associations, etc.) and organizations of inter-industry complexes of enterprises - the sports industry, sports medicine, sports education.

A manager's performance is judged not by what he does, but by how he motivates and organizes the work of other people. A manager is a hired manager. Sergei Kushchenko, Kirill Fastovsky, Arsene Wenger and Steve Yzerman are also hired managers.

Management activity is one of the most important factors in the functioning and development of sports. Historically, in our country it so happened that sports management was carried out by coaches, instructors, and methodologists. They often combined the educational and training work of a coach with the processes of managing a club, sports society, sports federation, although their job descriptions did not provide for them to perform such duties.

Management in sports, as a special type of professional activity of managers in the sports industry, arises as a result of the division and cooperation of their labor. As we have already noted, the reason for the emergence of sports managers was the market economy, which placed special demands on managers in conditions of economic and sports competition.

Classification of management levels and educational levels

A sports organization has a certain internal structure based on the specifics of a particular sport. This structure includes departments, divisions, groups, and teams. In other words, there are different types of management activities in a sports organization. Along with them, a structure of relationships and subordination appears. This means that managers come at different levels, and they solve different problems.

National Qualifications Frameworks clearly demonstrates the requirements qualification level of management to educational level

Level 9- heads of the Russian Olympic Committee, organizing committees of the World, European, Olympic Games, professional sports associations

Level 8 - heads of the Sports Training Centers for Russian national teams, sports facilities, national sports federations, professional sports leagues and clubs, sports societies, sports facilities, organizing committees of sports and entertainment events

Level 7- heads of sports federations, clubs, functional divisions of sports organizations (departments, directorates, departments, groups), members of complex scientific groups

Level 6- heads of sports education institutions, heads of mass sports work at the place of residence, place of work

Educational levels

AS - graduate schoolM - master's degreeB - bachelor's degree SPO - secondary vocational education

Sports manager functionality

What do sports managers do? The main functions of managers in sports can be represented as follows:

Sports managers work in the governing bodies of the Olympic movement at various levels.

Sports managers are involved in managing sporting events: championships of the city, region, republic, country, World and European Championships, Olympic Games.

Sports managers manage their own sports business projects, commercial tournaments, sports festivals, and mass competitions.

Sports managers are involved in organizing a team, recruiting personnel and athletes, developing ticket programs and various strategies for the organization, working with fans and with stakeholders in the external environment.

The market is characterized by uncertainty of the situation and entrepreneurial risk. They require managers to be independent and responsible for their decisions. The professionalism of a sports manager is manifested in knowledge of the technology of managing an organization and the laws of the market, in the ability to organize coordinated work of a team and predict the development of the organization.

A generalization of the experience of training sports managers at universities and the market demand for specialists in this profile shows that an increasing number of organizations in the sports industry need managers with a certain set of skills. Here are the main ones:

Knowledge of modern computer technologies and programs;

Proficiency in English;

Ability to formulate an organization’s information policy;

Organizing the work of the organization’s office and forming a team;

Knowledge of basic marketing and management strategies;

Knowledge of competition regulations and provisions for the subsequent organization of sporting events;

So far, we have to state with regret that the market mechanism of supply and demand for sports management specialists in our country has not yet been formed. Optimism is added by the introduction of professional standards for sports industry workers and mandatory certification procedures for specialists. This will allow, on the one hand, to conduct an inventory of management personnel in the industry, and on the other, to identify the priorities of management specialties in the general list of sports management positions.

Description of the presentation by individual slides:

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I.Creation of a sports school. A sports school of any type and name is created by the founder on his own initiative and registered by the authorized local government body in an application form.

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The founder of a sports school as an institution of additional education in accordance with Article 11 of the Law “On Education” can be: government bodies, domestic and foreign organizations of all forms of ownership, their associations, domestic and foreign public and private foundations, citizens of the Russian Federation and foreign citizens

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II. Organization of activities of the Youth Sports School. The youth sports school is headed by the director. The form of self-government of the youth sports school is the general meeting and the coaching council. The director independently determines and approves the structure of the youth sports school, its staff, appoints and dismisses the youth sports school employee.

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III.Organization of the educational and training process. The youth sports school organizes work with students during the calendar year, the beginning and end of which depend on the specifics of the sport.

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The main forms of the educational and training process in the Youth Sports School are: Group educational and theoretical classes Work according to individual plans Medical and rehabilitation measures and medical control Testing Participation in competitions and training camps Instructing and refereeing practice for students

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IV. The main criteria for assessing the work of the coaching and teaching staff of the youth sports school. At the stage of initial training - stability of the contingent of students; number of students enrolled in educational and training groups At the educational and training stage - the level of physical fitness and sports results At the stage of sports improvement - the results of student athletes’ performances at regional and Russian competitions At the stage of higher sports excellence - the results of athletes’ performances at republican and international competitions , number of students enrolled as members, trainees in the Russian national team

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V. Planning and accounting of the work of the Youth Sports School Planning of work in the Youth Sports School is carried out through the development and systematic maintenance of the following basic documents: 1)Annual plan for educational, training, educational and organizational and economic work of the sports school. Compiled by the school director. 2) Annual plans for working with groups, class schedules, calendar and program of sports competitions and sports events. Compiled by the head of the educational department and senior coach of the Youth Sports School. 3) Schedule of training material by cycles, months and weeks of preparation or work plans of preparation. Compiled by the senior coach. 4) Annual individual training plans for athletes - candidates for national teams of the Russian Federation. Compiled by athletes' coaches. 5) Lesson plans and notes. Compiled by group coaches.

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The work of children's and youth sports schools is recorded using the following documents: Journals, reports and diaries of the educational and training work of coaches Registration books for children who have completed primary training Athletes' registration cards Competition reports Diaries of athletes Books of records of children's and youth sports schools by age group Medical control cards of athletes Minutes of the school's pedagogical councils Methodological developments trainers for education and training Orders and instructions for youth sports schools Reports on camps and training camps Annual reports of the director, senior trainers and doctor of the youth sports school Official correspondence

Definition of concepts: “sports management”, “sports manager”.

In each country there are various sectors of the national economy (material and non-material production), including the branch of physical culture and sports. This is the objective basis for the development, along with the general theory of management, of special industry theories that reflect the specific patterns of industry management.

Sports management is a field of scientific and practical activity, one of the types of industry-specific management. Sports management is the theory and practice of effective management of physical education and sports organizations in market conditions.

The object of sports management as an independent science is the totality of physical education and sports organizations in the country, i.e. a certain set of FSO - sports schools, sports clubs, sports teams (by type of sport), stadiums, sports and fitness centers, sports federations. The product of the activities of the FSO is the production of physical education and sports services, i.e. organized forms of physical management and sports classes, sports training programs, sports shows, etc.

The subject of sports management is management relations that develop in the process of interaction between the subject and the object of management within physical education and sports organizations and the interaction of these organizations with the external environment in the process of production and distribution of physical education and sports services.

The essence of sports management lies in the purposeful influence of the subject of management on the managed object to ensure the transfer of the object to a new qualitative state, i.e. from the original, initial state to the desired, planned one.

The general goal of sports management is to ensure the effective functioning of physical culture and sports organizations in modern market conditions in Russia.

The task of sports management is to understand the patterns of functioning and social development of physical education and sports in society and to develop a mechanism for targeted effective management of these processes.

The birth of a sports manager as a profession is associated with the emergence of positions of heads of the Federal Security Service.

A sports manager is characterized as a specialist who masters the art of scientific management of the FSO, holds a leadership position in it and is endowed with the right to make management decisions. What is the scope of activity of a sports manager?

