Combat training teaching methodology. training drill. Drill training methods

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STRUCTURE TRAINING TECHNIQUE

Apakidze V.V., Dukov R.G.

Combat training Proc. allowance / Ed. V.A. Merimsky. ? Moscow: Military Publishing, 1987.? 335 p., Ill.

The book is intended for all categories of military personnel Soviet army, Navy and for off-arms training

1304020000? 108 A068 (02)? 87 74? 87

15VN 5? 203? 00578? eight

Military Publishing, 1987

FOREWORD

drill training

Combat training being part of combat training, has an impact on all aspects of the life and activities of troops. It strengthens the will of the soldiers, promotes the observance of military order and the strengthening of discipline, improves the ability to control one's own body, develops attentiveness, observation, collectivism and diligence. It is difficult to achieve precise actions of soldiers in modern combat without properly delivered drill training.

Now, when subunits and units are saturated with sophisticated equipment, when the role of collective weapons in combat has significantly increased, the level of combat training should be especially high.

The basis for preparing the personnel of the subunit for joint actions was, is and remains the formation. Like no other type of training, it fosters fast, accurate and unanimous execution of the commander's will. Combat training is based on a deep understanding of the military personnel of the need for clear, quick and dexterous actions when performing techniques as part of a subunit.

Drill training disciplines servicemen, develops in them the speed and precision of actions in weapons and military equipment, and also contributes to the acquisition of skills that are necessary in the classroom for tactical, fire, special training and in other subjects of study.

Drill training includes: single drill without weapons and with weapons; combat coordination of squads (crews, crews), platoons, companies (batteries), battalions (divisions) and regiments when operating on foot and in vehicles; drill reviews of subdivisions and units. Drilling training is carried out in planned classes and is improved in all formations and movements, in all other exercises and in Everyday life.

The tutorial summarizes the experience of drill units Ground forces... Of course, in the practice of commanders' work, training and education constitute a single process and are always interconnected with each other. Consequently, in the process of drill training for subordinates, the commander must constantly conduct educational work aimed at instilling high discipline, diligence and loyalty to the Communist Party of the Soviet Union, the government and the Soviet people.

Outlining in the textbook the patterns, principles, rules and methods of drill training, the authors tried to show them in relation to training and everyday life. At the same time, it should be borne in mind that this manual does not set, and cannot set itself the goal of giving advice or recipes for all occasions. It is impossible to do this, since no book can envisage all those cases that every commander encounters in the work of drill training and the education of subordinates.

In mastering methodological skill, the commander's ability to analyze his successes and failures, the results of each lesson, and his systematic work to improve his knowledge are of decisive importance. That is why it would be desirable that commanders, relying on the recommendations of the book, persistently improve their skills in training subordinates in drill.

Chapter1

THE BASESBUILDINGTRAINING

drill training

General Provisions

Combat training is an independent subject of training for military personnel in the system of combat training and is organically included in many other subjects of training, influencing the development of knowledge, abilities, skills and psychological stability necessary for personnel in modern combat. Therefore, drill training is based on the guiding principles of Soviet pedagogy.

The high drill training of officers, warrant officers and sergeants is of decisive importance in achieving success in drill, in the ability to exemplarily perform the techniques and actions provided for by the drill, and to methodically correctly train subordinates.

It is not enough for the commander to possess high methodological skills, good theoretical training and practical skills, it is also important for him to be able to activate

Cognitive activity of their subordinates, and this can be achieved by improving the quality of drill training, developing soldiers creative thinking and assisting in mastering the most rational techniques and actions during training.

The commander must constantly remember that the foundations of training are best laid from the first days of training. It was at this time that a certain order in the study of drill techniques and action, as well as actions with weapons and military equipment, was developed and then turned into a habit.

It is known that the limits of human knowledge are relative, therefore it is necessary to ensure that subordinates are not ashamed of today's ignorance (inability). knows.

Assimilation? is understanding plus memorization, and mastery of knowledge? this is the assimilation plus the application of knowledge in practice.

In training, it is very important to link the known with the unknown, theory with practice, establish the most effective forms and methods of drill training.

It is also very important that each drill is carried out against the background of comparability of the results of the competitors with an increase in the spirit of competition. This creates the necessary prerequisites for the rapid assimilation of the studied material.

Each drill should be a new step in improving the drill training of soldiers and subunits. The depth of the knowledge gained and the strength of the skills largely depend on the skillfully chosen teaching and training methods used during the lessons. The intensity, the continuity of the actions of the soldiers with full exertion of forces? these are the requirements for drill drills today.

Practice shows that high level combat training of servicemen can be achieved:

Purposeful and correct planning drill, clear organization and methodically correct conduct of all classes;

Conscious study and subsequent improvement of techniques and actions by each serviceman in strict accordance with the requirements of the Military Regulations;

Regularly conducting briefings, instructor-methodical, demonstration and planned drills training without significant breaks between them;

Improvement of skills in drill training in all classes, during formations and movements in everyday life;

Independent training (practicing) by servicemen of drill techniques and actions;

Constant control and high exactingness on the part of commanders of all levels for the implementation of the provisions of the Military Regulations by all servicemen.

PROFESSIONAL EXPERIENCE OF THE COMMANDER

In the process of educational and educational activities, the commander, on the one hand, acts as a teacher and educator, and on the other? as a commander with high ideological conviction, professional skill, showing a personal example of consistent implementation of communist ideals, high moral behavior, conscientious attitude to business, military duty. Therefore, the problem of the commander's pedagogical skills? it is, first of all, the problem of the officer's self-education.

