DIDACTICS: METHODOLOGICAL APPROACHES TO DETERMINING THE CONTENT OF PHYSICAL EDUCATION TEACHER TRAINING

The objective of the study was to develop methodological approaches to determining the content of physical education teacher training. Materials and methods. The study involved 62 students of the School of Physical Education, who studied according to the 2001-2005 curriculum. To solve the tasks set, the study used both philosophical and general scientific research methods, including: dialectical method (principle of historicism, principle of systematicity, principle of dialectical contradiction, principle of unity of quality and quantity, principle of dialectical negation, principle of development, principle of causality); systems approach; factor and discriminant analysis. Results. The results of performance analysis show an average level of proficiency in learning material. By the coefficient of variation, the grades in History of Modern World, Culturology, Gymnastics, TMPE, 3rd year vary considerably (>33%). The students’ performance in Therapeutic Physical Training, Fundamentals of Ecology, Thesis has an average level of variability. By most indicators, the students are assessed as a homogeneous group. The analysis of similarities (h2) showed that the most informative indicators of the quality of students’ training are the grades in the following subjects: Teaching Practice (middle school) (0.817); Biomechanics (0.772); Qualification Examination (0.764); Teaching Practice (senior school) (0.763). Conclusions. Factor and discriminant analysis provided objective information on the quality of physical education teacher training. The results of factor analysis do not confirm the objectivity of empirical identification of four groups of academic subjects of the curriculum. The factor structure of the curriculum indicates the need to change the content of education, aimed at improving the training of highly qualified teachers. The training of a physical education teacher should include the following blocks of subjects: professional theoretical and practical training, natural sciences, theory and methods of physical education of schoolchildren, special training in the chosen sport. The results of discriminant analysis show that physical education teacher training is aimed at developing knowledge, abilities and skills in the sections: 1) Means and Methods of Physical Education; 2) Theory and Methods of Motor Abilities Development; 3) Theory and Methods of Teaching Motor Actions.


Introduction
A characteristic feature of the improvement of physical education in Ukraine is constant expansion of curricula and programs, introduction of new subjects, increase in the number of hours for humanitarian and socio-economic training. The adaptation of the field to European standards has created a situation where students of different years of study are taught according to different curricula, which are continually edited.
The methodology of studying the content of higher education was discussed in the papers by Perez-Encinas Adriana and Rodriguez-Pomeda Jesus (2018),Vukasovic Martina (2019), Liu Xiqian, and Borden Victor (2019). The prospects for the development of higher education from the standpoint of globalization and differentiation in higher education systems of different countries were studied by van Vught Frans A., van der Wende Marijk C., and Westerheijden Don F. (2018).

Study participants
The study involved 62 students of the School of Physical Education, who studied according to the 2001-2005 curriculum. Ivashchenko, O., Muszkieta, R., & Potop, V. (2020). Didactics: Methodological Approaches to Determining the Content of Physical Education Teacher Training

Study organization
To solve the tasks set, the study used both philosophical and general scientific research methods, including: dialectical method (principle of historicism, principle of systematicity, principle of dialectical contradiction, principle of unity of quality and quantity, principle of dialectical negation, principle of development, principle of causality); systems approach; factor and discriminant analysis. The analysis was carried out based on subjects with an exam as the form of knowledge control.

Statistical analysis
The study materials were processed using IBM SPSS 20 statistical analysis software. Factor analysis was performed. In the factor analysis, the study used the model of principal components with the rotation method: Varimax with Kaiser Normalization.

