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Thematische Bibliographien / Training / Zeitschriftenartikel

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Zeitschriftenartikel zum Thema „Training“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 19. Oktober 2024

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1

Grandhi, Manasa, und A. Sailaja A. Sailaja. „A Review on Effectiveness of Training Methods of Trainings Conducted by Different Training Institutes“. International Journal of Scientific Research 2, Nr. 4 (01.06.2012): 1–2. http://dx.doi.org/10.15373/22778179/apr2013/1.

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2

Yang, Jum Hong, Chi Wook Park und Jae Hyun Choi. „Effects of 24-Week Weight Training and Plyometric Training on the Physique, Body Composition and Fitness of Male High School Students“. Journal of Sport and Leisure Studies 30 (30.09.2007): 583–93. http://dx.doi.org/10.51979/kssls.2007.09.30.583.

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3

Sicari, Rosa. „Training, training and more training“. International Journal of Cardiovascular Imaging 37, Nr. 7 (17.05.2021): 2169. http://dx.doi.org/10.1007/s10554-021-02264-6.

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4

Jones, Kevin. „Training: Training developments“. Children and Young People Now 2023, Nr. 11 (02.11.2023): 32. http://dx.doi.org/10.12968/cypn.2023.11.32.

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5

Rahmana, Arief, und Yaya Sukaya. „Training Needs Analysis: Suggested Framework for Identifying Training Need“. International Journal of Psychosocial Rehabilitation 24, Nr. 02 (13.02.2020): 3861–68. http://dx.doi.org/10.37200/ijpr/v24i2/pr200707.

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6

Thompson, Daniel. „ASEG Young Professionals Network: Training, training, training!“ Preview 2019, Nr. 203 (02.11.2019): 7. http://dx.doi.org/10.1080/14432471.2019.1695319.

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7

Masud, Mehedi. „Exploring the Training Spectrum:“. Bangladesh Journal of Public Administration 30, Nr. 3 (22.12.2022): 97–134. http://dx.doi.org/10.36609/bjpa.v30i3.379.

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60-hour long training is a continuous professional development programme for the public servants of the people’s republic of Bangladesh. This training aims at the capacity development of the public servants, which in turns contributes to the organisational performance. 60-hour long training in a year for the employees of public sector in different public sector organisations across the country has been undertaken to raise the skills and competencies and modify the attitude of the public servants under the supervision of MOPA. Since its introduction in 2016, the efficacy of 60-hour long Training programme has not been explored yet. Therefore, this study aims at filling in this gap in literature in public sector, focusing on the trainings offered to employees and its influence on their performance in these organisations. How the outcome of the 60-hour training leads to increased organisational performance is yet to be ascertained. Interpretive approach has been adopted in this study. Data have been collected from selected upazilas of two districts (Moulvibazar, Habiganj) and three Ministries, namely, Ministry of Public Administration, Ministry of Education and Ministry of Health. The findings of the study show that training characteristics consist of before-the-training, during-the-training and after-the-training characteristics. The characteristics of these three stages of training that influence training effectiveness of the 60-hour training in this study comprise: learning readiness of the trainees, pre-training facilitation and activities, environment of training, training method, performance of trainer and style, training contents, training objectives and results. Research findings suggest the strongest important relationships between the characteristics of training such as pre-training, during-the-training and post-training that in turn contribute to the effectiveness of the 60-hour training. Sixty-hour trainin, Efficacy, before-the-training, during-the-training and after-the-training characteristic

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8

Kehler, Michael. „Training Bodies, Training Minds?“ Boyhood Studies 11, Nr. 1 (01.03.2018): 98–101. http://dx.doi.org/10.3167/bhs.2018.110109.

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Gerdin, Göran. 2017. Boys, Bodies, and Physical Education: Problematizing Identity, Schooling, and Power Relations through a Pleasure Lens. New York: Routledge. 216 pp. $160.00. ISBN 978-1-13864-997-2 (hardback); ISBN 978-1-31562-557-7 (e-book)

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9

Wu, J., M. An, Y. Jin und H. Geng. „Training safely, Training safety“. TransNav, the International Journal on Marine Navigation and Safety of Sea Transportation 8, Nr. 3 (2014): 423–27. http://dx.doi.org/10.12716/1001.08.03.14.

