Integracija sporta i početnih matematičkih pojmova u pripremnoj grupi pri aktivnostima na košarkaškom terenu

Introduction I suggest a simple thought experiment. Science fiction books occasionally mention an imaginary device: a replicator. It consists of two boxes; you put an object in a box, close the lid, and instantly get its undistinguishable fully functional copy in the second box. In particular, a replicator can replicate smaller replicators. Now imagine the economy based on replicators. It needs two groups of producers: a very small group of engineers who build and maintain the biggest replicator and a very diverse, but still small, group of artisans, designers, and scientists who produce a single original prototype of each object. This hypothetical economy also needs service sector, mostly waste disposal. Next, try, if you can, imagine a sustainable, stable, equal, and democratic model of education that supports this lopsided economy. But this apocalyptic future is already upon us – in the information sector of economy, where computers act as replicators of information. Mathematics, due to its special role in the information technology, is the most affected part of human culture. The new patterns of division of labour split mathematics for makers from mathematics for users and trigger a crisis of mathematics education. The latter increasingly focuses on mathematics for users and undermines itself because sustainable reproduction of mathematics requires teachers educated as makers. The ultimate replicating machines I borrowed the title of this section from a chapter in my book [1]. I argue there that the essence of mathematics is its precise replicability which imitates the stability of laws of the physical universe, that Mathematics is the ultimate in the technology transfer. [2] A mathematical theorem needs to be proved only once – and then used for centuries. An algorithm needs to be developed only once – and then it can serve, as the Google Ranking Algorithm does, as a kingpin of a global information system. In previous historic epochs, every use of a mathematical result required participation of humans, who had to understand what they were doing and therefore had to be mathematically educated; the criterion of understanding was the ability to reproduce the proof. Nowadays, mathematics is used mostly by computers, not by people, and used in an instantly replicable way. This creates a completely different socio-economic environment for mathematics. Division of labour As I argue in my paper [3], the history of human civilisation is the history of division of labour. By the start of the 21st century, the ever deepening division of labour has reached a unique point when 99% of people have not even the vaguest idea about the workings of 99% of technology in their immediate surrounding. This transformation is deeper than the Great Industrial Revolution of 18th and 19th centuries, and its social consequences have a chance to be more dramatic. Mathematics and mathematics education are the proverbial canaries in the mine, they are more sensitive to this technological change. It costs to make ("replicate") a smartphone, it costs to write an app for smartphone, but the per unit cost of mathematics encoded and hardwired within the phone converges to zero. There are more mobile phones in the world now than toothbrushes. But the mathematics built into mobile communication systems is beyond the understanding of most universities' graduates. This creates a paradox: mathematics is used in everyday life millions of times more intensively than 50 or even 10 years ago – but remains invisible. Meanwhile, mathematical results and concepts involved in practical applications are much deeper and more abstract and difficult than ever before. The cutting edge of mathematics research moves further away from the stagnating mathematics education. From the point of view of an aspiring PhD student, mathematics looks like New York in the Capek Brothers' book A Long Cat Tale [4] (and notice that Karel Capek was the man who coined the word "robot"): And New York – well, houses there are so tall that they can't even finish building them. Before the bricklayers and tilers climb up them on their ladders, it is noon, so they eat their lunches and start climbing down again to be in their beds by bedtime. And so it goes on day after day. Investment cycles and research-and-development cycles in many modern industries are just two years long. On the other hand, proper mathematics education still takes at least 15 years from the age of 5 to the age of 20 – or even 20 years if postgraduate studies are needed. As I argue in [3], mathematics education is being undermined by this tension between the ever deepening specialisation of labour and ever increasing length of specialised training required for jobs at the increasingly sharp cutting edge of technology. If banks and insurance companies were interested in having numerate customers, we would witness the golden age of school mathematics – fully funded, enjoying cross-party political support, promoted and popularised by the best advertising companies in all forms of mass and social media. But they are not; banks and insurance companies need numerate workforce – and even more so they need innumerate customers. 25 years ago in the West, the benchmark of arithmetic competence at the consumer level was the ability to balance a chequebook. Nowadays, bank customers can instantly get full information about the state of their accounts from an app on a mobile phone – together with timely and tailored to individual circumstances advice on the range of available financial products. As Anna Sfard [5] put it, It is enough to take a critical look at our own lives to realize that we do not, in fact, need much mathematics in our everyday lives. In short, the present model of "mathematics education for all" is unsustainable and, not surprisingly, first cracks have started to appear. On the other hand, the reproduction cycle of mathematics primary school – high school – university – teacher training – a teacher's return to school is 20 years long, and it is not clear at all whether the current model of education could be smoothly and peacefully replaced by the new one, aimed at in-depth mathematics education of a much smaller stratum of people. Assessments of this situation from the opposite