CC BY
5Extracurricular service mastering model for school physical education teachers
UDC 37.02
Professor, Dr. Hab. V.N. Mezinov1 Associate Professor, PhD M.A. Zakharova1 Associate Professor, PhD I.A. Karpacheva1 1Bunin Yelets State University
Corresponding author: [email protected]
Abstract
Objective of the study was to analyze and prioritize the key institutional and pedagogical provisions for the extracurricular service competency formation in future school physical education teachers.
Methods and structure of the study. The extracurricular service mastering model testing experiment was run at Institute of Physical Education, Sports and Life Safety of the Bunin Yelets State University in 2019-2021. We sampled the 2-4-year students (n=162) majoring in the Physical Education and Life Safety specialties under 44.03.05 Pedagogical Education discipline; and split them up into EG (n=80) and RG (n=82).
Results and conclusion. The extracurricular service mastering model testing experiment found its benefits for the future school physical education teachers in the following components:
- Motivations and values in the extracurricular service providing domain;
- Practical learning and training to form due extracurricular service knowledge and skills;
- Experience in complementing the regular physical education curricula by interactive technologies (case studies, business games, brainstorming, focused training) to facilitate progress of schoolchildren in the extracurricular service formats;
- Establishing social partnerships with the relevant educational organizations for internships, and with the relevant municipal agencies; and
- Stimulating reflection to analyze own and students' progress in the extracurricular service process versus the past and present benchmarks and practical experiences to fairly rate, analyze and find solutions for every new situation in the extracurricular service process.
Success of an extracurricular service heavily depends on the actual professional motivations and values, didactic provisions, students' and teachers' personal progress agendas, teaching staff, applied interactive technologies, and generally on a progress facilitating climate that should be friendly and cooperative to effectively address every issue and mission in the extracurricular training process.
Keywords: extracurricular service, extracurricular service competences, teaching service, educational process.
Background. Modern school education system gives a special priority to the extracurricular service design and management issues. These issues are ranked high on the list of priorities of the governmental educational policies including the school physical education teacher training for the extracurricular service with the relevant valeological aspects of the training and mentoring policies and practices. National and foreign research communities are increasingly sensitive to the issues of the extracurricular service competency formation in the future school physical education teachers [1].
Objective of the study was to analyze and prioritize the key institutional and pedagogical provisions for the extracurricular service competency formation in future school physical education teachers.
Methods and structure of the study. Extracurricular service fitness of the school physical education teachers may be interpreted as the set of relevant competences and practical skills to facilitate personality progress and reflection driven by the relevant motivations, values, cognitive agendas, operational and practical service domains.
The extracurricular-service-related motivations and values of the future school physical education teacher include the following components: pedagogical professional motivations and values; personality progress spearheading professional motivations and values; and the professional service assessment and reflective abilities.
The extracurricular service-specific cognitive component includes: sound extracurricular service knowledge to effectively set its key missions and develop the sports-facilitated service programs; extracurricular service organizing knowledge and skills to effectively develop the linear, modular and combined extracurricular service formats; and the extracurricular service knowledge and practical skills.
Operational component of the extracurricular service includes: extracurricular service analyzing skills to customize the service to ages and individu-al/ physiological traits of the trainees, with adaptive extracurricular service elements for disabled and disadvantaged trainees; ability to develop sporting/ wellness extracurricular service programs including special adapted versions for disabled and disadvan-taged trainees.
And the practical service component includes: knowledge and skills in the relevant didactic technologies; interactive methods and technologies application experience; health protection and improvement technologies applicable in school extracurricular service; and the physical/ sports progress/ competency tests versus the progress benchmarks.
We used the following tests to rate the extracurricular service competences of the future school physical education teacher: K. Zamfir Professional Service Mo-
Practical service element
Operational element
Cognitive element
Motivations and valu es
■h^HSSIH^BH
JG pre-exp; 55 RG post-exp; 56 RG pre-exp; 55
60
70
Figure 1. Progress of the school physical education teachers sample in the extracurricular service mastering experiment: pre- versus post-experimental test data of the EG and RG, %
tivation test adapted by A. Rean [4] with a cognitive component rating capacity; and operational and practical service competences testing exercises.
In practical terms, the extracurricular service competences were mastered by self-reliant projects and research missions by the trainees; plus special case studies including coaching, mentoring, and lesson analyzing elements. The trainees produced study reports, presented them on at scientific and practical conferences, and used the developments in their academic courses and undergraduate qualification articles. The trainees also had internship tests with practical extracurricular service organizing cases including extracurricular service progress tests and analyses; compilations of three-tier tasks; individual extracurricular education modeling, etc.
