Postgraduate A.A. Neklyudova
Tula State Pedagogical University named after L.N. Tolstoy, Tula
Objective of the study was to give theoretical grounds for and practically develop an efficient school physical education problem-based learning model. For the purposes of the problem-solving school physical education model design, we identified its key implementation conditions including the role of a school teacher, his/her professional competences and skills and the practical problems he/she normally faces. The physical education problem-based learning model was designed to include the following age-specific constituent models: Model 1 for the primary school age with the education dominated by monologue- and dialogue-driven forms and games to provide extra motivations for the trainees; Model 2 for the middle school age giving an increased priority to the problem-based own research activity with the practical physical actions supported by a prudent survey system; and Model 3 for the senior school age making a special emphasis on the self-reliant research and project components of the problem-based learning activity with the trainees required to independently identify and solve the problems followed by the teacher-assisted learning and discussions of the practical basics of the relevant physical actions plus a variety of tactical aspects of the teamwork in the relevant sport disciplines.
The above three practical models may be viewed as constituents of the frame physical education problem-based learning model designed for the long-term successive education process designed to produce a physically educated personality. The physical education problem-based learning model gives a due priority to a harmonised interaction of a school teacher with the trainees and their families, with the age-specific physical practices being designed to give certain degrees of freedom to the children in the class and off-class physical education, with an increasing priority given to the self-reliant physical progress.
Keywords: problem-based learning, school age, individual physical culture, professional competency, education technology.
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