A.B. Sharafeeva, senior lecturer
National Research Tomsk State University, Tomsk

Keywords: specialist, physical culture, technology, competency, sports and recreational activities.

The intensification of training by making students more active and improving control over their cognitive activity is one of the ways to address the problem of enhancement of the efficiency and quality of expert training. The technological chain of pedagogical activities, operations and communications is arranged in the strict compliance with the objectives in the manner of specific expected result. This is a procedural implementation of different parts of the educational process in the form of an action system, i.e. planned procedure.

The purpose of the designed technology was to form sports and recreational competency of students of the department of physical education [7]. The consistent development of competency in the educational process is carried out in phases.

We have defined the following phases: motivational, theoretical learning, practical learning and reflexive.

During the motivational phase it is necessary to ensure the formation of knowledge of sports and recreational activities, reveal its significance and develop the cognitive interest in the profession and to the subject among the students.

The following tasks were set: to enhance students' interest in sports and recreational activities; to supplement the knowledge of students about the importance of sports and recreational activities; to broaden the students' views of the potential of pedagogical knowledge in relation to their future professional activities; to actualize the professionally significant motives for the achievements and affiliation and the value orientations ​​of the actualization in sports and recreational activities.

These tasks were carried out on the basis of problem-oriented approach [6]. The process of studying the topic of a lesson included the problematic issue and its initial discussion with students in the form of ideas, remarks and reflections; teacher's statement of the essence of the issue; a collective summary of the discussed problem and searching for possible solution.

The diagnostics revealed the following changes: many students became interested in sports and recreational activities; students' views of the importance of health improving physical culture and of the opportunities to apply the knowledge in their future career were supplemented. However, the motives for achievements were not actualized for all of the students and that became a reference point for further work.

The theoretical learning phase is aimed at forming intellectual (theoretical) skills and abilities of students to solve theoretical problems in the learning process.

The objectives of this phase: to develop professional skills; to develop skills of professional and pedagogical communication and communication skills; to develop the ability to analyze and evaluate one's own activities and training activity of students and make appropriate adjustments.

Situational problems are the primary means of competency development in this phase. Situational modeling (or situational problem solving) as a teaching method is applicable to both theoretical and practical training.

This phase caused the following changes, detected in the course of diagnostics: the knowledge on physical recreation was systematized; the students started to use the terminology related to sports and recreational activities more freely and realized the need to prepare for this activity, the situational use of pedagogical knowledge in solving communicational and professional tasks was observed. In the next phase we made adjustments in the educational process based on the analysis of the diagnostic data.

The phase of practical learning is focused on the formation of the abilities of students to apply knowledge and skills in situations of game interaction and find solutions to professional problems on their own through the development and implementation of programs in the sphere of sports and recreational activities.

The tasks of the phase: to master the methods of interpersonal interaction; to apply the acquired knowledge, to develop training programs and conduct sports and recreational activities, to learn how to properly evaluate one's own actions and analyze sports and recreational activities.

During this phase of formation of the sports and recreational competency we used the means aimed at creating quasi-professional activity that contributed to the emotional richness and stirred up the interest of the students [2].

The results of the diagnostics at the end of this phase showed that the conditions that we had created in the course of the experiment with the students and the proposed system of means and methods contributed to the fulfillment of the set tasks.

The reflexive phase is aimed at forming of long-term personal reflexion. In order to get a feedback after game exercises the method of debriefing was used. A training session without proper debriefing is just a set of games and exercises [3, 5].

In the course of reflexive activity the students acquire the ability to analyze and evaluate their own actions (type, meaning, means of implementation, results, problems encountered and solutions for them) and conditions; the ability to understand their own individuality; the ability to adjust their individual way of learning.

At the end of the reflexive phase the final diagnostics of the components of the sports and recreational competency was carried out (Fig. 2). The level of formation of the sports and recreational competency of the students was determined using the integrated assessment [7].

In the experimental group 45% of the students had the motivational component developed on a “high” level, while in the control group - 0%. In the experimental group 55% of the students had the cognitive component formed on the “high” level and no one reached that level in the control group.

Most of the students in the control group had the subject-professional component developed on the “satisfactory” level (60%), while in the experimental group only 5% of students were at this level. In the control group no one reached the “high” level of development of the noted component, but in the experimental group 70% of the students managed to do that.

In the experimental group 70% of the students had the reflexive component developed on the “high” level, while in the control group - only 10%. The majority of students in the control group (55%) had this component developed on the “low” level.

The share of students who reached a “high” level of development of the communicative component was 45% in the experimental group versus 10% in the control group. The level of development of the sports and recreational competency in the experimental group changed from “satisfactory” to “high”, while in the control group it remained “satisfactory” (Fig. 1,2).

The gradual formation of professional and pedagogical competency is provided by a set of didactic means, which changes its characteristics with the transition to next phases. Evaluation of the indices of the stipulated components at the end of each phase is used to control the process of assimilation of educational material by students and to make timely adjustments in the educational process.

References

1. Balandin, V.A. The method of active learning "Case Study". "Classification and application basics: study guide / V.A. Balandin, J.K. Chernyshenko, S.A. Loktev, et al. - Rostov-on Don, 1997 - 153 P. (In Russian)
2. Basalaeva, N.V. The specifics of meaning making in terms of quasi-professional activity: Ph.D. thesis / N.V. Basalaeva. - Barnaul, 2006. (In Russian)
3. Gudkova, T.P. Using the debriefing structure in e-learning / T.P. Gudkova // Electronic journal "Social Computing" [electronic resource]. URL: http://sc-journal.mggu-sh.ru/ (date accessed: 31.10.2012). (In Russian)
4. Neverkovich, S.D. Psychological and pedagogical foundations of gaming methods of personnel training: abstract of doctoral thesis (Hab.) / S.D. Neverkovich. - Moscow: SCOLIPC, 1988. - 31 P. (In Russian)
5. Russell, T. Effective feedback skills / T. Russell. – St. Petersburg, 2003. – 176 P. (In Russian)
6. Shamova, T.I. Problem method in education /S.G. Vorovshchikov / Series. Management school. – Moscow: Perspektiva, 2010. – 64 P. (In Russian)
7. Sharafeeva, A.B. Assessment of physical education and recreational competency of future specialist in physical education / A.B. Sharafeeva // Vestnik Tomskogo gosudarstvennogo universiteta № 370, Tomsk, 2013. P. 144 – 148. (In Russian)

Corresponding author: kapil@yandex.ru