PhD E.D. Bakulina¹
PhD I.V. Mikhailova¹
O.G. Rysakova^1
1Russian State Social University, Moscow

Corresponding author: bakulina-lena@yandex.ru

Abstract

Objective of the study was to test benefits of the WorldSkills physical development technology competence training model in application to the quest-game-driven physical fitness / physical development service for second-year elementary schoolchildren.

Methods and structure of the study. The valid academic physical education bachelor training curriculum allocates many hours for physical education training practices in general education school system, with such practices scheduled on an extracurricular basis at no detriment to the regular academic training. We sampled for the physical training model testing experiment the 2-3-year Russian State Social University students majoring in physical education discipline of the Pedagogical Education course. We complemented their trainings with the WorldSkills physical development technology competence mastering standards in close cooperation with our partner schools and university practical training management service, to effectively train them for the elementary school physical education service. Progress of the student sample was tested at practical physical education classes at elementary school. The second-year elementary school sample was subject to the pre- versus post-experimental physical fitness tests. The student sample was split up into Experimental and Reference Groups (EG, RG) to practice physical education service at elementary school A, B, C, D, D and E classes. The RG trained the school sample as required by the traditional physical education program; and EG training was complemented by the WorldSkills physical development technology competence training model.

The school physical education classes included B module run once a week. This module offers a physical education quest game geared to facilitate physical progress by the prudently selected and managed modern sporting quest game tools customized for the ages and physical fitness standards, with a special priority to interdisciplinary connections with Literary Reading, Mathematics and the World around us.

Conclusion. The elementary school physical education model dominated by sporting quest game format was found beneficial as verified by the significant progress of the EG versus RG in the pre-versus post-experimental strength, speed-strength flexibility, speed and movement coordination tests. The academic WorldSkills physical development technology competence training was found beneficial for the vocational training standards with special benefits for the physical development technologies mastering domain. Future physical education teachers, coaches and instructors are strongly recommended joining the WorldSkills Championships that provide high motivations and impetuses for the physical education service to facilitate physical fitness / physical development progress of the school trainees.

Keywords: WorldSkills, professional competence, physical development, physical fitness tests, elementary school physical education program, quest game.

Background. The WorldSkills Russia promoted by the Young Professionals Union is actively progressing with more and more enthusiasts involved in the movement. The Ministry of Education and Science supports many academic education establishments in their WorldSkills implementation efforts, with the WorldSkills Interuniversity Championships proved to facilitate progress and accomplishments of the best students. Academic Physical Education Departments give a special priority to physical development competency in the physical education training service [2]. Progress tests rate the research skills, physical development / physical fitness testing and analyzing knowledge and skills, and skills in the physical education / sporting quest game design and management at elementary schools. The academic physical education module subject to analysis herein is designed to test the physical development benefits of the academic WorldSkills physical development technology competence training model for quest-game physical education application at elementary schools.

Objective of the study was to test benefits of the WorldSkills physical development technology competence training model in application to the quest-game-driven physical fitness / physical development service for second-year elementary schoolchildren.

Methods and structure of the study. The valid academic physical education bachelor training curriculum allocates many hours for physical education training practices in general education school system, with such practices scheduled on an extracurricular basis at no detriment for the regular academic training. We sampled for the physical training model testing experiment the 2-3-year Russian State Social University students majoring in physical education discipline of the Pedagogical Education course. We complemented their trainings by the WorldSkills physical development technology competence mastering standards in close cooperation with our partner schools and university practical training management service, to effectively train them for the elementary school physical education service. Progress of the student sample was tested in practical physical education classes at elementary school. The second-year elementary school sample was subject to the pre- versus post-experimental physical fitness tests [1, 2, 4]. The student sample was split up into Experimental and Reference Groups (EG, RG) to practice physical education service at elementary school A, B, C, D, D and E classes. The RG trained the school sample as required by the traditional physical education program; and EG training was complemented by the WorldSkills physical development technology competence training model.

The school physical education classes included B module run once a week. This module offers a physical education quest game geared to facilitate physical progress by the prudently selected and managed modern sporting quest game tools customized for the ages and physical fitness standards, with a special priority to interdisciplinary connections with Literary Reading, Mathematics and the World around us [3]. The physical education service was designed based on the script and pre-experimental physical fitness / physical development test data. The physical education classes were found very interesting and entertaining by the school sample. The experiment was finalized by the post-experimental physical fitness tests from Module A of the WorldSkills physical development technology competence including:

• Strength rating prone push-ups and 1-min sit-ups tests;

• Speed-strength rating standing long jump tests;

• Flexibility rating front lean on a gymnastics bench test; and

• Speed and movement coordination rating 3x10m shuttle sprint tests.

Results and discussion. The pre-experimental strength rating push-ups tests found no meaningful intergroup differences, with the reps averaging 8 in the EG and RG. The post-experimental tests found progress in the RG and EG to 10 and 12 push-ups, i.e. 25% versus 50% respectively. The second strength rating pre-experimental 1-min sit-ups test found no significant intergroup differences, with the reps averaging 26 and 27 in the RG and EG, respectively. The post-experimental tests found progress in the RG and EG to 29 and 35 reps, i.e. 12% versus 30%, respectively.

The pre-experimental speed-strength rating standing long jump tests found no significant intergroup differences, with the results averaging 133.5 cm and 132 cm in the RG and EG, respectively. The post-experimental tests found progress in the RG and EG to 137 cm and 140 cm, i.e. 3% versus 6%, respectively.

The pre-experimental flexibility rating front lean on a gymnastics bench test found insignificant intergroup differences, with the results averaging 1.5 cm and 2.5 cm in the RG and EG, respectively. The post-experimental tests found progress in the RG and EG to 5.5 cm and 11 cm, i.e. 260% versus 340%, respectively.

And the pre-experimental speed and movement coordination rating 3x10m shuttle sprint tests found insignificant intergroup differences, with the results averaging 11.3 s and 11.5 s in the RG and EG, respectively. The post-experimental tests found progress in the RG and EG to 10.5 s and 9.4 s, i.e. 14% versus 44%, respectively. It should be emphasized that the EG trainings in the quest game format were rather emotional and entertaining for the school sample. 

Conclusion. The elementary school physical education model dominated by the sporting quest game format was found beneficial as verified by the significant progress of the EG versus RG in the pre-versus post-experimental strength, speed-strength flexibility, speed and movement coordination tests. The academic WorldSkills physical development technology competence training was found beneficial for the vocational training standards with special benefits for the physical development technologies mastering domain. Future physical education teachers, coaches and instructors are strongly recommended joining the WorldSkills Championships that provide high motivations and impetuses for the physical education service to facilitate physical fitness / physical development progress of the school trainees.

References

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