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10

Takahashi, Tetsuya, Tomoyuki Morisawa, Masakazu Saitoh, Eriko Kitahara und Toshiyuki Fujiwara. „Training and Evidence：Resistance Training and Respiratory Muscle Training“. Japanese Journal of Rehabilitation Medicine 59, Nr. 1 (18.01.2022): 52–59. http://dx.doi.org/10.2490/jjrmc.59.52.

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11

Alshaali, Saeed Khalifa, Kamal Ab Hamid und Ali Ali Al-Ansi. „Training Transfer: Does Training Design Preserve Training Memory?“ Asian Social Science 14, Nr. 10 (28.09.2018): 46. http://dx.doi.org/10.5539/ass.v14n10p46.

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Billions of dollars are lost by low application of ineffective training. Fast declination of training memory may contribute this loss. The present study uses theoretical examinations via a conceptual model to examine the relationship between training memory and transfer behaviour. Training design, training retention (training memory), and training transfer are the study variables. The study population, is the federal ministries in the United Arab Emirates (UAE), was assessed via random sampling. Data were collected by a cross-sectional approach via questionnaires. Back-translation (English to Arabic), a pre-test, and a pilot test were applied to ensure that any modifications of the questionnaire items were precise and effective. The study was analysed via PLS-SEM. Based on the results, all of the study’s hypotheses were accepted, and significant relationships were revealed between the study variables. Training design is highly correlated with training retention, i.e., a premium training design will lead to a high preservation of the knowledge and skills gained from the training programme. Due to the low correlation between training retention and training transfer, the training retention was considered a secondary contributor of applying training to the work environment. If mangers and practitioners tend to achieve successful training transfer, their efforts should concentrate on adopting modern training design techniques, which could sufficiently maintain the training memory and increase training transfer.

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12

Lopatynska, Iryna. „MODERN TECHNOLOGIES FOR TRAINING AND ADVANCED TRAINING OF POLICE OFFICERS“. Ukrainian polyceistics: theory, legislation, practice 1, Nr. 1 (April 2021): 182–88. http://dx.doi.org/10.32366/2709-9261-2021-1-1-182-188.

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The article is devoted to the study of high effectiveness of active forms, methods and technologies of training police officers during educational process. The system of training police officers combines psychological, theoretical and practical aspects It is noted the important tool for the professional activity of law enforcement officers of Ukraine is the study of advanced professional experience of law enforcement agencies in Europe. As the employee of the National Police is focused on effective solving the tasks facing him, but constant psychological support and awareness of the possibility of professional development.

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Dr.k.bagavinar, Dr k. bagavinar, und Dr k. kamalakkannan Dr.k.kamalakkannan. „Effect of Aerobic Training, Aquatic Training and Combined Training on Selected Physical Fitness Variables Among Obese College Men“. Indian Journal of Applied Research 3, Nr. 12 (01.10.2011): 488–91. http://dx.doi.org/10.15373/2249555x/dec2013/149.

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14

Vairagi, Nishad Nitin, Smitil Dattatrey Patil und Pratibha M. Deshmukh. „Training Needs Analysis“. International Journal of Trend in Scientific Research and Development Volume-2, Issue-5 (31.08.2018): 647–48. http://dx.doi.org/10.31142/ijtsrd15759.

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15

LEVY, D. „IN-SERVICE TRAINING FOR ADULT TRAINNG CENTRE STAFF“. Journal of the Institute of Mental Subnormality (APEX) 2, Nr. 3 (26.08.2009): 25–26. http://dx.doi.org/10.1111/j.1468-3156.1974.tb00109.x.

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16

Na, Mingu. „Toegye, Yi Hwang’s mind training, body training, speaking training“. Korean Journal of Rhetoric 42 (31.12.2021): 117–43. http://dx.doi.org/10.31325/kjr.2021.12.42.117.