Results
The analysis of the curriculum for training specialists has shown that it is divided into four groups of subjects: I. Cycle of humanitarian and socio-economic training (10 subjects).
II. Cycle of natural sciences training (9 subjects). III. Cycle of psychological and pedagogical training (5 subjects).
IV. Cycle of professional training (9 subjects). Cycle I includes 30.3%, Cycle II -27.27%, Cycle III -15.5%, Cycle IV -27.27% of the subjects. This ratio of basic subjects in the curriculum shows a decrease in the number of hours for special training compared to humanitarian and general pedagogical training.
The results of performance analysis are given in Table  1 and indicate an average level of proficiency in learning material. By the coefficient of variation, the grades in History of Modern World, Culturology, Gymnastics, TMPE, 3rd year vary considerably (>33%). The students' performance in Therapeutic Physical Training, Fundamentals of Ecology, Thesis has an average level of variability. By most indicators, the students are assessed as a homogeneous group.
Factor analysis identified four factors, which explain the variation of total dispersion by 62.55% (Table 2).
The first factor explains the variation of total dispersion by 30.8%. With the first factor, the highest correlation is in the performance of the following subjects: Teaching Practice The factor characterizes practical and theoretical competence of graduates. The factor is called the Cycle of Theory and Methods of Physical Education and Sports Subjects.
The second factor explains the variation of total dispersion by 26.462%. With the factor, the highest correlation is in the performance of the following subjects: History of Ukraine (-0.813), Biomechanics (-0.790), Biochemistry (-0.746), Anatomy (-0.745), History of Pedagogy (-0.711). The factor is interpreted as a cycle of natural sciences.
The third factor explains the variation of total dispersion by 24.294%. With the factor, the highest correlation is in the performance of the following subjects: Teaching Practice (middle school) (0.851), Theory and Methods of Physical Education (0.760), Course Paper in TMPE (0.646). The factor is interpreted as Theory and Methods of Physical Education of Schoolchildren.
The fourth factor explains the variation of total dispersion by 18.444%. With the factor, the highest correlation is in the performance of the following subjects: Course Paper in Specialty (-0.817), Sports and Pedagogical Improvement (-0.744), Thesis (-0.694). The factor is interpreted as special training in the chosen sport.
Thus, the results of factor analysis do not confirm the objectivity of empirical identification of four groups of academic subjects. The factor structure of the curriculum indicates the need to change the content of education, aimed at improving the training of highly qualified teachers.
The analysis of similarities (h 2 ) showed that the most informative indicators of the quality of students' training are the grades in the following subjects: • Teaching Practice (middle school) (0.817); • Biomechanics (0.772); • Qualification Examination (0.764); • Teaching Practice (senior school) (0.763).
Since in the first factor the grade in Qualification Examination on TMPE (0.669) and General Principles of Theory and Methods of Physical Education (0.647) had the greatest weight, the study performed a discriminant analysis of the results of modular control in General Principles of Theory and Methods of Physical Education (Tables 3-6). The obtained testing results show an average level of proficiency in learning material (Table 3). data after excluding the second function (λ 2 = 0.001, p = 0.001). The first and second functions have a high discriminant ability and value in the interpretation of the general population.
The graphic material given in Fig. 1 shows a clear boundary between the level of knowledge of the four modules of the course. In the positive pole of the first function, there are average values of the level of knowledge (centroids) of the second and third modules, in the negative -average values of the level of knowledge (centroids) of the first and fourth modules (Table 6).
According to the analysis of the first function, the students have better knowledge of the modules "Means and Methods of Physical Education", "Theory and Methods of Motor Abilities Development"; according to the analysis of the second function, the module "Theory and Methods of Teaching Motor Actions" has the highest value.

Discussion
The paper assumed that the use of multidimensional statistics would provide an opportunity to obtain new information about the curriculum structure in the process of training a physical education teacher.
It was found that factor and discriminant analysis provides objective information on the quality of training a physical education teacher. The results of factor analysis do not confirm the objectivity of empirical identification of four groups of academic subjects. The factor structure of the curriculum indicates the need to change the content of education, aimed at improving the training of highly qualified teachers.   The first canonical function explains the variation of results by 71.1%, the second -by 28.8%, which indicates a high informativeness of the first and second canonical functions (r = 0.98) (see Table 4). Table 5 shows the material of the analysis of canonical functions. The first line contains the value λ 1 = 0.001 and statistical significance p = 0.001 for the whole set of canonical functions, the second line contains The training of physical education teachers should include the following blocks of subjects: professional theoretical and practical training, natural sciences, theory and methods of physical education of schoolchildren, special training in the chosen sport.
The obtained results supplement the data of Kravchuk (2006Kravchuk ( , 2008 on the trends in curricula changes, the basis of which is the balance of time allotted for general, pedagogical, and special training. The results of factor analysis confirm the opinion of Backman and Barker (2020) that the training of physical education teachers should include the development of: 1) knowledge of technique and tactics of physical exercises; 2) knowledge of programming the process of teaching physical exercises; 3) knowledge of quality assessment of the educational process. The level of competence of physical education teachers should be quantitative.
The results of discriminant analysis confirm the thematic integrity of the subject "General Principles of Theory and Methods of Physical Education" and supplement the data of Roters (2007), Serhiienko (2009Serhiienko ( , 2010 on planning the study of special subjects; those of Ivashchenko (2008, 2012), Ivashchenko and Khudolii (2010) on teaching the subject "Theory and Methods of Physical Education" in the process of training a physical education teacher; Khudolii and Zabora (2002) on the state and ways to improve the teaching of special subjects in the system of basic education at physical education schools of pedagogical educational institutions.

Conclusions
Factor and discriminant analysis provided objective information on the quality of physical education teacher training. The results of factor analysis do not confirm the objectivity of empirical identification of four groups of academic subjects of the curriculum. The factor structure of the curriculum indicates the need to change the content of education, aimed at improving the training of highly qualified teachers. The training of a physical education teacher should include the following blocks of subjects: professional theoretical and practical training, natural sciences, theory and methods of physical education of schoolchildren, special training in the chosen sport.
The results of discriminant analysis show that physical education teacher training is aimed at developing knowledge, abilities and skills in the sections: 1) Means and Methods of Physical Education; 2) Theory and Methods of Motor Abilities Development; 3) Theory and Methods of Teaching Motor Actions.