Integrated academic sport education system to build professional trainer’s motivations: frame model

Фотографии: 

PhD, Professor T.V. Mikhaylova
Russian State University of Physical Education, Sport, Youth and Tourism (GTSOLIFK), Moscow

Keywords: concept, model, education, physical education and sports universities, coach training, professional motivations.

Background. Modern challenges faced by the national higher education system require the professional trainer’s training services offered in the relevant special universities in Russia being modernised to train highly professional specialists having profound knowledgebase, competences and skills in the sport reserve and sport elite training service in vocational sports [2, 5, 7]. It should be noted, however, that presently the coach training concepts and approaches are still imperfect in the professional motivations building domain despite the fact that the motivations are critically important for success in their self-reliant training process [1, 3, 4, 6].

Objective of the study was to develop and substantiate by an experiment a frame model of integrated academic sport education system to build professional trainer’s motivations.

Methods and structure of the study. The study was performed in the period of 2004 through 2016 at the Physical Education and Sports Institute of Russian State University of Physical Education, Sport, Youth and Tourism and a few Russian and Belorussian universities. Subject to the study were 2000 general education school graduates qualified as physical education university entrants and students.

Professional motivations of the subjects were built by a special frame model including a goal-setting, methodological and procedural components, content and results assessment of the coach training process within the integrated education services provided by the sport universities.

The frame model was designed to include the relevant education and psychological training tools of effect on the motivational domain by approvals (compliments, expressed appreciation, trust and support, arguments, explanations, summaries, instructions, proof, disproof, personal examples) and compulsion (reproof, censure, reproach, warning, penalty etc.). The education process was designed with due consideration for the individual predispositions, interests and accomplishments. The subjects’ values and motivations for their vocational sports were tested by a questionnaire survey followed by a systemic analysis to profile their attitudes, predispositions and interests and select the most efficient methods and tools to build up the relevant motivations, competences and skills for success in the professional careers.

Study results and discussion. Focused education under the experimental motivations-building model strategy with the relevant requirements to the Experimental Group students’ coaching performance has resulted in their meaningful progress as verified by a few motivational rates tested to reach ‘above the average” levels including: professional career rated by 4.27±0.27 points; requirements to newcomer specialist compliance rated by 4.25±0.2 points; professional fitness rated by 4.01±0.2 points; and professional development agenda rated by 3.79±0.2 points (р<0.05).

The experimental model training including the relevant psychological and other education tools resulted in a significant shift in priorities as verified by the relevant individual progress rates. For, example, the hedonistic-minded individuals showed progress in the following motivational categories as a result of the experiment: professional career related goals rated by 4.24±0.3 points; willingness to consider further career opportunities rated by 4.22±0.3 points; and professional development agenda rated by 4.04±0.3 points (р<0.05).

The Experimental Group students tested with educational motivations showed progress as a result of the experiment in the following priority motivational categories (falling within the ‘high’ levels): professional development agenda rated by 4.73±0.3 points; professional career rated by 4.72±0.3 points; and further career opportunities rated by 4.04±0.24 points (р<0.05).

Therefore, the graduates tested with prior educational motivations for professional career were found successfully motivated for the trainer’s career. It was also found that vocational motivations are critical for the quality of the learning process.

Having analysed variations of the subjects’ motivations as a result of the model piloting experiment, we should mention that prior to the motivations-building experiment the Reference and Experimental Group students were tested virtually the same as verified by the pre-experimental motivations test rates that varied within the ‘average’ to ‘below average’ levels: see Table 1 hereunder.