ends of the political spectrum are instructive: Failure in achieving a meaningful mathematics education is not a malfunction which could be solved through better research and a proper crew, but is endemic in capitalist schooling. (Alexandre Pais [6]) While there is an upside limit to the average intellectual capabilities of population, there is no upper limit to the complexity of technology. … With ... an apparently inbred upper limit to human IQ, are we destined to have an ever smaller share of our workforce staff our ever more sophisticated high-tech equipment and software? (Alan Greenspan [7]) Mathematics education When previously meaningful social activities (and social institutions supporting them) loose their economic purpose, they either collapse or transform themselves into a complex of rituals, "cargo cult," in the words of Richard Feynman. In the "cargo cult" environment, everything goes. This is why we see the explosive growths in the number of various approaches and methods tried at school – because there are no objective bottom-line criteria to distinguish between them. Here, I want to touch on a popular myth: that the same computer technology that kills demand for mathematics will save mathematics education. First of all, we have to distinguish between education and training. As a famous saying goes, "For those of you with daughters, would you rather have them take sex education or sex training?" This witticism makes it clear what is expected from education as opposed to training: the former should give a student ability to make informed and responsible decisions. This is the old class divide that tears many education systems apart: education is for people who are expected to make decisions and give orders; training is for ones who take orders. However it is increasingly accepted that modern mathematics education is not even training of workforce for future employment (this model of education is so 20th century), it is filtering of workforce by means of mathematical tests – even if no mathematics is needed at the actual workplace. Computers could be very efficient tools for training students to pass tests – I do not dispute that. However, although the skill of passing a mathematics test remains personally important, it becomes increasingly redundant at the scale of the economy as a whole. An exam at the end of the course should test students' ability to perform certain tasks – but in case of school and college mathematics, these tasks now are much better performed by computers – see a detailed discussion of that in [3]. Then what is the aim of training? The ability to imitate robots? Are students' skills assessed are of any economic (or "real life") value if computers can pass the tests in an instant and with better scores than humans? Makers and Users So far I was looking at the emerging new social environment of mathematics. Now a few words on consequences for mathematics itself. The new patterns of division of labour split mathematics for makers from mathematics for users. How t describe the two? The replicability of mathematics mirrors the stability of laws of the physical universe, which is captured by the apocryphal formula: Mathematics is the language of contracts with Nature which Nature accepts as binding. It is dangerous to replace, in this formulation, "Nature" by "Computer" – but it appears that this increasingly frequently happens in practice. Therefore, in my understanding, Mathematics for Makers is mathematics that cannot be entrusted to computers, mathematics for those whose duty is writing contracts with Nature, in the process inventing new mathematics and new ways to apply mathematics. In terms of the "universal replicator" simile from the Introduction, these are people who produce the originals for subsequent replication. The mainstream mathematics education increasingly focuses on mathematics for users. But sustainable reproduction of mathematics requires teachers educated as makers – on that point, I refer the reader to my paper [8]. Conclusions The expansionist model of mathematics education is dying because the technological changes in the wider economy lead to the shift of demand for mathematically competent workers: smaller numbers are needed, but much better educated. Compression cracks are more destructive and less predictable than expansion gaps – for the obvious reason: where should the excessive mass go? Potential social consequences bring to mind the apocryphal curse May you live in interesting times; It looks as if interesting times are already upon us. But I do not takes sides in the increasingly politicised debate. In my view, most policies in mathematics education can be divided in two categories: rearranging chairs on the deck of Titanic (the preferred option of the political Right); helping disadvantaged passengers to get better chairs on the deck of Titanic (the preferred option of the political Left). My role is different, I am with my fellow teachers in the famous band that continues to play regardless. Not the first violin, of course; I am in the back row, with a tuba: "Boop, boop, boop, boop." I am a mathematician; I will play to the end. Disclaimer The author writes in his personal capacity; his views do not necessarily represent the position of his employer or any other person, corporation, organisation or institution. References and Notes Borovik, A. V. Mathematics under the Microscope: Notes on Cognitive Aspects of Mathematical Practice, American Mathematical Society, Providence, USA, 2010; pp. 217 – 245. Stewart, I. Does God Play Dice? The Mathematics of Chaos. Penguin, London, UK, 1990. Borovik, A. V. Calling a spade a spade: Mathematics in the new pattern of division of labour, to appear. A pdf file: http://goo.gl/TT6ncO Capek, K.; Capek, J. A Long Cat Tale, Albatros, Prague, The Czech Republic, 1996; p. 44. Sfard, A. Why Mathematics? What Mathematics? In The Best Writings on Mathematics, Pitici M., Ed.; Princeton University Press, Princeton, USA, 2013; pp. 130-142. Pais, A. An ideology critique of the use-value of mathematics, Stud. Math., 2013, vol. 84, pp. 15 – 34. Greenspan, A. The Map and the Territory: Risk, Human Nature and the Future of Forecasting, Allen Lane, USA, 2013. Borovik, A. V. Didactic transformation in mathematics teaching, http://www.academia.edu/189739/Didactic_transformation_in_mathematics_teaching

