PhD, Professor D.N. Platonov¹
Dr.Hab., Professor A.N. Tambovsky²
Dr.Hab., Professor I.A. Cherkashin^{1, 2, 3}
L.L. Platonova^1
1Ammosov North-Eastern Federal University, Yakutsk
²Moscow State Academy of Physical Education, Malakhovka, Moscow region
³Yakutsk State Agricultural Academy, Yakutsk

Keywords: Sakha Republic, regional physical education and sport service, physical education and sport specialist training.

Background. Efficient physical training service for every population group plays a special role in the popular health improvement projects in every industrial and social sector in the Russian Far North. Finding solutions to every problem and situation in the mass physical education and sports sector with a special attention to the new generation has always been a difficult and multidimensional process. Growing popularity of the habitual physical education and sports practices spurred up by success of the national sport elite on the national and global arenas needs to be driven by a highly efficient and effective work of the sport theoreticians and practitioners trained by the physical education and sports education system [1, 2, 4, 7-10].

Objective of the study was to analyze the key priorities and components of the regional continuous physical education system in the Sakha Republic.

Results and discussion. Presently the physical education and sports specialist training service in the Sakha Republic is provided by Ammosov North-Eastern Federal University and Churapcha Physical Education and Sports Institute. It should be mentioned that the Republican educational system is still in need of the more integrated physical education and sport specialist training service to offer permanent trainings including the post-graduate ones to meet the practical needs of the physical education and sports industry and research system, supported by good communication and cooperation with the global sport communities. This issue has been addressed in a few study reports that offer the multilevel physical education and sports specialist training system design [3, 6].

As reported by the Sakha Republican Ministry of Physical Education and Sports, the human resource situation in the regional physical education and sport sector is the following: physical education and sport service at 706 schools of the Republic is provided by 1,426 physical education teachers with 207 teaching positions reported vacant. From the active teaching staff, only 43.2% has academic physical education degrees; 20% has no special Physical Educaion degrees; and about 30% are close to the retirement age. Furthermore, 53 Children and Youth Sport Schools (CYSS) operating in the Republic are staffed as follows: 62% of the urban teaching staff has academic physical education degrees; 22% special vocational physical education degrees; and 16% has no special training; in the Northern tundra areas 44% of the teaching staff has academic physical education degrees; 31% special vocational physical education degrees; and 25% no special training; and in the rural areas 39% of the teaching staff - academic physical education degrees; 33% special vocational physical education degrees; and 28% - no special training.

The Republic is recommended giving a special priority in its physical education and sport sector development policies to the efforts to secure a growing inflow of the academic physical education and sport specialists in the educational system – that may be facilitated by the continuous physical education and sport specialist training and skills advancement service in the sector [2, 7]. A special attention in this context needs to be given to the local ethnic physical education and sports adaptation and promotion projects to capitalize on the physical cultural heritage of the local indigenous people [8].

As things now stand, the regional physical education and sport specialist training system makes a transition from the standard universal ‘mono-specialist’ training system to the new multilevel versatile education service with its optional advanced education curriculum. The reform was actually dictated by the growing need for the highly competent and versatile physical education and sport ‘poly-specialists’ in the Republic.

The Republican authorities give a growing priority to the local physical education and sport specialist educational system design and reform policies and practices in their regional education sector development concepts, with special hopes pinned on the theoretically grounded projects to customize the physical education and sport standards and requirements to the regional specifics.

The Republic has developed a chain of the physical education and sport specialist training establishments to provide the high-quality professional training service at every system level and ensure an inflow of trained human resource into the local preschool/ general education school sport classes, primary CYSS, Olympic Reserve CYSS and academic physical education and sport establishments. However, the sector development policies need to be put on a more systemic basis, and this may be done only when the relevant research data and analyses are available.

For success of the continuous physical education and sport specialist training service, more attention needs to be given to the teaching staff service quality, knowledgebase, skills and professional teaching mastery [5], with a special emphasis, in our opinion, on the data mining and analytical abilities i.e. the capacity to effectively find and logically employ the learning materials for own professional progress and training service quality.

To put the Republican continuous physical education and sport specialist training service on a more systemic basis, it present situation should be analyzed to find answers to the following questions: (a) Does the general and professional education system really provide a continuous training service; (b) Does the reporting system secure an inflow of unbiased data on the educational service at its every stage; (c) Are the service management decisions and solutions consistent enough to ensure efficient operations; and (d) What progress has been made in designing the system on a harmonized and logical basis. A special attention in such analysis should be given to the degrees of harmonization of the physical education and sport specialist educational system services and elements.

Questionnaire surveys of the physical education and sport specialists in the Republic demonstrated the need for the local physical education and sport specialist training system being categorized and ‘regionalized’ for success. Thus 51 respondents out of 64 (79%) agreed that one should take into account the regional specifics in the professional physical education and sport specialist training system design and management process to improve the academic training quality. The regional emphasis in the physical education and sport specialist training system shall take full advantage of the local general cultural, national and ethnic physical education and sport traditions, specifics, values and priorities in the context of the valid national physical education service and physical fitness standards.

Conclusion. The Republican educational system reforms shall be designed to build up a multilevel harmonized physical education and sport specialist training system with a special priority to the physical education and sport specialist education qualifying standards (EQS) at every system level. The system design shall bridge the gaps in transition from one system level to the other. The reform to build up the multilevel harmonized physical education and sport specialist training system will require, as demonstrated by the practical experience, the didactic and training methodology being fully revised and updated to secure a transition from the informational to conceptual education ideology.

It should be emphasized that the Sakha Republic has the key components of the modern continuous physical education and sport service that still need to be excelled on the whole and in every element. We believe that the systemic policies and practices to effectively employ the regional ethnic physical education and sport traditions shall be given a top priority and viewed as the key tools to improve the regional physical education and sport training service with respect to the historical, cultural, ethical, spiritual, social and industrial traditions of the local people.

References

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Corresponding author: 706037@mail.ru

Abstract

Efficient physical training service for every population group plays a special role in the popular health improvement projects in every industrial and social sector in the Russian Far North. Objective of the study was to analyze the key priorities and components of the regional continuous physical education and sport service in the Sakha Republic.

As things now stand, the regional physical education and sport training system is in the process of transition from the standard universal ‘mono-specialist’ training system to the new multilevel versatile education service with its optional advanced education curriculum. The reform was actually dictated by the growing need for the highly competent and versatile physical education and sport ‘poly-specialists’ in the republic.

It should be emphasized that the Sakha Republic has the key components of the modern continuous physical education and sport service that still needs be excelled on the whole and in every element. We believe that the systemic policies and practices to effectively employ the regional ethnic physical education and sport traditions shall be given a top priority and viewed as the key tools to improve the regional physical education and sport training service with respect to the historical traditions of the local people.