Distance education curricula designs for physical culture universities

Фотографии: 

Fizicheskaya kultura: vospitanie, obrazovanie, trenirovka №3-2017, pp.61-63

PhD, A.Y. Ilyasova1
PhD, Associate Professor N.V. Stetsenko1
PhD, Associate Professor E.A. Shirobakina1
PhD, Associate Professor M.N. Sandirova1
PhD Т.V. Khovanskaya1
PhD, Associate Professor I.V. Lushchik1
1Volgograd State Academy of Physical Culture, Volgograd

The article considers the problem of theoretical and practical grounds for and practical designs of the remote education curricula for the academic Physical Education discipline (code 49.03.01), with a special emphasis on the key tenets and stages of the remote education curricula design process. The key tenets of the education curricula design process may be listed as follows: humanitarian priorities; self-development of the systems, processes and situations under design; and the dynamism, inclusiveness, testability and the constructive integrity tenets. A distance education (DE) curricula design implies the following sequence of actions: specifying the core idea of the remote education course; designing the frame education forms for the remote education course; outlining the range of study materials for the DE course that need to be put in place; selecting the programmatic tools for the specific DE course materials; and developing the DE course materials. The article overviews and summarises a practical experience of the electronic practical education course (EPEC) in Sport Metrology for Moodle Sporting Association.

Keywords: educational process design, distance education, physical culture, higher education, sport metrology.

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