Character design vocational education institutions are not mature yet.Existence positioning is unclear, curriculum loose, educational model rigidities.In education reform, the design should be between globalization and local educational cultural to find points of integration, in order to cultivate the students' professional point to explore the characteristics of vocational education in line with the new model, closely integrated with social practice.

Many fields of education at the moment, especially in physical and technological educations, use 5E learning cycle. The process is defined as five Es. These represent the verbs engage, explore, explain, elaborate and evaluate (1). The literature has been systematically reviewed and the results show that the 5E learning cycle is an untested model in physical education. Especially, positive or negative effects of the 5E learning cycle in physical education are unknown. This study is important for relevant literatures in order to be the first study about the conceptual constructive of the 5E learning cycle in physical education. Thus, the purposes of this study are to conceptualize the 5E learning cycle in physical education as a new constructivist approach and to prepare sample teaching plans for use in physical education classes. Sample teaching plans about the 5E learning cycle have been prepared by authors and are ready to use in physical education and sport teaching. For example, a physical education teacher who wants to teach basic concepts about the human physiology (like heartbeat, breath, fatigue, etc.) or skills, can use the 5 E learning cycle. First of all, in engaging stage, to draw the students' attention, teachers can ask considerable questions about daily life, and an amazing event or they give students the chance to think about some visual elements without making any explanation about the topic (What is the heartbeat?, Why do people get tired?, Students could be asked to place their hands beneath their left breast and tell what they feel etc.). In exploring stage, students should be involved in activities that allow them to have first-hand experience in the phenomena being observed i.e. heart beats. In order to build relevant experiences of the subject matter, models can be provided by the teacher, which will enable the learners to manipulate. Learners can communicate and share their ideas among themselves. The process is being facilitated by the teacher. In the explanation stage, the students are required to explain what they have learned by using their own words after the physical activity, by telling the results they reached, the observations they made and their ideas as well as the things that they noticed. In elaborating stage, using the lessons learnt in the previous stages, the students are encouraged to build and expand upon it to solve the problems in the physical education. They are provided to see new question types about the new taught subject and the students are expected to give answers to these questions. The last stage (evaluate), should be a continuous process which occurs in all the stages to determine that learning objectives have been achieved and to avoid misconceptions. Any evaluation tool can be used (observations, checklists, interviews etc). Student's physical performances and his developing degree in the process are taken into consideration. In this context, 5E learning cycle can also be used to teach concepts on physical education and sport teaching as an applied science of education. 5E learning cycle that is being used as a different model can be applied by competent physical education teachers in the course of physical education lessons. As a conclusion, the plans prepared may be applied by authors, teachers or independent researchers who want to study on this model and this study will be a new idea about the constructivist approach to teaching physical education.

