A.B. Sharafeeva
National Research Tomsk State University, Tomsk

Keywords: system­-structural criterion, recreational competency, student.

Introduction. Assessment of the level of professional competency of a future specialist is the most important condition for improvement of the educational process. Competency formation is assigned to a certain organizational structure which included different levels of competency display and has a tiered nature. Each level is based on the degree of formation of competences in the form of individual personality development of a student [4].

Materials and methods. Four levels were developed to analyze the level of recreational competency of students. Quantitative characteristics of the findings associated with each level serve as their basis. During theoretical analysis we found that the use of the system­-structural criterion is one of the conditions for effective assessment of the level of formation of recreational competences of students. 

The distinctive characteristics of the system­-structural criterion in assessing the level of formation of recreational competences of future physical education specialists are as follows:  

1. Three blocks of criteria that best characterize recreational competency (R) were defined [3]:

a) domain-specific professional component –  A1;

b) analytical and reflective component–  А2;                             

c) communicative component –  A3.

Thus, conventionally these parts should be synthesized:

R = А1 + А2 + A3.

The system­-structural criterion is a model of the studied object consisting of the essential, logically interrelated features. Relative level of significance of each element of the system was calculated by the judgment-based (rating) method:  0.0<δ<1.0.

2. Weight coefficients (δ) of each of the three blocks of the criterion characterizing recreational competency of students were defined within the range from 1 to 0.8, depending on their significance level in the overall structure of recreational activity (this coefficient was defined using statistics and expert judgments). Then the values obtained were standardized (ranked from 0 to 1).

3. Six key criteria of recreational performance of students were identified in each of the three blocks of criteria using the method of expert judgments of 5 educators of the physical education department of Tomsk State University (2 PhDs and 3 Doctors of Education) and were presented in the form of the relative weight coefficient. Their weight coefficient (δ) varied from 1 to 0.6 depending on the level of significance. We did not take into account those criterion characteristics with the level of significance being less than 0.6, since it means that this characteristic is not crucial for the final result of the study [1].

Domain-specific professional component – 1.0:

1. Knowledge of the theoretical foundations of the subject – 1.0.
2. The ability to choose the level of motor activity corresponding to the status and needs of those exercising – 0.9.
3. The recreational training program design skill – 0.7.
4. The technique selection – 0.8.
5. The sports and recreational training program implementation skills – 0.8.
6. The skill to teach how to do an exercise – 0.6.

Analytical and reflective component – 1.0:

1. The skill to analyze professional situation – 0.9.
2. The goal and result correlating skill – 0.7.
3. The skill to make adjustments to activities of those exercising – 1.0.
4. The skill to adjust one’s own performance – 0.7.
5. The skill to form the character of those exercising – 0.7.
6. The skill to form a conscious attitude to using physical culture means for recovery in terms of performance, ensuring active longevity – 0.6.

Communicative component – 0.8:

1. The skill to get into touch with those exercising – 1.0.
2. Standard of speech – 1.0.
3. The skill to motivate those exercising – 1.0.
4. The skill to create a favorable atmosphere within the team – 1.0.
5. The skill to establish constructive relationships between the parties of the recreational activity – 0.7.
6. The skill to win people's interest in physical culture and exercising – 0.6.

4. Assessment norms for standard characteristics were defined in the point ranking, with further transforming of the rank into the relative formation index 0.0< a < 1.0 (Table 1.).

Table  1. Reference characteristics evaluation standards

5. Quality gradation of the formation level of a characteristic was carried out with transfer into the relative index: 0.0 < с <1.0.

6. Determination of the weight coefficients of expert judgments. In our case, their value is Dn (Vn), where V is the score value, and n is the number of initial judgments.  Therefore, D1 (V1) = 0.4; D2 (V2) = 1.6; D3 (V3) = 3.6; D4(V4) = 6.4; D5 (V5) =10 [2].

7. Trainer gives is ratings in each block for each criterion characteristic (based on the estimated standards).

The procedure for calculating the qualitative and quantitative assessment of the student's recreational competency (according to the hierarchical structure of the criterion) is as follows.

Expert data for each characteristic of the criterion is integrated by multiplying the weight coefficient of the characteristic by the weight coefficient of the expert judgment and by the weight coefficient of a block of characteristics.

Results and discussion. The result is a database in the from of a table of the matrix of input data used to determine the level of recreational competency of students in view of variable coefficients and their averaging over the entire set of characteristics in the criteria, where criteria characteristics are arranged horizontally, and the corresponding coefficients of the formation of characteristics - vertically (Table 2).

Averaging the results of the expert judgment by multiplying the sum of the normalized values by one-eighteenth (quotient obtained by dividing one characteristic by the total number of characteristics in the blocks), and the averaged result of the expert judgment in all the blocks of the criterion will generally amount to: D = 1/t ∑D_ij ≤ 10.0, where «t» is the number of blocks of the criterion, «j» indicates the block number, «i» is the number of the characteristic in the block of the criterion. The results are given in structural units.

Detecting these parameters in the matrix table, summing the data for each criterion. Determining the level (Dn) of the sports and recreational competency of a student with regard to the characteristic formation index: 0.00 ≤ D₁ ≤ 2.01 – low, 2.02 ≤ D₂ ≤ 3.62 – below average, 3.63 ≤ D₃ ≤ 6.25 – average, 6.26 ≤ D₄ ≤ 7.44 – high.

Table  2. Source data storage matrix

Based on the system-structural criterion a measuring tool was developed that is characterized by its economical, operational and technological efficiency - the computer program «Student's recreational competency rating program». It is used to perform qualitative and quantitative assessment and self-rating of the level of recreational competency of students as well as reduce the time of processing large amounts of statistical data.  

Conclusion. This method of students' recreational competency rating makes it possible to partially formalize the experimental data processing, it contains simplified calculations without distorting the system-structural criterion, as all the possible options for assessing the level of formation of characteristics in the criterion are calculated beforehand.

References

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3. Sharafeeva A.B. Modelirovanie protsessa formirovaniya professional’noy kompetentnosti v rekreatsionnoy deyatel’nosti budushchikh bakalavrov po fizicheskoy kul’ture (Design of professional recreational competency formation process of future bachelors of physical education) / A.B. Sharafeeva, O.I. Zagrevskiy // Vestnik Tomskogo gosudarstvennogo universiteta (Herald of Tomsk State University). № 349. – Tomsk, 2011. – P. 172–176.
4. Sharafeeva A.B. Tekhnologiya formirovaniya professional’nykh kompetentsiy v rekreatsionnoy deyatel’nosti budushchikh spetsialistov po fizicheskoy kul’ture i sportu (Technology of formation of professional recreational competences of future specialists in physical education and sport) /A.B. Sharafeeva, O.I. Zagrevskiy // Vestnik Tomskogo gosudarstvennogo universiteta (Herald of Tomsk State University). № 361. – Tomsk, 2012. – P. 153–156.

Corresponding author: kapil@yandex.ru