PhD S.R. Sharifullina¹
Yu.K. Zhestkova¹
PhD, Associate Professor V.A. Martynova^2
1Yelabuga Institute of Kazan Federal University, Yelabuga
²Kuban State University of Physical Education, Sports and Tourism, Krasnodar

Keywords: physical education and sport process, management, fitness, educational provisions, future teacher.

Background. Educational process management competency is highly important for modern education personnel. Good team management skills give the means for a Physical Education teacher to both step up the educational service quality and prevent the potentially injuring situations. Students majoring in Physical Education under the Pedagogical Education discipline are required to develop due management knowledge and skills for success of their physical training and sport management services.

Objective of the study was to provide theoretical grounds for, develop and test benefits of a physical education and sport process management competency building model for future Physical Education teachers.

Methods and structure of the study. We believe that the future educator’s physical education and sport process management competency may be defined as the ‘integrated personality quality including the relevant physical education and sport process management knowledgebase, skills and abilities developed by professional education with due leadership qualities, skills and motivations for success in the physical education and sports services’ [5]. Therefore, the management competency may be provisionally classified into cognitive, operational and psychological components.

For the student’s training for the future physical education and sport services being efficient enough, it shall be facilitated by at least the following educational provisions:

• The existing Physical Education and Sports Management Technology curriculum does not offer a special course or component to comprehensively study every aspect of the modern physical education and sport process management [2]. Some aspects of the latter are inconsistently covered in special disciplines, but we feel that future Physical Education teachers must have a good integrated knowledgebase and skills in this domain to be efficient and successful in every aspect of sport competitions, mass sport events, physical training and health service design and management process;
• The existing curricula need to be complemented by the key-CIS (key Complex Information Systems) studies all the more that the method is nothing new and supported by a range of the relevant application technologies customizable to specific education systems to effectively build up due knowledgebase and skills. For example, the V.D. Kiselev’s key-CIS method is one of them. It is defined by the author as the strictly formatted open case designed for ‘comprehensive audit of complex business situations that cannot be easily formalized, and their applications’ [3]. We believe that the V.D. Kiselev’s case furnishes students with an algorithm to effectively analyze every specific situation with its elements, with due consideration for contributions of the process actors and specific process conditions. Having mastered this analytical technology, the future educators acquire not only good analytical competences and skills but also the ability to find the most beneficial solutions in every situation;
• Students need to be engaged in the relevant projects to apply their knowledge in practice, all the more that the current academic project activity is quite diverse and accessible. Yelabuga Institute of Kazan Federal University, for instance, offers the students to contribute to a variety of projects including Children’s University Project; Children’s Intellectual Summer Camps ‘IntelLeto’ and ‘Khyial’; School Teachers’ Festival; New Generation Teacher Project; Republican workshop ‘Sport Marathon’ for teachers and students; Badminton for General Education System Project; Powerlifting Promotion Project etc. Each of these and other projects and events implies a range of physical education and sporting components/ missions, with the students offered not only volunteer services but also event design and management missions under the projects.

For the study purposes we applied the following rating methods categorized by the above three components of the future educator’s physical education and sport process management competency:

• Cognitive component was rated by the educational service reports and progress tests;
• Operational component was rated by monitoring, interviews and analyses of the relevant on-job practice reports; and
• Psychological component was rated by the Leader Test Method by Y.S. Zharikov and Y.L. Krushelnitskiy; Leadership Efficiency test method by R.S. Nemov; and Locus Control Level personality test by Julian Rotter; plus a questionnaire survey to find their motivations for the vocational specialty.

Subject to the study were students of Yelabuga Institute of Kazan Federal University (n=72) majoring in Physical Education under Pedagogical Education. The sample was split up into a Reference Group (RG, n=25) and two Experimental Groups (EG1, EG2) and tested in the period of 2013 through 2016; with the EG1 training process facilitated by the first and third of the above provisions, and the EG2 training process facilitated by every of the above provisions.

Study results and discussion. The future educators’ competency for the physical education and sports process management was rated by the pre- and post-experimental rating tests, with the tests specific for each of the above management competency components.

The post-experimental test rates showed every group making some progress in the cognitive domain of the physical education and sports process management competency (see Table 1 hereunder), with the EG2 showing the highest progress rates. The RG post-experimental test data showed its progress in the cognitive component of the physical education and sports process management competency explainable by the fact that the relevant physical education and sports process management competency was also covered in a few other academic disciplines.

The practice-prioritizing approach to the bachelor training was found beneficial as verified by the sample progress in the operational component of the physical education and sports process management competency [4], with the EG2 making the highest progress (rated as high as 319% attributable to the combination of the three educational process provisions) versus the RG that showed virtually no progress in this component. As was found by a special questionnaire survey, the operational component was largely affected by the psychological factor for many students were found unconfident of their management decision-making in the physical education and sports process and, hence, more or less inclined to avoid taking on the management responsibilities.

