Health-deficient schoolchildren's physical education competences rating methods and tools

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Postgraduate G.B. Glazkova1
PhD, Associate Professor L.A. Parfenova1
1Volga Region State Academy of Physical Culture, Sport and Tourism, Kazan

Keywords: health-deficient schoolchildren, physical education, competency-building approach, physical education competences.

Background. The national education system reform with transition to the competency-building model implies the physical education system being modernized as required by the valid Federal State Education Standards (FSES), with due physical competencies being formed in schoolchildren via the modern school Physical Education curriculum. It should be noted, however, that the FSES do not give clear interpretations and definitions for the specific academic progress criteria (competences) in the physical education (PE) domain; and this is the reason for the existing inconsistency and contradictions in the physical education progress measures and, hence, for certain problems in the national physical education system.

Objective of the study was to identify the key physical education competences and their rating criteria in application to the schoolchildren diagnosed with health disorders.

Methods and structure of the study. Our analysis of the available reference literature on the subject and the legal and regulatory framework has confirmed the inconsistency and contradictions in the present competence-rating system and competency-building model [2, 3]. We have analysed the existing theoretical and practical basics for the competency-building model in education and attempted to offer a definition for the notion of physical education competences that we interpret as the schoolchildren’s accomplishments in the Physical Education discipline including due knowledgebase, skills and abilities required for successful, determined and productive application of modern physical education methods, models and tools in their everyday life. 

To develop the definition for the physical education competences, we used the ‘universal educational actions’ (as provided by FSES) i.e. the individual and general accomplishments in the Physical Education discipline versus the key competences as defined by A.V. Khutorskoy [5] to adapt them to the physical education needs and abilities of the health-deficient schoolchildren; and developed the relevant competences-rating system to track their progress.

Given in Table 1 hereunder are the competences most important for the schoolchildren diagnosed with different health disorders, including the values- and senses-related, learning and cognition and informational competences. We are going to list the general cultural, communication, social, employment, and personality-improvement competences in our next study.

Table 1. Physical education competences: definitions and rating tools

Key competences as provided by A.V. Khutorskoy

Physical education competences

Competences-rating tools

1. Values- and senses-related competences

Values- and senses-related competences mean the world-outlook guiding values making it possible to perceive and understand the world and find own ways in it being fully aware of own role and mission when taking decisions and actions

- Ability to efficiently apply the available knowledgebase, skills and experience in physical and intellectual competitions (VC-1);

- Commitment for active contribution to health and project activity (VC-2);

- Commitment for systemic class- and off-class physical education progress (VC-3);

- Commitment for self-reliant physical education and health activity (VC-4)

 

VC-1 is measured by the relevant Check Lists designed to rate problem solving skills; ability to substantiate your decision; skill to demonstrate problem solving method by sharing physical abilities; ability to efficiently apply knowledge in practice having analyzed options; and ability to make conclusions and present them.

VC-2 is measured by the relevant Check Lists designed to rate the competency in a variety of viewpoints on the project subject and implementation methods; ability to identify the core problem of the project, set its mission and, goals and offer solutions; ability to act creatively and untraditionally in the problem solving process; ability to efficiently apply practical experience to solve extra tasks; and ability to rate group performance, find errors and offer solutions.

VC-3 is measured by the relevant Check Lists designed to rate the physical education skills; diligence in morning exercise at school; physical education and health practices; problem-solving intellectual/ physical education/ health games; and in the modular practices.

VC-4 is measured by the relevant questionnaire survey forms to rate progress in home tasks in physical education; progress in morning exercises at home; health and fitness club activity; active leisure with families and friends; and therapeutic physical practices at home.

2. Learning and cognitive competences

Learning and cognitive competences mean the knowledgebase and skills in the self-reliant cognitive activity with elements of logical, practical and general learning activity as required by the education disciplines, including process design, goal-setting, planning, analyzing, reflexion and academic progress self-rating knowledge and skills.

- Theoretical and practical knowledge in the physical education and health domain (LCC-1);

- Ability to mobilise the cognitive and intellectual skills at physical education and intellectual competitions (LCC-2);

- Ability to conduct PE sessions, including their preparatory and finalizing practices; corrigent gymnastics and joint workouts; active breaks and physical training minutes in other lessons (LCC-3)

LCC-1 is measured by the relevant tests to rate the knowledge of the Olympic history; basics of physical culture and sports; awareness of the healthy lifestyle and health improvement methods; role of physical education for the latter; institutional and practical aspects of modern physical education process; and personal physical fitness and progress self-rating methods.

LCC-2 is measured by the relevant Check Lists designed to rate the ability to summarize and analyze data; ability to explain a physical exercise; ability to demonstrate an exercise technique; and necessary cognitive qualities.

LCC-3 is measured by the relevant Check Lists designed to rate the ability to lead the preparatory and finalizing parts of each session; corrigent gymnastics and joint workouts; active breaks and physical practices in other lessons.

