Dr. Hab., Professor, Corresponding Member of RAE S.P. Evseev ^{1,2, 3}
Dr. Hab., Professor O.E. Evseeva¹
PhD, Associate Professor A.V. Aksenov¹
PhD, Associate Professor Y.Y. Vishnyakova^1
1Lesgaft National State University of Physical Education, Sport and Health, St. Petersburg
²Russian Sports Federation of Intellectually Disabled, Moscow
³Russian Paralympic Committee, Moscow

Corresponding author: spevseev@gmail.com

Abstract

Objective of the study was to analyze benefits of innovative technologies for adaptive physical education specialist supplementary training service.

Methods and structure of the study. We used the following theoretical research methods: reference literature analysis; relevant legal/ regulatory framework analysis, data systematization and classification; analysis and synthesis; and data generalization. Benefits of the innovative adaptive physical education specialist supplementary training service technologies developed by Lesgaft National State University of Physical Education, Sport and Health (St. Petersburg) have been tested and analyzed since 2011 including the latest tests under the "Accessible Environment" and "Sports a Life Norm” Federal Projects.

Results and conclusion. The innovative technologies analyzed herein are grouped into (1) the ones applicable upon the secondary vocational education or advanced education or both; and (2) technologies applicable in the secondary vocational education / advanced education process.

The modern market-demand-sensitive socio-economic interests on the whole and educational service in particular need to be prepared for fast responses to the rapidly changing market realities, and this is particularly true for the professional adaptive physical education specialist training service with its specialist qualification system. The educational service should give a special priority to the modern innovative adaptive physical education specialist supplementary training service technologies due to their cost- and time-efficiency in the adaptive physical education specialist trainings sensitive to the trainees’ individual backgrounds and practical experiences in the core service fields.

Keywords: innovative training technologies, specialist supplementary training service, adaptive physical education, physical education, sports, education levels.

Background. In the context of the national educational system reforms to improve its labor market sensitivity and the valid professional standards with the independent specialist qualification systems and many other factors, the supplementary education system needs to implement modern innovative technologies, primarily in the relatively new adaptive physical education specialist training domain. These initiatives are associated with the tighter professional standards and specialist training requirements in this education sector; a wide range of the health and age groups (newborns to seniors) served by the adaptive physical education specialists; a wide range of adaptive physical education service disciplines (adaptive physical education as such; adaptive health sports; adaptive motor rehab service; physical rehabilitation, extreme sports; and creative body-shaping/ correctional practices); plus the versatile and volatile market demands for the adaptive physical education specialists in the context of the newly emerging adaptive physical education methods and models with the changing adaptive physical education service standards and requirements [ 1-3]. These volatile factors seriously complicate attempts to develop an ideal Federal State Adaptive Physical Education Standard to secure a lifelong education basics for an adaptive physical education specialist.

This is the reason why Federal Law of December 29, 2012 No. 273-FL "On Education in the Russian Federation" gives a special priority to the supplementary professional education service geared to ensure high flexibility, mobility and service sensitivity to the individual progress needs by the individual training trajectories and special emphases on the progress barriers, gifts and growth opportunities of every physical education specialist.

Objective of the study was to analyze benefits of innovative technologies for adaptive physical education specialist supplementary training service.

Methods and structure of the study. We used the following theoretical research methods: reference literature analysis; relevant legal/ regulatory framework analysis, data systematization and classification; analysis and synthesis; and data generalization [1, 7]. Benefits of the innovative adaptive physical education specialist supplementary training service technologies developed by Lesgaft National State University of Physical Education, Sport and Health (St. Petersburg) have been tested and analyzed since 2011 including the latest tests under the "Accessible Environment" and "Sports a Life Norm” Federal Projects [4-7].

Results and discussion. The innovative technologies analyzed herein are grouped into (1) the ones applicable upon the secondary vocational education or advanced education or both; and (2) technologies applicable in the secondary vocational education / advanced educational process.

