Associate Professor S.M. Lukina¹
PhD, Associate Professor N.S. Panchuk²
PhD, Professor B.A. Mikhailov³
E.A. Zhuzhakova^3
1Saint Petersburg State University, St. Petersburg
²Russian State University of Justice, St. Petersburg
³Saint Petersburg State University, St. Petersburg

Keywords: supplementary vocational education, professional retraining, physical education and sports.

Backgroundю The new professional education standards for 01.004 “Teacher for vocational and supplementary education system” (2014) and 05.003 ‘Trainer’ (2015) academic disciplines endorsed by the national Ministry of Labor set more stringent requirements to the knowledge and skills of the Physical Education and Sports Department faculties and graduate sport trainers [3]. As specified by the above standards, the supplementary educational service provided by universities shall ensure specialized education and competences in the relevant disciplines/ training modules. There is a growing public demand in the national physical education and sports sector for the specialized education service to get a Sport Trainer qualification as a basis for further career in sports. Since the numbers of new physical education and sports professions is growing, the supplementary/ retraining service is in growing demand and motivates the national academic specialized vocational educational system for further progress and expansion.

Saint Petersburg State University has been successful for the last 5 years (2014–2019) in its Academic Physical Education Teacher Supplementary Education Program, with 110 its graduates qualifed ‘Physical Education Specialist/ Trainer’ for the period to continue their careers in the physical education and sports sector. Entrants to the Program have been of different genders, ages, educational/ coaching backgrounds, practical physical education and sports experiences, sport/ service records, sport qualifications and titles, and reported a wide variety of individual goals and motivations for the supplementary education. In addition to the above, the Saint Petersburg State University management offers the following supplementary training courses: 72-hour ‘Yoga as a traditional psycho-physical progress and health system; and the 72-hour ‘Innovative functionality training system design methods’; with both courses fully compliant to the valid supplementary training standards. 

In view of the demand and current situation, the Specialized Education Program needs a good staffing and high-quality service design and management to secure a new quality of the service and excellent competences for the graduates. The Specialized Education Program is unique due to its highly professional and experienced faculty knowledgeable in the modern professional trends and training methods and securing the specialized education service being efficiently customized to the trainees’ practical experiences, sport qualifications, academic backgrounds and genuine motivations for the vocational specialized education. The constructive communication of the educational process actors is given a special priority to ensure the educational process goals being attained for every student’s professional progress and success in the new professional career.

Objective of the study was to analyze the human resource inflow to the ‘Academic Physical Education Teacher’ Supplementary Education Program.

Results and discussion. The study was run at the Saint Petersburg State University Physical Education and Sports Department, with 110 trainees sampled for a survey to obtain the following data: trainees’ age groups (Table 1); service records from university graduation to employment in the physical education and sports sector (Table 2); classified sport qualifications (Table 3); trainees’ vocational sports (Table 4); and their reasons for retraining to have a different physical education and sport specialty.

Table 1. Age groups of the Supplementary Education Program entrants

The above Table demonstrates the male subgroup being 8 years older than the female. The female subgroup is dominated (42%) by the under-30 year-olds; and the male subgroup by the 30-40 year-olds. Given in Table 2 hereunder is the breakdown of the sample by the service records from graduation to employment in the physical education and sports sector

Table 2. Service records from graduation to employment in the physical education and sport sector

Table 3. Sport qualifications of the sample

Table 4. Vocational sport groups of the sample

As provided by some study reports [1, 4] the sample may be qualified with the dual-career category i.e. the specialists combining sports with some other professional business. Some of them prefer holding to their core jobs complemented by the leisure-time sporting activity; and some opt for a full-time academic physical education and sports trainer careers. It should be mentioned that most of the sample entered universities in 1970-80s when careers of engineers, physicists or chemists were much more popular than the physical education and sports trainers/ educators; and only later on many of them opted for the professional progress in the physical education and sports service sector.

The survey data analysis showed that the most common reasons for the sample to come to the physical education and sports retraining course were the following: life refreshment need; ‘call of the soul and heart’; own wish; vocation; making the dream come true; need to change business; and core interest.

Conclusion. The ‘Academic Physical Education Teacher’ Supplementary Education Program human resource inflow analysis helped prudently design the individual progress trajectories, with every trainee required to produce an own sport development project with essays, case studies, portfolios, specific sport action programs and other sport-specific individual creative ideas, developments and initiatives.

References

1. Ilyina N.L., Khvatskaya E.E., Berezovskaya R.A. et al. Difficulties in implementation of double career by athletes at university studies stage. Uchenye zapiski universiteta im. P.F. Lesgafta. 2017. no. 11 (153). pp. 325-329.
2. Panchuk N.S., Khubbiev Sh.Z., Smirnov V.E. et al. Features of implementation of professional retraining program "Physical Education and Sports Teacher in higher education”. Teoriya i praktika fiz. kultury, no. 10, 2017, pp. 8-10.
3. Professional standards. http://www.fgosvo.ru/
4. Khubbiev Sh.Z, Mikhaylov B.A., Lukina S.M. et al. Athletic training and academic learning process synergizing at classical university. Teoriya i praktika fiz. kultury.  2018. no. 6. pp. 85-87.

Corresponding author: svetlanaueg@rambler.ru

Abstract

Nowadays, professional retraining is among the tasks of a higher educational institution. The demand for professional retraining programs is justified by a number of requirements put forward by the Ministry of Labor of the Russian Federation (professional standards) and the need of some citizens to acquire additional competences in the field of physical education and sports. The article analyzes the process of formation of the contingent of trainees in the supplementary education programs of professional retraining "University Physical Education Teacher" culminating in certification as "Physical Education Teacher. Coach" in the period from 2014 through 2019. The study of the contingent – gender- and age-specific characteristics, access qualification, kind of sport, level of sports qualification - is essential for further improvement of the educational process under the program of professional retraining and development of the system of further vocational education in general.