Education psychology driven technologies to manage socially important skills building in academic physical education and sport service

PhD, Professor S.A. Semenov1
PhD, Associate Professor A.I. Morozov2
Dr.Biol., Professor Y.P. Denisenko2
PhD, Associate Professor R.A. Gumerov2
1Naberezhnye Chelny Institute of Volga Region Federal University, Naberezhnye Chelny
2Naberezhnye Chelny State Pedagogical University, Naberezhnye Chelny

Keywords: students, physical education, physical education and health service, functionality, socially important qualities, management, technology.

Background. Long and productive experience of the national academic physical education and sport service demonstrate that it may, when prudently designed and managed, facilitate the academic cultural processes including the socializing ones, with an emphasis on the socially valuable qualities and skills building aspects [1, 2, 4, 5]. The recent negative socio-economic trends have been detrimental to the academic physical education and sport service in many aspects, including the reported growth in entrants’ qualifications for the special health groups for the last few years [3, 6, 7].

Objective of the study was to provide theoretical provisions for and analyze benefits of a new education psychology driven technology to manage socially valuable qualities and skills building in the academic physical education and sport service.

Methods and structure of the study. The study gives a special consideration to the following factors of influence on the socializing skills building process in the academic physical education and sport service: academic physical education and sport faculty knowledge and skills; students’ practical physical education and sport experience and competitive accomplishments; clear education process missions and goals in the physical education and sport service domain; physical education and sport service sensitivity to the individual physical and mental traits, personality development agendas, physical education interests and needs; team spirit and climate in the academic community and its progress trends; and conflicts management by the academic groups. Our education technology gives a special priority to the theoretical provisions for success of the socially valuable qualities and skills building process with application of the academic physical education and sport service toolkit including: good selection, training and recruitment of the physical education and sport specialists, with due students’ motivations for the multisided physical progress.

Sample for the new training model testing experiment (n=186) was split up into Experimental (EG) and Reference (RG) Groups. The group physical and socializing progress was rated by a set of physical fitness and social qualities/ skills tests including self-cultural agenda, ethical standards and group climate tests and surveys. The progress test data and analyses were used to assess practical benefits of the experimental education model on an objective and dependable basis.

Results and discussion. The group progress tests versus analyses of the factors of influence on the physical education and sport service facilitated socializing process made it possible to rank these factors as follows: professional knowledge and skills of the academic physical education and sport faculty – scored by 41 points; students’ prior practical physical education and sport experience (59 points); relevance of the education goals and missions setting in the physical education and sport service (73 points); physical education and sport service customization to the students’ individual needs, mentalities, personality development agendas, physical education and sport interests and expectations (89 points); team spirit and unity in the academic groups (116 points); and group immunity to conflicts (132 points).

As far as the students’ prior practical physical education and sport experience is concerned as one of the key factors for success of the academic socializing process, we found the highly physically fit students leading in the emotionality, team spirit and unity and the interpersonal communication qualities and skills in every pre-experimental test and for the first academic year on the whole. Thus the entrants’ sociometric test rates of the ‘best’ and ‘worst’ groups were the following: business mentality rated by 42.1% and 32.2%; emotionality rated by 49.8% and 33.5%; team spirit rated by 42.1% and 27.2%; team unity rated by 41.7% and 21.2%; and the interpersonal communication control skills rated by 56.5% and 31.5%, respectively. The ‘best’ group was tested leading in the following qualities: responsibility; diligence; confidence; initiative; determination; willpower; readiness to support the teammates etc.; with the dependability of the most of the test rates estimated at 95%.

A questionnaire survey of the academic physical education and sport faculty showed the following provisions required, in their opinions, for success of the academic socializing process: good selection, training and recruitment of the academic physical education and sport specialists (scored by 37 points); due students’ motivations for the multisided physical progress (51 points); good physical education and sport service toolkit to facilitate the socializing process (65 points); sound practical, technical and material inputs and facilities for the physical education and sport service (77 points); healthy and progress facilitating emotional climate in the academic physical education and sport groups (89 points); harmonized and cooperative efforts of the academic physical education and sport management staff for success of the cultural missions (96 points); and the academic physical education and sport faculty service and recreation improvement provisions (112 points).

It should be mentioned that our analysis of the test/ survey data showed such qualities as discipline and friendliness being the least modifiable by the experimental training model – that may be explained by them being fairly developed and stable by the graduation time. However, some trends in the overall progress test data may be interpreted as indicative of these qualities being also somewhat sensitive to the progress facilitating educational provisions for the socializing process encouraging physical education and sport service model.

Conclusion. The study demonstrated benefits of the education psychology driven technology to facilitate the socially important qualities and skills building process in the academic physical education and sport service – as verified by the EG versus RG progress in the tested socially valuable qualities and skills.

References

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Corresponding author: yprof@yandex.ru

Abstract

The article analyzes benefits of the education psychology driven technologies to manage socially valuable qualities and skills building in the academic physical education and sport service. A special consideration was given to the following factors of influence on the socializing skills building process in the academic physical education and sport service: physical education and sport education staff knowledge and skills; practical physical education and sport experience and competitive accomplishments; clear educational process mission and goals in the physical education and sport service domain; physical education and sport service sensitivity to the individual physical and mental traits, personality development levels, physical education interests and needs; team spirit in the academic community and its progress trends; and conflicts if any in the academic groups. The authors spelled out provisions for the socializing skills building process in the academic physical education and sport service being designed on a most efficient basis: with good selection, training and recruitment of the physical education and sport specialists; and with the multisided physical progress well stimulated. Based on the study data, the authors developed the physical education and sport specialist service quality rating criteria in the social skills building domain. The study demonstrated benefits of the education psychology driven technologies to manage socially important skills building process in the academic physical education and sport service.