The post-experimental survey data of the Reference Group showed some growth of the indifference to further professional career rated by 4.69±0.28 points; and growth of the predispositions for non-core jobs rated by 4.16±0.24 points. The post-experimental survey data of the Experimental Group showed sags to the ‘low’ levels of the indifference to further professional career rated by 1.02±0.04 points (р<0,05); and predispositions for non-core jobs rated by 1.25±0.04 points (р<0.05). Furthermore, most of the Experimental Group subjects were tested with a stable and ‘high’ determinations for teaching career at school or coaching career rated by 4.05±0.21 and 4.68±0.26 points, respectively (р<0.05); versus the relevant motivational rates in the Reference Group varying at the ‘low’ levels.

Table 1. Professional motivations of the sport university students, points

Career motivations

Reference Group

t/р

Experimental Group

t/р

Prior to experiment

After experiment

Prior to experiment

After experiment

Post-graduate

2,36±0,12

2,02±0,10

1,03>0,05

2,40±0,11

3,59±0,18

2,09<0,05

School teacher

2,01±0,10

2,21±0,12

1,00>0,05

2,09±0,10

4,05±0,21

2,27<0,05

Researcher

1,58±0,07

1,42±0,05

0,94>0,05

1,50±0,05

3,96±0,20

2,29<0,05

Coach

2,48±0,13

3,00±0,17

1,59>0,05

2,39±0,11

4,68±0,26

2,24<0,05

Sport agent

3,22±0,17

3,73±0,19

1,60>0,05

3,15±0,16

4,33±0,24

2,17<0,05

Sports-related business

2,62±0,14

3,89±0,16

2,11<0,05

2,55±0,14

4,55±0,26

2,20<0,05

Non-core job

2,71±0,15

4,16±0,24

2,12<0,05

2,80±0,15

1,25±0,04

2,16<0,05

Emtering different university

1,28±0,04

2,04±0,10

1,92>0,05

1,36±0,03

0,79±0,02

1,73>0,05

Uncertain

3,05±0,18

4,69±0,28

2,13<0,05

2,93±0,17

1,02±0,04

2,18<0,05

The study data and analyses showed that most of the Experimental Group subjects had been uncertain of their vocational choice prior to the experiment albeit developed an appreciation for the vocational choice (rated by 4.62±0.30 points) as a result of the experiment; and the Experimental Group subjects who had been certain of their vocational choice prior to the experiment showed progress in this motivational component rated by 4.58±0.29 points. The proportion of the Experimental Group subjects unhappy with their vocational choice and tested with growing unhappiness was found to fall, with the motivation rated by 1.37±0.06 points (р<0,05).

The survey data showed (see Figure 1 hereunder) progress of the Experimental Group subjects as a result of the experimental training model as verified by the following priority career choices: 75% opted for a coaching career; 52.27% for a sport business career; and 38.64% for a school teaching career.

 Figure 1. Sport university graduates’ priorities in professional career options, %

It should be emphasised that 33.18% of the Experimental Group subjects showed a determination for coaching careers as a result of the experiment; and 16.82% were found still uncertain of their further careers.

Conclusion. The survey data and detailed analysis made it possible to find, group and rate the students’ priority educational, administrative and management career expectations and motivations. It was further found that a focused and harmonised education process with application of modern technologies in the academic physical education curriculum is highly efficient in the professional motivations building domain. The study gives the reasons to recommend the frame motivations-building education model for application at the relevant physical and sport education departments and universities of the Russian Federation.

References

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Corresponding author: tomriko58@mail.ru

Abstract

Objective of the study was to develop and substantiate by an experiment a frame model of an integrated academic sport education system to build professional trainer’s motivations. The study was performed in the period of 2004 through 2016 at the Physical Education and Sports Institute of Russian State University of Physical Education, Sport, Youth and Tourism and a few Russian and Belorussian universities. Subject to the study were 2000 general education school graduates qualified as physical education university entrants and students. The frame motivations-building model was found effective with the relevant educational and psychological tools being combined to build up motivations by due approvals (by compliments, expressed appreciation, trust and support, arguments, explanations, summaries, instructions, proof, disproof, personal examples) and compulsion (reproof, censure, reproach, warning, penalty etc.).