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17

Kim, Jae-Joong. „Residency training: training program renewal and evaluation of training“. Journal of the Korean Medical Association 57, Nr. 11 (2014): 896. http://dx.doi.org/10.5124/jkma.2014.57.11.896.

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18

Rivendri, Rivendri. „Training and Training Based on Field Training Model (Internship)“. KOLOKIUM Jurnal Pendidikan Luar Sekolah 11, Nr. 3 (31.12.2023): 1105–12. http://dx.doi.org/10.24036/kolokium.v11i3.760.

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Internship is training or practice to master certain skills under the guidance and supervision of experienced instructors. Apprenticeship training is organised and directed to equip, improve, and develop work competencies in order to improve capability, productivity, and welfare. The learning concept of apprenticeship is student-centred, prioritising the activities of learners as apprentices through active student learning and providing opportunities for learners to self-direct their learning activities. The benefits obtained in the implementation of apprenticeship are not only felt by the company that can produce labour in accordance with industry standards and company needs, but also the apprentices themselves get the opportunity to receive training, not only to hone skills in accordance with industry / company standards, but also to get direct technical training and core work skills that can improve their performance. The conceptual model underlying the apprenticeship programme falls into the category of the implementative learning model. Where this model requires initiatives that are able to strive and realise the curriculum from potential or written to actual or realisation by conducting a series of implementation activities in the form of learning processes.

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Dr.K Bagavinar, Dr K. Bagavinar, und Dr K. Kamalakkannan Dr.K.Kamalakkannan. „Effect of Aerobic Training, Aquatic Training and Combined Training on Selected Physiological and Biochemical Variables among Obese College Men“. Indian Journal of Applied Research 4, Nr. 4 (01.10.2011): 508–11. http://dx.doi.org/10.15373/2249555x/apr2014/161.

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20

Masta, Karan, und Yasmin Janjhua. „Training Evaluation Models for Farmer Training Programmes“. International Journal of Economic Plants 7, Nr. 3 (28.08.2020): 115–18. http://dx.doi.org/10.23910/2/2020.0374.

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Training has been an effective means to attain knowledge, skill and abilities adding to human efficiency and effectiveness. Ensuring effective training means knowing whether investment of time, energy and resources are being spent effectively or not. Active play of diverse resources makes it imperative to evaluate the effectiveness of the training. The paper attempts to explain the important models of training evaluation which can be adopted by practitioners for evaluating farmer trainings. These approaches can be used as a base to assess farmer training interventions and also help to revise and design an intervention which is effective and free from impediments.

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21

Sinitsyna, G. P. „PARTNERSHIP TRAINING STRATEGY: COLLABORATIVE TRAINING“. Science of the Person: Humanitarian Researches 2, Nr. 36 (Juli 2019): 78–82. http://dx.doi.org/10.17238/issn1998-5320.2019.36.78.

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22

Pizza, F. X., M. G. Flynn, T. Sawyer, T. Baden, R. D. Starling und F. F. Andres. „RUN TRAINING vs. CROSS TRAINING“. Medicine & Science in Sports & Exercise 24, Supplement (Mai 1992): S64. http://dx.doi.org/10.1249/00005768-199205001-00384.

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23

Starling, R. D., F. X. Pizza, H. C. Flynn, M. Naureth, R. Davenport, P. Salbany und P. Agosti. „RUN TRAINING VS. CROSS-TRAINING“. Medicine & Science in Sports & Exercise 24, Supplement (Mai 1992): S101. http://dx.doi.org/10.1249/00005768-199205001-00604.

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24

PIZZA, FRANCIS X., MICHAEL G. FLYNN, THOMAS SAWYER, PER GUNNAR BROLINSON, RAYMOND D. STARLING und FREDERICK F. ANDRES. „Run training versus cross-training“. Medicine & Science in Sports & Exercise 27, Nr. 3 (März 1995): 355???362. http://dx.doi.org/10.1249/00005768-199503000-00011.

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25

Sahlberg, Björn. „Training analysis and training models“. Scandinavian Psychoanalytic Review 41, Nr. 2 (03.07.2018): 119–25. http://dx.doi.org/10.1080/01062301.2018.1564129.