The extracurricular service mastering model testing experiment was run at Institute of Physical Education, Sports and Life Safety of the Bunin Yelets State University in 2019-2021. We sampled the 2-4-year students (n=162) majoring in the Physical Education and Life Safety specialties under 44.03.05 Pedagogical Education discipline; and split them up into EG (n=80) and RG (n=82).
Results and discussion. Figure 1 hereunder visualizes progress of the school physical education teachers sample in the extracurricular service mastering experiment as verified by the pre- versus post-experimental tests of the EG and RG.
The study found meaningless progress in the RG - indicative of deficiencies in the traditional academic training service in this domain. Statistical meaning of differences in the test data was rated by x-square test using the following formula:
2 _ Nx{\Ax.D-BxC\-N/2)2 *3Mn ~~ (A+B)x[A+C)x[C+D)x(B+D)'
where A and B mean the numbers of EG/ RG students tested fit for the extracurricular service, C, D - tested unfit for the extracurricular service; and N - total sample. In
2
case of practical service element, e.g., = 56,8. As per the Table, = 6,635 is critical for p< 0.01. Since is within the meaningful zone (equal or above the critical value), we have grounds to conclude that the intergroup (EG versus RG) difference on the progress scale is statistically significant.
Conclusion. The extracurricular service mastering model testing experiment found its benefits for the future school physical education teachers in the following components:
- Motivations and values in the extracurricular service providing domain;
36
Theory and Practice of Physical Culture I teoriya.ru I February I № 2 2022
- Practical learning and training to form due extracurricular service knowledge and skills;
- Experience in complementing the regular physical education curricula by interactive technologies (case studies, business games, brainstorming, focused training) to facilitate progress of schoolchildren in the extracurricular service formats;
- Establishing social partnerships with the relevant educational organizations for internships, and with the relevant municipal agencies; and
- Stimulating reflection to analyze the own and students' progress in the extracurricular service process versus the past and present benchmarks and practical experiences to fairly rate, analyze and find solutions for every new situation in the extracurricular service process.
Success of an extracurricular service heavily depends on the actual professional motivations and values, didactic provisions, students' and teachers' personal progress agendas, teaching staff, applied interactive technologies, and generally on a progress facilitating climate that should be friendly and cooperative to effectively address every issue and mission in the extracurricular training process.
References
1. Grigoryev D.V., Stepanov P.V. Extracurricular activities of schoolchildren. Methodological constructor. Teacher's guide. M., 2010. 223 p.
2. Egorova S.V. Differentiated approach for gifted students in extracurricular physical education activities. Modern trends in development of educational system (to the 85th anniversary of Chuvash Republican Institute of Education). Proc. International research-practical conference. 2019. pp. 15-20.
3. Kravtsova L.M. Development of competences of future physical education teacher for extracurricular activities with schoolchildren. PhD. diss. abstract: 13.00.08. Chelyabinsk. 2010. 22 p.
4. Zamfir K. (modified by A. Rean); Rean A.A., Ko-lominskiy Ya.L. Methodology "Motivation of pro-
fessional activity". Social pedagogical psychology. St. Petersburg, 1999. pp. 235-237.
5. Mitusova E.D., Mitusov V.V., Andrianov M.V. Programmatic and practical provisions for off-class practices in Physical Education. Fizicheskaya kultura: vospitanie, obrazovanie, trenirovka. 2017. No. 5. pp. 55-57.
6. Khanin P.A. Specifics of extracurricular activities as form and type of educational activity (case study of sports and health direction) [Electronic resource] Grigoriev D.V., Stepanov P.V. Extracurricular activities of schoolchildren. Methodological constructor: a guide for the teacher. M., 2010. 223 p.
7. Egorova S.V. Differentiated approach to gifted students in extracurricular activities in physical education. In: Modern trends in the development of the education system (to the 85th anniversary of the Chuvash Republican Institute of Education). Proc. International research-practical conference. 2019.pp. 15-20.
8. Kravtsova L.M. Development of competences of future physical education teacher for extracurricular activities with schoolchildren. PhD diss. abstract: 13.00.08. Chelyabinsk. 2010. 22 p.
9. Zamfir K. (modified by A. Rean). Rean A.A., Ko-lominsky YL. Methodology "Motivation for professional activity". Social pedagogical psychology. St. Petersburg, 1999. pp. 235-237.
10. Mitusova E.D., Mitusov V.V., Andrianov M.V. Programmatic and practical provisions for off-class practices in physical education. Fizicheskaya kultura: vospitanie, obrazovanie, trenirovka. 2017. No. 5. pp. 55-57.
11. Khanin P.A. Specifics of extracurricular activities as form and type of educational activity (case study of health and fitness direction) [Electronic resource] Internet journal "World of Science". 2017. V. 5. No. 2. pp. 49-53.
