Enhancing the Quality of Physical Culture Education: Exploring the Role of Communicative Competence in Physical Culture Teachers

Abstract

Background and study aim. Effective communication is crucial for teachers in ensuring a high-quality educational process. This study aims to analyze the communicative competence of physical culture teachers and its contribution to the quality of the educational process in their lessons.
 Methodology. The study employs a literature review using sources from the Vernadskyi National Library and Google search system, with 31 sources selected for analysis. The study focuses on the components of communicative competence and the assessment of its levels.
 Results. The study finds that the quality of the educational process is closely linked to the teacher's professional skills, with communicative competence being an essential component. The study defines the concepts of communication, pedagogical communication, and outlines the various aspects of communicative competence. It further establishes criteria for evaluating communicative competence and identifies three levels of competence.
 Conclusions. The study concludes that a physical culture teacher's communicative competence includes verbal and non-verbal means, such as silence, with non-verbal means further categorized into linguistic, kinetic, extralinguistic, and proxemic. Two groups of communicative skills are identified, with one aimed at resolving communicative tasks and the other providing a high level of communication. This study emphasizes the importance of improving teachers' communicative competence in enhancing the quality of the educational process in physical culture lessons.