scholarly journals Professional Competencies of Health and Fitness Instructors

Kinesiology ◽  
2018 ◽  
Vol 50 (2) ◽  
pp. 269-276 ◽  
Author(s):  
Rasa Jankauskiene ◽  
Simona Pajaujiene

The aim of this study was to test professional competencies of the sample of health and fitness instructors (HFIs) according to EuropeActive’s educational standards at level 3 referenced to the European Qualifications Framework (EQF), and to explore the associations between the formal education of HFIs and their current competencies. The core knowledge (CK) of 155 HFIs and the specific knowledge (SK) of 54 fitness instructors (FIs) and 35 group fitness instructors (GFIs) were analysed. In addition, 43 FIs and 35 GFIs underwent an examination of their practical skills. Only 11 (7.1%) of the HFIs met the requirements for the CK. We found no significant differences by age, education, type of employment, or professional experience for the CK test. No FIs passed the test for SK. Only 10 (15.6%) of the GFIs passed the test for SK. However, adequate practical instruction skills were found for the FIs (n=29, 70.7%), as well as for the GFIs (n=31, 91.2%). Only three HFIs passed the overall examination for the educational standards at EQF-level 3. The results highlight the importance of testing the competencies of HFIs in other European countries and of promoting the need for lifelong learning for HFIs. The competencies of HFIs are an important source of trust for healthcare providers and other sector stakeholders implementing the strategy for the prevention of non-communicable diseases.

2019 ◽  
pp. 168-180
Author(s):  
I.Ya. Lukasevich ◽  
S.R. Dreving

In this study, the problems of training for the financial market in the conditions of rapidly developing digital technologies are considered. Based on the analysis of trends in the implementation of digitalization processes in various sectors of the financial market, the conclusion is made about the need for the formation of current and future specialists of relevant competencies and skills. It is shown that in order to solve the problem of effective training and retraining of personnel for the financial market, professional and educational standards should be supplemented with digital and general professional competencies (soft skills). Practical recommendations on amendments and additions to professional and educational standards are offered.


2015 ◽  
Vol 220-221 ◽  
pp. 981-988
Author(s):  
Audrius Jasėnas ◽  
Eligijus Toločka

The article analyses the possibilities of and demand for a combination of non-formal and formal education systems for the students studying mechatronics engineering and improving practical skills and synergistic abilities. The paper surveys the sector of Lithuanian engineering industry as well as its competitiveness and non-formal education of young specialists relevant to the sector. The publication also reviews the results of profit and demand for non-formal education projects concerning the students studying mechatronics engineering. The piece of writing provides a model and its logical scheme for improving the theoretical knowledge and practical skills of young mechatronics specialists through non-formal education.


Author(s):  
Emmanuel Adjei-Boateng ◽  
Joseph E. Cobbinah

Before one gets into a classroom to teach, he or she needs to have acquired some basic teaching skills. Teaching in a conventional classroom seem simple, although may sometimes be difficult. However, teaching children from diverse backgrounds can be challenging. No matter the number of years of experience a teacher may have, teaching immigrant children with limited language skills and in some cases weak foundation in formal education is a challenging task. This chapter critically examines immigrant children and their education, some of the challenges that hamper their learning, and some practical skills that teachers will need to effectively teach them. Teachers need to understand the complexity and diversity of children under their care, appreciate the circumstances in which immigrant children live, make the necessary efforts to retrain or acquire some additional skills to enable them to become competent to effectively support learning of the increasing immigrant children population that continue to flood their classrooms.


2020 ◽  
Vol 166 ◽  
pp. 10016
Author(s):  
Ihor Hevko ◽  
Olha Potapchuk ◽  
Taras Sіtkar ◽  
Iryna Lutsyk ◽  
Pavlo Koliasa

The article discusses the current technology of three-dimensional modeling and prospects for its implementation in the structure of the modern system of professional training of IT specialists according to the concepts of sustainable development. The problems have been actualized and the methodology for three-dimensional modeling and printing has been proposed by using modern software, in particular, the features of using the basic core of geometric design and software preparation of the model for printing have been presented. An algorithm for the formation of practical skills of students in hardware preparation and calibration of 3D printers, the adjustment of the main technological parameters of work, preparation for the manufacture of a spatial model has been proposed. The developed algorithm promotes to the formation of practical skills of modeling and printing three-dimensional objects in future IT-specialists of vocational education, contributes to the formation of their professional competencies. In turn, this contributes to the formation of professional competencies among future IT specialists and creates the need for systematic improvement of knowledge and their creative implementation in practice with a more efficient use of IT technologies, which is the basis in solving the problems of sustainable development of society.


