Future Physical Education Teachers Research Articles

Interdisciplinary training sessions as a means of developing the research competence of future physical education teachers

Interdisciplinary training sessions as a means of developing the research competence of future physical education teachers

Professional profile of a future physical education teacher

Professional profile of a future physical education teacher

Psychophysiological Training of Physical Culture Teachers and Coaches to Preserve the Mental Health of Teenagers

The article reveals the main dimensions of the psychophysiological training of future physical education teachers and coaches in general secondary education institutions, sports clubs and children’s and youth sports schools to understand and take into account in the pedagogical work the peculiarities of adolescence, to create conditions for the formation of physical culture of children and adolescents with various acquired dysfunctions in wartime conditions. It is noted that the psychophysiological preparation of future physical education teachers and trainers determines the motives, content and direction of children’s motor activity, which is characterized by distinct tendencies towards individualization according to indicators of psychophysiological development and nosological units of chronic diseases. Attention is drawn to the general trend caused by the Russian Federation’s war against Ukraine, aimed at the destruction of the Ukrainian people and, first of all, its younger generations, which is the increase in the disability of children of all age groups. Related to this is the emergence of a general societal need for the training of future physical education teachers and coaches in general secondary education institutions, sports clubs and children’s and youth sports schools, capable of creating conditions for the formation of physical culture of children and adolescents who have lost limbs, have been traumatized, which led to persistent impairments of intelligence, locomotor apparatus, vision, hearing, speech or a combination of various dysfunctions acquired in wartime conditions.

Formation of project competence of future specialists from the field of physical therapy, physical education and sports in the higher education system

The article aims to investigate the theoretical and methodological aspects of the formation of project competence of future professionals in the field of physical therapy, physical education and sports in the higher education system in a comparative context. The study experimentally tested the effectiveness of the formation of project competence of future specialists in the field of physical therapy, physical education and sports in the system of higher education. The experimental works were carried out during 2019–2021 in three stages: ascertaining, forming and control. Each of the identified stages involved solving the relevant tasks and identifying the necessary research methods. Research methods: analysis of scientific and methodical literature; pedagogical observation; pedagogical experiment; pedagogical testing; methods of mathematical statistics. The ascertaining experiment was attended by 342 future physical education teachers, sports coaches and physical therapists who provide professional training in specialties 014.11 Secondary education (Physical education), 017 Physical culture and sports and 227 Physical therapies, ergo therapy. Comparison of the results of the control and experimental groups showed a positive trend in all indicators of the formation of project competence: the highest increase is provided by reflexive-evaluation and cognitive indicators, the lowest (but stable) increases by motivational and value indicators

Environmental approach in forming the readiness of future Physical Education teachers for foreign language communication

Environmental approach in forming the readiness of future Physical Education teachers for foreign language communication

Opinions about the content of the anatomy course of future physical education teachers and their ability to apply what they have learned in professional activities

Abstract
 The behaviours gained in graduate education should be used in their professional life. As a result of the literature review, it is concluded that physical education teachers have problems in transferring knowledge in their professional competence. The opinions of physical education teachers about the education they received at the university are important in terms of investigating the source of this problem. Anatomy is about the body. The achievements of the anatomy course and the applicability of these gains are very important. This research was conducted with last year students studying at the physical education department at the university. 48 pre-service teachers who took the Anatomy course, studying in the physical education department, participated in the research. Researchers were selected based on volunteerism. The qualitative research method was used in the research and the findings were supported by content analysis. 4 open-ended questions prepared by the researcher were prepared by taking expert opinions. The results obtained from the research show that the anatomy course is important for physical education, and the behaviours to be gained in this course will have to be used frequently in professional life. Again, it was concluded that explaining the anatomy course content as applied while preparing it will facilitate their learning. As a result of the results obtained from this research, the anatomy course taught in universities is an important course for the physical education profession. The method applied for the problems experienced in this course can be changed technically. In the anatomy course, which includes theory and practice, practice can eliminate the problems experienced.
 Keywords: physical education, anatomy, professional competence, usability, human structure, training program

