Introduction Shift of priorities and social values in today's society leads to the need for constant improvement of educational process in higher education institutions. The experts note (Bystrova Yu.V., 2015; Gladush V.A. & Lysenko G.I., 2014; Naul R., Binder D., Ivanenko G., 2019) that the outdated practices prevail in today’s practical activity of higher educational specialized institutions, the ideas of democratization are not sufficiently implemented. The main problems in the development of higher education institutions are student low motivation to acquire knowledge and drop in attendance. This situation necessitates rethinking of the principles, functions and technologies of managing specialist training in Physical Culture and Sports and, thereupon, develops new approaches to the organization of the pedagogical process in a higher education institution. The analysis of special scientific and methodological literature indicates that today the ways of integration of the Olympic education into the school educational process have been extensively revealed (Armor K, Dagkas S., 2012), the educational potential of the Olympic movement has been elucidated (Bulatov M. & Platonov V., 2018), the importance of integrating Olympic education into the specialist training in Physical Culture and Sports (Radchenko LO, 2016), the activity peculiarities of the Olympic Studies Centers operating as part of the specialized higher education institutions of Ukraine (Zagitova & Radchenko, 2019) have been disclosed, whereas the problem of improving the educational process by integrating Olympic education into the educational process of higher education institutions remains a pressing scientific matter. Today’s educational requirements include the training of highly qualified specialists who are able to integrate the theoretical knowledge and practical skills acquired at a higher educational institution into an integral system effectively used in their professional activities. In order to successfully realize personal educational potential of future specialists in Physical Culture and Sports, the development conditions of the qualities such as criticism and non-standard thinking, the ability to produce new ideas and work in a team, etc., must be created. Such tasks are facilitated by the use of interactive learning technologies in the educational process. The working hypothesis is that the use of interactive learning technologies in the study of Olympic education related issues will improve the efficiency of student educational process in higher education institutions preparing future specialists in Physical Culture and Sports. Aim of the Study: to provide the rationale for the use of interactive learning technologies while implementing the Olympic education into the student educational process. Material and methods. Research participants: 12 experts – members of the Olympic Academy of Ukraine, having more than 15 years of pedagogic experience at higher educational institutions, holding managerial positions at sphere-specific educational establishments. 69 students from 8 study groups of the 4th year at the National University of Ukraine on Physical Education and Sport, who major in 0.17 ‘Physical Education and Sport’. Organization of research. The first step was to determine experts’ opinion on the necessity to introduce Olympic education in the student training process. The next step of the study was to determine the educational process efficiency according to I.S. Todorova (Todorova I.S& Pavlenko V.I. 2011). This method employs that the respondents need to answer 20 questions that allow to determine the educational activity efficiency ratio, namely: total educational activity efficiency, motivational subsystem efficiency, operational subsystem efficiency, information subsystem efficiency, and regulatory subsystem efficiency. The level of educational activity efficiency is determined by the quality points earned after calculation. The study was conducted in two cohorts: the 1st cohort is students of the Coach Faculty, and the 2nd cohort is students of the Sport and Management Faculty. Two surveys were undertaken. The first survey was conducted before studying the Olympic Sports. The second one took place in the end of the educational course ‘Olympic Sports’. In this paper, such methods as the analysis of literary sources, synthesis and generalization were used to define interactive learning technologies, the use of which helps to enhance the integration of aspects of the Olympic education into the overall educational process. The application of those methods allowed to develop the content and guidelines for the use of the above-mentioned technologies. Statistical analysis. Statistical processing of the data was performed using the Excel 2010 spreadsheet editor (Microsoft, USA, 2010), the average was used. Results: the expediency of Olympic education implementation in the student educational process was studied; the interactive learning technologies that will facilitate the educational process efficiency among the Physical Culture and Sports future specialists were elucidated; the efficiency of the interactive learning technologies in the Olympic education implementation was disclosed. Conclusions: the interactive learning technologies that will felicitate the creation of a highly-qualified specialist in Physical Culture and Sports, namely: interactive cooperative learning technologies (pairwork, trio rotation, ‘Carousel’, ‘Aquarium’); group learning technologies (‘Brainstorming’, "Decision Tree’, ‘World Café’); situational modeling technologies (‘Six Hats Method’, business games); argument technologies (‘The PRESSING Method,’ ‘What? Where? When? How?’ debates, etc.); and methodological materials for the students of higher educational institutions of Ukraine were produced, based upon this technology data. The use of interactive learning technologies when integrating Olympic education permits to increase the educational process efficiency and helps to improve student motivation to acquire knowledge.