An analysis of the pedagogical activity of officers shows that commanders must have a wide range of qualities that can be summarized in the following main groups: ideological and political, moral and combat, military professional, organizational, moral and pedagogical.

Soviet commander? first of all, an ideological fighter of the party, who must have a solid knowledge of the Marxist-Leninist theory, decisions and decisions of the Communist Party and the Soviet government, be able to lead active struggle with bourgeois ideology, exercise high political vigilance.

The specificity of the army requires that commanders have high moral-combat and military-professional qualities.

Organizational qualities are manifested in the commander's ability to find the main thing in work, to establish intense creative activity of each serviceman, taking into account individual characteristics, mental state and mood, in the ability to infect trainees with energy, set a cheerful business tone in their activities, in the ability to maintain high academic discipline, to evoke the desire to the competition.

One of the most important prerequisites for the high efficiency of pedagogical activity is the high moral qualities of the commander. "In order to really educate," said MI Kalinin, "for this one must not only know one's business well, but also have a pure soul."

New generation? people with great spiritual needs, erudite, with versatile interests. To satisfy their curiosity and requests, it is important for a commander to be a highly cultured person, to be aware of everything new, to love books, to read newspapers and magazines, to visit the cinema, theater, to follow the modern achievements of science and technology.

Educational work? a creative business: each pedagogical situation requires its own special solution. It can be effective if the commander has such qualities as pedagogical observation and imagination, pedagogical thinking and tact. An important feature of the modern commander is the ability to pedagogical creativity.

Pedagogical observation? it is the ability to purposefully and systematically study the object of one's educational and educational influence, by external, often subtle signs, to see the peculiarities of the inner world of the trainees, all the changes occurring in the personality of a serviceman, the ability to timely notice and unravel the reasons and motives of any changes in his educational activity and behavior.

Pedagogical imagination? the teacher's ability to program the student's personality and foresee the results of educational influences, the ability to plan for the further work of the direction psychological impact and correctly establish the factors influencing the training activities of military personnel.

Pedagogical imagination is closely related to pedagogical thinking, which presupposes the ability of the commander to timely and deeply analyze his activities and the actions of trainees, to highlight the main links in work, the ability to establish connections and generalize individual facts.

Pedagogical tact is a complex professional quality, which is characterized by a sense of proportion, special expediency of everything that a commander does, flexibility of various methods, means and techniques of pedagogical influence.

The pedagogical tact consists of the following main features:

High exactingness, excluding rudeness;

Influence by orders, suggestions, warnings, etc .;

Ability to listen to trainees;

Poise, self-control, business tone;

The seriousness of the approach to the answers to the questions posed by the military personnel;

Ease of handling, however excluding familiarity and familiarity;

Integrity and perseverance without stubbornness;

Attentiveness and sensitivity to trainees;

Humor without humiliation of the soldier's personality;

Modesty in personal behavior.

The success of training largely depends on the evidence and consistency of the commander's actions, his ability to involve trainees in intellectual work? make you think and act together.

The commander, through his speech and personal actions, must be able to convey to his subordinates everything of value accumulated by practice, advanced science in this area and his own experience.

Pedagogical technique? it is a complex of skills, abilities and techniques with the help of which the commander achieves the maximum efficiency of the applied methods of pedagogical influence.

Pedagogical technique includes:

Skills and abilities of organizing training sessions and various educational activities;

Techniques for expressive demonstration by the commander of his attitude to certain actions and behavior of trainees;

Ability to master speech;

Methodology for studying and taking into account the moral and psychological characteristics of trainees;

Ability to create various pedagogical situations of educational impact on trainees, including on the part of the team;

Possession of technical teaching aids, the ability to use them correctly;

Pedagogical control and accounting of the training and upbringing of military personnel, their compliance with the requirements of the regulations.

Pedagogical skill is associated with a deep knowledge of the commander of the goals and objectives of training, put forward by the Minister of Defense of the USSR.

The skill of the commander is determined by:

Ability to transfer knowledge in the most accessible form to students;

The ability to achieve a strong connection between theoretical knowledge and practical actions and to form on this basis the necessary skills, abilities and qualities of a soldier's personality;

The ability to present educational material in an interesting way, consistently and logically, to use various methods of enhancing the cognitive activity of trainees, to instill in them the skills of educational work and mental activity;

The ability to purposefully and skillfully solve educational tasks in the learning process arising from the specifics of the academic discipline and the trained contingent;

Solid skills to use technical means learning.

In addition to solving educational tasks, the commander in the training process conducts educational work with military personnel. To achieve its high efficiency, he must:

Have a clear idea of ​​the goals, objectives and content of the ideological, political, military, moral, aesthetic, physical and legal education of military personnel;

To comprehensively study the personality traits of the educated and the factors influencing its formation;

Know firmly the principles, methods, ethical and legal regulations and the rules of education, especially their implementation in the specific conditions of the unit's activities;

To be able to creatively apply in practice the knowledge of military pedagogy and psychology, military ethics, the requirements of regulations, instructions, orders;

To take into account the peculiarities of the educated, the mood, opinions and traditions of military collectives, to be able to establish the correct relationship with the educated;

To constantly improve the system of methods and means of educational influences.

The commander's ability to pedagogical creativity is one of the central links in his activities. She allows the commander with maximum efficiency, each time in a new and pedagogically justified way to apply in the educational process the methods and forms of teaching and upbringing, professional knowledge, skills and abilities, their personal qualities.