ФОРМУВАННЯ ІНДИВІДУАЛЬНОГО СТИЛЮ ПРОФЕСІЙНОЇ ДІЯЛЬНОСТІ МАЙБУТНІХ УЧИТЕЛІВ: МОДЕЛЮВАННЯ ПЕДАГОГІЧНИХ СИТУАЦІЙ

The article outlines the current problems of professional training of future physical education teachers in universities. It is noted that their professional training acquires special significance in the current conditions of socio-economic and socio-cultural transformations in the country and the world. The system of professional training of future teachers of this profile requires updating the content, finding additional methods, forms, and means of teaching that will contribute to the formation of their individual style of professional activity. Such needs are due to changes in the pedagogical field, updating the requirements for physical education teachers, presented in official government documents. It has been proven that modelling is an effective teaching method. Its importance in the process of professional training of future physical education teachers is emphasized. The purpose of such training is not only the acquisition of the necessary amount of theoretical knowledge but also the formation of future teachers' individual style of professional activity as an effective means of adaptation and self-realization in the realities of a modern school. The article summarizes the data of theoretical analysis of pedagogical and scientific-methodical literature on the modelling of pedagogical situations. The essence of modelling as an important factor in the formation of the individual style of professional activity of the future teacher is analysed. It is proved that pedagogical situations should be used in lectures, seminars, and practical classes, especially before preparation for pedagogical practice. It is determined that effective methods of solving pedagogical situations are role-playing games, discussions with the analysis of specific situations, which deepen the knowledge of the discussed problem, activate the creative potential of future teachers. It is concluded that modelling is an important prerequisite and means of effective formation of individual style of professional activity of future physical education teachers in higher education institutions. The approaches of different authors to the peculiarities of modelling different pedagogical situations and their impact on the professional development of future teachers are summarized. Key words: model, modelling, individual style of professional activity, pedagogical situations, physical education teacher.

INTRODUCTION OF INNOVATIVE APPROACHES TO NATURAL SCIENCE AND PRACTICAL-PROFESSIONAL TRAINING OF FUTURE PHYSICAL EDUCATION TEACHERS

This article analyzes and characterizes innovative approaches used in training of future physical education teachers. Modernization of education enhances the training and education of a specialist of high quality and competence, who is capable of creating knowledge and finding the ways of self-accomplishment in the conditions of continuous integration of Ukraine into the European educational space. Strengthening of young people health potential, providing a differentiated approach to different age groups of children, foreseeing their needs and motivation for physical development and self-improvement depend on a physical culture specialist.We have developed an integrated system of medical and biological education as well as revealed the ways to implement the principle efficient combination theoretical knowledge and practical implication. Professional and practical, humanitarian and socio-economic training occupies a prominent place in the modern training of future physical culture specialists. This issue defines the value of professional activity. Thus, we made an attempt to construct the content of integrated natural science subject and built a thorough logical and didactic structure which will assist to support knowledge advancement in accordance with the new achievements of the disciplines of the natural science cycle; it also strengthens the relationship between the fundamentals and professional education targets; ensures variability and alternativeness, humanization and democratization of the educational process; boost the improvement of natural science education and establish a sustainability of sports-specialized training. This study identifies the main directions, factors, indicators and criteria for intensifying student learning while using innovative and information and communication technologies.This study is based on current modern ideas of philosophical interpretation of human values in the context of vocational education, education of a healthy generation which actualizes the humanitarian significance of natural sciences and opens wide opportunities for interdisciplinary and transdisciplinary integration in training and achieving high sports results. We have proved the effectiveness of scientific and professional-pedagogical competence which is provided by creating an innovative educational environment. This environment is characterized by openness and autonomy, information availability and integration, flexibility and synchronization, multi-vector trajectory and creativity. Due to the use of innovative approaches in the training of future physical education teachers’ cognitive activity, creative thinking and professional curiosity, innovative technologies of physical education are mastered much better, and what is most important, the professional competencies of natural science teachers, teachers-innovators are developed. We have proved that the concept of training new types of physical culture specialists requires mastering the multi-cycle creative work activity when a teacher starts finding new principles and ideas to develop and implement new technologies based on maximum of variations of ways for processing knowledge and its practical implementation. We recommend that physical culture program should be taken into account in the aspect of its correlation with previous and subsequent disciplines while planning the educational process in secondary education. Furthermore, it is relevant to adjust the content of the discipline being studied in order to prevent educational material from coping and repeating. The integrative approach is the most predictable and necessary, we will see the solution of the problem of integration in a close combination of natural science with sports-specialized training. Natural science disciplines should include professionally target knowledge, be focused on teaching methods and education. This approach assimilates professionally target disciplines through the principle of joining theory with practice, thus boosting knowledge in professional and pedagogical activities.

