Dr.Biol. I.A. Krivolapchuk^{1, 2}
PhD, Associate Professor M.B. Chernova^1
1Institute of Developmental Physiology, Russian Academy of Sciences, Moscow
²State University of Management, Moscow

Keywords: physical education physiology, professional knowledge tests, physical education teachers, professional competency.

Corresponding author: i.krivolapchuk@mail.ru

Abstract

Objective of the study was to test and analyze the professional physical education teachers’ knowledgebase in modern physical education physiology. 

Methods and structure of the study. We developed a special test methodology with a specific toolkit to rate competencies of the primary and high school teachers in modern physical education physiology. We sampled the 18+ year-old physical education teachers (n= 727) grouped by the ages, service experiences and qualifications. We were governed by the pedagogical competency test theory and practice when designing the two children-age-specific physical education physiology knowledge test versions, with the first one offering a few correct options and the second – one correct option out of three alternatives.

Logics and informational coverage of the tests were verified for specificity, correctness, consistency and validity, with the test contents and compositions checked by experienced teaching experts to select the top quality test tasks. 

Results and conclusion. Qualitative analysis of the test data yielded by the study found that the sample had no problems with the questions on the functional state variations with trainings, physiological provisions for progress in motor skills, and some issues of the age-specific children’s physiology. The sample also demonstrated fair knowledge of the general physiological classification of physical exercises by active muscle masses; physiological provisions for the physical exercising techniques; physiological provisions for the customizable physical education systems; and progress tests of functional state and health in trainings. Of special difficulty for the sample were the questions on the children’s age-related physiological specifics in the context of physical education service, physiological classifications and specifics of dynamic cyclic varied-intensity trainings, functional state variations in rehabilitation periods, and physiological provisions for training systems. The study found the need for special training service in modern physical education physiology for the physical education teachers, with a high priority to the physical education physiology coverage in the regular higher physical education service.

Background. Modern effective and professional physical education systems need to be staffed with highly competent, knowledgeable and skillful human resource with special competences in physiology and latest scientific data. The national and international physical education sectors give a growing priority to these issues [2, 3, 4, 5].

Objective of the study was to test and analyze the professional physical education teachers’ knowledgebase in modern physical education physiology.

Methods and structure of the study. We developed a special test methodology with a specific toolkit to rate competenes of the primary and high school teachers in modern physical education physiology. We sampled the 18+ year-old physical education teachers (n= 727) grouped by the ages, service experiences and qualifications. We were governed by the pedagogical competency test theory and practice [1, 2] when designing the two children-age-specific physical education physiology knowledge test versions, with the first one offering a few correct options and the second – one correct option out of three alternatives.

Logics and informational coverage of the tests were verified for specificity, correctness, consistency and validity [1], with the test contents and compositions checked by experienced teaching experts to select the top quality test tasks. The tests were started from the relatively simple tasks with the growing difficulty to the middle of the test and gradually decreased difficulty by the end of the test. The test piloting sessions found the second test version more accessible for the sample. On the whole, the tests covered the key segments of the modern physical education physiology grouped by four basic modules: see Table 1.

Table 1. Physical education physiology knowledge test modules, % in the total test

Results and discussion. Having analyzed the test data, we found meaningful individual and group differences in the age-specific physical education physiology knowledge basics. The statistical data processing showed the sample giving on average 10-11 correct responses (M = 11.6; m = 0.12; σ = 2.49) out of 15 tasks. We analyzed the intergroup differences in physical education physiology knowledge by the age, experience and qualification groups and found insignificant rank correlations. The only statistically significant correlation (r = 0.78; p <0.001) was found for the service experience and age groups. We also found no statistically significant differences in correct responses in the service experience, age and professional service groups.

Further analysis found significant differences in distributions of correct and incorrect responses in the physical education physiology knowledge tests. The sample mostly had no difficulties in the functional state and physiological provisions for progress in motor skills/ qualities. Most of the sample also demonstrated good knowledge of the general physiological classification of physical practices customizable by the active muscle mass, physiological provisions for physical exercising techniques, and functional state and health tests in trainings. Of special difficulty for the sample were the questions on the children’s age-related physiological specifics in the context of the physical education service, physiological classifications and specifics of dynamic cyclic varied-intensity trainings, functional state variations in rehabilitation periods, and physiological provisions for training systems.

Having analyzed the test data, we found the sample poorly aware of some physical-education-physiology-special terms and definitions including "relative power zones", "super-compensation", "sensitive motor progress periods", "beginner training" as the specific motor skills mastering stage, “standard-intensity training progress test rates", "hypokinesia", “physical inactivity", etc.

Conclusion. The study found the need for special training of the physical education teachers in modern physical education physiology, with a special priority to the physical education physiology coverage in the regular higher physical education service. A high emphasis in the physical education physiology course will be given to characteristics of varied-intensity cyclic movements; post-training functionality rehabilitation/ restitution logics and phases; quiescent-state/ standard/ top-intensity physical fitness tests; children’s muscular activity physiology, age-specific progresses in motor skills; age-specific functional progress tests and analysis for children’s physical training systems, etc.

References

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