Practical activity plays a decisive role in the development of the commander's pedagogical creativity. As A. S. Makarenko noted, one cannot learn the art of education and training, like any other art, only from books. No matter how talented a person is, no matter how good tutorials, but if he does not independently study for practical experience, on a positive example, he will never be a good teacher.

STRUCTURE LEARNING METHODS

Teaching methods? these are the ways and means by which the communication and assimilation of knowledge, the formation of skills and abilities, the development of high moral, combat and psychological qualities are achieved. Each method consists of interrelated elements, which are commonly called teaching techniques.

A distinction should be made between teaching methods and techniques. Receptions? these are separate details, constituent parts of methods. So, for example, demonstration of the studied action by divisions or in general? these are the techniques of the display method; a statement of the order of execution of an element? it is a trick of the storytelling method. In most cases, several teaching methods are used in combination, for example: showing with a story, explaining? with exercise. In one combination or another, one of the methods plays a leading role, while the others? subordinate.

The following methods are mainly used in drill training:

Oral presentation teaching material;

Workout;

Self-study of a technique or action.

Oral presentation of educational material has always occupied and still occupies an important place in the educational process. In drill training, as a rule, an explanation is used, which is most often combined with a demonstration (demonstration) of the techniques and actions being studied.

The show is a set of techniques and actions, with the help of which a visual image of the studied subject is created in the trainees, specific ideas about techniques and actions are formed. Demonstration is one of the varieties of the display method.

The show can be: personal; with the help of specially instructed trainees; during demonstration classes and during demonstration of educational films.

For the successful application of the demonstration method by the head, it is necessary:

Deeply know the training material, be able to masterfully perform learned techniques and actions;

Maintain the established tempo of the execution of the technique or action;

Skillfully use the perspective from which the trainees see the technique or action performed by the leader.

Workout? it is a repeated, conscious and increasingly complex repetition of certain techniques and actions in order to develop and improve the skills and abilities of the taught.

For a successful workout, you need:

Understanding by trainees of the purpose of the exercise;

The assimilation of the content and the strict sequence of the execution of the learned actions by the trainees;

Division of complex actions by the head into component parts;

Increasing speed, which should be preceded by work on developing the correct actions in the trainees;

Compliance with a certain rhythm, the correct alternation of actions, requiring from the trainees different strains of physical and moral strength;

Keeping trainees interested in training at all times.

Self-study of a technique or action is an essential learning method. Depending on the nature of the educational material, there are also varieties independent work.

For the correct organization of independent work of trainees, it is necessary:

Determine the scope of the self-study assignment;

Give methodological advice for repeating what has been learned or practical training receptions;

Provide each unit with a study place, the necessary literature, visual aids;

Divide the trainees into such groups, where there would be well-trained servicemen and those lagging behind, where comradely mutual assistance could be provided;

Exercise constant control and provide the necessary assistance to students in the independent mastery of educational material.

One of the main conditions for teaching any discipline is solid knowledge subject, the ability to freely navigate in it, to present the material simply and intelligibly.

However, for the successful organization of drill training, it is not enough to know what to teach, you also need to know how to teach.

The methodological skill of a commander is determined by the ability to find such a method of explaining, showing and training a drill, which at a given time, in a given lesson, when studying this particular drill or action, will give the best result in the shortest possible time.

In drill exercises, especially during training, endurance and patience must be observed. The increased tone, shouts and annoyance of the commander suppress the will and initiative of the soldier. He is even more lost, in a hurry and makes more serious mistakes.

In the process of training, the commander must ensure that all servicemen actively participate in the repetition of the material. The explanation of the technique or action should be as short, clear and clear as the technique itself. Each part of the explanation should be accompanied by a hands-on demonstration.

The commander's place during drill training should ensure observation of the actions of the trainees in order to timely seek the elimination of mistakes made by them. The most expedient distance from the subunit formation should be considered: for squad (crew) commanders three or four steps; for platoon leaders? five to six steps; for company commanders? seven steps. With such a distance, the trainees are under the constant control of the commanders and are always ready to carry out commands.

Of great importance in drill training is the ability of the commander to give commands clearly and loudly. An indistinctly given command makes it difficult to execute, but what is it wrongly given? confuses servicemen or does not comply with the reception.

The preliminary command should be given clearly and lingeringly so that the trainees understand what actions the commander requires of them. The executive command must be delivered after a pause, abruptly and energetically. The executive command should never be dragged out, as this leads to unnecessary overexertion of the trainees and confusion in actions.

Before giving a command or giving an order, the commander must assume the "attention" position. This fosters discipline and respect for the order in subordinates.

Drilling techniques must be taught in the following sequence:

Acquaintance with the reception;

Learning the technique;

Workout.

To get acquainted with the reception, the commander must:

Name the technique and indicate where and for what purpose it is used;

Submit the command by which the reception is performed;

Show strictly according to the Military Regulations, how the reception is performed in general, and then at a slow pace? by divisions with a brief explanation of the order of its implementation.

The minimum time should be spent on familiarization with the reception.

Depending on the complexity of the drill, learning it can be carried out:

In general, if the reception is uncomplicated;

By divisions, if the reception is difficult;

With the help of preparatory exercises, if the technique is complex and its individual elements are difficult to assimilate.

To get acquainted with the technique, the leader of the lesson exemplarily shows the trainees the order of its implementation as a whole, and then by elements (by divisions), along the way explaining their actions.