This title addresses the Royal College of Ophthalmologists syllabus for trainee ophthalmologists and is an essential read for those studying ophthalmology, optometry, and orthoptics. With the relative lack of ophthalmology teaching at medical school and the often inconsistent formal teaching of fundamental examination and clinical techniques during initial posts, ophthalmology trainees often feel they are being ‘thrown in at the deep end’ early on in their career. In addition, trainees are now expected to clearly demonstrate evidence of having acquired the expected knowledge, clinical, technical, and surgical skills at each stage of their training in order to progress. This book aims to help address these issues by mapping the stages of the Ophthalmic Specialist Training curriculum and providing trainees with the core knowledge and clinical skills they will require to succeed. As a theoretical and practical aid, it guides readers through postgraduate Ophthalmic Specialist Training. Emphasis is placed on the practical assessment and management of key ophthalmic conditions. Each chapter explores basic sciences, clinical skills, clinical knowledge, and practical skills. Conditions are discussed with general explanations of the pathophysiology and clinical evaluation, which are followed by differential diagnoses and treatment options.


2016 ◽  
Vol 52 (02) ◽  
pp. 124-130
Author(s):  
Rajoo Singh Chhina

ABSTRACTThere is a disconnect between the objectives of medical education in the country and the actual training being imparted. The present system of discipline based MBBS Curriculum has many inherent disadvantages eg. Compartmentalized teaching, poor development of problem solving skills, failure to generate interest in students and acquisition of dissociated knowledge are few of them. The SPICES model of medical education ie. (Student centered, Problem based, Integrated, Community oriented, Elective enabling and Systematic exposure) may be better suited to our country. Assessment system and examination system need a very drastic change based on the needs of the Community and the stakeholders in the healthcare section. Internship programme needs to be totally revamped. The acquisition of practical skills using newer medical education technology like DOPS (Directly Observed Practical Skills), one minute preceptor and other newer methods needs to be incorporated. In our study on “DOPS” interns we found the usefulness of this methodology (FAIMER study - Chhina RS).The use of technology has revolutionized the world eg. in Space technology, Computer Sciences, Social marketing Strategies. There is an urgent need to incorporate the “MOOC” model and the Social media eg. Facebook, Twitter, We chat, Whatsapp for better coverage and more useful teaching modules. In our study, we found “Facebook” teaching to be an important component of improving the teaching methodology and acquisition of knowledge by students (FAIMER study- Sharma Anu & Chhina RS). The “Feedback” technique for improvement in the needs of student knowledge base, their aspirations, what they thought is appropriate in teaching skills and methodology was studied and powerful conclusions have been drawn in our institution. (FAIMER study-Singh Daljit). The postgraduate training seats needs to be modified as the disease burden load in the country requires. A study done by us showed a total disconnect between the need and the available resources in the State of Punjab. The requirements of the Community, Medical students, Healthcare providers and patients need to be advanced in an objectively scientific, need oriented manner in relation to medical education in India.


2019 ◽  
Vol 11 (9) ◽  
pp. 2466 ◽  
Author(s):  
Thao Phuong Nguyen

This paper examines how Education for Sustainable Development (ESD) is transmitted in the context of geography education by investigating the extent to which geography textbooks in Vietnam promote ESD principles. At the same time, the paper helps clarify how ESD is anchored in formal education and how ESD is contextualized in the specific context of Vietnam. This study involved a qualitative analysis supported by MAXQDA software (VERBI, Berlin, Germany), where geography textbooks from grade 6 to grade 12 in Vietnam were analysed to determine (1) how sustainable development (SD) issues are integrated into the content of the textbooks and (2) the extent to which questions and tasks in the textbooks promote competencies regarding the demands of ESD. The findings show that the textbooks somewhat promote ESD through their content and didactic approach. However, there are still some drawbacks. In terms of content, the textbooks’ main approaches to both SD content and geography core knowledge are description and indoctrination. In terms of their didactic approach, almost all questions/tasks ask students to memorize and reproduce information and rote learning rather than helping them promote ESD competencies. This reconfirms that ESD remains an add-on issue to an overcrowded curriculum, and the geography textbooks reflect an instrumental approach to ESD.