Certain elements of management activity are to a certain extent inherent in all categories of physical education and sports workers - coaches, teachers, physical education teachers, instructors:

the coach is recruiting for the sport. school, keeps records, analyzes, summarizes work results;

the instructor organizes.

production skills;

the ability to use sports equipment, the ability to establish the relationship between physical activity, diet, etc.

planning;

organization;

motivation;

management;

control;

analysis.

method of differentiated wages for FSO employees;

the normative economic method of management consists in establishing standards for financial expenses for various types of sports work, approving a report card for providing athletes with clothes, shoes, etc.;

The method of direct targeted financing provides funding from the federal budget: a) sports facilities and federal protective services; b) research work in the field of physical education and sports in accordance with the federal program; c) preparation and performance in official international sports competitions of Russian national teams.

general: business conversation, meeting, training method, exercise method.

creative and inhibitory methods of management: the method of persuasion, methods of approval and encouragement, condemnation and punishment.

goals and objectives of the sports organization that need to be achieved;

features of the management object (potential and actual contingent of those involved);

features of the subject of management (professional experience of the manager, social status of the sports club, federation);

features of a specific management situation;

the capabilities and specifics of the arsenal of management methods at the sports manager’s disposal.

The dictator manager (code 9:1) is mainly focused on production and pays minimal attention to specific people. This is a type of tough administrator, for whom the result is everything, and the person is the performer. Working in such conditions does not bring satisfaction to anyone. A dictator is a bad manager.

A democratic manager (code 1:9) is the exact opposite of a dictator. This type is based on the principle: “Always be yourself.” Things go as if by themselves for such a manager. Usually, democratic distortions prevail in his actions. The benefit from this is not very big.

A pessimistic manager (code 1:1) is guided by the motto: “Do not interfere with the natural course of events.” There is very little benefit from it.

The manipulative manager (code 5:5 – center of the grid) is satisfied with average achievements. His motto: “Don’t grab the stars from the sky.” The main tactical line is compromise. Such a manager has a tendency to manipulate people.

An organizing manager (code 9:9) is the most productive type of manager, taking into account the needs of production, as well as the needs and interests of people. The most important characteristic of this type is the desire for innovation and focus on the constant development of the enterprise. Firms with organizational managers tend to prosper. Leading firms in developed countries are making great efforts to find such managers. We can say that a manager of this type essentially represents the standard of a modern manager.

Functions and roles of a sports manager

In sports organizations there is a certain division of labor, and sports managers solve different problems. Therefore, sports managers perform a number of functions in organizations.

1. The decision-making function is expressed in the fact that the manager determines the direction of the organization’s activities and resolves issues of resource allocation. Only the manager has the right to make management decisions, and he is also responsible for the consequences of the decisions made.

2. The information function consists in the fact that the manager collects information about the internal and external environment of the FSO, disseminates this information in the form of facts and normative guidelines, explains to the staff the policy, immediate and long-term goals of the organization.

3. The function of a manager - that is, the manager forms relationships within the organization, motivates activities, coordinates the efforts of members of the organization, acts as a representative of the organization in interaction with other organizations.

The art of management is characterized by the peculiarities of the ability of a particular sports manager to apply generally accepted principles, methods, and management technology in his specific management activities.

Managers working in the field of production of sporting goods and in the field of providing physical education and sports services must have specific technical skills:

Management system (control) in physical culture and sports: purpose and mechanism

From the above concepts of “control” and “management” it follows that they represent systems.

A system (in its most general form) can be characterized as something whole, consisting of interconnected and interdependent parts, the interaction of which gives rise to new integrative qualities that are not inherent in individual components

Any system has two main content characteristics.

Firstly, integrity: the system represents a set of specific ones, with properties inherent only to them and the nature of the interconnection of parts.

Secondly, divisibility: the system consists of subsystems that also have system properties, that is, they can be represented as lower-level systems.

A control (management) system is a system in which control (management) functions are implemented.

The control system can be represented as the interaction of three elements. The first element is the control subject. As the second control element (management) or the control part of the system that has a managerial impact, the third element of the system is the control object

In the management system of physical culture and sports (as an industry), the subjects are primarily the federal executive body and the executive authorities of the constituent entities of the Russian Federation in the field of physical culture and sports, as well as other state and public administration bodies, and the objects are physical culture and sports organizations of various levels and nature.

The goals of influence differ depending on the specific characteristics of the subject and object of management: for example, if the goal of the Russian Olympic Committee is to ensure a unified policy for the development of elite sports, then the goal of sports federations is to ensure the development of a specific type of sport at all its levels, from mass to elite sport.

In the management system in physical culture and sports, the subject is the head of the organization (collegial governing body), his deputies or heads of individual divisions, and the object is the team of employees of the organization (division) or individual performers.

The goal of management in physical culture and sports is the desired, possible and necessary state of the FSO (industry), which must be achieved.

Defining a goal is the initial stage of the management process in physical education and sports, since its content characterizes a targeted impact.

The management process as an interaction between a subject and an object is carried out using a specific mechanism.

The management mechanism in physical culture and sports is a complex of forms, methods and means that ensure the effective implementation of the goals of physical culture and sports organizations, the most complete satisfaction of the needs of their employees and consumers of the socio-cultural services they produce.

Functions, principles of sports management

Management functions in physical culture and sports are relatively separate areas of management activity that allow for management influence.

There are basic and specific functions of management (governance). Currently, experts have different opinions on the composition of the main functions of management. The most traditional inclusion of such functions as:

Let's take a closer look at each of the functions.

Planning - determines the goals of various sports organizations and the program of action to achieve them. In other words, it answers the questions: “what should I do? How to do?".

Organization - establishes formal relationships during the implementation of planned work among performers. The organization answers the question: “Who will do it?”

Motivation is an activity to create a system of incentives that activates and encourages employees of an organization to work effectively in accordance with developed plans.

Leadership is the process of influencing various members of an organization to achieve the goals set for it. In order to be an effective leader, a manager must constantly expand his knowledge of motivational processes.

Control is an activity that includes monitoring the flow of processes in a managed object, comparing the value of a controlled parameter with a given program, identifying deviations from the program, their location, time, cause and nature.

Analysis – connects the position of the organization as a whole, its divisions and individual employees with the quality of work performed according to its final result. During the analysis process, performance is assessed and performance is compared with the standards established during planning.

Specific functions of physical education and sports management are the result of the division of managerial labor. They can be identified and characterized by the content of management influence on a particular object.

Such functions include:

physical education; organization of physical education and sports work with the population; training of highly qualified athletes in sports; training of sports reserve; holding sports competitions and sports and entertainment events; scientific and software-methodological support for physical education and sports development; organization of production of sporting goods; implementation of international sports relations.

The principles of management in the field of physical education and sports represent the basic rules, regulations and norms of behavior that guide governing bodies and individual managers in the process of exercising managerial influence.

The basic principles of management in physical education and sports include the following:

1. The principle of scientific validity (scientific approach when making management decisions, the use of objective laws and the application of acquired knowledge to ensure optimal management);

2. The principle of consistency in management determines the need to consider the FSO as an integral social system (means a comprehensive study of the applied management decisions, analysis of all possible options for their implementation. It involves linking the solution to problems of sports management with financial, material and technical resources).

3. The principle of the optimal combination of centralization and decentralization in management presupposes the distribution of powers for making specific decisions at each level of the management hierarchy

4. The principle of material and moral incentives. This principle is expressed in the differentiation of wages for FSO employees and professional athletes. Along with material incentives, there is moral incentive in the form of conferring sports titles and awarding prizes.

5. The principle of management optimization means achieving the set goal in the shortest possible time and with the least expenditure of labor, financial resources and material resources.

6. The principle of democratization of management presupposes, along with unity of command, the formation of collective and collegial leadership bodies in the FSO.

7. The principle of legal protection of management decisions provides for reliance in management on existing legislation and legal support for management activities.

8. The principle of combining sectoral and territorial management follows from Art. 72 of the Constitution of the Russian Federation on the joint management of the Russian Federation and the subject of the Russian Federation on issues of physical culture and sports.