The study of each element of the technique or action (if the technique is difficult to perform) also begins with a demonstration and a brief explanation.

When shown, the student has a visual representation of the drill or action (its elements), so the display must be flawless.

Techniques and actions, shown clearly, correctly and beautifully, always make a great impression on the trainees and cause a desire to perform them as shown. The show should always be accompanied by a short explanation. To create a complete and correct idea of ​​the studied technique or action, it is not enough to have a visual representation, you need to comprehend the studied technique or action.

The explanation allows you to reveal such aspects of the studied drill techniques or actions that are difficult to assimilate when shown. It orients the trainees on what will be shown, or on what the correctness of the drill or action depends on.

After familiarization with the drill or action, the process of forming a skill as a holistic action includes three interconnected main stages.

The first stage consists in breaking down the technique or action (complex) into elements and in performing the technique or action on the elements.

The second stage sequentially combines the elements into groups, and then? into a single whole. The third stage boils down to developing skills in performing a technique or action. The implementation of the technique by repeated repetition (training) is brought to automatism. At the same time, the commander must ensure that all techniques are performed correctly, quickly, beautifully and clearly.

The commander will achieve the best results in his practical training activities, he will be able to avoid mistakes if, before starting the training of military personnel, he will have an idea of ​​the psychological and pedagogical characteristics of each student, having studied his personal data and daily observing him in the process of combat training, life, and everyday life.

This will help the commander to establish good contact with the unit and each serviceman individually, correctly determine the content of the training material for these servicemen and the volume of tasks for independent work, provide timely assistance in eliminating gaps in drill training, and correctly choose the main directions of educational impact on each serviceman.

An important role in the activities of the commander is played by the nature of interpersonal relations, which is established between him and each serviceman participating in the training process. He should never forget about pedagogical tact. Servicemen feel very well if the commander has deep respect for each of them, for their culture and traditions. As a rule, they respond to this with gratitude, good attitude to study, which is the basis of the successful organization of the educational process.

The commander must always remember that the rational use of technical training aids, especially training films for drill training, is not an end in itself, but a means for better understanding and memorizing the material. Therefore, the demonstration material must be carefully selected, and its application must also be well thought out in order to avoid oversaturation of the lesson.

LINE TRAINING PLANNING

The work of the commander in the drill of subordinates begins with planning. When planning drill training sessions, the commander should be guided by the requirements of the combat training program, the tasks assigned to the drill unit, the provisions of the Combat Regulations of the USSR Armed Forces, as well as the level of combat training of personnel.

The plans reflect the organization of planned and additional classes, methodological training of sergeants, warrant officers and officers conducting classes, competitions for the best platoon and company, the development of visual aids and the improvement of the training base for drill training.

The programs give the unit commander the right to determine the time for working out the topic, depending on the preparedness of the trainees. Thus, the number of sessions and study questions for each topic may be different. For a better study of complex drill techniques, such as a drill step, turns in place and in motion, etc., classes should be repeated several times. It is impossible to proceed to the study of the next educational question until the studied question is qualitatively worked out. If, for any reason, one of the educational questions of this lesson is omitted or not mastered, it should be worked out during the hours of self-study or transferred to the next lesson.

Drill training should be conducted regularly and at regular intervals so that the skills acquired by the military in the previous lesson are not lost. High results in the combat training of personnel and subunits are achieved by those commanders who consolidate the acquired combat skills in other classes.

You should not allow drill exercises to be conducted for several days in a row or two a day, since these exercises, if properly organized, require a lot of physical stress.

Practice shows that the greatest success is achieved by those unit commanders who plan drill exercises once or twice a week.

A drill lesson, like any other lesson, achieves its goal if it is carefully prepared and financially secured. That is why, when planning, the subunit commander should provide for instructor-methodological or demonstration classes with officers, warrant officers and sergeants, and on the eve of these classes, conduct briefings for sergeants.

Drill training is planned in a company, as a rule, simultaneously with all platoons and is usually conducted under the direction of the company commander: single training? one-hour, and according to the alignment of units, depending on the scale, there can be two-hour. In a military school (educational unit), classes are held as part of a platoon under the direction of the platoon commander. Each lesson should have three parts:

The introductory part, which includes an examination of the appearance and the withdrawal of units to the place of training on the parade ground, the announcement of the topic, the purpose of the lesson, educational questions and the repetition of previously studied techniques;

The main part, including the study and development of new techniques for divisions and in general; training of techniques is carried out at the command of the commander or under the drum independently, in pairs and as part of a squad (platoon, company);

ORGANIZATION OF BUILDING TRAINING CLASSES

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Preparation for classes

The most important element of the commander's pedagogical activity, which provides a high-quality solution to the task of drill training and education, is the general and direct preparation for conducting classes.

General training includes:

The study guidance documents defining the tasks, content and organization of the educational process;

Knowledge of orders, directives, organizational guidelines, programs, thematic plans.

This makes it possible for the commander to see the ultimate goal of training, to present the total amount of knowledge, skills and abilities, to highlight the main thing and, thus, to ensure purposefulness in the study of the subject. Direct preparation includes:

Clarification of the content of the upcoming lesson, determining its place in the training of unit personnel and analyzing the results of the previous lesson on this topic;

Determination of the main educational goal and specific educational tasks;

Drill training basics:

Determination of the structure of the lesson, its main issues, determination of the time required for its study, as well as the selection of appropriate material to ensure the lesson;

The choice of teaching methods for separate parts classes (when working out the questions of the lesson by elements);

Preparation of material support for the lesson;

Development of a lesson outline;

Preparation for the occupation of sergeants (assistant leaders).