Diagnosis of readiness of future teachers of physical culture for implementation of professional competencies

The article diagnoses the readiness of future physical education teachers to implement professional competencies, which are graduates of the first (bachelor) and second (master) levels.
 The purpose of the article is to diagnose the readiness of future physical education teachers to implement professional competencies. The objectives of the article are to determine and assess the degree of formation of professional competencies in future physical education teachers.
 The paper analyzes and formulates the purpose of choosing the profession of physical education teacher, students' awareness of the content of the educational-professional program of the specialty with the concepts of "competence" and "professional competences". Conclusions are given on the quality of training of future specialists in physical culture and sports, able to perform their professional duties in a modern and high level in a modern environment and self-improvement as a specialist and a person.
 It was found that when choosing a future profession, students are guided by the opportunity to obtain higher education (58.8%), have sports and health education (52.9%), seek to work with children and adolescents (41.2%) and become the head of the sports section 41.2%). Students are familiar with the educational-professional program (82% answered in the affirmative). 75% of students understand the concept of competence; distinguish between the concepts of professional and general competencies. Note that only a small number of graduates are ready to work in the field of physical education, especially as a physical education teacher. Students state the acquisition of the following professional competencies: the ability to self- education, self-improvement, critical analysis of their teaching activities; ability to organize physical culture and health work on physical education of children and youth, to carry out physical culture and mass, organizational and educational-methodical work in educational, health-improving and health-improving establishments.

Training Future Physical Education Teachers for Physical and Sports Activities: Neuropedagogical Approach

The article proves the need to create an effective system of training athletes, which is the basis for ensuring higher achievements in sports and causes a certain rise in the field of scientific and pedagogical research on the problems of sports pedagogy, physical education, and education of youth. It urges one to optimize educational conditions for training future physical education teachers for physical and sports activities based on the latest neuropedagogical and didactic requirements. The research aims to experimentally verify the newly created or updated pedagogical conditions required to train future physical education teachers for sport and physical activity at secondary schools. Research methods are as follows: modelling, observations, tests, questionnaires, pedagogical experiment, tests determining the level of physical development, the PWCno test, anthropomorphological measurements (body weight, height, chest circumference, lung capacity), heart rate, respiratory rate; methods of mathematical statistics (Student's t-test, Pearson's χ2 criterion). The experimental group consisted of 180 respondents and the control group – 189 respondents. A high level increased by 16.5%, an average level – by 24.3%; a low level decreased by 40.8%. Conclusions. It has been found that the experimental group students have higher levels of readiness for sport and physical activity at secondary schools. Moreover, the indicated differences in the levels are not coincidental and are the result of the implementation of relevant pedagogical conditions. The international relevance of the article lies in expanding the formative and diagnostic instruction tools within the updated conditions, which corresponds to innovative technological and neuropedagogical approaches to developing a physical education teacher today.

Developing Future Physical Education Teachers' Intercultural Competence: The Potential of Intertwinement of Transformative, Embodied, and Critical Approaches.

Purpose: This article is based on a study that explored learning processes related to intercultural competence of PE teacher trainees. The context of the study was the Faculty of Sport and Health Sciences at the University of Jyväskylä, Finland. The study was conducted in connection to two courses that focused on equality in physical education and sport in 2020–2021.Methods: Adopting an interpretive, as well as a critical approach, the authors focused on how the students described their conceptions and learning experiences. Based on their analysis they have then aimed to shed light on how interculturality, equality, equity, and diversity may be addressed in higher education in a more profound manner. The students' accounts were analyzed first through an open reading and subsequently through a more critical lens. The analysis was supported by theories of transformative learning, embodied learning, and intercultural education.Results: Students' initial interest toward equity, equality, and interculturality seemed to expand during the courses. They increasingly reflected on the complexity of these issues and discussed the widening professional responsibilities of future PE teachers in promoting equality and supporting pupils in cultural heterogeneous classes. Discussions and practical activities that involved emotional and embodied elements seemed to be important in facilitating their learning processes. However, it is difficult to foresee how permanent the changes in their habits of mind and subsequent actions are.Discussion: The authors suggest that embodied, practical approaches where the student is fully engaged in the learning process, and where conceptual, reflective, emotional, and affective levels are connected, may be a key in developing teachers' intercultural competence. They also suggest that it is crucial to revise higher education curricula from the perspectives of intercultural competence and structural inequality. In addition to separate courses, equality, equity, and diversity should be seen as red threads throughout higher education.

