Communication skills building in permanent education practice of sport department students

PhD, Associate Professor T.V. Yakovleva1
PhD, Associate Professor T.I. Polunina1
PhD, Associate Professor T.G. Klimanova1
PhD, Associate Professor N.V. Andrianova1
1State University of Humanities and Social Studies, Kolomna, Moscow Region

Keywords: communication skills, students, permanent education practice, Physical Education and Sport Department.

Background. Academic communication may be defined as the key element of an educational service and the socio-psychological basis for the teacher’s interaction with the students. It is through communication that every component of the education service is realized. Modern permanent education practice requires from a student to continuously develop and control the communication system in contracts with real students in the three-year traineeship period. It is through the practical traineeship that the young teachers excel the communication skills basically formed by the relevant academic disciplines. The future teacher is expected to thoroughly analyze his/her practical experience to improve the individual communication methods and tools and implement in practice the theoretical knowledge.
Objective of the study was to analyze benefits of the communication skills building model applied in the permanent education practice of Physical Education and Sport Department students at a humanitarian university.
Methods and structure of the study. The communication skills formation model testing experiment was preceded by the skills rating criteria selection and rating scale design stage [1]. Sampled for the experiment were the 1-3-year students whose primary communication skills were rated by the pre-experimental tests. First progress tests were run at the end of the first academic year when the permanent education practice was introduced in the academic curriculum. And the final tests were run in the third academic year followed by the data processing, summation and analyzing.
The model testing experiment was preceded by a questionnaire survey meant to work out a representative and dependable scale to rate the teacher’s professional competences and skills, with 72 senior students with practical experiences of traineeships at the general education schools sampled for the survey. The communication skills of the sample were tested by monitoring, tests, questionnaire surveys, experiments, performance and progress analyses, interviews, self-rating exercises etc., with self-rates matched with the expert rates (produced by independent experts) to group the sample into the low, normal, and high self-appraising groups and facilitate the communication skills rating tests. The individual test data were processed using the following variables:
1) Self-rate S in points;
2) Expert rate P  in points;
3) Average expert rate     with N – number of experts and    – summated expert rates;
4) Difference between the self-rate and average expert rate . This value was characteristic of the individual self-rate adequacy, i.e. the lower is the , the more objective is the individual. Self-rated low on the communication skills rating scale were the following skills: social attraction (75.57%); student’s personality modeling skill (62.59%); communication process control skill (61.83%); and the improvising skill in the education process (60.3%).
Having analyzed the test data, we found the sample being in need of a good communication skills training course. Progress of the sample in the communication skills building process was rated using the basic mathematical statistics toolkit with the sample average, customized for the purposes of the study. The sample average was computed as    , where К is the average communication skills ratio;   is the number of levels;  is the number of tested students with i communication skill level; and   is the group number.

Given in Table 1 hereunder are the grouped progress data of the sample in the communication skills building traineeship period.

Table 1. Sample progress in the communication skills building process, %

 

 

Levels

Primary

Low

Average

High

К

 

1

 

0

 

52,4

 

38,1

 

9,5

 

0,64

 

2

 

0

 

35,7

 

45,2

 

19,1

 

0,71

 

3

 

0

 

10

 

50

 

40

 

0,83

Note: 1 – pre-experimental tests; 2 – progress tests (end of year 1); 3 – post-experimental (year 3) tests
Results and discussion. The pre-experimental tests rated 52.4% of the sample low on the communication skills scales – versus the progress and post-experimental tests that showed the low-rated group to contract 1.46 and 5 times, respectively, whilst the high-rated group was found to grow for the experimental period 4.2 times – from 9.5% to 40% of the sample, and with the average communication skills ratio K estimated to grow to 0.83.
Conclusion. The study data and analyzes showed benefits of the permanent education practice for the communication skills building purposes since the natural communication problems (interpersonal tension, conflicts, including conflicts of individual values, expectations etc.) and solutions in actual teaching practices at schools provide an important basis for a good professional progress of the future teachers.

References

  1. Yakovleva T.V. System of levels of communication skills of future teachers in academic training process. Problems of modern teacher education. Ser.: Pedagogy and Psychology. Collected research works: Yalta: RIO GPA publ., 2018. no. 58. v. 4. pp. 292-296.
  2. akovleva T.V., Andrianova N.V., Polunina T.I. Continuous teaching practice at physical education department to contribute to professional competency and competitiveness in educational system. Teoriya i praktika fiz. kultury. 2018. no. 7 (963). pp. 8-10.

Corresponding author: t-v-iakovleva@yandex.ru

Abstract
Objective of the study was to analyze benefits of the communication skills building model applied in the permanent education practice of Physical Education and Sport Department students at humanitarian university. First we developed a representative and dependable scale to rate the professional teaching qualities and sampled senior students (n=72) having practical teaching service experiences at general education schools. Progress of the sample in the communication skills building domain was rated by expert assessments, tests, questionnaire survey, experimental work, analysis of deliverables, interviews, self-rating sessions etc. The progress self-rates were verified by expert assessments to see if the self rates were under- or overestimated or fair enough and to analyze the individual progress in the communication skills building domain. The study data and analyzes showed benefits of the permanent education practice for the communication skills building purposes since the natural communication problems and solutions in actual teaching practices at schools provide an important basis for a good professional progress of the future teachers.