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26

Rawn, Moss L. „Training analysis and training psychotherapy.“ Psychoanalytic Psychology 8, Nr. 1 (1991): 43–57. http://dx.doi.org/10.1037/h0079254.

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27

Jones, P. F. „Surgical training. Training is inconsistent.“ BMJ 307, Nr. 6913 (06.11.1993): 1210. http://dx.doi.org/10.1136/bmj.307.6913.1210-b.

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28

Brito, Aline de Freitas, Ytalo Mota Soares und Alexandre Sérgio Silva. „CONCURRENT TRAINING OR COMBINED TRAINING?“ Revista Brasileira de Medicina do Esporte 25, Nr. 2 (April 2019): 105–6. http://dx.doi.org/10.1590/1517-869220192502123895.

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29

Kostakos, Vassilis. „Training users vs. training soldiers“. Communications of the ACM 55, Nr. 3 (März 2012): 33–35. http://dx.doi.org/10.1145/2093548.2093562.

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30

Fahlman, Mariane M., Amy L. Morgan, Nancy McNevin, Debra Boardley und Robert Topp. „Strength Training vs. Combination Training“. Medicine & Science in Sports & Exercise 38, Supplement (Mai 2006): S43. http://dx.doi.org/10.1249/00005768-200605001-01072.

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31

Sandermann, Jes. „Training centres: differences in training“. International Congress Series 1272 (August 2004): 52–55. http://dx.doi.org/10.1016/j.ics.2004.04.070.

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32

Tommasi, Francesco, Andrea Ceschi, Sara Bollarino, Silvia Belotto, Silvia Genero und Riccardo Sartori. „Enhancing Critical Thinking Skills and Media Literacy in Initial VET Students: A Mixed Methods Study on a Cross-Country Training Program“. International Journal for Research in Vocational Education and Training 10, Nr. 2 (05.07.2023): 239–57. http://dx.doi.org/10.13152/ijrvet.10.2.5.

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Context: In the last few decades, the constant and exponential changes in the society's consumption of information have increased the awareness of practitioners from the education and training field, on the need for training programs for the enhancement of critical thinking skills and media literacy among students from Initial Vocational Education and Training (IVET) who are less exposed to intellectual trainings than their peers in traditional education pathways. Approach: With this impetus, the present paper reports the results of a mixed methods study evaluating a training program for such competences. Based on a cognitive psychology theoretical framework, the training program consisted in three main techniques through which trainers can work with students in the classroom. N= 35 trainers from five different countries (i.e., Greece, Italy, Spain, Portugal, and the Netherlands) were instructed about the training techniques and implemented them in their training centres. Then, a total of N= 288 students among these countries were involved in the testing of the training, which took place on a duration average of 5 months. Mixed methods approach was used to evaluate the effectiveness and quality of the training. Notably, prospective statistical analysis evaluated the training's impact of the participating students and compared with a control group. Qualitative interviews examined the training's lived experience with a group of students and trainers. Findings: The quantitative and qualitative analysis of pre/post- measures of critical thinking skills and media literacy of the experimental group, and the comparison with the control group, indicate an increase in these competences and confirm the efficacy of the training intervention. Conclusion: These results inform about the usefulness of the training program cross-culturally and the feasibility of training strategies based on cognitive psychology. Moreover, the paper offers a methodological contribution thanks to the proposition of the mixed methods approach for training programs assessment.

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Felstead, Alan, und Nick Jewson. „‘Training floors’ and ‘training ceilings’: metonyms for understanding training trends“. Journal of Vocational Education & Training 66, Nr. 3 (20.05.2014): 296–310. http://dx.doi.org/10.1080/13636820.2014.916739.

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34

Greenebaum, Jessica B. „Training Dogs and Training Humans: Symbolic Interaction and Dog Training“. Anthrozoös 23, Nr. 2 (Juni 2010): 129–41. http://dx.doi.org/10.2752/175303710x12682332909936.