Body image(s): Problematizing future physical education teachers’ beliefs about the body and physical activity through visual imagery

Visual culture affects the way people understand the world and themselves, contributing to the creation of certain roles and stereotypes, some of which are related to body image. This study focused on interrogating future physical education teachers’ beliefs about the body and physical activity to understand the construction of bodily subjectivities and their perceptions of how these are influenced by visual (physical) culture. Data were collected through the use of visual methods consisting of photo-elicitation and individual interviews with 23 students from a Primary Education Degree with a specialization in physical education at a Spanish university. Data were analyzed using thematic content analysis. The results of the study show that these future physical education teachers are aware of both the great influence of gender stereotypes and the values of consumerism in the field of physical activity stemming largely from the media, which inevitably will shape their future professional practice. However, the results also highlight how these future physical education teachers consider and position the subject of physical education as an important space where they could help students problematize and challenge these beliefs. We suggest that a focus on visual (physical) literacy is needed for future physical education teachers (and their students) to understand the world from a socially critical perspective and transform it in the interest of equity and social justice.

Aspects of language culture formation as a component of professional culture of future specialists

The article is devoted to the study of the problem of formation of language competence as an integral part of the language culture of future physical education teachers and trainers on the way to the formation of their professional culture during the educational process in the higher educational establishment. The author states the globalization of the approach to the use of educational opportunities, namely the improvement of professional culture, reveals the meaning of the concepts “language competence,” “language culture,” “professional culture” and “professional culture of a physical education teacher.” The article analyzes the latest research on the content of these concepts. The close connection of these concepts, their influence on each other and interaction with the concept of “the role of a physical education teacher” are analyzed. The conditionality of these components by the culturological model of the content of education is considered. Given the data of recent studies, it is concluded that the problem can be solved within a comprehensive approach to the formation of rhetorical competence. A questionnaire was conducted to identify the estimated level of language culture formation by students of higher education. It was found that issues related to the ability to speak publicly and understand the causes of communication barriers, the ability to persuade, admitting their mistakes and accepting a different point of view were assessed by students with low scores during the questionnaire. This is evidence of students' feeling of a low level of language culture, which will have a negative impact on the formation of professional culture of future sports professionals. It is concluded that awareness of this problem should lead to a rethinking of methods of forming language competence during the educational process in higher education institutions.

Enacting assessment for learning in the induction phase of physical education teaching

In many countries, assessment for learning (AfL) is recommended in both policy and research as a concept that should be integrated into the teaching of physical education (PE) in schools. AfL is also part of physical education teacher education (PETE) programs in several countries and, consequently, something future PE teachers are expected to practice in their teaching. In a previous study ( Tolgfors et al., 2021 ), we showed how AfL was transmitted and transformed between a university course and a school placement course within Swedish PETE. In the current study, we have more closely followed three of the preservice teachers who took part in our initial study into their first year of PE teaching. The purpose of this follow-up study is thus to explore how AfL is enacted in the induction phase of PE teaching. The more specific research question is: how is AfL enacted in beginning teachers’ PE practices under the contextual conditions provided at the schools where they are employed? The data were generated through Stimulated Recall interviews and follow-up interviews via the online meeting software Zoom. The analysis was based on Braun et al.’s (2011) contextual dimensions of policy enactment and Bernstein’s (1996) pedagogic device. Our findings illustrate how AfL is generally enacted through (1) progression and (2) “rich tasks.” However, the contextual dimensions of each school provide different conditions that either support or hinder the use of AfL in PE. AfL is accordingly enacted in different ways in the induction phase of PE teaching.

Difficulties of Future Physical Education Teacher for Elementary School in Attending Synchronous Online Learning during Covid-19 Pandemic

Covid-19 pandemic, started from the beginning of 2020, has changed the learning process in all levels of education in Indonesia. One of the changes is the shift from face-to-face learning into online learning. This research was aimed at finding out the difficulties faced by Physical Education students in joining a synchronous online learning during the pandemic. The study was a mixed-method study with an exploratory approach. The instrument used in the study was a questionnaire containing close-ended and open-ended questions distributed through a Google Form. The link was shared through WhatsApp. The study involved 118 Physical Education students as participants. The result of the study showed that there were four major obstacles faced by the students in attending a synchronous online learning, including technical problems, internet coverage problems, internet quota problems, and environment problems. In addition, the findings also showed that an effort to facilitate online learning has been given by providing internet quota for most of the students. However, it was not sufficient to support a number of synchronous online learnings. The study concludes that those problems became a barrier for students to comprehend the materials optimally and to communicate interactively during the lesson. It is suggested that, to gain an optimal outcome of the synchronous online learning, the betterment and support regarding the technical aspect should be given, such as the development of internet service coverage and internet quota provision.

