scholarly journals The justification of the development program of professional competences of physical education teachers in New Ukrainian School conditions

2021 ◽  
pp. 118-123
Author(s):  
N. Sorokolit
Keyword(s):  
Physical Education ◽  
Group Work ◽  
Professional Competence ◽  
Development Program ◽  
Physical Education Teachers ◽  
Educational Innovations ◽  
School Conditions ◽  
Main Factors ◽  
Key Competences

The article is dedicated to justification of elaboration and characterizing of special course program “The modernization of school physical education in conditions of New Ukrainian School” in order to increase qualification for physical education teachers. This program gives opportunity for physical education specialists to develop professional competences in order to perform studying, methodic, physical-strengthening, group work in conditions of standards of new Ukrainian school; to obtain technique of formulated evaluation; to model the lessons, based on competence approach; to form the readiness to implement key competences into physical education of pupils. What is more, there were highlighted pre-conditions for establishing of this program on the basis of questionnaire of 341 physical education teachers from seven Ukrainian regions: Lviv, Ternopil, Ivano-Frankivsk, Khmelnytsk, Vinnytsia, Dnipropetrovsk, Kherson. There was determined that the main factors that prove the demand in elaboration of program of course second preparation is physical education teachers’ though that courses of qualification increase is the main source to get information about educational innovations (60,4%); the need in additional studying (38,6%); the importance of such special course in course second preparation on the modern stage (22,3%); lack of professional competence according New Ukrainian School (4,9%); the need in course second preparation in distance format (59,7%).

Physical Education Teachers in the High School of Užice from its Establishment Until the Beginning of the First World War (1839 - 1914)

2017 ◽  
Vol 4 (1) ◽  
pp. 5-14
Author(s):  
Slađana Mijatović ◽  
Obrad Zlatić ◽  
Vladan Vukašinović ◽  
Gordana Vekarić ◽  
Violeta Šiljak
Keyword(s):  
High School ◽  
Physical Education ◽  
General Education ◽  
Professional Competence ◽  
First World War ◽  
Basic Knowledge ◽  
Physical Education Teachers ◽  
World War ◽  
The First World War ◽  
First World

AbstractSince the first years of high school instruction in the Principality of Serbia, various Ministers of Education, principals and first gymnastics teachers had been thinking about physical education instruction. Better political, economic and cultural situation in Serbia together with the influences and ideas arriving from culturally developed European countries gave rise to several initiatives related to physical education instruction which were introduced into high school curricula.Persons with different qualification levels were engaged as physical education teachers (gymnastics teachers) and they remained at that position for a few years. The aim of the paper was to establish who the PE teachers were in High School of Užice since its establishment until the beginning of the First World War (1839-1914). Historical method was used in this paper.From 1839 until 1878 there were no organized physical education classes (physical exercise and gymnastics) because the first teachers in this school were not interested, or experienced about this type of instruction. By the written approval, the Minister of Education appointed in September 1878 the first gymnastics teacher Steva Trifunović, teacher of painting and calligraphy. In the next period the classes used to be realized by teachers of Serbian language, geometry and algebra, geography or officers and sometimes even all other homeroom teachers.Regardless the fact that those were all people who had acquired basic knowledge on physical exercising in military schools or in gymnastic societies, it was still not enough for professional work in PE education and its further promotion.The solution to the problem was initiated only in 1910. when Josef Jehlička came, at the invitation of the Ministry of Education of the Kingdom of Serbia, together with a group of Czeck Sokol leaders who had been sent to work in High School of Užice and improved quality of physical education classes in that school thanks to his professional competence. That led to the conditions for the PE classes in High School of Užice to become more significant in the system of general education of students.

scholarly journals State of Professional Preparation of Future Physical Training Teachers to Teach Swimming at Children’s Holiday Camps

2016 ◽  
pp. 40-48
Author(s):  
C. М. Клімакова
Keyword(s):  
Physical Education ◽  
Physical Training ◽  
Professional Competence ◽  
Professional Preparation ◽  
The State ◽  
Physical Education Teachers ◽  
Educational Qualification

The paper reviews the state of professional preparation of future physical education teachers relying on the comparison of the fundamental documents that shape the professional competence of a swimming instrucror at children’s holiday camps. The author analyzes and compares the compliance of the educational-qualification standard in the physical education speciality with the requirements of the swimming instructor’s professional duties at children’s holiday camps. The paper compares the compliance of the swimming curricula of the School of Physical Education of H. S. Skovoroda Kharkiv National Pedagogical University with the educational-qualification standard in the physical education speciality and the requirements of the swimming instructor’s professional duties at children’s holiday camps.