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35

Greer, Daniel, Jerome Pasquale und Jack Todd Wahrenberger. „Objective and subjective benefits of a psychiatric pharmacist–led long-acting injectable medication training at a large, multisite organization“. Mental Health Clinician 10, Nr. 5 (01.09.2020): 264–69. http://dx.doi.org/10.9740/mhc.2020.09.264.

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Abstract Introduction Many psychiatric, long-acting injectable (LAI) medications are available, and each product comes with its own unique challenges. Improper administration can lead to pain, decreased efficacy, and loss of trust in the patient-provider relationship. This study was conducted to determine if a pharmacist-led, 1-hour training was successful in increasing psychiatric LAI medication knowledge through a pretest and posttest. The study also assessed staff satisfaction, confidence, and relevance to practice through a feedback questionnaire. Methods Four 1-hour live trainings took place in November 2019. Thirty-five nurses and 8 medical assistants attended 1 of the trainings. A pretest and posttest was administered to determine the training's efficacy, and then a final assessment was administered 4 to 6 weeks after the training. Additionally, a participant feedback questionnaire was given to determine the perceived benefits of the training. Results The primary outcome was to compare pretest and posttest scores. The pretest average score was 67%, the posttest average score was 97%, and the average score 4 to 6 weeks after the training was 97%. The secondary outcome was to review feedback questionnaires to determine the perceived benefit and effectiveness of the training. Ninety-five percent of participants selected that they were very satisfied with the training, 88% selected they would definitely use the information presented in their work, and 93% selected that they had a lot of confidence in the topic after the training. Discussion A psychiatric LAI medication training administered to nursing staff and medical assistants improved knowledge scores and was perceived as being useful.

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Genkova, Petia, und Amsy Whiting. „Interkulturelle Kompetenz – Training ohne prozessbegleitendes Coaching?“ Zeitschrift für Weiterbildungsforschung 43, Nr. 3 (03.09.2020): 431–51. http://dx.doi.org/10.1007/s40955-020-00168-x.

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ZusammenfassungDurch die Globalisierung wächst der Bedarf an interkultureller Kompetenz. Diese Studie untersucht den Nutzen interkultureller Trainings, wenn diese nicht von einem Coaching ergänzt werden. In einem Querschnittsdesign wurde untersucht, inwiefern sich die interkulturelle Kompetenz von Personen mit interkulturellem Training von jenen ohne interkulturelles Training unterscheidet. Die Ergebnisse zeigen, dass interkulturelle Trainings positive Auswirkungen auf verschiedene Aspekte der interkulturellen Kompetenz haben, wobei jüngere Personen stärker von Trainings profitierten. Nachhaltige interkulturelle Handlungskompetenz kann durch ein Training allein jedoch nicht erreicht werden. Trainings sind vor allem als Vorbereitung und Ausgangspunkt geeignet.

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S. Panchapakesan, S. Panchapakesan, und Dr K. Prabhakar Dr. K. Prabhakar. „Effectiveness of Training Transfer and Factors Influences the Training Transfer --An Analysis“. Indian Journal of Applied Research 2, Nr. 2 (01.10.2011): 109–12. http://dx.doi.org/10.15373/2249555x/nov2012/41.

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38

DANYLKO, Oksana, Kateryna SURKOVA, Larysa SAGANOVSKA und Anatolii IVLIIEV. „Project training in the professional training of the future flight operator managers“. Scientific Bulletin of Flight Academy. Section: Pedagogical Sciences 11 (2022): 102–9. http://dx.doi.org/10.33251/2522-1477-2022-11-102-109.

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The article shows the essence and role of project-based learning in the process of professional training of higher education seekers. The classification of educational projects is given. The peculiarities of using project-based teaching methods as a basis for professional training of future flight disputchers are demonstrated by specific examples. Key words: project training, future flight disputchers, self-assisted work

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Gayathri, KC. „A Comparative Study of Sports-specific Balance Training versus Plyometric Balance Training“. Chettinad Health City Medical Journal 11, Nr. 1 (30.03.2022): 3–8. http://dx.doi.org/10.24321/2278.2044.202202.

