Sport training service design and test competence building in academic physical education

Dr. Hab., Professor A.A. Pashin1
PhD O.B. Trofimov1
A.N. Khmelkov1
1Penza State University, Institute of Physical Culture and Sports, Penza

Keywords: students, training service design and progress test competency, theoretical and practical education, physical education and sport, academic training

Background. The study was intended to profile the sport training service components based on the modern concepts of educational service and analyses of the available study reports on the physical education and sport university students’ training for the sport training service. We prioritized the sport training service design and test competency with the progress test, forecast, design and modeling elements [1, 4]. We believe that the future sport trainer’s service quality heavily depends on how well developed the training service design and test competency is in the academic physical education and sport specialist education process.

Objective of the study was to pilot and test the new sport training service design and progress test competency training model at the Penza State University’s Physical Education and Sport Department.

Methods and structure of the study. Sampled for the study were the 1-4-year students of the Penza State University’s Physical Education and Sport Department (n=100) majoring in the Physical Education and Sport Trainer Excellence discipline plus schoolchildren from Secondary Schools #17, 74, 66 and preschoolers of Penza city as trainees for the students.

Results and discussion. We developed the new sport training service design and progress test competency training model for the sport physical education and sport trainer education disciplines at Physical Culture Institutes (PCI), with the model including the goal-setting; content-forming; institutional-procedural; and progress test modules: see Table 1.

The goal-setting module is intended to set the training process mission and specific goals for success. The content-forming module is geared to fill the education framework with the knowledge critical for success of the future physical education and sport specialist service as required by the relevant education standards and mission. The institutional-procedural module spells out the student-educator interactions and education technologies to attain the training process goals. And the progress test module is designed to control the education process effectiveness and timely respond to every potential deviation in the trainee’s personality and professionalism building process.

 

Table 1. Principal design of the training service design and progress test competency training model

Mission: develop the training service design and progress test competency for the sport trainer career

Goals: accumulate knowledgebase and develop the training service design and progress test skills for success of the training service design and progress test service; and build up the personality values, priorities and motivations for the determined learning and reasonable independence for further professional progress

Methodological basis for the training

Practical approaches include the systemic and individualized (personality –sensitive) ones

Didactic concepts: the training must be controlled, purposeful, personality-centered, individualized and focused on the individual creativity and success

Training service design and progress test functions

Progress test

Forecast

Design

Modeling

Training service design and progress test competency training model content

General professional disciplines, medical and biological disciplines, special training disciplines, physical education and sport specialist training curriculum, practical recommendations for the physical education and sport specialist training and probation

Training stages

– Training service design and progress test knowledgebase forming stage;

– Professional training service design and progress test knowledge and skills shaping and testing stage; and

– Professional training service design and progress test knowledge and skills excellence stage

Practical training methods for professional service

Multidimensional matrix method, inversion method

Forms of training for the training service design and progress test service: group and focus group trainings

Result: highly competent and skilled physical education and sport specialist trained for the training service design and progress test service

Progress test (diagnostic) capacity may be defined as the ability to design and manage comprehensive psychological and physical education and sport progress tests to rate the child’s development and physical education and sport knowledge and skills. Forecast capacity may be defined as the ability to determine the child’s potential for progress in the sport discipline i.e. the minimal, optimal and maximal achievable accomplishments and the likely problems the young athlete may face on the way. Theoretical and practical education service design capacity may be defined as the ability to set the frame for the theoretical and practical education service as required by the practical training situation and resources to help the trainees fully mobilize their individual resource and gifts for progress. And the theoretical and practical education service modeling capacity may be defined as the ability to model the theoretical and practical education service for success of the training process.

The training service design and progress test competency training model was experimentally tested in the academic Physical Education and Sport Trainer Excellence discipline, and its benefits were rated by the pre- versus post experimental tests on the PESI sample (n=100) split up into Experimental and Reference Groups (EG, RG). The trainees’ progress in the training service design and progress test domain was rated in the following two aspects: theoretical and practical education progress test competency; and the theoretical and practical education service design and modeling competency.

The theoretical and practical education progress test competency was rated by the pre- versus post experimental tests, with every student required to test a specific underage trainee to rate his/her motor qualities and gifts and forecast potential progress in the specific sport discipline. The theoretical and practical education service design and modeling competency was rated by a questioning survey, with every student offered 10 questions to test his/her knowledge of the theoretical and practical education service design and management basics. And the individual practical theoretical and practical education design competency and skills were tested on an age- and progress-specific basis by a practical theoretical and practical education service design task. The individual training service design and progress test competency was rated by an academic expert team: see the pre-experimental test data in Table 2 hereunder.