Physical Education, Exercise, Fitness and Sports: Early PM&R Leaders Build a Strong Foundation

Most chapters include Overview, Suggested Readings, Activities, and Chapter Summary. Foreword by Dr. Lawrence F. Locke, Professor Emeritus, University of Massachusetts, Amherst. I.FOUNDATIONS FOR MODEL-BASED INSTRUCTION IN PHYSICAL EDUCATION. 1.Contemporary Physical Education Programs and Instruction. The Evolution of Goals for U.S. Physical Education. The Evolution of Program Content in U.S. Physical Education. The Evolution of Instruction in Physical Education: From Methods to Models. No One Best Way to Teach. Instructional Models: Tools for Teaching and Learning. Model-Based Instruction for Physical Education. The Need for Multiple Models in Physical Education. Overview of This Book. 2.Knowledge Areas for Models-Based Instruction in Physical Education. Shulman's Knowledge Base for Teaching. A Proposed Knowledge Base for Physical Education Instructional Models. Developing Expert Physical Education Teachers. 3.Model-Based Strategies for Teaching Physical Education. Managerial Strategies. Instructional Strategies. 4.Effective Teaching Skill Areas for Model-Based Instruction. Planning for Instruction. Time and Classroom Management. Task Presentation and Task Structure. Communication. Instructional Information. Use of Questions. Lesson Review and Closure. 5.Planning for Effective Instruction in Physical Education. Why Plan? Guidelines for Planning. Planning as a Blueprint for Action. Unit Planning. Lesson Planning. The Unwritten Parts of a Lesson Plan - Being Completely Prepared. Lesson Planning as Question-Asking. A Generic Lesson Plan Template for Physical Education. 6.Components and Dimensions of Instructional Models. Instructional Models as Blueprints for Teaching. Advantages of Using Model-Based Instruction in Physical Education. Components and Dimensions of Instructional Models for Physical Education. Component 1: Foundations. Component 2: Teaching and Learning Features. Component 3: Teacher Expertise and Contextual Needs. Component 4: Verification of Instructional Processes. Component 5: Assessment of Learning. Component 6: Contextual Modifications. Selecting an Instructional Model. II.SEVEN INSTRUCTIONAL MODELS FOR PHYSICAL EDUCATION. 7.Direct Instruction. Overview. Foundations of the Direct Instruction Model. Teaching and Learning Features. Teacher Expertise and Contextual Needs. Teaching and Learning Benchmarks for Direct Instruction. Assessing Learning in Direct Instruction. Selecting and Modifying Direct Instruction for Physical Education. A Sample Unit and Lesson for Direct Instruction. 8.Personalized System for Instruction. Foundations of the PSI for Physical Education. Teaching and Learning Features. Teacher Expertise and Contextual Needs. Teaching and Learning Benchmarks for PSI. Assessing Learning in PSI. Selecting and Modifying PSI for Physical Education. A Sample Student Workbook for PSI. A Sample PSI Course Sequence. 9.Cooperative Learning. Overview. Foundations of the Cooperative Learning Model for Physical Education. Teaching and Learning Features. Teacher Expertise and Contextual Needs. Teaching and Learning Benchmarks for Cooperative Learning. Assessing Learning in the Cooperative Learning Model. Selecting and Modifying Cooperative Learning for Physical Education. Sample Unit and Lesson Plan for Cooperative Learning. 10.The Sport Education Model. Overview. Foundations of Sport Education for Physical Education. Teaching and Learning Features. Teacher Expertise and Contextual Needs. Teaching and Learning Benchmarks for Sport Education. Assessing Learning in Sport Education. Selecting and Modifying Sport Education for Physical Education. A Sample Unit (Season) Plan for Sport Education. 11.Peer Teaching Model. Overview. Foundations of the Peer Teaching Model in Physical Education. Teaching and Learning Features. Teacher Expertise and Contextual Needs. Teaching and Learning Benchmarks for Peer Teaching. Assessing Learning in Peer Teaching. Selecting and Modifying Peer Teaching for Physical Education. A Sample Unit Plan for Peer Teaching. 12.Inquiry Teaching. Overview. Foundations of the Inquiry Teaching Model. Teaching and Learning Features. Teacher Expertise and Contextual Needs. Teaching and Learning Benchmarks for the Inquiry Model. Assessing Learning in the Inquiry Model. Selecting and Modifying Inquiry Model for Physical Education. Sample Unit and Lesson Plan for Inquiry Teaching. 13.The Tactical Games Model. Overview. Foundations of the Tactical Games Model for Physical Education. Teaching and Learning Features. Teacher Expertise and Contextual Needs. Teaching and Learning Benchmarks for the Tactical Games Model. Assessing Learning in the Tactical Games Model. Selecting and Modifying the Tactical Games Model for Physical Education. Sample Unit and Lesson Plan for Tactical Games Model. References.