Features of training future physical education teachers based on a competence approach

Features of training future physical education teachers based on a competence approach

Interventions Which Aim at Implementing the Knowledge-Based Approach in the PE Lesson: A Systematic Review

Background: Lately, there has been a change in the approach to physical education as a school subject. The new (knowledge-based) approach proposes the teaching of a theoretical component that provides information and complements the practical one. The students thus acquire a thorough understanding of the principles underlying physical activity and assimilate the knowledge needed to independently conduct their physical activity throughout their lives. Materials & Methods: Firstly, there were identified a number of interventions that implement the theoretical component specific to the new approach, in the school environment. Interventions targeting students from the first grade to the university level were taken into account, without setting any geographical or temporary limits. Then, we analyzed the way in which the theoretical content was adapted and implemented at each educational level. The tools used in the evaluation of the theoretical component were also presented. Results and Conclusion: Even from the elementary school level, we find adapted methods for implementing a cognitive component. As we advance through middle school, high school and university level, we find interventions that propose theoretical contents adapted to contemporary society. Within the university-level chapter, special attention was dedicated to future physical education teachers and to the way in which they are prepared to teach a cognitive component within the physical education lesson. Finally, three categories of tools used in the evaluation of the cognitive component were presented: questionnaires, interviews, interactive methods.

Theoretical and methodological principles of training future Physical Education teachers in the application of individual education trajectories in the pupils’ educational process

The current social situation in the country obliges the school to provide its graduates with quality education; to develop their personally significant knowledge, skills and means of activities; to stimulate the desire for creativity, their own individuality. The development of an individual education trajectory for each student will help to master all of the above mentioned aspects. The purpose of the article is to elaborate a model and experimental methods aimed at training future teachers of Physical Education in using individual education trajectories. Unfortunately, modern teachers do not pay a due attention to the development of individual education trajectories. It is possible to assume that teachers are simply not ready for such an innovative type of activity. Thus, teachers of modern higher education institutions encounter the task to train future teachers, including the ones of Physical Education; to develop and implement students’ individual education trajectories. A particular attention should be paid to teaching students to develop their own individual education trajectory. Such trajectories will promote their self-development and self-realization in future professional activities.

Peculiarities of training specialists in the field of physical education and sports in higher education institutions of modern Romania

The article considers the peculiarities of training in the field of physical education and sports at specialized faculties on the example of Alexandru Ioan Cuza University. Iasi, highlighted and characterized the main provisions of the charter of the faculty, curriculum and study programs, etc. It is determined that the faculty provides training in the specialties "Physical Education and Sports", "Physical Therapy" and "Sports and Physical Activity" (bachelor); "Fitness and body aesthetics", "Leisure and extreme sports", "Therapeutic physical training in sports traumatology", "Physiotherapy in sports traumatology" (Chisinau, Republic of Moldova) and "School physical education and sports" (master's degree) future teachers of physical education and sports, coaches, physiotherapists, sports instructors, etc. The content and structure of syllabuses for the preparation of licensees / bachelors and masters are analyzed, the topics of lectures, seminars and practical academic classes are published, the hourly distribution is determined.

Structural analysis of the readyness formation model of future physical education teachers for animation-camp work

The readiness formation model of future physical education teachers for animation-camp work which is presented by components of conceptually-target (the purpose, tasks, approaches and principles of training), organizationally- semantic (educational components, functions), activity-technological (stages, forms, methods and means of learning) and analytically-effective (components, criteria, levels) blocks are developed and theoretically substantiated. The essence of each of its components is revealed. The pedagogical conditions that need to be implemented for the positive dynamics of the readiness formation of future physical education teachers for animation-camp work are determined namely: formation of future physical education teachers positive attitude to extracurricular activities and stable motivation to conduct group classes using animation technologies; improving the content of the educational process to form the readiness of future physical education teachers to animation-camp work with educational components; modeling of professional situations, creation of a creative and creative development environment with the use of information and communication technologies to strengthen the unity of theoretical and practical components of training future physical education teachers for animation and group work. The use of the modeling method in the formation of the readiness of future physical education teachers for a animation-camp work involves the selection of the most optimal ways to solve the goals and objectives; shows the dynamics of development of certain properties; provides for a change in the methods of pedagogical influence in accordance with the change of the object of study, makes it possible to analyze not only the course of the educational process, its development, but also the conditions in which it is implemented.