Outline outline? this is the model of the upcoming lesson that determines the character joint activities trainer and trainee. At the same time, the synopsis enables the commander to actively demonstrate his pedagogical abilities.

For the correct conduct of the lesson, even deep theoretical knowledge is not enough for the commander. He needs to systematically improve his methodological skills. The main forms of improving methodological skills in drill training are ostentatious, instructor-methodological classes and briefings, which are carried out during training and methodological gatherings, during the days of command training of sergeants and according to the commander's plan in preparation for classes. In addition, the knowledge of commanders, their skills and abilities are improved in all classes conducted with soldiers, and independently. The main organizers of classes in! drill are commanders of subunits and units. They are obliged to comprehensively know the actual state of drill training of their subordinates and accept necessary measures to improve it. To this end, they personally conduct demonstration classes for officers with subdivisions and instructor-methodological classes with officers, warrant officers and sergeants, in which they show the organization and methods of their conduct.

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Showy activities

Demonstration classes in order to achieve unity of views on the organization and methodology of training are carried out on a battalion scale, partly on the most complex topics or individual issues on which uniform guidelines are required.

Showy activities can have a different focus. Alone? are exclusively methodological in nature, and the main attention is paid to how the commander should teach subordinates. Officers learn the most appropriate training methods for military personnel on a given topic and clearly see what can be achieved in the time allotted by the program. Other? are aimed at demonstrating learning outcomes or showing what needs to be achieved in the course of a given lesson. For such an occupation, the unit is prepared in advance. The exemplary demonstration and explanations will allow trainees to learn the sequence of the work of the leader of the session and the best methods of training personnel.

Insinstructor-methodical classes

One of the main methods of drill training is training, the effectiveness of which depends primarily on the personal training and methodological skill of the commanders conducting the training. In order to improve the methodological skills of commanders before working out new topic it is advisable to conduct instructor-methodical classes with them. The leaders of such activities are, as a rule, with sergeants? company commander, with officers? battalion commander. In instructor-methodological classes, unlike ostentatious officers, warrant officers and sergeants take part in the practice of drill techniques as trainees and act as leaders of classes.

In instructor-methodical classes, the knowledge of officers, warrant officers and sergeants of the provisions of the Military Regulations and their ability to practically carry out those drill techniques that they will teach subordinates are tested. At the same time, they are shown the teaching methodology on this topic. Therefore, instructor-methodical classes are held in three? five days before training with personnel.

The leader of the lesson checks the appearance of the officers (warrant officers, sergeants), their knowledge of the statutory provisions in the scope of the topic being worked out, makes a drill and forms a squad (platoon) from the participants in the lessons;

With the formed squad (platoon), the leader conducts the lesson, paying special attention to the methods of teaching drill techniques, the exemplary implementation of these techniques by the trainees and to the errors most often encountered in the actions of the trainees;

After the trainees perform exemplary drill techniques and master the training methodology, the commander proceeds to training officers (warrant officers, sergeants) in conducting classes; for this, he, in turn, from the participants appoints a leader of the classes, who works out with them one of the drill techniques, using the shown teaching methods;

At the end of the lesson, the leader conducts an analysis, at which he assesses each participant for personal drill and methodological training, indicates the procedure for preparing for the upcoming lessons and what needs to be done before they begin.

Yingstructuring

Instructing the leaders of the upcoming classes begins with checking their knowledge of the methodological instructions of the combat training program, statutory provisions, the content of the topic and the training questions being worked out, the procedure for drawing up a plan-synopsis and allocating training time. Particular attention is paid to the briefing on the technique of showing the execution of drill techniques, actions and on practical training... This method was most widespread in the preparation of sergeants for training.

As a rule, briefing is carried out on the parade ground (site) in the area of ​​the upcoming training in advance, so that the sergeants, after the briefing, have the opportunity to eliminate the shortcomings noted by the commander and to prepare qualitatively for the upcoming training.

Coaching compares favorably with other forms and methods methodological training sergeants for training and has a number of advantages:

It can be carried out both individually and with a group of sergeants;

It is distinguished by its efficiency, allows you to quickly, almost immediately react to the noted shortcomings, new tasks that have arisen;

Is the briefing short and often only 15? 20 minutes, during which the sergeants are given the most necessary methodological advice and recommendations for eliminating previously identified or just noticed shortcomings;

Unlike other forms and methods of teaching, instruction is targeted; it is always carried out in a specific setting for the tasks to be solved.

During the briefing, it is possible to more fully take into account the specifics of the tasks solved by the department, the level of training and methodological skill of the commanders, their work experience and practical skills.

The training of sergeants for the next drill in drill is carried out, as a rule, during the hours of independent training, independently or under the guidance of one of the platoon commanders.

Classes in the company

Before going to class, the company commander, having received a report from the commander of the first platoon about the readiness of the company personnel for the occupation, leads the company to the place of training. The company goes to the place of training in a marching formation with a song or under a drum. Arriving at the place of training, the company commander arranges the company in a deployed two-stage formation. Then he announces the topic, the purpose of the lesson and training questions, indicates to each platoon a place for occupation, orders the platoon commanders to disperse the platoons to the places of their occupation. When the platoons leave for the indicated places, each platoon leader indicates a place for each squad to occupy. Squad commanders separate squads to their places. When all the subunits have taken their training places, the company commander gives the command "To conduct the lesson -" START ".