Background:Efforts have often been made to improve physical education (PE) classes in response to rapidly changing societies. We applied science, technology, engineering, arts, and mathematics (STEAM) education to PE classes. The purpose was to examine the effect of STEAM-based PE lessons on self-directed learning abilities, a core competency of the 21st century, and on attitudes toward PE classes related to PE alienation and avoidance.Methods:To achieve this purpose, six out of eight classes at a middle school in Jeollabuk-do province, Republic of Korea were selected in 2019. The experimental and control groups, consisting of 87 and 88 students, respectively, were chosen from among 238 first-grade students by utilizing convenience sampling. The experimental group attended PE classes based on STEAM for 14 weeks, whereas the control group attended traditionally teacher-centered PE classes. We used a multivariate analysis of variance (MANOVA). Statistical significance was set at P<0.05.Results:The experimental group displayed significant differences in all the sub-factors of attitudes toward PE classes and all the sub-factors of self-directed learning abilities, compared to the control group (P<0.05). PE classes based on STEAM appear to have a positive effect on students’ attitudes toward PE classes and their self-directed learning abilities.Conclusion:PE is struggling to solve students’ alienation and avoidance problems, despite numerous efforts. Thus, discussions have been conducted on how the STEAM philosophy can be implemented in the field of PE. Results suggest that efforts to combine STEAM education and PE are needed.

Physical education reform efforts support constructivist learning theory (CLT) to re-conceptualize K-12 physical education. Advocates of models-based instruction (MBI) indicate that sport education and a tactical games approach are grounded in CLT. A key implication for physical education teacher education (PETE) programmes is to develop preservice teachers (PSTs) capable of implementing MBI. Often, PSTs enter PETE programmes with the pre-conception that learning can only occur through passive transfer of information. As a result, PETE programmes must help PSTs re-conceptualize physical education. The two purposes of this study were to: (a) explore the use of a ‘living the curriculum’ experience to influence PSTs’ conceptions of learning and teaching in physical education; and (b) examine the usefulness of visual methods to further understand students’ experiences in a PETE course. Participants were undergraduate PSTs ( N = 12; five women, seven men) who experienced living a hybrid curriculum. PSTs took five to seven photographs to create a photo-collage that best depicted their experiences in the class. Semi-structured focus group interviews centered on discussion of the PSTs’ photo collages. Data analysis revealed two major themes and sub-themes: (1) Learning in physical education – (a) knowledge is socially constructed and (b) learning is active; and (2) The role of the professor – (a) professor as facilitator and (b) clinging to old conceptions. PSTs experienced cognitive conflict and conceptual addition, suggesting old ideas were not completely extinguished but revised. Overall, the PSTs’ conceptions indicated an openness to and basic understanding of alternate forms of physical education.