Management methods in the field of physical education and sports and the choice of management methods

Management methods in the field of physical education and sports represent specific ways of purposeful influence of the head of the FSO on its employees and monitoring their activities.

The most important thing from the point of view of management practice is the classification of methods based on the specifics of the relationships that develop between FSO employees in the process of joint work. On this basis, management methods are divided into organizational, administrative, economic and socio-psychological.

1. Organizational methods. The essence is that before starting any activity it is necessary to carry out a number of actions to organize it: developing goals, standards, regulations; creation of projects; determination of methods and rules for specific actions. The application of organizational methods creates the basis for activity. They are considered passive and form the basis for the use of active groups of methods - administrative, economic, socio-psychological.

2. Administrative methods (methods of power motivation). Their essence lies in the open and regulated by certain norms of forcing people to engage in any activity. When using them, the leader (manager) takes full responsibility for the result of the activity, while the performer is responsible only for direct non-compliance with instructions.

3. Economic methods:

4. Social and psychological methods. Their essence is in the formation of a psychological climate in the team that best contributes to the achievement of the highest labor results both in a single unit, department and in the enterprise as a whole. Along with the general moral climate, a high assessment of the individual achievements of each employee is applied.

Social and psychological methods include:

Selecting management methods in sports management.

The management method is a specific way of carrying out the functions of sports management and solving management problems. Therefore, it is necessary to find and select from the entire variety of known methods of managing physical education and sports those that have the greatest impact.

The sports manager’s choice of specific management methods depends on the following factors:

Effective application of management methods requires from a sports manager art, constant creative search, close attention to the social dynamics of the functioning and development of physical education and sports, to changes in the internal and external conditions of the activities of a sports organization.

Functional types of management in physical culture and sports(SRS)

The specialization of managerial labor is steadily developing. Therefore, along with general management, so-called functional management is distinguished.

Let us briefly characterize the main functional types of management in physical culture and sports, which in their interconnected totality represent a system.

Strategic management is a management activity consisting of choosing a sphere and a system of actions to achieve the long-term goals of a physical culture and sports organization, taking into account constantly changing environmental conditions.

Strategic management, despite the fact that it is based on such a basic management function as planning, is neither a clearly defined course of action, nor even a specific plan. Its essence is the concept of the activities of a physical culture and sports organization in specific conditions. In this regard, strategic management is the area of activity of the top management of a physical education and sports organization.

Strategic management as a general concept of the activities of a physical culture and sports organization in specific conditions is implemented in various plans and is closely related to such a functional variety of management as program (project) management.

Program (project) management is the activity of managing not permanent, but temporary objects, which are individual programs, projects or a combination of them.

Organizational management is a management activity based on general organizational principles (democratic centralism, hierarchy, a combination of sectoral and territorial management, responsibility, etc.) and aimed at implementing such a basic management function as the “organization” function.

Personnel management is a management activity that includes a set of activities aimed at the optimal formation of the workforce of a physical culture and sports organization and the fullest use of its abilities in the production process.

Innovation management is the activity of managing innovation processes in a physical education and sports organization.

In accordance with international standards, innovation is considered as the final result of innovative activity, embodied in the form of a new (improved) product or technological process, or in a new approach to the provision of socio-cultural services.

The range of innovations in the activities of physical culture and sports organizations is very diverse and can be classified on various grounds - technological parameters, type and degree of novelty, degree of prevalence, areas of activity, etc.

Risk management is the activity of assessing and managing risks that may arise in the work of the FSO.

Risk management characterizes management activities in conditions of uncertainty, the basis of which is increasingly unpredictable market changes. Typically, risk management is associated with economic relations between business entities in connection with risky (venture) capital investments.

Financial management is a type of activity aimed at managing the financial and economic functioning of a physical education and sports organization.

The main task of financial management is to ensure the most efficient movement of financial resources between a physical education and sports organization and its sources of financing, both external and internal. In accordance with this, two main blocks of financial management are usually distinguished: firstly, the “external finance” block, and, secondly, the “internal finance” block (development of estimates, payment of taxes, accounting, audit, assessment of the financial condition of the organization during making management decisions, issuing securities, investments, etc.).

Activity styles of managers of sports organizations(SRS)

"Management Grid"

The effectiveness of the FSO depends on the personal qualities of managers and their work style. The work style arises through integration and interaction between the personal qualities of the manager and the management methods he uses.
Based on the foregoing, the style of professional activity of a sports manager can be defined as a set of principles and the most sustainable methods of management in achieving the main goals of the organization and implementing management functions, as well as the nature of his relationships with subordinates, colleagues of equal rank and senior managers.
Management theory divides management relations into democratic and authoritarian. In accordance with this, in management theory it is customary to distinguish three management styles: authoritarian, democratic and liberal.
The authoritarian work style is characterized by excessive centralization of power and strict regulation of the activities of subordinates. With an authoritarian style, simplicity in the relationship between the leader and subordinates disappears, trust and respect are lost. A manager inevitably becomes an autocrat in two cases: 1) when, in terms of his personal qualities and level of professional preparedness, he is inferior to the people he manages; 2) when subordinates have too low a general and professional culture and a low level of discipline and responsibility for the assigned work.
The democratic style of work is based on the use of methods of persuasion and positive motivation. This style is based on the consciousness and positive qualities of subordinates; the leader of a democratic style relies on the opinion of the team, provides subordinates with independence in decision-making, and creates the necessary conditions for their work. Such a leader cares about meeting the needs of his subordinates and treats people with respect.
The liberal style of work of a manager is characterized by a lack of perspective and large-scale thinking, lack of initiative and expectation of instructions from above. The leader of the liberal style has little control over the activities of his subordinates, as a result of which management is characterized by low effectiveness.
The management style changes depending on which of the hierarchical directions he communicates with: with subordinate employees or with superior managers. This can change your work style to the exact opposite.
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"Manager's Grid"- a universal means of achieving the unity of social and economic goals in the sphere of production. The manager's grid is built on a combination of two fundamental components of a manager's work: attitude towards production and attitude towards people. Attention to production means concentrating the manager’s efforts on the formation of successful ideas, sales volume, quality of service, implementation of decisions of senior management, etc. Attention to people involves creating a creative atmosphere: attracting staff to participate in decision-making, ensuring a fair payment system, etc. (Manager's Dictionary/Reference Book / Edited by M.G. Lapusta.-M., 1996)
The various positions on the manager's grid express typical patterns of this behavior. The behavior pattern of a manager in which he is completely focused on production is called a task-based management model. At the same time, the manager acts as a demanding leader who monitors the implementation of plans and the discipline of employees. Deviation from the planned plan is considered as the result of a mistake by one of the employees who must be punished. Employees' subordination to the manager's decisions is unconditional; disagreement is considered a violation of subordination. The disadvantages of this model of manager behavior are associated with the presence of conditions that suppress the creative energy of employees and reduce their productivity.
In another model, people are not forced to work, but are encouraged and supported. Their mistakes are forgiven. The emphasis is on informal communication. Employees try to avoid mutual criticism. New goals or ideas that might disrupt people's relationships are not introduced. This model of manager behavior leads to increased costs and loss of productivity of employees.
The optimal model of manager behavior is one that ensures a harmonious combination of the two previous models - the integration of people around production. This is a "group management" model. Here, human relationships are formed on the basis of the problem being solved and the search for effective ways to implement it. Employees are focused on achieving higher productivity and satisfaction with successful results. The manager is responsible for ensuring that goals are clear and realistic.
The “group management” model ensures long-term development of the organization and creative, trusting relationships between employees. The entire culture of the organization must change in the direction of this model, for which technologies of organizational development are used. (Dictionary-reference book for managers / Edited by M.G. Lapusta.-M., 1996)
The management grid is a theoretical matrix that defines the typological methods and methods of management that are used by managers at all levels to regulate intragroup interactions.
In essence, this is a concept developed by American management theory specialists R. Blake and J.S. Mouton, which helps to find the most effective methods of managerial influence on the activities of an organization.
The management grid provides answers to the questions:
- What is he like - an ideal leader?
- What is compromise management?
- What is more important – production goals or the interests of hired employees?
- How to find the “golden mean” between such strategic lines as production and personnel?
The answers to these questions cannot be guessed or understood on your own. Are there specially designed tests so that a manager can understand what management style is characteristic of him?

