Dr. Hab., Professor A.Y. Nain¹
Dr. Hab., Professor L.A. Lipskaya¹
Dr. Hab., Professor O.L. Karpova¹
Dr. Hab., Professor A.A. Nain^1
1Ural State University of Physical Culture, Chelyabinsk

Keywords: integrative development approach, socio-humanitarian disciplines, interdisciplinary model, multilevel training, culturing and competency-building paradigm, universal and professional competences, physical education

Background. The ongoing transition to the new Federal State High Education Standards requires new advanced educational concepts and technologies being developed and implemented to facilitate the socio-humanitarian and professional training service provided by the physical education universities. It should be mentioned that the physical education system reforms need to be advanced with a special priority to the socio-humanitarian disciplines so as to integrate the competencies developed at every education stage (bachelor, master, postgraduate). We believe that one of the promising vectors for the reforms is the new interdisciplinary and integrative socio-humanitarian education prioritizing concept within the culturing and competency-building paradigm. Such integrative approach urges the teachers to prudently combine the cognitive, practical, motivational and values-driven elements with due emphasis on the interdisciplinary links, continuity and succession in the knowledge in social studies and humanities. This harmonized set of the education concepts and ideas may be implemented based on an integrative development approach.

Objective of the study was to offer an integrative-development-approach-based multilevel training concept for physical education university students.

Methods and structure of the study. We tested the integrative-development-approach-based multilevel training model at Ural State University of Physical Culture in 2015 through 2020, and analyzed the benefits of the multilevel training system as complementary to the physical education service. We used for the study purposes a combination of theoretical analyses and syntheses of the research data; valid general/ physical education curricula and work programs; and empirical surveys, observations and progress testing experiment.

Results and discussion. Complementary culturological and competency-building paradigms are implied in the modern physical education design models geared to facilitate individual integral biosocial-cultural development in the physical, spiritual, intellectual and ethical domains. Studies by V.K. Balsevich and L.I. Lubysheva demonstrated that the biological aspects of human development may not be isolated from the individual social responsibilities, roles and relations [2] and, therefore, the growing role of the science dimension of social studies and humanities in education cannot be underestimated by the educational sector on the whole and its physical educational system in particular.

The socio-humanitarian disciplines shall secure due continuity and harmonized progress trajectory for the physical education university curricula with a special attention to the professional progress in every discipline – as has been underlined by many authors [1-5]. It should be noted that the socio-humanitarian training service continuity refers not only the training content as such but also to specific connections in the universal and key professional competencies building process. We pursued this approach when designing the work programs and progress test toolkits [1, 3].

We feel that the best solution is offered by a modular training system with the interdisciplinary connections reinforced in every level of the socio-humanitarian training and its inter-level training elements. A module may be defined herein as the education service component/ unit (cluster of socio-humanitarian disciplines in our case) geared to secure certain level of competences as required by the core curriculum. Such modular training technology makes it possible to build up in a master course the prior bachelor competencies followed by a postgraduate course, with the relevant continued and comprehensive socio-philosophical worldview forming and development elements.

The integrative training module developed by the Pedagogy Department offers learning materials classified by semesters, academic years and progress stages. This training approach was proved effective for the focused training in a few different and relative disciplines united by some specific contents and goals: see Figure hereunder.

Given in the above Figure are the basics of the integrative-development-approach-based multilevel training concept for a physical education university, with its every element, as verified by the model testing experiment, found beneficial for the bachelor, master and postgraduate courses. The Reference Group was tested somewhat lower on the test scales since its training was free of the integrative-development-approach-driven physical education service elements. Generally, the education community recognizes the need for a modern education approach forming a basis for individual self-development skills of special demand on the fast-changing employment markets.

The integrative development approach may be recommended as a promising approach. As provided by L.A. Shipilina, the integrative development approach is the specific cognitive and practical activity format that prioritizes integrative ideas in the training system [5, p. 20]. The approach was named to identify its content and key mission. Integration generally fits in with the modern social progress trends in the student personality formation domain, with a fully-fledged personality expected to be highly fit for the professional service and self-education and progress – as specified in the educational provisions for integration. Individual creativity shall be mobilized to efficiently harmonize the purely educational, psychological and professional progress domains, with the integration also reflecting specifics of every discipline with its integrative contents and meanings.