To date, in the programs implemented according to the Montessori method, the section “Physical Education” has not been adapted. The section is aimed at developing the child's general culture, physical qualities and basic motor skills. In the process of physical education, the values of Maria Montessori are not realized. The Montessori pedagogical system is among the most relevant ones today as modern education is focused on the individualization of learning. The development of health in preschool children depends on their well-organized physical education, which should be directed towards the children's harmonious development and considered in an integrative relationship with the various sections of the preschool education program (artisti c, aesthetic, educational, verbal and socio-communicative development). The aim of the research is to develop the structure and content of the model of physical education of preschool children in the Montessori pedagogical system and check its effectiveness in a pedagogical experiment. To reach this aim, the following research methods were used: pedagogical observations, modeling, pedagogical testing, pedagogical experiment, mathematical and statistical data processing. In the course of the pedagogical experiment, a control (15 girls and 15 boys) and an experimental (15 girls and 15 boys) group were formed; a total of 60 five- and six-year-old pupils of the Montessori preschool educational institution in Tomsk took part in the study. To assess the effectiveness of the developed model, the following tests were selected: shuttle run 3x5 m, standing long jump, medicine ball throw, seated forward bends, ball catching at a distance of 5 meters. The model of preschoolers' physical education based on the integration of personality-oriented, activity-based, synergetic and technological approaches in the Montessori pedagogical system has shown its effectiveness. The research shows a positive dynamics of indicators reflecting the level of preschoo lers' motor readiness after the pedagogical experiment. At the end of the exp eriment, when comparing the indices of motor readiness demonstrated by the experimental group before and after the experiment, statistically significant differences were revealed in motor tests (ball catching at a distance of 5 m, shuttle run (3x5 m), medicine ball throwing), which indicates the effectiveness of the proposed model of five- and six-year-old preschoolers' physical education.

The purpose of university students' physical training (PT) is to make university students have a good exercise habit and improve their willpower while enhancing their immunity. However, because many university students are not active in physical exercise, who worry about sweating during exercise, with low requirements for physical exercise, the subjective motivation of university students in PT is poor. Music education (MUE) is a new educational model. Through the correct guidance of university students' psychology, the inner health of university students can be enhanced, so that university students can carry out PT with a positive attitude. MUE is applied to university students' PT to cultivate the subjective initiative of university students' PT by shaping the psychology of university students. This paper evaluates the influence of the psychological shaping of MUE on the subjective initiative of university students' PT through the analytic hierarchy process (AHP). The experimental results showed that the top three weights of the evaluation indicators were the effect of MUE, the effect of university students' music learning, and the psychological state of university students. Comparing and analyzing the three indicators of MUE and traditional education, the average values of the two education methods in the subjective initiative of university students' PT were 61.3% and 34.2%. Compared with traditional education, MUE can effectively improve the effect of PT. Therefore, MUE can improve the subjective initiative of university students' PT through the psychological guidance of university students, so that university students can exercise actively, improving the effect of PT.

Aim: This paper aims to enhance the emphasis of college physical education (P.E.) in the psychological education of P.E. students and provide a reference for the innovation of P.E. teaching methods. Methodology and procedures: On the basis of the Internet of Things (IoT) and a deep-learning algorithm, combined with psychological education, the teaching effect and the influence on learning philosophy are comprehensively evaluated through the construction of teaching evaluation index system for college P.E. students. Results: The theoretical courses of P.E. students in colleges and universities lack the integration of psychological-education concepts. It is found that the new teaching mode not only has a significant effect on improvement of training courses, but also promotes learning enthusiasm and theoretical courses. In the aspect of psychological quality evaluation, emotional-control ability significantly improved, the average score increased from below 60 to above 79, and self-challenge ability and adaptability to adversity also effectively improved. In the evaluation of deep-learning ability, students’ critical thinking ability improved most obviously, and their complex problem-solving ability also improved to some extent. Conclusions: Based on the IoT and machine learning, college P.E. teaching mode can effectively improve students’ psychological quality and ability, effectively improve students’ training and theoretical achievements, and significantly improve their academic achievements. It can also improve students’ self-learning ability. Practical applications: This paper reforms the traditional P.E. teaching mode, effectively demonstrates the hypothesis through practical teaching, designs the teaching evaluation index system of college P.E. students, and improves their learning ability and comprehensive achievements.