Experienced and professional HR managers know how to use these tests.

This grid makes it possible to identify 5 characteristic types of managerial behavior:
The type of manager-organizer is also preferable for managing small businesses, where the relationship between managers and subordinates is open. In a small workforce, “management” is usually not emphasized, and management responsibilities are often performed by the manager in parallel with other work within the practical activities of the enterprise. Nevertheless, it is he who bears special responsibility for the results of the team’s activities and the good atmosphere in it. If information flows are interrupted, the matter can be immediately corrected with the help of questions. Without bureaucratic relationships, employees work happily and efficiently.
Extreme points of the Blake grid
1) Completing production tasks at any cost, regardless of personnel? (striving for square 1.9).
If a business is run by an authoritarian-oriented manager, then the company experiences:
- Production tasks are a higher priority than taking care of employees who are directly involved in production.
- The corporate culture in the company is characterized by the term “voluntary prison”
- High staff turnover.
- Strict total control.
- Subordinates do not want to take responsibility, take initiative and solve problems on their own.
2) Creating working conditions that would best meet the needs and desires of subordinates? (striving for square 9.1).
3) “Zero management”, when the manager does not care about anything, neither about production results, nor about working conditions (striving for square 1.1).
4) Ideal relationship - super-successful production and maximum attention to working conditions (striving for square 9.9).

5) The optimal option is when production and personnel issues are given equal attention in a 50/50 ratio (striving for a 5.5 square)
What does this look like in practice?
In principle, “pure types” of a leader who 100% corresponds to one or the other picture most likely do not exist. And this is good. After all, it is not difficult to understand that if a manager fully complies with the first criterion, that is, he focuses exclusively on the “power” line of production, then such managers are considered tyrants.
The second type is a “democrat”, but you won’t be successful with him. When employees do not know what a “deadline” is, they relax, do not strive for anything, and over time depreciate in the labor market as specialists.
The third type of manager - “accidental” - does not stay in office for long - either his company will go bankrupt or he will be fired, because no investor wants his business to fall apart.
The fourth type, in principle, does not exist, just like everything ideal or standard.

Well, the fifth type is a rarity, but it is recommended to strive for this indicator.

Nomenclature of institutions of additional education for physical education and sports, their goals and objectives

In Russia, an effective system for training sports reserves continues to function, which has been developing over the last half century. It is based on children's and youth sports, sports and technical schools (DYUSSH, DYUSTSH), specialized children's and youth (sports and technical) schools of the Olympic reserve (SDYUSHOR, SDYUSTSHOR), schools of higher sports skills (SHVSM).

On the basis of the Law “On Education”, all of the listed sports schools are included in the range of institutions of additional education for physical education and sports. It is supplemented by children's and youth physical training clubs (DYUKPP) and structural divisions of physical education and sports in children's art centers, etc.

It is known that the concept of “sports reserves” in the broad sense of the word is inextricably linked with socially determined factors, including the entirety of society’s achievements in the education of youth, the development of mass physical culture and higher sportsmanship.

In a narrower sense, “sports reserves” are athletes who have achieved a certain level of sportsmanship and are covered by modern organizational and methodological forms of training that ensure further growth in sports results. Today the following classification of sports reserves has been adopted.

Active reserve– promising, age-wise, high-class athletes who are candidates for national teams. They must meet the level of requirements of international masters of sports and successfully perform at major international competitions.

Near reserve– young, gifted athletes who are capable of adding to the number of candidates for the national teams of the country during the Olympic cycle. When determining the nearest sports reserve, a set of indicators is taken into account that determine the further growth of sports results, as well as the possibility of successful performance at junior, youth championships of the world, Europe and other international and all-Russian competitions. The characteristics of the near reserve take into account the age requirements for athletes, length of training and competitive training, and compliance with model characteristics.

Potential reserve- young athletes involved in a certain sport in youth sports schools, sports schools, sports schools of the Olympic reserve.

Sports training of children, adolescents, boys and girls is carried out in accordance with such principles of sports training as focus on maximum achievements; in-depth specialization and individualization; unity of general and special training of an athlete; continuity of the training process; the relationship between the gradualness of the load and the tendency towards “ultimate” loads: the undulation of the load dynamics; cyclical nature of the training process.

On the basis of the philosophy described above, the federal government bodies for physical culture and sports in the country and educational authorities have formulated specific tasks for sports schools at the stages of long-term preparation. The sports school, being an institution of additional education, is designed to promote:

Self-improvement;

Formation of a healthy lifestyle;

Professional self-determination;

Development of physical, intellectual and moral abilities;

Achieving a level of sports success in accordance with abilities.

Based on the patterns of development of sports skills, stages of long-term training of students in sports schools have been established (Table 2).

Table 2. Stages of long-term training for students in sports schools and children's and youth clubs

Legend: + - main function; x - by decision of the founder; * - in non-specialized departments of SDYUSHOR.

The regulatory framework governing the activities of sports schools states that sports schools, whose activities are aimed at developing mass sports, at the initial training stage are tasked with attracting the maximum possible number of children and adolescents to systematic sports activities aimed at developing their personality, approval of a healthy lifestyle, education of physical, moral, ethical and volitional qualities.

At the educational and training stage of preparation the following tasks are set:

Improved health, including physical development;

Increasing the level of physical fitness and sports results, taking into account individual characteristics and requirements of sports programs;

Prevention of bad habits and crimes.

At the stages of sports improvement and highest sports excellence, sports schools, whose activities are aimed at developing sports of the highest achievements, are faced with the task of attracting the optimal number of promising athletes to specialized sports training in order for them to achieve high, stable results, allowing them to enter the Russian national teams.

The modern system of sports schools unites about 4,000 schools of various types, belonging to 9 departments and sports societies, and covers all regions of Russia. About 3,000 children's and youth sports schools (youth sports schools) are focused on the development of mass sports, and 920 specialized schools are focused on training highly qualified athletes. More than 2 million children, teenagers, boys and girls are systematically involved in sports schools and children's and youth physical training clubs, of which 34.5 thousand are high-class athletes. The share of those involved in mass sports and elite sports corresponds to social norms and standards for physical culture and sports of the Russian Federation. Elite sports involve 2.1% of the total number of participants and about 10% of coaches. About 40 thousand full-time specialists work in sports schools and children's and youth physical training clubs.

The activities of sports schools and children's and youth physical training clubs as institutions of additional education are regulated by two regulatory documents: 1) the Law "On Education" and 2) a document of the Ministry of Education and the State Sports Committee of the Russian Federation dated January 25, 1995. entitled “Regulatory framework governing the activities of sports schools” (No. 96-IT dated 01/25/95).

Creation of a sports school. A sports school of any type and name is created by the founder on his own initiative and registered by the authorized local government body in accordance with the application procedure.

The founders of a sports school as an institution of additional education in accordance with Article 11 of the Law “On Education” are:

State authorities, local governments;

Domestic and foreign organizations of all forms of ownership, their associations (associations and unions);

Domestic and foreign public and private foundations;

Public and religious organizations (associations) registered on the territory of the Russian Federation;

Citizens of the Russian Federation and foreign citizens.

The status of the founder(s) determines the organizational and legal form of a sports school or physical training club.

A generalization of experience shows that currently the founders of more than 70% of sports schools in Russia are educational authorities, which finance their schools. About 80% of the total school population is involved in sports schools of educational authorities, and they account for 75% of the coaching and teaching staff.