2015 ◽  
Vol 25 (8) ◽  
pp. 1631-1636 ◽  
Author(s):  
Jeffrey P. Jacobs ◽  
Gil Wernovsky ◽  
David S. Cooper ◽  
Tom R. Karl

AbstractIn the domain of paediatric and congenital cardiac care, the stakes are huge. Likewise, the care of these children assembles a group of “A+ personality” individuals from the domains of cardiac surgery, cardiology, anaesthesiology, critical care, and nursing. This results in an environment that has opportunity for both powerful collaboration and powerful conflict. Providers of healthcare should avoid conflict when it has no bearing on outcome, as it is clearly a squandering of individual and collective political capital.Outcomes after cardiac surgery are now being reported transparently and publicly. In the present era of transparency, one may wonder how to balance the following potentially competing demands: quality healthcare, transparency and accountability, and teamwork and shared decision-making.An understanding of transparency and public reporting in the domain of paediatric cardiac surgery facilitates the implementation of a strategy for teamwork and shared decision-making. In January, 2015, the Society of Thoracic Surgeons (STS) began to publicly report outcomes of paediatric and congenital cardiac surgery using the 2014 Society of Thoracic Surgeons Congenital Heart Surgery Database (STS-CHSD) Mortality Risk Model. The 2014 STS-CHSD Mortality Risk Model facilitates description of Operative Mortality adjusted for procedural and patient-level factors.The need for transparency in reporting of outcomes can create pressure on healthcare providers to implement strategies of teamwork and shared decision-making to assure outstanding results. A simple strategy of shared decision-making was described by Tom Karl and was implemented in multiple domains by Jeff Jacobs and David Cooper. In a critical-care environment, it is not unusual for healthcare providers to disagree about strategies of management of patients. When two healthcare providers disagree, each provider can classify the disagreement into three levels:• SDM Level 1 Decision: “We disagree but it really does not matter, so do whatever you desire!”• SDM Level 2 Decision: “We disagree and I believe it matters, but I am OK if you do whatever you desire!!”• SDM Level 3 Decision: “We disagree and I must insist (diplomatically and politely) that we follow the strategy that I am proposing!!!!!!”SDM Level 1 Decisions and SDM Level 2 Decisions typically do not create stress on the team, especially when there is mutual purpose and respect among the members of the team. SDM Level 3 Decisions are the real challenge. Periodically, the healthcare team is faced with such Level 3 Decisions, and teamwork and shared decision-making may be challenged. Teamwork is a learned behaviour, and mentorship is critical to achieve a properly balanced approach. If we agree to leave our egos at the door, then, in the final analysis, the team will benefit and we will set the stage for optimal patient care. In the environment of strong disagreement, true teamwork and shared decision-making are critical to preserve the unity and strength of the multi-disciplinary team and simultaneously provide excellent healthcare.


2021 ◽  
Vol 10 (34) ◽  
Author(s):  
I.V ABRAMOVA ◽  
◽  
T.V RICHTER ◽  

The presented article is devoted to the formation of professional competencies in future programmers. The relevance of the research is based on the fact that information technologies are used in all spheres of life of modern society, therefore, specialists who can develop and code algorithms for working with information are in great demand. Algorithms form the basis of any information protection process, labor efficiency calculations, therefore it becomes important to form competencies in future IT specialists related to the ability to program using various programming languages and methods, using the main types and data structures from the everyday practice of programmers. As indicators of the effectiveness of methods for the formation of professional competencies, there are competencies: knowledge of modern trends in the development of tools and software; the presence of theoretical knowledge and practical skills that allow you to build an algorithm, analyze its work with different input data and implement it using modern programming languages; the ability to use high-level PL and professional programming systems, tools for solving professional-applied problems in the information sphere of the enterprise. The article deals with traditional and developed by the author methods of teaching programming


2020 ◽  
Vol 14 (80) ◽  
pp. 113-127
Author(s):  
Yu. B. Rubin ◽  
◽  
A. Y. Pogorelova ◽  
E. V. Alekseeva ◽  
M. V. Lednev ◽  
...  

In modern conditions, the development of entrepreneurship is complicated by the lack of uniform educational standards for teaching the conduct of this area of professional activity. In this regard, the article poses the issues of using a competence-based approach to training potential successors of family companies, which is significant for ensuring the success and long-term sustainability of family entrepreneurship. The authors of the article point out the need for the formation of additional professional competencies of students who have the prospect of entering the family business. Displaying the practical use of the proposed approach in the teaching of the discipline “family business” in the undergraduate University "Synergy"


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