Questionnaire survey to rank priorities of supplementary vocational curricula to meet professional coaching standard
ˑ:
PhD I.B. Eremin1
K.A. Biryukova²
Dr.Hab., Professor S.S. Filippov³
Dr. Hab., Professor S.O. Filippova4
¹Olymlic Reserve Sport School "Rainbow", St. Petersburg
²Committee for Physical Culture and Sports, St. Petersburg
³Olympic Reserve School No. 1, St. Petersburg
4SS Krasnogvardeysky district, St. Petersburg
Keywords: supplementary vocational curricula, legal and regulatory framework, Professional Coaching Standard, questionnaire survey, individual needs, technical training, physical education and sport.
Background. Presently the national education system gives a special priority to supplementary curricula designed to meet the Professional Standards for different services being implemented in the country. The legal and regulatory framework for the Professional Standards-compliant supplementary vocational curricula development efforts has been set by the following provisions: Labor Code of the Russian Federation [1]; Federal Law "On Education in the Russian Federation" [2]; Ministry of Labor Order “On approving the qualification classes for the professional standards development projects’ [3]; and the Ministry of Education and Science Order "On approving the supplementary curricula design and management procedure" [4]. Further specifications to the Education Law in application to the supplementary vocational curricula were provided by the ‘Procedure for the supplementary vocational curricula design and management service’ that spells out the sample supplementary vocational curricula contents and frames [4]. The supplementary vocational curricula are generally designed using a wide variety of modern methodological approaches traditional for the educational service research, including the competency-building, personality-sensitive, modular and other approaches.
Objective of the study was to offer practical grounds for the Professional-Coaching-Standard-compliant supplementary vocational curricula customizable to the individual needs of coaches.
Methods and structure of the study. We analyzed, for the purposes of the study, the relevant legal and regulatory framework and run a questionnaire survey of the beginner group coaches (n=128) sampled from a few sports schools in St. Petersburg. The questionnaire survey form generally addressed the following two key Professional Coaching Standard services: (1) Beginner technical training service (Code B, qualification class 5); and (2) Special (specialization stage) athletic technical training and competitive progress management service (Code C, qualification class 5). A special attention was given to a few coach’s service competences including Service Responsibilities, Necessary Skills and Necessary Knowledge.
The sample was questioned to rank, on a 3-point scale, the service responsibilities, knowledge and skills that need to be covered, in their opinion, by the new supplementary vocational curricula for the refresher courses as follows: 0 was the minimal rate – i.e. no need for the issue being covered by supplementary vocational curricula; and 3 is the maximal rate that means the issue is highly relevant for the coaching service.
A socio-demographic analysis of the sample showed about half having higher physical education and sport certificates; and every fifth having a secondary vocational education certificate; with the practical coaching experiences of 57.8% of the sample reported under 5 years.
Results and discussion. The questionnaire survey showed the following. Most of the sample (53.1%) ranked highest (3 points) the need for new knowledge and skills for the Service Responsibility of ‘Modern preparatory/ progress training methods and their progress-stage-specific applications’. Ranked second was the ‘Sport progress stage specific technical training service design and contents’: see Table 1 hereunder. As for the Professional-Coaching-Standard-specific Necessary Skills section, 35.9% of the sample ranked highest (by 3 points) the ‘Efficient differentiated education and competency-building technical training design and management skills’.
Table 1. Ranked needs for the new services, skills and knowledge elements expected from supplementary vocational curricula
|
Services |
Rank, points |
|||
|
0 |
1 |
2 |
3 |
|
|
1. Sports training service planning with calendars and topics to attain the short-, mid- and long-term physical education and sport service goals and missions |
9,4 4-5 |
35,2 2 |
25,8 7 |
29,6 5 |
|
2. Consulting service for the underage trainees, their families and legal trustees on the beginner qualifications for the groups and technical training service |
17,9 1 |
30,5 4 |
20,3 8 |
31,3 4 |
|
3. Technical training service design and management at every sports progress stage |
7,8 6 |
21,8 6-7 |
35,2 3 |
35,2 2 |
|
4. Age-specific mental and physical health and physical fitness standards for sports group qualifications by progress stages and sports disciplines |
2,3 8 |
31,3 3 |
38,3 2 |
28,1 6 |
|
5. Practical help and consulting service to families and legal trustees of the underage trainees |
13,3 2 |
43,0 1 |
29,6 6 |
14,1 8 |
|
6. Training service individualization and special management when necessary |
9,4 4-5 |
29,6 5 |
40,7 1 |
20,3 7 |
|
7. Modern preparatory/ progress training methods and their progress-stage-specific applications |
3.9 7 |
12,5 8 |
30,5 5 |
53,1 1 |
|
8. Selecting the most promising trainees for special excellence training service |
10.9 3 |
21,9 6-7 |
32,8 4 |
34,4 3 |
|
Necessary skills |
||||
|
1. Entrants’ interviewing skills to rate their motivations, mindsets and mental fitness for the preparatory/ progress training groups |
10,2 3 |
22,7 4 |
37,5 3-4 |
29,6 2 |
|
2. Modern IT/ communication technologies usage skills |
12,5 1-2 |
27,4 2 |
35,9 5 |
24,2 3-4 |
|
3. Efficient differentiated education and competency-building technical training design and management skills |
6,3 4-5 |
20,3 5 |
37,5 3-4 |
35,9 1 |
|
4. Conflict situation analyzing, prevention and management skills |
6,3 4-5 |
29,6 1 |
40,7 1 |
23,4 5 |
|
5. Special advanced training service management skills when necessary |
12,5 1-2 |
24,2 3 |
39,1 2 |
24,2 3-4 |
|
Necessary knowledge |
||||
|
1. Federal Sports Training Standards for vocational sports disciplines |