To register a sports school, the founder submits to the relevant registration authority: an application for registration; the founder’s decision to create a sports school; its charter; document confirming payment of the state registration fee.

The rights of a legal entity of a sports school in terms of conducting statutory financial and economic activities arise from the moment of its state registration. A sports school as a legal entity has a charter, current and other accounts in banking institutions, a seal of the established form, a stamp, and forms with its name.

The rights to educational activities and benefits provided by the legislation of the Russian Federation to educational institutions arise for a sports school from the moment it is issued a license (permit) in the prescribed manner. The license issued to an additional education institution specifies the maximum number of students in the school, control standards and the validity period of this license.

The basis of state guarantees for children in Russia to receive the opportunity to engage in sports school is state and municipal funding.

Organization of the educational and training process. The sports school organizes work with students during the calendar year, the beginning and end of which depend on the specifics of the sport. The main forms of the educational and training process in a sports school are:

Group training and theoretical classes;

Work according to individual plans (mandatory at the SS and VSM stages);

Medical rehabilitation measures and medical control;

Testing;

Participation in competitions and training camps;

Instructing and judging practice of students.

In order to increase the efficiency of sports schools, the State Committee for Sports of Russia approved the “Standard plan-prospectus of the curriculum for youth sports schools and sports schools.

Enrollment in a sports school is carried out on a voluntary basis upon the application of a person who wishes to engage in sports at the age established for the relevant sport and who does not have medical contraindications for this. The formation of training groups is carried out taking into account the stages of preparation highlighted in the table.

The “regulatory and legal framework” establishes the minimum size of training groups and the maximum volume of educational and training work (hours per week) differentiated by the stages of training of students. The procedure for transferring those involved in a sports school to the next year of study, as well as the stage of long-term training, are also regulated. For this purpose, criteria have been established for assessing the activities of sports schools at the stages of long-term preparation, which will be discussed in more detail in the last section of the chapter.

Self-government in a sports school. Article 35 of the Law “On Education” establishes that the management of state and municipal educational institutions, which include sports schools, is based on the principles of unity of command and self-government.

Based on the principles of unity of command and self-government, the sports school is headed by a director who has passed the appropriate certification, appointed by its founder.

The forms of self-government in a sports school as an institution of additional education are the pedagogical council, the general meeting of the workforce, coaching councils of departments and other forms.

Rice. 3. Organizational structure of sports school management

The organizational structure of a sports school includes the head of the educational department, a senior instructor and instructor-methodologist, an accountant and a school doctor, and maintenance personnel (Fig. 3).

The structure of the sports school also includes the administration and maintenance personnel of sports facilities that are on the balance sheet or directly subordinate to the school.

The organizational structure of a sports school is normatively fixed in its staffing table. Staffing table - ϶ᴛᴏ a list of job titles and the total number of permanent positions in the organization, indicating its structural divisions, as well as official salaries for a regular position. The staffing schedule of a sports school is determined by its administration independently, based on goals and objectives, the volume of teaching and training load, financial capabilities and other factors.

The job responsibilities of sports school employees are regulated by the relevant tariff and qualification characteristics and job descriptions. As an example, we can cite the tariff and qualification characteristics of the deputy director of a sports school:

Deputy Director of the Sports School (sample job description )

Job responsibilities. Organizes training, educational and methodological work at the sports school. Responsible for organizing the educational and training process, staffing the school, selecting and sports orientation of students, and improving the qualifications of sports coaches and teachers. Provides intra-school sports competitions. Takes measures to improve teaching and training methods for student athletes. Monitors the content of the educational and training process, the fulfillment by student athletes of the requirements of the educational programs, the quality of knowledge, abilities and skills, the level of physical development and preparedness, and their timely completion of an in-depth medical examination. Heads the work on promoting physical culture and sports, generalizing and introducing best practices.

Must know: normative and methodological documents defining the directions of development of physical culture and sports

in the country; achievements of domestic and foreign science in organizing physical education and sports and training sports reserves; experience of advanced sports schools; basics of civil and labor legislation; fundamentals of economics, labor organization and management; rules of occupational health and safety, industrial sanitation and fire protection.

Qualification requirements. Higher professional education and work experience in physical education and sports organizations for at least 5 years.

The tariff and qualification characteristics of the deputy director of a sports school are determined on the basis of the characteristics of the director. The official salaries of deputies are set 10-20% below the salary of the corresponding manager.

Wage. Monthly wage rates for coaches of sports schools as state and municipal institutions of additional education are determined according to the Unified Tariff Schedule, taking into account various allowances or according to standards for one student.

Economic and entrepreneurial activities of a sports school. The sports school independently carries out financial and economic activities. It has an independent balance and a current account in banking institutions. The activities of a sports school (club) are financed by its founder in accordance with an agreement between them.

The sports school has the right to attract additional financial resources through the provision of paid services, as well as through voluntary donations and targeted contributions from individuals and legal entities, incl. foreign. A sports school has the right to conduct any type of business activity provided for by its charter.

Management in a sports school - concept and types. Classification and features of the category “Management in a sports school” 2017, 2018.

SIBERIAN STATE UNIVERSITY

PHYSICAL EDUCATION AND SPORTS

SPORTS SCHOOL MANAGEMENT

(regulatory aspect)

Reviewers:

Cand. legal sciences, deputy

Cand. ped. sciences, head

Management of a sports school (regulatory and legal aspect): educational and methodological manual / , . – Omsk: SibGUFK, 2010. – 212 p.

The educational and methodological manual is devoted to the issues of regulating the activities of sports schools in current socio-economic conditions. In accordance with the norms of Russian legislation, the authors offer comments on the Model Regulations on educational institutions of additional education for children, which is one of the main documents regulating the activities of the educational institutions in question.

The educational and methodological manual is intended for students of advanced training courses and professional retraining of managers and specialists in the profile of a higher educational institution (direction 032100 “Physical culture”, specialty 032101 “Physical culture and sports”), as well as for graduate students and practitioners involved in issues of sports school management.

Printed by decision

Editorial and Publishing Council of the University

Introduction………………………………………..…………..….………..…..

List of accepted abbreviations…………………..…………………………

On the history of the development of out-of-school associations………………..………..

State management of activities

sports schools in Russia………………………………………………………………....

Model regulations on educational

institution…………………….

Section I. General provisions …...…………….……………………………

Paragraph 1……………………………………………………………..…….

Point 2.…………………………………………………………..………

Point 3.…………………………………………………………..………

Point 4.……………………………………………………………..…

Point 5.……………………………………………………………..…

Clause 6.……………………………………………………………………………….….

Clause 7.……………………………………………………………..……

Clause 8.………………………………………………………………..…

Control questions…………………………………………………..….

Chapter II . Organization of the institution

additional education for children ……………………………………

Clause 9……………………………………………………………..….

Clause 10………………………………………………………………….

Clause 11…………………………………………………………………….....

Clause 12……………………………………………………………….....

Clause 13……………………………………………………………..…...

Clause 14……………………………………………………………….....

Clause 15……………………………………………………………..…...

Clause 16……………………………………………………………..…...

Clause 17……………………………………………………………………………….....

Clause 18……………………………………………………………………………….....

Control questions………………………………………………...........

ChapterIII. Basics of the institution's activities

additional education for children………………………………........

Clause 19……………………………………………………………..…...

Clause 20……………………………………………………………..…...

Clause 21……………………………………………………………...…..

Clause 22……………………………………………………………………………….....

Clause 23…………………………………………………………….....

Clause 24…………………………………………………………….....

Clause 25……………………………………………………………………………….....

Clause 26…………………………………………………………….....

Clause 27……………………………………………………………….....

Clause 28……………………………………………………………….

Clause 29………………………………………………………...…..