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Introduction: Football is a sport that involves running as the foremost part in which the lower limb plays a vital role in participation. Balance training is vital to athletic performance and should be integrated into an athlete’s daily training. Plyometric represents the performance of stretch-shortening cycle (SSC) activities that involve a high-intensity eccentric contraction straightaway after a rapid and powerful concentric contraction.Method: It is an experimental study with 30 college male football players in the age group of 18-25 years. Based on inclusion and exclusion criteria, they were divided into 2 groups. Group A consisted of 15 individuals who were trained with sports-specific balance training programmes. Group B consisted of 15 individuals who were trained with plyometric balance training. The individuals were trained for 4 weeks with 3 sessions per week (12 sessions). The pre-test and post-test measurements were measured using the triple hop test, stork balance test, and modified star excursion balance test (MSEBT).Results: Pre-test and post-test results of both groups were compared. The results showed a highly significant difference in mean values at p ≤ 0.001.Conclusion: 4 weeks of sports-specific balance training and plyometric balance training showed significant improvement in lower limb muscle strength in collegiate football players.

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Baeten, Marlies, und Wil Meeus. „Training Second-Career Teachers: A Different Student Profile, A Different Training Approach?“ Educational Process: International Journal 5, Nr. 3 (20.08.2016): 173–201. http://dx.doi.org/10.12973/edupij.2016.53.1.

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41

Srinivas A, Srinivas A., und A. Sailaja A. Sailaja. „A Review on Impact of Training Programmes Conducted by Different Training Institutes“. Paripex - Indian Journal Of Research 2, Nr. 2 (15.01.2012): 266–67. http://dx.doi.org/10.15373/22501991/feb2013/96.

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42

Kakuchaya, Tea T., Tamara G. Dzhitava, Nona V. Pachuashvili, Arzhana M. Kuular, Irina I. Domracheva und Nino E. Zakaraya. „Comparative analysis of aerobic cardiorespiratory training of high and moderate intensity in cardiac surgery profile patients“. CardioSomatics 12, Nr. 4 (15.12.2021): 190–99. http://dx.doi.org/10.17816/22217185.2021.4.201261.

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Aim. The aim of our study was to conduct a comparative analysis of aerobic high-intensity interval training and constant moderate intensity training in cardiac rehabilitation of adult patients after open-heart surgery, namely after coronary artery bypass grafting (CABG). Material and methods. 137 patients after CABG were included in the study. 90.4% of patients were consider as class I of chronic heart failure after surgery. Cardiorespiratory trainings were initiate in 4 weeks after surgery, using cycling by veloergometers. Two groups were compare according to rehabilitation programs: one carried out constant aerobic trainings of moderate and medium intensity, and the other, aerobic high-intensity interval trainings. Supervised trainings were carry out for 150 minutes per week. Total length of trainings was 47 weeks. Long-term trainings were distantly monitore. Results. Ergospirometric results as well as results of echocardiography were significantly improve after training course. These results were more significant in high-intensity interval training group, compared to moderate intensity-training group. VO2, heart rate and training power significantly improved. Body mass index significantly diminished in high-intensity interval training group, compared to moderate intensity-training group. In 7 weeks after training ominously decreased blood triglycerides and increased high-density lipoproteins. Conclusion. Cardiorespiratory trainings ameliorate mitochondrial biogenesis, carbohydrate and lipid metabolism, promote to reduce abdominal obesity and other crucial risk factors of coronary patients. Aerobic high-intensity interval cardiac trainings are as safe as moderate intensity cardiac trainings, and in some issues, they outperform moderate intensity cardiac trainings.

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Dr. R. Annadurai, Dr R. Annadurai, und R. Subbiah R. Subbiah. „Effect of Weight Track Training, Plyometric Training and Combination of Weight Track Plyometric Training and Martial Arts Training on Selected Physical Fitness Variables of Inter-Collegiate Men Basketball Players“. International Journal of Scientific Research 2, Nr. 8 (01.06.2012): 439–47. http://dx.doi.org/10.15373/22778179/aug2013/147.