Thus the integrative socio-philosophical module includes the following interrelated disciplines: Philosophy, Physical Education Sociology (bachelor course), Philosophical and Social Issues of Physical Education Service, History and Methodology of Science (master course), and History and Philosophy of Science (postgraduate course). The module implies the philosophical, methodological and theoretical/ research materials being classified by the difficulty levels in the leveled physical education and sport service customizable to the future professional responsibilities.

To ensure the socio-humanitarian disciplines in the new curricula and work programs being consistent, we developed their level-specific contents and competence tests with account of their dialectical complication with courses and education service stages, and their interaction logics. Thus the bachelor course includes the Physical Education Sociology discipline that covers the social role, responsibilities and problems of modern physical education. The master course analyzes the social, gender-specific, socializing, conflicts-setting and other sociological aspects of modern physical education service under Philosophical and Social Problems of Physical Education discipline. This master course discipline also furthers progress in the moral/ ethical qualities and worldviews basically formed by the bachelor Philosophy discipline. Continuity of the education service goals is particularly obvious in the master and postgraduate training stages. Thus the master course History and Methodology of Science is effectively continued and expanded by the postgraduate History and Philosophy of Science discipline at a higher philosophical and methodological level [4, p. 111].

Conclusion. The integrative development approach consolidates and unites contents of the socio-humanitarian education concept to effectively train students for creative professional service, build up versatile self-development skills and resources and facilitate the individual self-realization agenda. When a consolidated educational environment is created, continuity of the socio-humanitarian disciplinary module makes it possible to effectively build up and expand competences formed at the prior stages to advance the comprehensive training in social studies and humanities with progress in the prior basic competences and form new advanced competences.

References

1. Anisimova V.A., Karpova O.L. Integration of educational and extracurricular activities as condition for intellectualization and socialization of physical culture university students. Uchenye zapiski universiteta im. P.F. Lesgafta. 2008. No. 5 (39). pp. 1-15.
2. Balsevich V.K., Lubysheva L.I. Sports-centered physical education; educational and social aspects. Teoriya i praktika fiz. kultury. 2007. No.4. 54 p.
3. Karpova O.L., Nain A.Ya. Development of communicative competence in bachelors of physical education based on integrative-developing approach. Problemy sovremennogo pedagogicheskogo obrazovaniya. 2018. No. 59 (3). pp. 370-374.
4. Lipskaya L.A. Continuity of education in social studies and humanities based on modular approach. Optimization of educational process in physical education institutions. Proceedings XXX Anniversary regional research-method. conf., dedicated to the 50th anniversary of UralSUPC. Chelyabinsk: UralSUPC publ., 2020. pp. 110-112.
5. Shipilina L.I. Methodological master training based on integrative developmental approach. Problems of pedagogical innovation in vocational education]. Proc. XX Int. research-practical conference. St. Petersburg: Herzen RSPU publ., 2019. pp. 18-24.

Corresponding author: anain@yandex.ru

Abstract

Objective of the study was to develop an integrative-development-approach-based multilevel training concept for physical education university students.

Methods and structure of the study. We tested the integrative-development-approach-based multilevel training model at Ural State University of Physical Culture in 2015 through 2020, and analyzed the benefits of the multilevel training system as complementary to the physical education service. We used for the study purposes a combination of theoretical analyses and syntheses of the research data; valid general/ physical education curricula and work programs; and empirical surveys, observations and progress testing experiment.

Results and conclusions. The training concept of multi-level training of sports university students based on the implementation of the provisions and principles of the complementary competency-building and culturological paradigms, which guide future workers in the field of physical education and sports to promote physical and social activities among children and young people, a healthy and culture-congruent way of life in their indivisible unity. The combination of the mentioned conceptual ideas is possible and can be effective through a clearly innovative integrative development approach. The continuity of the socio-humanitarian training of students includes not only the continuity of the educational process but also a certain correlation in the formation of universal and professional competences at various levels of training, with due regard to the professional orientation of the social and philosophical disciplines, which is reflected in the work programs and evaluation tools.

The integrative development approach consolidates and unites contents of the socio-humanitarian education concept to effectively train students for creative professional service, build up versatile self-development skills and resources and facilitate the individual self-realization agenda. When a consolidated educational environment is created, continuity of the socio-humanitarian disciplinary module makes it possible to effectively build up and expand competences formed at the prior stages to advance the comprehensive training in social studies and humanities with progress in the prior basic competences and form new advanced competences.