Squad commanders, reaching the middle of the formation, begin the lesson by repeating the previously learned techniques, and then begin to study a new technique and training. The squad leader begins learning a new drill (action) by showing it as a whole, and then by elements at a slow and authorized pace. After finishing the demonstration and establishing that the trainees have heard the technique, the squad leader begins to learn the drill with subordinates, first by elements at a slow pace, and then as a whole. When the technique is mastered, at the direction of the platoon commander, the squad starts training in pairs independently.

To conduct training on command, the squad leader stands in the center of the combat site, and along its perimeter, at four-step intervals, the squad soldier lines up. Noticing an error in the execution of a technique by one of the soldiers, the commander approaches him and being next to him, trains (teaches) him, and the rest of the squad personnel at this time continues training on their own. If several soldiers make the same mistake during training, then the squad stops training and shows a reception again, after which the training continues.

When conducting pair training, soldiers (in pairs) alternately act as commanders. The squad leader controls the actions of the soldiers, moving from one pair to another, correcting the mistakes they make.

The platoon leader, observing the actions of the squad leaders and the trained soldiers, takes turns helping them in training and eliminating the mistakes made by the soldiers. He can summon poorly trained soldiers and personally train correct execution drill or action. The company commander, moving from platoon to platoon, monitors the course of the lesson, the correctness of training and gives recommendations to the platoon and squad commanders how best to eliminate mistakes made by the soldiers.

During the transition to training to the drum, the company commander stands in the center of the parade ground, summons the drummer and, giving him commands, directs the training. In this case, the commanders of platoons and squads monitor the actions of the trainees and eliminate mistakes made by them during the training.

At the end of the lesson, the squad leader indicates to each soldier what and by what date to finalize, and also gives instructions on preparation for the next lesson.

During the analysis, the platoon commander marks the best squad and the most distinguished soldiers, sums up the results of the competition.

The company commander conducts an analysis with all personnel and separately with officers, warrant officers and sergeants. On the general analysis, he indicates the degree of practicing the studied technique (action) in the platoons, sums up the competition and gives instructions on how to improve the implementation of this technique in everyday life. When conducting an analysis with officers, warrant officers, sergeants, the company commander notes the positive in the conduct of the lesson and the shortcomings made during training, and gives instructions on how to prepare for the next lesson.

Chapter2

SINGLE LINE TRAINING

Drill? a purely practical matter. Here, each technique must be worked out with repeated trainings, which do not stop in the future, otherwise the previously acquired skills, clarity and beauty of performance will be lost in its implementation.

Solo training is the most critical section of drill training. Individual training, as a rule, is carried out directly by the squad leader. He personally conducts classes with the squad and is responsible for the individual training of each soldier. The squad leader takes the topic of the solo drill training from the company schedule of classes.

During the hours of independent training, the squad leader studies the statutory provisions and commands, draws up a synopsis plan, based on the instructions of the platoon commander, uses training manuals, improves the technique of performing drill techniques and actions practiced in the classroom, controls the preparation of personnel for classes.

Classes on the study of marching techniques on the spot should be carried out in an open formation, but on the move? at increased distances, so that the squad leader can clearly see errors and inaccuracies in the actions of each soldier. Single drill should be carried out on a specially equipped site or on a parade ground.

The training of soldiers to drill with weapons is carried out by the same methods as without weapons. At the same time, at the beginning of each lesson, the squad leader is obliged to inspect the weapon so that it is not loaded, and to check the serviceability of the belt attachment.

Good single combat training ensures the success of training soldiers in unit and unit operations.

STROEVEXPERIENCE AND MOVEMENT WITHOUT WEAPONS

For the successful assimilation of the main provisions of the Formation Regulations and skillful actions in various formations, it is necessary first of all to know all the elements of the formation, the order of execution of commands, the duties of soldiers before the formation and in the formation.

The training of military personnel in drill should begin with the study of the requirements of Art. 25 and 26 of the Military Regulations, which a soldier must know by heart and always clearly and accurately carry out.

Formation, movement, change of direction and other actions of subunits and units of the services of the Armed Forces, combat arms and special forces on foot without material part are carried out according to commands, orders and orders. Therefore, the study of drill training, the commander should begin with explaining to the servicemen that the formation control is carried out by commands and orders, which are given by the commander by voice, signals, and also transmitted using technical and mobile means.

Commands and orders can be transmitted through the convoy through unit commanders and designated observers.

Teams are divided into preliminary and executive teams, but there can be only executive teams.

The preliminary command is given clearly, loudly and drawn-out, so that those in the ranks understand what actions the commander requires of them.

At any preliminary command, servicemen in the ranks and outside the ranks on the spot, take the position "at attention", and in motion they put their feet more firmly.

The executive command is given after a pause loudly, abruptly and clearly. Upon the executive command, its immediate and precise execution is carried out.

To attract the attention of an individual soldier or unit in the preliminary command, if necessary, the rank and surname of the soldier or the name of the unit is called, for example:

"Platoon? STAND"; "Second branch, step? MARCH"; "Private Ivanov, Kru-GOM", etc.

In conclusion, the commander explains that to cancel the reception (action) or to stop it, the command "Leave" is given; tells and shows that this command assumes the position in which the trainees were before performing the technique.

Line calculation

During the formation of combined teams, their frontline calculation for subdivisions is carried out.