scholarly journals Reimagining professional competence in physical education

2013 ◽  
Vol 19 (4) ◽  
pp. 662-672 ◽  
Author(s):  
Catherine D. Ennis
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Professional Competence ◽  
Physical Education Teachers ◽  
Physical Educators ◽  
Physically Active ◽  
Staff Members ◽  
School Wellness ◽  
School Day ◽  
Academic School

Physical educators have critical roles to play in assisting communities and schools to increase physical activity for all citizens. They can assist classroom teachers in increasing physical activity in the academic school day and can serve as school wellness directors to increase the amount of physical activity students and school staff members receive during the day. Additionally, physical educators can implement innovative approaches to physical education curricula to enhance students' opportunities to be active and to learn concepts to assist them to be physically active now and for a lifetime. When implementing evidence-based approaches to physical education, teachers need to teach the curriculum coherently and with fidelity. New programs such as Science, PE, & Me! and the Science of Healthful Living provide opportunities for students to examine the effects of exercise on their bodies in a physically active, learning-oriented approach to physical education.

scholarly journals Effects of a Circuit Training Program on Muscular and Cardiovascular Endurance and their Maintenance in Schoolchildren

2013 ◽  
Vol 37 (1) ◽  
pp. 153-160 ◽  
Author(s):  
Daniel Mayorga-Vega ◽  
Jesús Viciana ◽  
Armando Cocca
Keyword(s):  
Physical Education ◽  
Training Program ◽  
Development Program ◽  
Physical Education Teachers ◽  
Control Group ◽  
Muscular Endurance ◽  
Circuit Training ◽  
Cardiovascular Endurance ◽  
Maintenance Program ◽  
Experimental Group

The purpose of this study was to evaluate the effects of a circuit training program along with a maintenance program on muscular and cardiovascular endurance in children in a physical education setting. Seventy two children 10-12 years old from four different classes were randomly grouped into either an experimental group (n = 35) or a control group (n = 37) (two classes for each group). After an eight-week development program carried out twice a week and a four-week detraining period, the experimental group performed a four-week maintenance program once a week. The program included one circuit of eight stations of 15/45 to 35/25 seconds of work/rest performed twice. Abdominal muscular endurance (sit-ups in 30 seconds test), upper-limbs muscular endurance (bent arm hang test), and cardiovascular endurance (20-m endurance shuttle run test) were measured at the beginning and at the end of the development program, and at the end of the maintenance program. After the development program, muscular and cardiovascular endurance increased significantly in the experimental group (p < 0.05). The gains obtained remained after the maintenance program. The respective values did not change in the control group (p > 0.05). The results showed that the circuit training program was effective to increase and maintain both muscular and cardiovascular endurance among schoolchildren. This could help physical education teachers design programs that permit students to maintain fit muscular and cardiovascular endurance levels.

scholarly journals Job demands and resources scale for physical education teachers: Is it valid in Turkish culture?

2019 ◽  
Vol 14 (1) ◽  
pp. 29-41
Author(s):  
Mustafa Engur ◽  
Olcay Kiremitci ◽  
Berkcan Boz
Keyword(s):  
Factor Analysis ◽  
Physical Education ◽  
Job Demands ◽  
Turkish Population ◽  
Job Resources ◽  
Physical Education Teachers ◽  
Confirmatory Factor ◽  
Main Factors ◽  
Turkish Language ◽  
Job Demands And Resources

The aim of the study was to adapt job demands and resources scale for Physical Education (PE) teachers into Turkish language. Two hundered and nineteen PE teachers participated in this study. In the scope of validity analyses of the scale, different techniques were used and expert opinion was obtained for the language content validity, while exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were performed for construct validity. Results of EFA showed that two main factors explained 34.91% of variance. CFA results revealed that the indices examined in terms of construct were at a good level with regards to data fit. In reliability analyses, internal consistency coefficient was calculated as 0.74 for the whole, 0.81 for job demands and 0.74 for job resources from the main factors. Results reveal that job demands-resources scale for PE teachers is reliable and valid for Turkish population.   Keywords: Physical education teacher, job demands, job resources, validity, reliability.

scholarly journals Forming Physical Education Teachers’ Pedagogical Mastery in the Context of Native and Foreign Scholars’ Views

2016 ◽  
Vol 6 (3) ◽  
pp. 79-84
Author(s):  
Iryna Maksymchuk
Keyword(s):  
Physical Education ◽  
Professional Training ◽  
Professional Competence ◽  
General Concept ◽  
Physical Education Teachers ◽  
Management Effectiveness ◽  
Teaching Management ◽  
New Knowledge ◽  
Training Professional