10,9 2-3 |
30,5 2 |
25,0 9 |
33,6 4-5 |
|
2. Valid federal and international anti-doping codes for the physical education and sport service sector |
10,2 4 |
31,2 1 |
31,2 4-5 |
27,4 9 |
|
3. Training service control standards |
13,3 1 |
21,1 6-7 |
32,8 3 |
32,8 6 |
|
4. Extreme training workloads |
10,9 2-3 |
18,8 8-9 |
31,2 4-5 |
39,1 2 |
|
5. Scopes of individual sports training service |
9,4 5 |
21,1 6-7 |
38,2 1 |
31,3 7-8 |
|
6. Age and mentality specific training service with elements of age-specific pedagogy |
7,8 6-7 |
25,8 5 |
30,5 6 |
35,9 5 |
|
7. Physical fitness tests and analyses |
7,8 6-7 |
29,7 5 |
28,9 6 |
33,6 5 |
|
8. Technical training service planning methods |
3,9 8 |
28,9 4 |
35,9 2 |
31,3 7-8 |
|
9. Modern training service methods |
3,1 9 |
18,8 8-9 |
26,6 8 |
51,5 1 |
Note: sample shares and ranks are given in numerator and denominator, respectively
The respondents were found to believe that modern information is particularly needed for the ‘Modern training service methods’ (51.5% of the sample) and ‘Extreme training workloads’ (39.1%). The questionnaire survey data analysis also showed that the Services, Necessary Skills and Necessary Knowledge elements were ranked by the sample with respect to their practical coaching needs – that should be responded by the new supplementary vocational curricula. Note that every respondent reported the individual needs for the knowledge and skills covered by the valid Professional Coaching Standard. We believe in this context that the new supplementary vocational curricula will be made widely customizable – for the timely response to every need for professional skills and knowledge on a personality-sensitive basis.
As demonstrated above, the new supplementary vocational curricula shall offer a wide range of practical tools to attain the education service goals. Our questionnaire survey tested, among other things, the coaches’ needs for practical trainings, and we found 62.5% of the sample supporting this idea.
Conclusion. The new supplementary vocational curricula development efforts need to be governed by the valid legal and regulatory framework that provides guiding design and content for the service. The new supplementary vocational curricula for the coach refresher courses are recommended to address the key coaching services, necessary knowledge and skills in compliance with the valid Professional Coaching Standard, with special detailed emphases when necessary. The supplementary vocational curricula developers are recommended to respect the individual needs of the coaches for the necessary knowledge and skills by making the supplementary vocational curricula reasonably customizable in the service ranges and priorities.
References
- Labor Code of the Russian Federation "dated 30.12.2001 No. 197-FL (as amended on 27.12.2018). [Electronic resource] Available at: http://www.consultant.ru/document/cons_doc_LAW_34683/ - (date of access: 20.02.2019)
- Federal Law "On Education in the Russian Federation" dated December 29, 2012 N 273-FL (last edition). [Electronic resource] Available at: http://www.consultant.ru/document/cons_doc_LAW_140174/ (date of access: 20.02.2019)
- Order of the Ministry of Labor of Russia of 12.04.2013 No. 148 n "On the approval of qualification levels to develop draft professional standards" (Registered in the Ministry of Justice of Russia on 27.05.2013 No. 28534). [Electronic resource] Available at: http://www.consultant.ru/document/cons_doc_LAW_146970/ (date of access: 20.02.2019)
- Order of the Ministry of Education and Science of Russia dated 01.07.2013 No. 499 (as amended on 15.11.2013) "On approval of the Procedure for organizing and conducting educational activities for additional professional programs" (Registered with the Ministry of Justice of Russia 08.20.2013 No. 29444). [Electronic resource] Available at: http://www.consultant.ru/document/cons_doc_LAW_151143/ (date of access: 20.02.2019)
Corresponding author: fill_ss2014@mail.ru
Abstract
Objective of the study was to offer practical grounds for the Professional-Coaching-Standard-compliant supplementary vocational curricula customizable to the individual needs of coaches.
Methods and structure of the study. We analyzed, for the purposes of the study, the relevant legal and regulatory framework and run a questionnaire survey of the beginner group coaches (n=128) sampled from a few sports schools in St. Petersburg. The questionnaire survey form generally addressed the following two key Professional Coaching Standard services: (1) Beginner technical training service (Code B, qualification class 5); and (2) Special (specialization stage) athletic technical training and competitive progress management service (Code C, qualification class 5). A special attention was given to a few coach’s service competences including Service Responsibilities, Necessary Skills and Necessary Knowledge.
The sample was questioned to rank, on a 3-point scale, the service responsibilities, knowledge and skills that need to be covered, in their opinion, by the new supplementary vocational curricula for the refresher courses as follows: 0 was the minimal rate – i.e. no need for the issue being covered by supplementary vocational curricula; and 3 is the maximal rate that means the issue is highly relevant for the coaching service.
A socio-demographic analysis of the sample showed about half having higher physical education and sport certificates; and every fifth having a secondary vocational education certificate; with the practical coaching experiences of 57.8% of the sample reported under 5 years.
Results and conclusions. The new supplementary vocational curricula development efforts need to be governed by the valid legal and regulatory framework that provides guiding design and content for the service. The new supplementary vocational curricula for the coach refresher courses are recommended to address the key coaching services, necessary knowledge and skills in compliance with the valid Professional Coaching Standard, with special detailed emphases when necessary. The supplementary vocational curricula developers are recommended to respect the individual needs of the coaches for the necessary knowledge and skills by making the supplementary vocational curricula reasonably customizable in the service ranges and priorities.
