Organizational-pedagogical and organizational-methodical conditions for the development and implementation of distance learning in ‘Physical Education

Abstract

Improving the distance form of education in ‘Physical Education’ requires the development and introduction into the educational process of computer programs that would effectively contribute to the successful involvement of both relatively healthy and physically impaired students in their own systematic and safe physical education classes. The purpose of the article was to substantiate the thesaurus of organizational-pedagogical and organizational-methodical conditions for organizing the process of distance education of higher education seekers (students) in ‘Physical Education’. As a result of the study, it was established that the transition to a distance form of education in ‘Physical Education’ requires the need for prior justification of a number of organizational-pedagogical and organizational-methodical conditions for the organization of the education process. In this study, the most important requirements and content of the specified conditions are defined. The generalization of the achievements of scientists and methodologists can be considered the thesaurus of basic concepts and information that should determine the creation of effective methodical systems on this basis in each higher education institution, aimed at the successful implementation of distance learning in ‘Physical Education’. Organizational and methodological conditions in the educational process of ‘Physical Education’ are understood as a set of objective possibilities of educational content, methods, organizational forms and types of activities of students, which contribute to the effective implementation of the model of formation and ensuring their readiness to conduct their own physical culture and health classes. At the same time, a person-oriented approach provides for the creation of conditions for such activities, under which the pedagogical process reflects the type of teacher for whom the personal development (self-development) of a person becomes a priority. In some cases, the Ministry of Education and Science of Ukraine assumes responsibility for determining the organizational and methodological foundations of the educational process. However, based on the broad autonomy of higher education institutions, such regulation by the Ministry of Education and Culture regarding higher education institutions has not been taking place in recent years. This means that there are other means of spreading pedagogical innovations in higher education. Namely, both scientific justification of ripe innovations and their subsequent practical approbation are needed. Only in this way, the positive achievements obtained will serve as a model for other educational institutions and can be disseminated.