Control questions……………………………………………………...

ChapterIV. Participants in the educational process…………………....

Clause 30……………………………………………………………………………….....

Clause 31………………………………………………………………….

Clause 32……..………………………………………………………...

Clause 33……………………………………………………………………………….…

Clause 34……………………………………………………………………………….

Clause 35…………………………………………………………….…

Clause 36…………………………………………………………….……

Clause 37……………………………………………………………….…

Clause 38……………………………………………………………….…

Control questions……………………………………………………...

Section V. Management and Leadership……………………………….…..

Clause 39……………………………………………………………….

Clause 40……………………………………………………………………………….....

Clause 41……………………………………………………………….....

Control questions……………………………………………………...

ChapterVI. Property and funds of the institution ……………………..…

Clause 42……………………………………………………………..…...

Clause 43……………………………………………………………..…...

Clause 44……………………………………………………………………………….....

Clause 45…………………………………………………………….....

Clause 46……………………………………………………………………………….....

Clause 47……………………………………………………………….....

Clause 48……………………………………………………………..…...

Control questions……………………………………………………...

List of used literature………………………………..….

Appendix 1. Approximate position

about the Council of the Educational Institution “Sports School”…………………………………..

Appendix 2. Approximate position

about the pedagogical council of the educational institution of children's education "Sports School"………………...

Appendix 3. Approximate Regulations

about the methodological council of the educational institution of children's education "Sports School"…………………..

Appendix 4. Approximate REGULATIONS on the coaching council of the educational institution of children's education "Sports School"……………………………………………………………….. .......

Appendix 5. LIST of regulatory documents,

on safety measures and regulations

conducting training sessions

and sports competitions……………………………………………………………..

Appendix 6. SAMPLE NOMENCLATURE OF CASES

in an educational institution for additional education of children....

LIST OF ACCEPTED ABBREVIATIONS

All-Union Central Council of Trade Unions of the USSR

DOSAAF USSR

Ministry of Education of the Russian Federation

USSR Ministry of Education

Ministry of Sports and Tourism of Russia

Ministry of Finance of the Russian Federation

Rosobrazovanie

Rosobrnadzor

Rospotrebnadzor

Rossport

All-Union Central Council of Trade Unions of the USSR

State educational standard of higher professional education

Voluntary Society for Assistance to the Army, Aviation and Navy of the USSR

Unified State Register of Taxpayers

Unified State Register of Legal Entities

Unified social tax

Taxpayer identification number

Medical and preventive institution

Ministry of Internal Affairs of the Russian Federation

Ministry of Education and Science of the Russian Federation

Ministry of Education of the USSR

Ministry of Sports, Tourism and Youth Policy of the Russian Federation

Ministry of Finance of the Russian Federation

Personal income tax

Federal Agency for Education

Federal Service for Supervision in Education

Federal Service for Supervision of Consumer Rights Protection and Human Welfare

Federal Service for Labor and Employment

Federal Agency for Physical Culture and Sports (abolished by Decree of the President of the Russian Federation of January 1, 2001)

Russian Federation

Council of People's Commissars of the USSR

Sanitary rules

the federal law

Physical Culture

"A person who has no information

cannot take responsibility.

Person to whom the information was presented

cannot help but take responsibility"

Ian Carlson

(President of the Swedish airline SAS

in the 80sXXcentury)

INTRODUCTION

Today, sport is becoming not only a social, but also a political factor in the modern world. The involvement of the broad masses of the population in physical education and the success of Russian athletes in international competitions are indisputable proof of the vitality and spiritual strength of any nation, which generally affects the effectiveness of public administration.

In the current socio-economic conditions in the Russian Federation in all sectors, including the field of physical culture and sports, the problem of legal support for the activities of each subject of legal relations is still relevant.

The state attaches great importance to the development of physical culture and sports. Institutions of additional education for children (in particular, sports schools) play a significant role in attracting children to physical education. According to the statement, “the state must bear the burden of responsibility for maintaining sports schools.” Moreover, at present, according to him, the number of sports schools and children involved in them is increasing in Russia. The health of children and provision of their leisure time, and therefore the removal of children from the “street”, will continue to be associated with the opening of new sports schools.

The strategic task of the development of physical culture and sports in Russia in recent years, according to and, is the development by the younger generation of the basic values of physical and sports culture, ensuring the strengthening of physical and moral health, mental and physical performance of children, adolescents and young people.

However, according to leading experts in the field of physical culture and sports and the country's top leaders, today the sports potential of the Soviet system has been completely exhausted .

At the last meeting of the State Council on Physical Culture and Sports, the President of the Russian Federation was forced to state that “the system of physical education in educational institutions requires radical modernization.” In this regard, it is necessary to create a full-fledged sports infrastructure. According to the President of the Russian Federation, in the sports system “children’s and youth sports schools should play a key role,” and “caring for such schools should become a priority.”

It is quite obvious that without studying the legislative framework and other forms of lawmaking, with the help of which competencies are determined and relationships between citizens of the Russian Federation, educational institutions, public organizations, enterprises and government bodies are built, it is impossible to ensure the effectiveness of the development of the sphere of physical culture and sports. Improving information and legal support in this area will make it possible to create a unified legal regime, which is an essential element of the rule of law.

Due to the fact that the problem of high-quality training of the sports reserve still remains acute, there is a need for specialists in the field of physical culture and sports to use the developed regulatory and legal material to regulate the activities of educational institutions of additional education for children in practical activities.

Analysis of official documents and materials, as well as scientific and methodological literature on this problem allows us to assert that at present there are no modern collections of normative legal acts focused on the activities of sports schools and relevant groups of workers in the field of physical culture and sports activities (administrative, pedagogical and educational support staff).

In most cases, legal issues are dealt with by administrative employees of physical culture and sports organizations and educational institutions who do not have sufficient knowledge in the field of law. This, in turn, creates certain problems in organizing the educational process in sports schools (for example, the creation and further operation of educational institutions for additional education for children; the implementation of children’s right to additional education; labor relations between athletes and coaches, etc.).

The presented systematization of regulatory legal acts with comments on individual provisions and articles will allow one to successfully navigate the current legislation of the Russian Federation and will increase the efficiency of the educational process in educational institutions of additional education for children and other physical culture and sports organizations working with children and youth.

When setting out the requirements of regulatory legal acts regulating certain areas of activity of educational institutions of additional education for children, the authors of this manual provide links using materials from the legal reference systems “Consultant Plus”, “Garant”, as well as the journal “Physical Education Institutions: Accounting and Taxation” .

ON THE HISTORY OF THE DEVELOPMENT OF EXTRASCHOOL ASSOCIATIONS

The first extracurricular associations that solved problems of personal development at the end of the 19th century were club associations, sports grounds, and summer health colonies. They owe their appearance to representatives of the progressive intelligentsia:, etc. They tried to resist the conservatism of official upbringing and education. To this end, they sought to create favorable conditions for the development of both the individual qualities of the child’s personality and the formation of his responsibility, solidarity, and camaraderie.

In addition to these prominent representatives of the intelligentsia, he was an organizer of active leisure. On his initiative, since 1909, children's mass games (“Wolves and Sheep”, “Geese and Wolves”, “The Third Wheel”, etc.) began to be held in gardens and squares, attracting up to 400 children and adults. In addition to games, he conducted excursions with children, organized long hikes and trips. Subsequently, the Moscow City Duma initiated the creation of a network of specially equipped stadium-type sites with children's sports schools.

In the pre-war years (before 1914), sports, which had previously been recognized as “unintelligent”, became a new phenomenon in the life of secondary schools. At this time, football and tennis clubs, children's and youth gymnastics organizations were created in educational institutions: “amusing” (in memory of the childhood games of Peter I), “falcons” (similar to Czech organizations) and “boy scouts” (according to the English model).

