Formation of critical thinking competences within physical education personnel training system

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PhD, Associate Professor I.V. Kulishenko1
PhD, Associate Professor E.V. Kryakina1
PhD, Associate Professor E.V. Razova1
PhD, Associate Professor E.V. Shustova1
1Moscow State Regional University, Mytishi, Russia

Keywords: physical education, students, educational technology, critical thinking, competences, physical education personnel training.

Background. In the physical education and sport sector, the level of formation of critical thinking skills is defined by the following qualities: independence of thought, depth of thought, broad-mindedness, mental flexibility, critical thinking, and mental speed. Independence of thought is the ability of future physical education and sports specialists to see a problem through, set new goals and achieve them on their own. Future physical education teachers and sports coaches must also be able to understand and anticipate situations related to their physical education and sports activities [2, 5, 6].

The critical thinking skills necessary for physical education and sports activities are seen as the ability to take a correct view of the current conditions and activities, to find the new that would be best matched to the physical education and sports environment [1, 3, 4].

In this regard, it is particularly important to consider the issue of critical thinking skills building in university students to prepare them for their professional activities.

Objective of the study was to substantiate the critical thinking competence building educational technology within the physical education personnel training system.

Results and discussion. Analysis of the educational technology and technology-related discussion. An important element of the physical education personnel training process is the development of the students’ ability to make use of the acquired competence and skill to apply the educational technology for critical thinking skills building.

The presented technology was based on the following stages: involvement, comprehension, and reflection.

The involvement stage is characteristic of the beginning of the physical education lesson. At this stage, the students are offered to define the subject of the lesson and significance of the preparatory and main parts based on individual fragments presented by the teacher.

At the comprehension stage, new information is given to the students. When mastering the motor action execution technique the trainees are offered various options for its assimilation: description, pattern, video fragments, execution of the motor action. Different training methods are used for this purpose. Further work on the motor action training is critical here. The training outcome is to be evaluated by testing the mastered motor action during the competitions. The execution of this action algorithm makes it possible to build the trainees’ critical thinking skills and the ability to apply the acquired knowledge in practice.

Reflection is the final part of the lesson. Normally here students express their opinion about the lesson, assess their own condition. They are asked to make self-evaluation and are set homework.

Communication (foundations of communication theory) is an effective synchronous and diachronous interaction aimed to transmit information from one subject to another.

Collaboration, or cooperation, is seen as a team work of two or more people or organizations in one field aimed to achieve common goals, while sharing knowledge, learning, and finding consensus.

Communication and collaboration in the physical education and sports sector have a number of distinctive features and can be addressed in two ways:

  1. Relationships during the direct interpersonal interaction (see Figure 1).
  2. Mutual, indirect influence on the partners in communication (system of signs).

Physical education

 

Sports

 

 

 

 

Trainee – trainer

 

 

Coach – coach

Trainer – trainee

Coach – athlete

Trainee – trainee

Athlete – athlete

 

Athlete – team

 

Athlete – opponent

 

Athlete – fan

Figure 1. Communication between the subjects of physical education and sports activities

This competence allows the participants of the physical education process to not only exchange information but also understand it. Communication between the participants is an integral part of physical education and sports activities, which affects their progress and outcome.

The level of formation of communication competence is determined by the following indicators: willingness to communicate, i.e. readiness to interact; adaptation to the communication objective and context, as well as the partner in communication, i.e. the ability to choose ways and methods of communication as suited the situation; persuasive communication, i.e. the application of the means and methods of communication in the furtherance of the set goal.

The level of formation of the collaboration competence of physical education and sports specialists is determined by several factors:

  • understanding and acceptance of common objectives for achieving a training outcome;
  • team work;
  • achieving the targets set and fulfilling obligations;
  • proactive and independent achievement of the set targets, psychological support of the team members.

The mastery of the presented educational technology by the sports university students will enable them to introduce new forms of organization of the educational activity.

Conclusion. This competency-building technology is based on the development of tasks that are not based on the specific knowledge of students, which makes it possible to determine their critical attitude towards the information received, rather than the degree to which they master the material.

Using this type of tasks one can increase student’s potential, integrate the acquired knowledge, develop independent behavior, and identify the most gifted students.

References

  1. Avdeenko N.A. Creativity for Everyone: Introducing Development of 21st Century Skills into Russian School Practice. Voprosy obrazovaniya. 2018. no. 4. pp. 282−304.
  2. Antipov A.V., Kulishenko I.V., Guba V.P. Motivation of Physical Education Faculty students in teams sports process. Teoriya i praktika fiz. kultury. 2017. No. 12. P. 68.
  3. Gavra D. Fundamentals of communication theory. Study guide. St. Petersburg: Piter publ., 2011. 288 p.
  4.  Zheleznyak Yu.D., Kulishenko I.V., Kryakina E V. Physical education teaching methodology. Textbook. Moscow: Akademiya publ., 2013. 256 p.
  5.  Katrovskiy A.P., Guba V.P. Trends and features of territorial development of higher education in post-Soviet educational space. Mir psikhologii. 2016. No. 1 (85). pp. 220-229.
  6. Polushkin D.P. EduScrum as students' 4K competences building tool. Sinergiya nauk. 2018. No. 30. pp. 1899-1904.

Corresponding author: irina-kulishenko@mail.ru

Abstract

Objective of the study was to substantiate the critical thinking competence building educational technology within the physical education personnel training system.

Results and conclusions. The article presents an analysis of modern approaches to the building critical thinking competences in university students majoring in physical education. The presented technology was based on the following stages: involvement, comprehension, and reflection.

Involvement: this stage is characteristic of the beginning of the physical education lesson. At this stage, the students are offered to define the subject of the lesson and the significance of the preparatory and main parts based on individual fragments presented by the teacher.

Comprehension: at this stage, new information is given to the students.

Reflection is the final part of the lesson. As a rule, students here express their opinion about the lesson, assess their condition. They are asked to make self-evaluation and are set homework.

This competency-building technology is based on the development of tasks that are not based on the specific knowledge of students, which makes it possible to determine their critical attitude towards the information received, rather than the degree to which they master the material.

Using this type of tasks one can increase student’s potential, integrate the acquired knowledge, develop independent behavior, and identify the most gifted students.