3. Informational competences

Informational competences mean the knowledgebase and skills in applying modern IT to independently find, select and analyze necessary data and to process, systematize, store and share them

 

- Information processing ability (to collect, analyse and summarize data) (IC-1);

- Computer technology application ability (IC-2);

- Graphics processing and presentation ability (IC-3);

- Software installation ability (IC-4);

- Real-time electronic communication ability (IC-5)

IC-1 is measured by the relevant Check Lists to rate the data processing ability;

IC-2 is measured by the relevant Check Lists to rate the computer technology application ability;

IC-3: is measured by the relevant Check Lists to rate the graphics processing and presentation ability;

IC-4 is measured by the relevant Check Lists to rate the software installation ability;

IC-5: is measured by the relevant Check Lists to rate the real-time electronic communication ability
 

The available theoretical and practical experience [1, 4] and standard physical education competences were applied to design a new physical education model for the secondary school children diagnosed with health disorders, based on the competency building approach [3], with the experimental curriculum and due institutional and educational provisions to facilitate PE and health improvement for this school group. The physical education model benefits were verified by the model piloting experiment with 90 (44 girls and 46 boys) 5-6 graders diagnosed with health disorders being sampled for the experiment at Gymnasia #59, 44 of Ulyanovsk. The sample was split up into two Experimental Groups (EGs) and two Reference Groups (RGs). The RG were trained under the traditional curriculum for SHG, and the EGs were trained as required by the experimental model.

Study results and discussion. The new physical education model was found beneficial as verified by the physical development, fitness and competence progress tests that showed positive variations in every test rate in the EGs. As a result of the model piloting experiment, 9 schoolchildren (20.0%) were upgraded to the preparatory health group and 6 (13.3%) to the main health group.

The EG progress tests showed their progress in the theoretical and practical knowledge; active cognitive, instruction and practical performance; and the physical education competences (including learning and cognitive, informational and values- and senses-related ones) building in the experiment. Our correlation analysis of the EG physical competences showed their learning and cognitive competences being in strong correlation with the other competences to facilitate their progress.

Conclusion. The physical education competences building focus of the new physical education model for the secondary school children diagnosed with health disorders was found to facilitate the physical education process of this health group with the traditional learning model being transformed to effectively integrate and harmonise the children’s cognitive and motor activity.

References

  1. Parfenova L.A. Soderzhanie i organizatsiya fizicheskogo vospitaniya mladshikh shkolknikov spetsialknoy meditsinskoy gruppy [Content and organization of physical education of primary pupils of special health group]. Fizicheskaya kultura: vospitanie, obrazovanie, trenirovka, 2012, no. 1, pp. 60-65.
  2. Parfenova L.A., Glazkova E.V. Napravlennost i rezultativnost kompetentnostnogo podkhoda v fizicheskom vospitanii shkolnikov s otkloneniyami v sostoyanii zdorovya [Trend and efficiency of competency building approach in physical education of pupils with medical issues.]. Teoriya i praktika fiz. kultury, 2016, no. 2, pp. 54-58.
  3. Parfenova L.A., Glazkova E.V., Makarova E.V. Soderzhanie i organizatsiya fizicheskogo vospitaniya uchaschikhsya s otkloneniyami v sostoyanii zdorovya na osnove realizatsii kompetentnostnogo podkhoda  [Competency building approach to physical education of school children with medical issues]. Teoriya i praktika fiz. kultury, 2016, no. 10, pp. 24-26
  4. Parfenova L.A., Glazkova E.V. Formirovanie fizkulturno-ozdorovitelnoy motivatsii u shkolnikov s otkloneniyami v sostoyanii zdorovya na osnove kompetentnostnogo podkhoda [Formation of health and fitness motivation in pupils with medical issues based on competency building approach]. Nauka i sport: sovremennye tendentsii, 2016, no. 1, pp. 55-63.
  5. Khutorskoy A.V. Klyuchevye kompetentsii kak komponent lichnostno-orientirovannoy paradigmy obrazovaniya [Key competences as part of personality-centered education paradigm]. Doklady 4-y Vseros. distantsionnoy avgustovskoy pedagogicheskoy konferentsii «Obnovlenie rossiyskoy shkoly» (Reports of the 4th Russian distance August teacher training conference "Russian school modernization" (August, 26 - 10 September 2002). – http:// www.eidos.ru/conf/

Corresponding author: laraparf@mail.ru

Abstract

Objective of the study was to identify the key physical education competences and their rating criteria in application to the schoolchildren diagnosed with health disorders. As required by the relevant Federal State Education Standards (FSES), we identified the key physical education competences (including values- and senses-related, general cultural, cognitive and learning, communication, social, labour, informational and personality development competences) of the secondary school children diagnosed with health disorders. Due emphasis on the key physical education competences was made to design a new physical education model for the secondary school children diagnosed with health disorders (based on the competency-building approach). The new experimental education model secures the relevant institutional and educational provisions to improve the physical progress and health of this health group. The education model was found beneficial as verified by the model piloting experiment with 90 health-deficient 5-6- grade schoolchildren (44 girls and 46 boys) of Gymnasia #58, 44 in Ulyanovsk sampled for the experiment. We concluded that the modern physical education process for schoolchildren with health disorders shall be designed to build up the relevant physical education competences, with the traditional school curriculum being revised to harmonically integrate the cognitive and physical activity.