The article examines Kyrgyz folk games as an emotionally figurative means of influencing children, stimulating interest, imagination, and achieving active performance of game actions, they have a great impact on the education of character will strengthen the child. The purpose of the study is the influence of folk outdoor games on the formation of motor skills and abilities of preschoolers. In the process of work, the data obtained as a result of the introduction of elements of Kyrgys folk outdoor games, competitions in physical education classes in a preschool institution were systematically monitored. The conditions of the pedagogical focus of physical education of preschoolers, including the targeted use of folk outdoor games and competitions, are identified and substantiated. The use of elements of outdoor games in physical education classes in the education of preschoolers not only physically develops, but also expands the creative abilities of children.

The article presents the results of a study on the effectiveness of an adaptive futsal training program developed for first-year university students with varying levels of physical fitness. The aim is to design and experimentally validate the effectiveness of an adaptive futsal program for first-year students with different levels of physical preparedness within the framework of physical education in higher education institutions. To assess the physical condition of the participants, standardized exercises were used to evaluate speed, speed-strength endurance, leg strength and explosive power, abdominal muscle endurance, and general aerobic endurance, as recommended in physical education programs for university students (Ministry of Education and Science of Ukraine, 2022): 30-meter sprint (sec); shuttle run 4×10 m (sec); standing long jump (cm); sit-ups in 30 seconds (reps); 1000-meter run (min, sec). The testing was conducted in the sports hall of the National Technical University "Dnipro Polytechnic" under standardized conditions, involving 50 first-year students (25 males and 25 females, aged 17–18) without medical restrictions. At the initial stage of the study, the level of physical and technical preparedness among the first-year students was found to be heterogeneous, which makes it impossible to effectively apply unified physical education programs without prior differentiation based on students' fitness levels. The structure of the developed adaptive futsal program is based on the principles of individualization, gradual development, and student involvement in team play, and incorporates innovative approaches such as differentiated workload, game-based methods, and self-assessment. The conducted pedagogical experiment demonstrated statistically significant improvements in the physical indicators, technical skills, and motivation levels of students in the experimental group compared to the control group, which followed a standard program. The proposed adaptive futsal program proved to be highly effective as a means of implementing a modern physical education model that takes into account the initial fitness level, increases student engagement, and contributes to the development of basic sports and social competencies.

Background and Study aim. For the new reform to be applied in the best possible way, it is a priority and useful to promote the development of knowledge on the organization and methods of teaching/learning in physical education in primary school. This study aims to search for a new didactic organizational model for physical education in primary school, starting from the theoretical lines, showing the contrasts of the significant aspects and the uniqueness of heuristic learning, with a consequent theoretical and argumentative elaboration of operational proposals. Material and Methods. For this purpose, an accurate survey of the scientific literature has been analyzed, highlighting the critical issues that characterized the various proposals and attempt to implement physical activity and sports education courses in primary school over the years, up to the recent legislative innovation. Results. The path of the definition of physical education in primary school was marked by stages that did not always enhance the educational and training dimension of the motor and sports experience, making the school discipline assume a marginal and optional role in the face of an extracurricular practice characterized by a widespread organization and more capable of intercepting and responding to the physical exercise and sport needs of society. This complex situation has only generated confusion without solving the problem of the absence of physical and sporting activity in the 5-10 age group, as required by the World Health Organization and the European Union, by adequately and uniquely qualified teachers. It is now useful to promote the development of knowledge on the didactic organization of the primary school, on the different teaching/learning methods in physical education, to contextualize the scope of the new legal provision to the current legal framework Conclusions. The study highlights the value of a new approach in teacher training that aims to ensure the acquisition of key competence, according to the Recommendation of the European Parliament. This perspective can be easily realized by using a core curriculum uniformly applied at the national level.