The Russian government attached great importance to the development of the scout movement, which became widespread in England, Germany, France, Austria and even China at the beginning of the 20th century. In Russia, the first scout troop was created in 1909 by a guards officer in the city of Pavlovsk. In addition, Nicholas II, understanding the importance of out-of-school education, on May 22, 1910, approved the “Regulations on out-of-school training of Russian youth for military service.” With the assistance of the major general, who headed the first state body for the management of physical culture and sports, all-Russian unions in sports are being actively formed, a system of educational training camps is being created, and standards for the physical development of the population are being developed. In addition, during the First World War, military sports clubs were created.

By 1917, squads and scout detachments operated in 143 Russian cities and numbered about 50 thousand people. The revival of the scout movement was facilitated by the creation in 1914 in large cities (Petrograd, Moscow, Kyiv) of the “Society for Assistance to Young Scouts” “Russian Scout” (chaired by a retired major general).

In the summer months, special camps were opened for scouts, where everyone could spend about two weeks. The Scout motto is “Be Prepared!” was subsequently borrowed by the pioneer organization along with the attributes of this movement.

So, the activities of out-of-school institutions in the pre-revolutionary period acquired independence, although they were supervised by the political forces of the country.

In the post-revolutionary period (1917–1941), extracurricular work acquired pedagogical status due to the variety of types and forms of democratic organization of children and adults, based on the progressive traditions of folk pedagogy.

In November 1917, a department of out-of-school education was created at the People's Commissariat of Education. The main task of the department was to develop cultural and educational work among children and adolescents.

The first out-of-school state children's institution opened in 1918 in Moscow. It was called the “Station for Young Nature Lovers”, and in 1920 it was transformed into the “Biological Station for Young Naturalists named after. " This institution is considered the “beginning” of the state system of out-of-school education for children. In 1919, the first societies of sports lovers and gymnastic clubs were created.

Since the mid-20s of the 20th century, compulsory physical education lessons have been introduced in secondary schools. The resolution of the XV Party Conference contains the requirement “... to develop physical education more fully and widely, to make it more active and diverse”, “... to take care of the creation of sites for physical education.”

Picture of the development of out-of-school education in the 20–30s. The 20th century was very bright, filled with events and contradictions. Dozens of magazines were published, where scientific, pedagogical and methodological materials on out-of-school education were regularly published, new organizational systems were created to promote the inclusion of children in active creative activities based on interests, helping to meaningfully spend leisure time and gain the basics of professional skills. The sheer abundance of forms is amazing: children's holiday camps, school clubs, experimental stations, reading huts, labor communes, children's theaters and libraries, scientific and excursion stations, tourist and local history centers, sports clubs.

In 1925, the All-Union Pioneer Camp "Artek" was opened. In the post-war years, pioneer camps were further developed and solved the problems of not only improving the health of children, but also socio-political, labor and physical education.

The first children's sports schools and stadiums opened in 1934 in Moscow, Tbilisi, Kyiv, Leningrad, Rostov-on-Don, Tashkent and other cities. In the trade union system, similar institutions were opened in 1936. Their main task was to carry out health-improving work among children and adolescents.

The introduction in March 1931 of a complex of 15 sports “Ready for Labor and Defense” played an important role in the development of the military-applied direction of physical fitness of students. For this purpose, military sports clubs are being created everywhere. But after 3 years (March 1934), a set of 13 exercises called “Be Prepared for Labor and Defense” (BGTO) was approved for children of pioneer age. This in some way revived the work with children outside of school hours.

Later, such institutions as children's highways, clubs for young sailors with their own flotillas and shipping companies, children's book houses, art galleries, and film studios appeared.

Sports schools appeared in the public education system in 1943–1944. At first they operated on the basis of secondary schools, but at the end of the 1940s they began to be separated into separate institutions. Further development of out-of-school institutions was suspended by the Great Patriotic War.

The life of children and teenagers after the war was not easy. At the All-Russian August Meeting of Teachers (1945), in accordance with the resolution of the secretariat of the All-Union Central Council of Trade Unions “On improving the work on physical education of children and adolescents” (March 1945), extracurricular and extracurricular forms of work and directions for the development of physical education were determined.

By the Decree of the Council of People's Commissars of the USSR dated January 1, 2001 “On providing assistance to committees for physical culture and sports and improving their work,” various authorities were recommended to immediately vacate all sports facilities occupied for other purposes. It was also planned to open 80 sports schools. It was necessary to amend their staffing table and establish the position of a state sports coach.

The beginning of the next stage in the development of the network of out-of-school institutions was the resolution of the Central Committee of the All-Union Communist Party of Bolsheviks dated January 1, 2001, which determined the main directions for the further development of physical culture and sports. The priority became the task of improving the skills of Soviet athletes and, on this basis, winning them world championships in the most important sports. notes that in the post-war years the slogan “Turn the mass character of physical culture into a nationwide one” was very relevant. In accordance with this goal, the network of out-of-school institutions developed rapidly, and in 1948 there were over 460 children's sports schools in the country, attended by more than 80 thousand students.

In April 1952, the resolution of the Council of Ministers of the USSR “On streamlining the network, introducing standard staff and establishing official salaries for employees of out-of-school institutions” established a unified nomenclature of out-of-school institutions, determined the legal status of their employees, and outlined ways for further development. At this time, the role of out-of-school institutions as teaching centers is strengthened, and ties with the school are strengthened. In 1953, the USSR Ministry of Education approved a unified Regulation on out-of-school institutions in the education system of the younger generation, regulating the content, forms and methods of work.

The period of the 50-60s is characterized by a further rise in extracurricular activities. An important point that determined the sharp jump in the growth of the number of students was the decision to hold sports competitions for schoolchildren by the USSR Ministry of Education. The first Spartakiad took place in 1954. In order to prepare for new starts, regional sports schools began to be created in the country. Since 1956, the rapid development of children's and youth sports began in the USSR. New children's highways, clubs for sailors, rivermen, children's and youth astronomical societies are emerging, special institutions for working with high school students are appearing (homes for Komsomol schoolchildren, military sports clubs, etc.), and their material and technical base is being strengthened. Stations for young technicians, children's technical stations, and military-technical schools were created on the basis of large enterprises, research institutes, and collective farms.

Much cultural, educational, physical culture and health work among children and adolescents, taking into account their age and interests, is carried out by cultural and recreation parks, specialized children's parks, as well as trade unions.

In the public education system in the 60s, regional, regional, and republican sports schools were created, which were assigned the role of coordinators of the physical education and sports movement in the regions. In 1961, sports boarding schools opened. The first boarding school was opened in Tashkent, and in total there were 26 sports boarding schools throughout the country.

Despite the positive changes in children's and youth sports, some shortcomings in the work of out-of-school institutions have become more noticeable: the presence of a large number of sports departments in one school; an increase in the number of students dropping out before finishing school; acute shortage of qualified coaching staff; insufficient provision of sports facilities, finances and sports uniforms.

In accordance with the resolutions of the Central Committee of the CPSU and the Council of Ministers of the USSR “On measures for the further development of physical culture” dated January 1, 2001, as well as a number of decisions adopted by party and government bodies, during this period new out-of-school institutions were created in the country and strengthened material and technical base already available.

In 1972, the Republican Specialized Children and Youth School of the Olympic Reserve was opened under the Ministry of Education of the USSR, which was responsible for the development of children's and youth sports in the education system.

Thus, the logical “vertical” and “horizontal” of out-of-school institutions of physical education and sports have been lined up.

Based on the legislation of the USSR and union republics on public education, which came into force on January 1, 1974, sports schools were classified as non-school institutions. In accordance with the nomenclature of sports schools approved by the Sports Committee of the USSR in 1974, and the nomenclature of out-of-school institutions approved by the Ministry of Education of the USSR (order No. 10 of 01/01/2001), youth sports schools were divided into two categories: youth sports schools and sports schools. According to the Model Regulations on Children's and Youth Sports Schools, sports schools were created in the system of the USSR Ministry of Education, the Ministry of Railways, trade unions, vocational educational institutions, committees on physical culture and sports and other departmental organizations, both in urban and rural areas.