Formation calculation consists in the calculation of military personnel into subunits (battalions, companies, platoons and squads) and in determining the place of each soldier in the ranks.

For the calculation of battalions, companies and platoons, officers and sergeants line up separately. Soldiers line up in two ranks and are calculated for battalions. The required number of officers and sergeants is assigned to each battalion. After that, the battalions are divided into intervals (distances) that allow for calculations within battalions for companies and platoons, as well as calculations within companies and platoons.

The calculation is made by the command "In order? Calculate" According to this command, the calculation starts from the right flank: everyone calls his number, quickly turning his head to the one standing to his left, and quickly puts it straight; the left-flank head does not turn.

The combat crew in the platoons is carried out in the following order: the squad leaders line up in one line in front of the middle of the formation facing him. The rest of the platoon is leveled, and the calculation is made according to the general numbering, as indicated above, after which the platoon leader makes the calculation by squad, naming, for example, the fifth row? left flank of the first compartment, tenth row? left flank of the second squad, fifteenth row? the left flank of the third squad, etc. The left-flank servicemen of the first ranks in the squads, when naming the squads, stretch their hand forward. Then on the command "The first and second branches to the right, the first? Ten, the second? Five steps forward, step? MARSH", "Nale-VO". So, at the command of the platoon commander, the squads take the specified interval (distance).

At the command of the platoon commander "Squad leaders, BECOME IN STROY", the assigned squad leaders stand on the right flanks of their squads and turn around. Then the platoon is calculated in the first and second squads. Squad leaders are not included in the calculation.

Build

At the first lesson on drill training, it is necessary to show the elements of the formation, give statutory definitions, talk about the purpose of the elements of the formation and the main commands for controlling the formation.

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Build? the deployment of servicemen, subunits and units established by the Charter for their joint actions on foot and in vehicles (Fig. 1).

Rank? a sling in which the servicemen are placed one next to the other on the same line.

Pointing to the formation, the commander says: "The formation in which you are now standing is an unfolded one-rank formation," after which he explains, shows and gives definitions: the flank and front of the formation, the back of the formation, the interval and width of the formation.

Wing? right (left) end of the tuning. When turning the formation, the names of the flanks do not change.

Front? the side of the formation in which the servicemen are facing (cars? frontal part).

The back of the line? side opposite to the front.

Interval? the distance along the front between servicemen (vehicles), subunits and units.

The commander must emphasize that in the close formation in which the soldiers are now, the interval between the elbows of those standing next to them should be equal to the width of the palm.

Distance? the distance in depth between military personnel (vehicles), units and units.

Tuning width? distance between flanks.

After explaining and showing the elements of the one-ranked formation, the commander arranges the squad into a two-ranked formation and gives its definition.

Incomplete row

First rank

Complete row

Second rank

Fig. 2 Two-stage system

Two-stage action (fig. 2)? servicemen of one rank are located in the back of the head of servicemen of the other rank at a distance of one step (outstretched hand, folded palm on the shoulder of the soldier in front).

The commander proposes to check the distance between the ranks, for which the trainees of the second rank, stretching out their hand (left), put their palm on the shoulder in front of the one standing.

In a two-legged system, the ranks are called the first and second. When the scale is turned, their name does not change.

Row? two servicemen standing in a two-legged formation in the back of the head to one another. If a soldier of the second rank does not stand in the back of the head behind a soldier of the first rank, such a row is called incomplete; the last row should always be complete.

When the two-legged formation turns around, the servicemen of an incomplete row move into the front standing line.

Four or fewer people are always lined up in one line. To show an open formation, the commander opens the two-legged formation and explains that in an open formation, trainees are arranged in ranks along the front from one another at intervals of one step or at intervals specified by the commander.

The commander then poses questions to the trainees, checking how they have mastered the material covered. If the trainees have mastered the positions of the deployed formation and its elements, the commander starts training.

During the training, after making sure that the worked out positions are mastered, the commander proceeds to show and explain the marching formation.

Camping system (fig. 3)? a subunit is lined up in a column or subunits in columns are lined up one after the other at distances established by the Charter or by order of the commander.

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The essence, tasks, functions, features and the two-sided nature of the process of training military personnel, the laws of this process. The principles of social conditioning and scientific nature, practical orientation and visibility, accessibility and level of difficulty.

The drill technique is a complex of methods consisting of interrelated elements, which are commonly called training techniques. Techniques are separate details, constituent parts of methods. So, for example, demonstration of the studied action by divisions or in general - these are techniques of the display method; stating the order of execution of an element is a technique of the storytelling method. In most cases, several teaching methods are used in combination, for example: showing with a story, explanation with an exercise. In one combination or another, one of the methods plays a leading role, while the others play a subordinate role.
In drill exercises, especially during training, endurance and patience must be observed. The increased tone, shouts and annoyance of the commander suppress the will and initiative of the soldier. He is even more lost, in a hurry and makes more serious mistakes.

The main forms of increasing the methodological mastery of drill training are ostentatious, instructor-methodological classes and briefings, which are carried out during training and methodological gatherings, on the days of command training and according to the commander's plan in preparation for classes.
In addition, the knowledge of commanders, their skills and abilities are being improved in all classes conducted with soldiers, and independently.

Drill training methods

• oral presentation of the material;
• showing;
• workout;
• independent study of a technique or action.

The main parts of the lesson

• introductory part. Examination of the appearance, announcement of the topic and purpose of the lesson, educational questions and repetition of previously studied techniques;
• main part. Study and development of new techniques for divisions and in general. Technique training is carried out at the command of the commander or under the drum independently, in pairs and as part of a squad (platoon, company).
• final part.