Introduction - Cooperative Learning As A Pedagogical Model In Physical Education - Ben Dyson and Ashley Casey Part 1 - Context Of Learning Chapter 1. Implementing The Cooperative Learning Model In Physical Education: The Experience Of New Zealand Teachers - Ben Dyson, Alan Ovens, and Wayne Smith Chapter 2. Teacher Action In The Cooperative Learning Model In The Physical Education Classroom - Ingrid Bahr and Jonas Wibowo Chapter 3. Innovative Practice Through The Use Of Self-Made Materials: The Cooperative Learning Model In Spain - Javier Fernandez-Rio and Antonio Mendez-Gimenez Part 2 - Cooperative Learning In The Curriculum Chapter 4. Putting Into Practice Cooperative Learning And Physical Activity With Primary Students - Carlos Velazquez-Callado Chapter 5. Cooperative Learning Through The Eyes Of A Teacher-Researcher and His Students - Ashley Casey Chapter 6. Using Cooperative Learning Model In Physical Education Teacher Education: From Theory To Practice - Sima Zach And Rona Cohen Part 3 - Key Aspects Of Cooperative Learning Chapter 7. Borrowing Strategies From Adventure-Based Learning To Enhance Group Processing In Cooperative Learning - Sue Sutherland Chapter 8. The Cooperative Learning Model As An Inclusive Pedagogical Practice In Physical Education - Michelle Grenier and Pat Yeaton Chapter 9. Cooperative Learning And Tutoring In Sports And Physical Activities - Lucile Lafont Chapter 10. Cooperative Learning And Interactions In Inclusive Secondary School Physical Education Classes In Australia - Wendy Dowler Conclusion- Cooperative Learning In Physical Education - Ashley Casey and Ben Dyson

Образовательная система в России находится в процессе активной трансформации. Связано это, в первую очередь, с быстрым технологическим развитием, которое вноситкоррективы в требования, предъявляемые к квалификации выпускников высших учебных заведений. В этом контексте становится очевидной необходимость применения новых подходов и методов в образовательном процессе, направленных на повышение его качества и эффективности. Существует множество моделей образования, каждая из которых имеет свои особенности и преимущества. Однако выбор конкретной модели должен быть обоснован не только ее потенциальными возможностями, но и применимостью в конкретных условиях. Для того чтобы определить, какая модель будет наиболее эффективной в российском образовательном пространстве, необходимо провести сравнительный анализ различных подходов и оценить их влияние на качество образования. Целью данной статьи является анализ трех современных моделей образования: "обучение в сотрудничестве с индустрией", "гибкое образование" и "обучение на основе проблем". Будет проведен обзор каждой из этих моделей, их особенностей и примеров успешной реализации. Затем, будет проанализировано влияние каждой из них на качество образования в России. Отдельное внимание будет уделено оценке эффективности и выявлению возможных ограничений применения этих моделей в образовательной системе России. Исследование основывается на анализе актуальных исследовательских работ, данных статистики, а также собственных наблюдений и выводов. Результаты данного исследования помогут не только углубить понимание современных моделей образования, но и сформировать основу для дальнейшего исследования в этой области. The educational system in Russia is in the process of active transformation. This is primarily due to the rapid technological development, which makes adjustments to the requirements for the qualifications of graduates of higher educational institutions. In this context, it becomes obvious the need to apply new approaches and methods in the educational process aimed at improving its quality and effectiveness. There are many models of education, each of which has its own characteristics and advantages. However, the choice of a specific model should be justified not only by its potential capabilities, but also by its applicability in specific conditions. In order to determine which model will be the most effective in the Russian educational space, it is necessary to conduct a comparative analysis of various approaches and assess their impact on the quality of education. The purpose of this article is to analyze three modern models of education: "learning in cooperation with industry", "flexible education" and "problem-based learning". An overview of each of these models, their features and examples of successful implementation will be conducted. Then, the impact of each of them on the quality of education in Russia will be analyzed. Special attention will be paid to evaluating the effectiveness and identifying possible limitations of the use of these models in the Russian educational system. The research is based on the analysis of current research papers, statistical data, as well as their own observations and conclusions. The results of this study will help not only to deepen the understanding of modern models of education, but also to form the basis for further research in this area.