Didactics: Methodological Approaches to Determining the Content of Physical Education Teacher Training

Authors

DOI:

https://doi.org/10.17309/jltm.2020.1.06

Keywords:

physical education teacher, content of training, factor analysis, discriminant analysis

Abstract

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.

Author Biographies

Olha Ivashchenko, H. S. Skovoroda Kharkiv National Pedagogical University

Department of Theory and Methodology of Physical Education,  
Alchevskikh St, 29, Kharkiv, 61002, Ukraine
o.ivashchenko@yahoo.com

Radosław Muszkieta, Nicolaus Copernicus University

Faculty of Earth Sciences, Jurija Gagarina St,11, 87-100 Toruń, Poland
muszkieta@umk.pl

Vladimir Potop, Ecological University of Bucharest

Dean of the Faculty of Physical education and sport, Bd.Vasile Milea nr. 1G, Sector 6, 061341 Bucuresti, Romania
vladimir_potop@yahoo.com

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Published

2020-06-30

How to Cite

Ivashchenko, O., Muszkieta, R., & Potop, V. (2020). Didactics: Methodological Approaches to Determining the Content of Physical Education Teacher Training. Journal of Learning Theory and Methodology, 1(1), 40–47. https://doi.org/10.17309/jltm.2020.1.06

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