The psychological readiness was on the rise in every of the three groups (see Table 1 hereunder) with the relevant reductions in the numbers of the psychologically not ready individuals to 6.6% in RG, 4.9% in EG1 and 1.8% in EG2. The average psychological readiness for the physical education and sports process management was found to grow by 3.2% in RG, 7.9% in EG1 and drop by 14.7% in EG2.

Table 1. Test rates of the pre- versus post-experimental physical education and sports process management competency components, [1], %

Conclusion. The study data and analyses showed benefits of the proposed educational process provisions for the physical education and sports process management competency building in the future Physical Education teachers, conditional on the provisions applied altogether at every educational process stage including the Physical Education and Sport Process Management Technology curriculum; key-CIS study method; and the students’ project activities giving the means to apply the academic knowledge and skills in practice.

References

1. Atamanova G.I., Martynova V.A., Sharifullina S.R. Model formirovaniya gotovnosti buduschikh uchiteley fizicheskoy kultury k upravleniyu fizkulturno-sportivnoy deyatelnostyu [Physical education and sports activities management competency building model in future physical education teachers]. Sb. nauch. trudov III Mezhdunarodnogo foruma po pedagogicheskomu obrazovaniyu ‘Pedagogicheskoe obrazovanie v izmenyayuschemsya mire’ [Proc. III International Forum on Teacher Education ‘Pedagogical Education in a Changing World’], 2017, pp. 40-48.
2. Akhtarieva R.F., Mokshina N.G., Martynova V.A. Razrabotka modulya «distsipliny professionalnogo tsikla bazovoy podgotovki» osnovnoy professionalnoy obrazovatelnoy programmy [Development of the module 'Disciplines of professional cycle of general training’ of basic professional educational program]. Sovremennye problemy nauki i obrazovaniya, 2015, no. 1 Available at: http://www.science-education.ru/121-17875
3. Kiselev V.D. Metodika ‘Opisanie struktury keykisa kak zhanra ekonomicheskoy narratsii’ [Method ‘Keykis structure description as a genre of economic narration’]. Site 'Keykis according to Kiselev'. Available at: http://www.keykis.ru/pdf_materials/opisanie_strukturi_keykisa.pdf
4. Lubysheva L.I. Praktiko-orientirovannaya podgotovka pedagoga po fizicheskoy kulture k realizatsii innovatsionnykh protsessov v sisteme fizkulturnogo obrazovaniya [Practice-oriented physical education teacher training to implement innovative processes in physical education system]. Mater. Vseros. nauch.-prakt. konf., posvyashchennoy 85-letiyu Udmurtskogo gosudarstvennogo universiteta ]Sovershenstvovanie sistemy professionalnogo fizkulturnogo obrazovaniya i povyshenie kvalifikatsii spetsialistov po fizicheskoy kulture i sportu v ramkakh realizatsii Federalnoy tselevoy programmy razvitiya obrazovaniya na 2016-2020 gody’[Proc. nat. res.-pract. conf. dedicated to the 85th anniversary of Udmurt State University ‘Improvement of professional physical education system and professional development of physical education and sports specialists within the framework of the Federal Target Program for Development of Education for 2016-2020]]. Izhevsk, 2016, pp. 65-71.
5. Sharifullina S.R. Formirovanie gotovnosti buduschikh pedagogov k upravleniyu fizkulturno-sportivnoy deyatelnostyu. Avtoref. dis. kand. ped. nauk [Physical education and sports activities management competency building in future teachers. PhD diss. abstract]. Yoshkar-Ola, 2015.

Corresponding author: SRSharifullina@kpfu.ru

Abstract

The study considers the educational process provisions required to: facilitate the physical education and sport process management competency building in future Physical Education teachers within the academic Physical Education and Sport Process Management curricula; efficiently apply the key-CIS method in the educational process; and engage students in the relevant project activity to test and apply their theoretical knowledge in practice. Objective of the study was to rate benefits of the proposed educational process provisions for the physical education and sport process management competency building in the future Physical Education teachers. Subject to the study were Yelabuga Institute of Kazan Federal University students (n=72) majoring in Physical Education under Pedagogical Education. The study methods included: analyses of educational process reports and tests; monitoring sessions; questionnaire surveys; Leader Test Method by Y.S. Zharikov and Y.L. Krushelnitskiy; Leadership Efficiency test method by R.S. Nemov; and Locus Control Level personality test by Julian Rotter. The study data and analyses showed the proposed educational provisions for the physical education and sport process management competency building in the future physical education personnel being beneficial, conditional on the educational provisions being applied on an integrated basis.