Group 1 of the innovative adaptive physical education specialist supplementary training service technologies should be implemented conditional on the trainees being grouped into at least the advanced training group, professional retraining group and internship planning group. Basically the grouping may be made based on the primary professional background into (1) trainees with master or specialist degrees; (2) trainees with bachelor degrees; (3) trainees having secondary vocational education degrees.

Each of the above groups, or two-three of them, should be further classified into [1, 2]: (1) trainees having adaptive physical education specialist backgrounds; (2) trainees having education in the adaptive-physical-education-related knowledge fields including physical education, medicine, biology, correctional pedagogy i.e. defectology (typhlo-, surdo- [hearing-impaired], oligophrenic pedagogy, speech therapy, etc.); (3) trainees having backgrounds in pedagogy and psychology; (4) trainees with adaptive-physical-education-unrelated backgrounds like economics, law, technical and other sciences etc.

The adaptive physical education specialist supplementary training course curricula developers should take into account the trainees’ advanced education time periods and practical experiences/ service records in the adaptive-physical-education-related, unrelated and other special service fields. These and other considerations need to be respected when developing the customizable adaptive physical education specialist supplementary training course curricula with timeframes varying from 16 to 200 hours. It should be emphasized that the adaptive physical education should not be viewed as only a special physical education knowledgebase including elements of physical education, medicine and correctional pedagogy (defectology), but also as a special evolving knowledge domain where many relevant sciences interpenetrate and synergize on a specific theoretical, practical and empirical bases to find effective solutions for every of the above six adaptive physical education service disciplines [2].

Knowing the above specifics of the modern adaptive physical education service, and provided the trainees are grouped as described above, the adaptive physical education specialist supplementary training course curricula will be developed to ensure due flexibility and mobility of the supplementary educational service, with every trainee’s progress secured by the individual education trajectory, with every progress barrier timely removed to facilitate growth of the professional knowledgebase, experience and competencies. The innovative adaptive physical education specialist supplementary training technologies should be implemented so as to complement and empower the traditional and modern adaptive physical education specialist training methods and tools [1, 7]. The latter may include: internships at the relevant educational institutions licensed for the adaptive physical education specialist training service; field refresher adaptive physical education specialist courses (as provided by S.P. Evseev, 1998), when an interested local corporate customer contracts a few (normally five to six) teachers to train 50-100 students at a local establishment; networking adaptive physical education specialist supplementary training service formats; distance learning formats of the refresher/ retraining adaptive physical education specialist supplementary training courses; "cumulative certificate" producing adaptive physical education specialist supplementary training service formats that include many short-term thematic adaptive physical education workshops, conferences, round tables in a few of the six adaptive physical education disciplines;  inclusive adaptive physical education service formats when the health groups are trained together with their healthy peers, etc. It should be mentioned that every of the above adaptive physical education specialist supplementary training service formats have been repeatedly tested in practice and recognized beneficial [1-6].

Group 2 of the innovative adaptive physical education specialist supplementary training service technologies applicable in the SCE/ advanced education process have proved particularly beneficial for the students majoring in the adaptive physical education for disabled, Physical Education and Sports disciplines. The bachelor/ master course students majoring in the adaptive physical education for disabled people may be offered special advanced training/ retraining service to complement their standard physical education and Sports curricula; whilst the bachelor/ master course students majoring in the Physical Education and Sports may complement their studies by the special adaptive physical education specialist supplementary training service course.

Conclusion. The modern market-demand-sensitive socio-economic interests on the whole and educational service in particular need to be prepared for fast responses to the rapidly changing market realities, and this is particularly true for the professional adaptive physical education specialist training service with its specialist qualification system. The education service should give a special priority to the modern innovative adaptive physical education specialist supplementary training service technologies due to their cost- and time-efficiency in the adaptive physical education specialist trainings sensitive to the trainees’ individual backgrounds and practical experiences in the core service fields.

References

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