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6Algorithmic approach in physical education system
UDC 796.077.5
Dr.Hab., Professor V.N. Irkhin1
Dr.Hab., Professor I.V. Irkhina1
PhD, Associate Professor S.I. Ostapenko1
PhD, Associate Professor L.E. Pakhomova1
1Belgorod State National Research University, Belgorod
Corresponding author: v_irkhin@list.ru
Abstract
Objective of the study was to provide a theoretical basis for and test benefits of an algorithmic health protection service prioritizing physical education teacher training service model.
Methods and structure of the study. The study was carried out in 2018/19 academic year at the premises of the Physical Education Department of Belgorod State National Research University. The following methods were applied during the study: theoretical (analysis of scientific sources on the research problem, analysis of training sessions, analysis students' academic progress and own pedagogical activities); empirical (supervision of the activities and interaction of teachers and students during vocational training, questionnaires, pedagogical experiment, tests, mathematical-statistical methods for processing of research results).
Resuls of the study and conclusions. The ascertaining experiment revealed the prevalence of the critical level of readiness in 58.2% of students; acceptable level - 34.3%; optimal level - 7.5%. Proceeding from the analysis of the pedagogical theory and practice and results of the ascertaining experiment, we determined the content of the health-saving activity of physical education teachers using the algorithmic approach and developed a set of algorithmic instructions aimed to train future specialists for this type of activity.
The leading condition for the successful preparation of future physical education teachers for the health-saving activity using the algorithmic approach is the creation of a heuristic educational environment that would include interactive and professionally oriented practical exercises, creative tasks, problem situations, enabling to update the algorithmic knowledge acquired while mastering individual stages of the heath-saving activity by students.
Keywords: health protection service, physical education, physical education teacher, physical education service algorithm, algorithmic education model.
Background. In view of the national youth health deterioration statistics for the last decades, the physical education research community gives a special priority to the physical education teacher training for health protection service. Since the health problems and complex and multidimensional, new health service solutions should spell out clear operations, skills and technologies for success of the modern health protection service. This mission was addressed by the algorithmic education model (offered by M.L. Khasanova, L.N. Aksenova, V.V. Rudnev et al.) with its ideas and principles focused on the educational service goals
and methods structured on an algorithmic basis [3]. It should be mentioned, however, that the algorithmic education model applications for the physical education teacher training for health protection service still remain virtually unexplored. Such training system should be designed based on a health protection service prioritizing physical education teacher training algorithm with the relevant education goals and benchmarks for the health protection service competence building in the physical education teacher training curricula.
Objective of the study was to provide a theoretical basis for and test benefits of an algorithmic health
Figure 1. Health-protection-service-centered physical education teacher service algorithm
protection service prioritizing physical education teacher training service model.
Results and discussion. The health-protection-service-prioritizing physical education teacher training service algorithm may be defined as the sequence of health-protection procedures, steps, operations and education cycles in the physical education teacher service geared to secure and improve the school-children's health in the school physical education process. Knowing the traditional physical education teacher service design, the health protection service algorithm may be formed of the following logical op-erations/ actions: (1) Formulate the health protection service mission and subject(s); (2) Set goals for the health protection service; (3) Spell out the health protection service progress rating criteria; (4) Select the best health protection service methods, technologies and tools; (5) Implement the latter in practice; (6) Analyze the practical health protection service progress; (7) Rank the health protection service progress levels; (8) Fix and report the health protection service progress; (9) Update and expand the health protection service. We believe that this health-protection-service-centered physical education teacher training service algorithm is optimal at this juncture since it
gives a consistent framework for the health protection service-prioritizing physical education teacher training service: see Figure 1 hereunder.
We tested our health-protection-service-centered physical education teacher training service model by an experiment at the Pedagogical Institute of Belgorod State National Research University (BSNU) in the 2018-19 academic year; with 58.2%, 34.3% and 7.5% of the student sample pre-tested with the low, acceptable and good health protection service competences, respectively. In the algorithmic health protection service model piloting experiment, the 2-3-year students of the Physical Education Department surveyed the 5-6th grade schoolchildren groups with an emphasis on their individual physical education / health needs and motivations. The survey goals were attained, for example, by the following tasks: (1) Rate the children's predispositions for the health protection service; (2) Rate the children's physical fitness; etc.
Note that the above tasks required the students to acting in accordance with a well-thought-out action algorithm intended to put the health protection service on an algorithmic basis and help the future physical education teacher master basics of the health-protec-
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tion-service-centered customizable theoretical and practical education service, with timely corrections and prudent planning. The algorithmic health protection service aspects may be listed as follows: certain determinism, i.e. every instruction in the algorithm must accurately determine every physical education teacher action with the relevant provisions; limit randomness of the choice options; mass application i.e. the primary data sources may include any phenomenon, process and event of specific class; and effectiveness, i.e. a search should produce the expected outcome conditional on the algorithm being followed in every aspect [1].
The health protection service algorithm as a sequence of actions may be described as follows: frontal study of the object with the specific educational goals setting; primary purposeful and systemic data collection on the object-specific service, relationships and connections; data classification to facilitate solutions for the health protection service issues and problems; externalities definition, accounting and rating; analysis of the factors of influence on the externalities; determination of their stability and expectancy; data interpretation to produce a hypothesis of the possible connections of the externalities with internalities; resultant data verification to test its scope/ coverage and accuracy; preliminary data correction to facilitate them being applied for the health protection service design; long- and short-term health protection service planning stage [1, 4].
A key mission of the health protection service algorithm is to set a mainstream vector for the physical education teacher service [2, 3], and with this purpose to: collect an extensive health protection service database; classify the data by the priority classes; find the best data processing tools and process them; check up the results versus the health protection service goals and the service tactics and strategies. The algorithm will include an algorithmic Class Health Protection Service Roadmap with indication of the following: numbers/ shares of students successful and unsuccessful in the physical education classes; possible reasons for the physical education backlogs (absenteeism, poor fitness, reluctance, low motivations, too difficult homework, insufficient attention from the teacher, execution difficulties etc.). And the algorithmic Teaching Health Protection Service Mastery Building Roadmap, for example, should spell out the progress stages with reports of the open lessons,
innovative service methods, non-standard lessons, contests, competitions, self-learning practices, practical assistance to students, dissemination of the best health protection service experiences etc. The health protection service algorithm may include the following stages: individual health protection service content, method and toolkit; and practical findings for further progress
Conclusion. The algorithmic health-protection-service-prioritizing physical education teacher service includes: optimal combination of education methods, models, technologies and tools; education service roadmaps/ algorithms, methods and tools focused on the student health improvement aspects; psychologically comfortable health protection service environment; optimal education process design and management algorithms; individualized learning patterns/ paces; prudent design of the education curricula; sensitivity to the age-related and other individual specifics, motivations and needs of the students etc. First findings of the health-protection-service-prioritizing physical education teacher service model piloting experiment showed the model being quite beneficial as verified by the students' progress both in the modern health-protection service methods and tools and the health protection service / physical education service design algorithms.
References
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3. Khasanova M.L., Aksenova L.N., Rudnev V.V. Efforts to improve quality of specialist practical training using algorithmic teaching methods. Sovremennaya vysshaya shkola: innovatsionny aspekt. 2016. v. 8. No. 3 (33). pp. 121-126.t
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