Abstract The article deals with studying the process of forming physical education teachers’ pedagogical mastery in the context of native and foreign scholars’ views. It has been indicated that the problem of pedagogical activity and pedagogical mastery efficiency has been raised in the works of a number of scholars who developed the principles and criteria of such activity. Thus, such native pedagogues as D. Dmytrenko, S. Krysyuk, I. Maslikova V. Putsov, A. Volovychenko studied the organization and evaluation of pedagogical and methodical work of teachers as well as the measuring of teaching management effectiveness. We have concluded that the forming of future physical education teachers’ pedagogical mastery should include the analysis of the education content (syllabi; general, psychological and pedagogical, special subjects; their comparison and volume, etc.) and the study of future physical education teachers’ personality. It is based on the use of general approaches, namely, historical, theoretical and descriptive, experimental, qualimetric (sociological) and is carried out within the diagnosis of a more general concept – a level of professional training (professional competence, the ability to obtain and generate new knowledge, to creatively solve pedagogical problems).

scholarly journals On Training and Retraining Teachers for Students’ Physical Education

2019 ◽  
pp. 592-601
Author(s):  
Galina Yamaletdinova ◽  
Sergey Belykh ◽  
Mykhailo Kolyada ◽  
Olga Oleynik
Keyword(s):  
Physical Education ◽  
Professional Competence ◽  
Personal Responsibility ◽  
Academic Disciplines ◽  
Physical Education Teachers ◽  
Teaching Staff ◽  
Future Teachers ◽  
Actual System ◽  
Health Culture ◽  
Oriented Approach

The conducted study was triggered by the problem of transition from a body-oriented approach to a personality-oriented approach inyoung people’sphysical education. The personality-oriented paradigm underlying training and retraining of teachers for students’ physical education was selected as the research methodology, and the model of improving such training of the teaching staff was suggested as a tool for implementing this paradigm. The presented model reflects the most important structural elements that we wished to test during the pedagogical experiment – improving future teachers’ motivation for their own physical activity and assessing the efficiency of a number of elective subjects. The modelis based on the assumed target of implementing activities by a health culture physical education teacher and reflects the actual system of knowledge concerning health and personal responsibility for teachers’ own health and that of students under their care. Also, the stages of building teachers’ professional competence and basic academic disciplines that will make the greatest contribution towards the achievement of the set goals are provided. The outlined stages represent a single process of physical and spiritual education to build future teachers’ knowledge and skills in the field of health culture. As a way to achieve these goals, it was proposed to introduce new elective disciplines for future teachers of physical education, namely: Pedagogical Anthropology, Personality-Oriented Physical Education and Creative Valeology. The conclusion is made that application of the personality-oriented approach to train future physical education teachers and the model of their training and retraining based on this approach would promote building their health culture education in the quickly changing world aimed at physical perfection of its individuals.

KINERJA GURU PENDIDIKAN JASMANI, OLAHRAGA DAN KESEHATAN DILIHAT DARI KOMPETENSI PEDAGOGI, KEPRIBADIAN, SOSIAL DAN PROFESIONAL

2020 ◽  
Vol 8 (2) ◽  
pp. 71
Author(s):  
Damrah Damrah ◽  
Pitnawati Pitnawati ◽  
Fahrur Rozi ◽  
Erianti Erianti ◽  
Yuni Astuti
Keyword(s):  
Data Analysis ◽  
Physical Education ◽  
Social Competence ◽  
Research Method ◽  
Professional Competence ◽  
Professional Competencies ◽  
Physical Education Teachers ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Analysis Techniques

This study aims to determine the performance of the Physical and Sports Physical Education teacher at MTsS Nurul Iman Dharmasraya Regency based on pedagogic, personality, social and professional competence.The research method used is qualitative. The informants in this study were the principal, teachers, school supervisors, the community, and students. Data were obtained by observation, interview and documentation techniques. And data analysis techniques used are using triangulation.  The results showed that: 1) Based on the Pedagogic performance of Physical and Sports Physical Education Teachers in Nurul Iman Private Madrasah Stanawiyah categorized as not good. 2) Based on personality, the performance of the Physical and Physical Education Teachers in Madrasah Stanawiyah Private Nurul Iman is categorized as good. 3) Based on social competence, theperformance of Physical and Sports Physical Education Teachers in the Private Nurawi Iman Madrasah Stanawiyah is categorized as not good. 4) Based on the professional competence the performance of the Physical and Physical Education Teachers in the Madrasah Stanawiyah Private Nurul Iman in professional competencies is categorized as not good.

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