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Găureanu, Alin, Larisa Ivascu und Corina Doufur. „Highlights of OSH training quality: continuous training of trainers“. MATEC Web of Conferences 290 (2019): 12016. http://dx.doi.org/10.1051/matecconf/201929012016.

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According to the legal norms in Romania, employer has the obligation to take preventive training of workers in order to avoid accidents at work. The employer uses specialized personnel or specialized occupational health and safety (OSH) services to deal with specific training. In this paper we will present how effective OHS trainings are and what aspects should be addressed to improve them from a qualitative perspective. The quality of these trainings contributes both to the quality of the instructor and the quality of the material, which is directly influenced by the well-trained instructor. This study aims to analyse the statistical results of the use of preventive measures through OSH training before and after an accident at work. In the statistical comparison, we assume that the effectiveness of OSH training can only result from the achievement of their preventive purpose, namely the reduction of work-related accidents and, implicitly, the prevention of major costs of recovering the damage caused by these events. This study as well as the subsequent ones on the effectiveness of OSH training through material quality and quantity aim to integrate OSH training into the complex array of OSH culture, taking into account the principles of knowledge management.

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Scriabin, Olexiy. „USING PSYCHOLOGICAL TRAININGS IN THE TRAINING OF LAW ENFORCEMENT OFFICERS“. Law Journal of Donbass 74, Nr. 1 (2021): 176–81. http://dx.doi.org/10.32366/2523-4269-2021-74-1-176-181.

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The article presents theoretical approaches to the definition of the concept of «psychological training» and the views of modern scientists on the use of training technologies in the training of law enforcement officers. Today, it is relevant and necessary to use modern psychological trainings for the development of personal and professional qualities of law enforcement officers. Psychological trainings include various methods of work: role plays, discussions, group problem solving, situation modeling, methods of feedback and reflection. The main advantages of the training are: development of a holistic system of such skills and abilities as the organization of positive interpersonal interaction in the community; acquisition of new knowledge about the future profession, development of skills and abilities to perform various types of communicative activities in standard and non-standard professional situations; instilling the ability to think critically and creatively in solving professional problems; analysis and selection of actions in professional situations; formation of personal judgments, assessments of the future profession; as well as teamwork skills. Psychotraining influences the increase of motivation to perform educational tasks and educational process, interests in subjects; contribute to a higher quality of knowledge acquisition and the purchase of new practical skills; adaptation of cadets to the conditions of study in the new social environment; solving a problem of a personal nature. In order to increase the efficiency of the process of education and training of law enforcement officers, as well as to create professionally necessary personal qualities, we propose to use them in the training of psycho-training staff. Such trainings can be: training of development of communicative skills, training of formation of emotional and volitional qualities, training of information security, training of psychological counteraction to information influence, training of formation of moral and psychological qualities, and also psychotraining of development of cases in critical and emergency situations.

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Glass-Crome, Ilana B. „Training“. Current Opinion in Psychiatry 5, Nr. 3 (Juni 1992): 436–40. http://dx.doi.org/10.1097/00001504-199206000-00017.

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Luntley, Michael. „Training, Training, Training“. European Journal of Pragmatism and American Philosophy IV, Nr. 2 (24.12.2012). http://dx.doi.org/10.4000/ejpap.723.

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Silva, Kelly, und Maria Santos. „PHYSIOLOGICAL BENEFITS OF RESISTANCE TRAINING IN DEPRESSIVE PERSONS: A LITERATURE REVIEW.“ International Journal of Medical Reviews and Case Reports, 2019, 1. http://dx.doi.org/10.5455/ijmrcr.physiologicalbenefits-of-resistance-training.

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„Training, what training?“ International Journal of Productivity and Performance Management 53, Nr. 4 (Juni 2004). http://dx.doi.org/10.1108/ijppm.2004.07953daa.003.

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„The Differential Effects of Plyometric Training and Weight Training on Muscular Power, Agility and Maximal Muscular Strength of the Male and Female High-school Throwers“. Journal of Life Science 19, Nr. 12 (30.12.2009): 1821–28. http://dx.doi.org/10.5352/jls.2009.19.12.1821.

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