Lesson number 4/1.

"Methodology for evaluating unit drill training"
1. Criteria for evaluating drill training

single military personnel and units.
2. Methodology for checking the drill of the unit. Combat review.

Inspection of single drill

military personnel is carried out by:

• 
  visual inspection,
• 
  performing drills without weapons,
• 
  performing drill techniques with weapons,
• 
  knowledge of the provisions of the Military Regulations and other general military regulations.

Requirements to appearance military personnel
Particular attention is paid to:

• 
  
• 
  the correctness of the stripe of shoulder straps and buttonholes;
• 
  compliance with the rules for wearing orders and medals (ribbons of orders and medals) and badges;
• 
  
• 
  compliance with the rules for wearing individual items military uniform;
• 
  hair cutting, wearing short neat hairstyles by soldiers and sergeants;
• 
  

Simultaneously with the inspection of the appearance, it is checked:

• 
  presence of personnel,
• 
  the assimilation by servicemen of the provisions of the Combat Regulations and other general military regulations,
• 
  knowledge of their superiors and subordinates,
• 
  the presence of personal marks on the officers and the correspondence of the entries in the identity cards (military cards) to the military rank, position and personal weapon assigned to the serviceman.

• 
  « satisfactorily», If a serviceman is neatly tucked in, has a neat hairstyle and all items of military uniform strictly comply with the rules for wearing them.

• 
  « unsatisfactory"If a soldier has violated the rules for wearing a military uniform in any way and this deficiency cannot be eliminated on the spot, while in the ranks.

tested for single training, and

the most common mistakes in their implementation

for single drill
Technique for performing each drill estimated:
− "Great", if the reception is performed in strict accordance with the requirements of the Military Regulations, clearly, confidently, beautifully;

− "OK", if the reception is performed in accordance with the requirements of the Military Regulations, but not clearly enough, with tension;

− "satisfactorily", if the reception is mainly performed in accordance with the requirements of the Field Manual, but at the same time at least one mistake was made;

− "Unsatisfactory" if the technique is not performed or two or more mistakes were made during its execution.

Individual single training assessment military personnel is determined:

− "Great", if at least 50% of the checked drill procedures were performed as "excellent", and the rest - "good", with a satisfactory mark for appearance, knowledge of the provisions of the drill regulations and other general military regulations in the scope of the position held, and for officers - and training methods;

− "OK", if at least 50% of the tested drill techniques were performed at least "good", and the rest - "satisfactory", with a satisfactory assessment for appearance, knowledge of the provisions of the drill regulations and other general military regulations in the scope of the position held, and for officers - and training methods;

− "satisfactorily", if at least 80% (and for officers, warrant officers and sergeants - 100%) of the checked drill techniques are not less than "satisfactory", with a satisfactory assessment, the appearance, knowledge of the regulations and teaching methods.

^ Single drill assessment subdivisions is composed of individual assessments received by soldiers, cadets, students, sergeants, warrant officers and officers, and is determined by:

− "Great", if 90% of positive ratings, and at least 60% of those tested received an "excellent" grade;

− "OK", if 80% of positive assessments, and at least 60% of those tested received an assessment not lower than "good";

− "satisfactorily", if at least 80% of positive ratings.
Verification and assessment of drill coordination

^ Drill alignment subunits consists in clear, coordinated actions and restructuring of personnel in deployed and marching formations, including when performing various combat techniques with and without weapons.

^ The assessment of the combat coordination of units is determined by the following indicators :

- actions in the deployed and marching formation, rebuilding on the spot and in motion;

- actions of personnel in vehicles and on vehicles;

- passing by a solemn march on foot or by car;

- performance of a drill song.
^ Assessment for the combat coordination of units of military units is composed of estimates for each indicator of line coordination:

• 
  "Great", if at least half of the marks are "excellent", including for actions on machines, and the rest - "good";
• 
  "OK", if at least half of the marks are not lower than “good”, including for actions on machines, and the rest are “satisfactory”;
• 
  « satisfactorily"If all indicators are not lower than a satisfactory grade.

• 
  strict adherence to the established daily routine and class schedules;
• 
  observance by all servicemen of the order and rules established by military regulations and orders of commanders;
• 
  compliance with the rules for wearing military uniforms.

Division score for this indicator, the following is set:

• 
  "satisfactorily" if all of these three basic requirements are met;
• 
  "Unsatisfactory" if at least one of them in the department is not executed.

The overall assessment of the combat training of the unit (unit) is composed of estimates on three indicators:

• 
  for solo training,
• 
  drill coordination,
• 
  for the fulfillment of the requirements of the Military Regulations and other general military regulations in everyday life and is determined:

− "Great", if for a single drill and drill coordination - « Great » , and for the fulfillment of the requirements of the Military Regulations and other general military regulations in everyday life - "satisfactory";

− "OK" if for a single drill and drill coordination - not less than "good", but for the fulfillment of the requirements of the Military Regulations and other general military regulations in everyday life - "satisfactory";

− "satisfactorily" if all three indicators are positively assessed.

^ 2. PROCEDURE OF VERIFICATION

BUILDING TRAINING DIVISION.

BUILDING REVIEW

Self-study assignment:

• 
  study: CS of the RF Armed Forces. Chapter 7;
• 
  learn drill songs;
• 
  to work out as part of the company and in platoon the coherence of the performance of marching songs.