During this period, a wide network of specialized out-of-school institutions was created, taking into account the differentiation of children’s interests, ensuring the development of creative abilities in one or another field of knowledge, and a lot of mass sports work was carried out. There has been an increasing trend towards increasing the responsibility of enterprises, organizations and institutions for organizing material and technical support in their profile of children's and youth activities in their free time. This function was implemented by them, as a rule, through the creation and development of a network of various types of out-of-school institutions.

During these years, allocations for out-of-school institutions from the state budget are constantly increasing, an extensive network of out-of-school children's institutions is being created, which actively work with schools, families, and the public.

Non-school institutions play a major role in organizing the continuity of the educational process. The desire for a pedagogically appropriate organization of children's leisure contributed to the creation of many interest clubs, playgrounds, student rooms at the place of residence, and the organization of work with children in various groups.

The continuity of the process of children’s education is also manifested in summer forms of work - the organization of mass events, competitions, clubs, specialized, tourist and sports camps, etc.

In a comprehensive school, additional education was represented by extracurricular activities (clubs, electives, sections), extracurricular educational work, which was carried out, as a rule, under the auspices of pioneer and Komsomol organizations. Their statutory documents, as well as various programs (“Laws”, “Steps”, “Marches”, “Shows”, “Lenin Test”, etc.) with an immutable obligation for each school set the goals, content, and forms its implementation in the process of “independent activity” of children under the pedagogical guidance of a teacher or parents. Club work was mainly of a “subject-based” nature (according to academic subjects of the school curriculum) and covered mainly children of primary school age 7–12 years old. The nomenclature of electives was strictly specified from the center; their content also had a “subject-specific” character. They originated as “additional chapters” to one or another subject of the curriculum. However, at best these were preparation courses for universities.

However, despite the fact that almost all links in the system of training sports reserves were created, the lack of planning and continuity in their work reduced the effectiveness of the educational and training process in sports schools. These shortcomings in the activities of sports schools were pointed out to the country's sports organizations in the September (1981) resolution of the CPSU Central Committee and the USSR Council of Ministers “On the further rise of mass participation in physical culture and sports.” Sports organizations were instructed to strengthen their efforts to prepare sports reserves. According to statistics agencies and many scientists, the number of sports schools and, accordingly, the coverage of those involved has gradually increased.

In 1987, the Regulations on sports schools and classes were put into effect in accordance with the order of the USSR State Sports Committee “On the implementation of the Regulations on children’s and youth sports schools, specialized children’s and youth schools of the Olympic reserve, specialized classes in sports” (together with “Regulations on specialized classes in sports with an extended day of study and with an in-depth educational and training process in secondary schools”).

Extracurricular activities in the family are widely promoted. It is emphasized that the physical perfection of children and adolescents is largely determined in the family: in communication with parents, views on the surrounding reality, beliefs, and habits are formed. Physical education of children is effective only when parents raise the child not only actively, but also quite purposefully and systematically. Success depends on the ability of parents to use appropriate means, forms, and methods. Particular attention is paid to the daily routine of schoolchildren. The main forms of extracurricular work are: morning hygienic gymnastics, physical education and physical education breaks, independent training sessions with parents, family competitions, walks, hardening procedures. Proper organization of classes and the personal example of parents greatly contribute to identifying children’s abilities and inclinations for a certain type of physical activity.

In 1989, general education boarding schools with a sports profile were reorganized into Olympic reserve schools, and this gave a new impetus to the development of the system of out-of-school institutions. In addition, by the order of the State Committee for Public Education of the USSR “On the creation of children’s and youth physical training clubs (DYUKPP),” which recognized the need to create a new type of out-of-school physical education institutions - children’s and youth physical training clubs.

So, in 1991, there were more than 8 thousand youth sports schools, which employed more than 4 million people; 1500 SDYUSHOR – 550 thousand people; 156 ShVSM and 50 UOR - 18 thousand people. During these years, these institutions cultivated 45 Olympic sports, 46 sports not included in the Olympic program, and 14 sports for the disabled.

Thus, in the post-war years there was a period of highest development of out-of-school institutions, which are an integral part of society. It was at this time that the main directions in the content of activities were determined, and a unique system of working with children was formed, which has no analogues in the world, including clearly defined tasks, content and forms of educational work. It was possible to orient the content of the main types of activities to take into account the age and personal characteristics of children, as well as to form a kind of “industry” for organizing leisure activities for children and youth.

In the Soviet education system, the principles of out-of-school work were:

– mass and accessibility of classes based on the voluntary association of children according to their interests;

– development of their initiative and initiative;

– socially beneficial orientation of activity;

– variety of forms of extracurricular work;

– taking into account the age and individual characteristics of children.

The period of the beginning of the “perestroika” of the foundations and power party structures had a significant impact on the activities of out-of-school institutions as open social and pedagogical systems that take into greater account the factors of the influence of the external environment, constantly focusing on them and promptly changing the content of social and pedagogical activities.

In 1991, after the collapse of the Pioneer and Komsomol organizations, a vacuum arose, which was gradually filled due to the transformation of previous extracurricular associations and the emergence of new ones.

It has become obvious that for the further development of out-of-school institutions it is necessary to provide them with greater financial and economic independence in resolving vital issues: in choosing meaningful activities, establishing a structure and staffing table, and in matters of remuneration.

In accordance with the Law of the Russian Federation “On Education” -1, the process of evolutionary modification of the system of out-of-school work and out-of-school education has begun, its transition to a new qualitative state. Out-of-school institutions have been given a new status - educational institutions for additional education of children.

Educational institutions for additional education of children are a type of educational institution that implements programs of various types. They go beyond basic general education programs in order to comprehensively meet the needs of citizens. In this regard, the requirements for creating conditions for organizing the educational process and cultural leisure of children, the content of education, and the professional skills of teachers in institutions of this type have increased.

Subsequently (since 1992), institutions, regardless of their organizational and legal form and departmental subordination, were insufficiently funded due to a shortage of budgetary funds. In addition to budgetary organizations, financing problems were observed in out-of-school institutions owned by commercial enterprises and public organizations. The number of competitions held across the city, region, and country has decreased. It was in 1992 that a new era began in the history of the development of educational institutions for additional education of children, characterized by their sharp reduction, regardless of type and departmental affiliation.

During this very difficult period, the development of children's and youth sports needed the support of government agencies, but senior leaders did nothing in this regard.

Currently, the system of additional education for children in Russia includes more than 18 thousand educational institutions, which are under the jurisdiction of various departments (education, youth affairs, physical culture and sports) and bodies (ministries, agencies, departments, directorates) of the federal, regional and local levels.

In Russia there are various types of educational institutions for additional education of children. Moreover, Order No. 000 of the Ministry of Sports and Tourism of Russia established requirements for sports schools that implement various stages of long-term sports training. According to the order of the Ministry of Sports and Tourism of Russia No. 000, requirements for the stages and tasks they implement are imperatively established for institutions. Currently, only youth sports schools and sports schools have the right to implement the sports and recreational stage of training; initial training (DYUKFP, Youth Sports School, SDYUSSHOR); educational and training (Youth Sports School, Sports School), improvement of sports skills (Youth Sports School, Sports School); highest sports skills (SDYUSSHOR).

State management of the system of sports schools in Russia

State management of the system of sports schools is a process of regulating relations within the state through the distribution of spheres of influence between the main territorial levels and branches of government. But after the adoption of the Constitution of the Russian Federation (1993) we came to the conclusion that the terms “public administration”, “government bodies”, “public administration” were transformed into the terms “executive power”, “executive authorities”.

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