Table 2. Pre-experimental training service design and progress test competency test data of the EG and RG

 

Training service design and progress test competency elements

Training service design and progress test competency levels and %

primary

basic

optimal

high

RG

EG

RG

EG

RG

EG

RG

EG

Physical education and sport progress test capacity

94

97

6

3

0

0

0

0

Theoretical and practical education service design and modeling capacity

100

99

0

1

0

0

0

0

Average:

97

98

3

2

0

0

0

0

 
To facilitate the EG trainings in the training service design and progress test competency building domain, we designed it on an interdisciplinary basis with the disciplines being selected and integrated so as to secure the basic common set of competences in foundation. The trainings made an emphasis on the personality values, priorities and motivations to facilitate the professional progress, with the progress tested by the relevant test methods including the G.S. Prygin Questionnaire [2].

Furthermore, we applied the multidimensional matrix method and inversion method to design and manage the EG trainings so as to encourage the cognitive progress in the interdisciplinary education process. These methods were found to largely contribute to the EG progress and accomplishments. For example, when tackling a specific training task by means of the multidimensional matrix method, the EG explored a wide range of solutions and predicted outcomes of every solution based on the interdisciplinary knowledge to opt for the most beneficial one [1]. The solution analysis required extensive knowledge in the vocational sports discipline, physical education and sport theory and practice, medicine and biology – particularly the age- and sports-specific physiology. This education format was found beneficial for the students’ determination and self-reliant progress encouragement in the relevant disciplines. And the inversion method was proved highly effective in encouraging analyses of the unconventional approaches and solutions and, hence, the students’ creativity. This creativity-centered method heavily contributed to the EG progress in the training service design and progress test competency for the training service versus that of the RG: see Table 3.

Table 3. Post-experimental training service design and progress test competency test data of the EG and RG

 

Training service design and progress test competency elements

Training service design and progress test competency levels and %

primary

basic

optimal

high

RG

EG

RG

EG

RG

EG

RG

EG

Physical education and sport progress test capacity

0

0

63

42

26

37

11

21

Theoretical and practical education service design and modeling capacity

0

0

71

40

18

33

11

27

Average:

0

0

67

41

22

35

11

24

The above test data may be interpreted as indicative of the new sport training service design and progress test competency building model being highly beneficial. Thus in the physical education and sport progress test capacity the RG and EG made progress (to the optimal and high levels) of 37% and 58%, respectively; and in the theoretical and practical education service design and modeling capacity the gap was even wider - 29% versus 59%, respectively. On the whole, only 33% of the RG reached the optimal and high levels versus 58.5% of the EG.

We used the X² – Pearson criterion to test the statistical significance of the data differences using the following formula: X² = 6 (p≤ 0.5), with the degree of freedom v= 2. We found the training service design and progress test competency test data arrays of the EG and RG being significantly different (p≤ 0.5). We believe that the special priority to the above aspects of the experimental training service design and progress test competency training model (personality education values, priorities and motivations, self-reliant trainings, high quality educational service provisions and contents, and special training methods) made it possible for the EG make a higher progress in the training service design and progress test competency than the RG.

Conclusion. It should be mentioned that every module of the new training service design and progress test competency training model should be designed and managed equally effective in the educational process to equip the students with every competency and knowledge element and make them fully knowledgeable and skillful for the sport training service to children.

References

  1. Zhabakov V.E. Pedagogical management of quality of physical education specialist training. Chelyabinsk: ChSUSUHE publ., 2016. 237 p.
  2. Ilyin E.P. Motivation and motives.  St. Petersburg: Piter publ., 2000. 512 p.
  3. Mihaylova T.V. Professional coaching competency of sports institute students (methodology and technology). M., 2017. 180 p.
  4. Popkov V.A., Korzhuev A.V. Theory and practice of higher professional education. Study guide. M.: Akademicheskiy proekt publ., 2004. 432 p.
  5. Trofimov O.B. Training future physical education teachers for coaching (case study of gymnastics). PhD diss. abstr.. Penza: Garm publ., 2010. 163 p.

Corresponding author: olegtr05@yandex.ru

Abstract

The study was intended to profile the sport training service components based on the modern concepts of education service and analyses of the study reports on the physical education and sport university students’ training for the sport training service. We prioritized the sport training service design and test competency with its service test, forecast, design and modeling aspects. We believe that the future sport trainer’s service quality heavily depends on how well developed the training service design and test competency is in the academic physical education and sport specialist education process. For the purposes of the study, we piloted and tested the new sport training service design and test competency building model at the Physical Education and Sport Department of Penza State University. Sampled for the study were the 1-4-year old students of the Physical Education and Sport Department (n=100) majoring in the Physical Education and Sport Trainer Excellence discipline plus schoolchildren from Secondary Schools #17, 74, 66 and preschoolers of Penza city as trainees for the students. The new training service design and test competency building model includes the following modules: goal-setting; content-building; procedural; and progress test modules. It should be mentioned that every module of the new training service design and progress test competency training model should be designed and managed equally effective in the educational process to equip the students with every competency and knowledge element and make them fully knowledgeable and skillful for the sport training service to children.