Introduction. There is an urgent issue in the development of modern society is the availability of qualified specialists in various spheres of society. The field of “Physical Culture and Sport” isn`t an exception. An effective tool that contributes to the quality of training for this field is the integration of issues related to Olympic education in the educational process of higher education. Aim is to substantiate the organizational and methodological conditions for the integration of Olympic education into the educational process of students. Materials and methods: analysis of scientific and methodical literature; systematization and generalization; expert survey; modeling. Results. There were identified problems that hinder the effective implementation of Olympic education into higher education institutions of Ukraine and ways to overcome them. There were developed methodical materials for the improvement of the process of integration of Olympic education into the educational process of students. There were developed a structural and functional model of integration of Olympic education into the educational process of students, which consists of effective methods of working with students, such us: practice methods (the interactive technologies of the educational process, the organization of events that relates with Olympic education, etc.); verbal methods (lectures, seminars); visual methods (demonstration of the videos, watching the YouTube channels that devoted to Olympic education) and the most effective forms of organization of the educational process: intensification of researching on Olympic topics, watching movies on the topic of "Olympic Sports", organization and holding of competitions, brain-rings on the subject of Olympic education and Olympic sports. Conclusions. The research allowed to supplement the existing data on the peculiarities of the integration of Olympic education into the process of preparation specialists in higher education institutions of Ukraine. There were determined the organizational and methodological principles of the introduction of Olympic education in the process of students in higher education institutions of Ukraine for the first time.
The purpose of research was to determine effective forms and methods of integration of issues of Olympic education into the educational process of student youth in higher education institutions of Ukraine. Methods of research – synthesis and analysis of scientific and methodological literature, documentary sources, synthesis and generalization, surveys, method of expert evaluations. According to the results of the study, the content and methodological principles of higher education institutions of Ukraine on the introduction of Olympic education in the educational process of student youth are determined. The study involved 12 specialists in the field of physical culture and sports, including representatives of such higher education institutions, as National University of Ukraine on Physical Education and Sport, Lviv State University of Physical Culture, Prydniprovska State Academy of Physical Culture and Sports, Kharkiv State Academy of Physical Culture. Thus, the most effective forms of implementing Olympic education in the educational process, experts (n=12, W = 0.72) identified lectures, seminars (67 points), competitions, Olympiads and brain-rings on the subject of Olympic education and Olympic sports (59 points) and holding scientific and practical conferences on Olympic education (50 points). Also, the experts determined (n=12, W = 0.71) that practical methods (33 points) are the most effective in integrating Olympic education into the educational process of students, the following were noted verbal and visual methods.
The research made it possible to determine the effectiveness of the implementation of questions of the Olympic education in the training of specialists in the sphere of physical culture and sports, to supplement the scientific data related to the implementation of Olympic education in the establishments of higher education of Ukraine.Purpose: identification of problems in the implementation of the Olympic education in the system of training specialists in the field of "physical culture and sport" in Ukraine and the rationale for ways to overcome them.Material and methods: synthesis and analysis of scientific and methodical literature, documentary sources, systematization and generalization, questioning.Results: investigated the implementation of the Olympic education in the establishments of higher education of Ukraine; established sources of information that are used by students to study questions about Olympic education; problems of the implementation of the Olympic education in the system of training specialists in the specialty "physical culture and sports" are defined and ways to overcome them are substantiated.Conclusions: the main reasons for the slow implementation of the Olympic education in the establishments of higher education of Ukraine include the following: stereotypical views of specialists in the formation of research topics; lack of experience of students and teachers in participation in grant projects related to the Olympic education; conservatism in the views of teachers about the organization of the educational process etc. Among the ways to improve the process of attracting students to the study of issues related to the Olympic education, research has allowed: the intensification of work by educational staff and students in searching for grant programs regarding the conduct of scientific research on the problems of the Olympic movement; supplementation of tasks for students independent work with questions that can be found on sports sites; systematic updating and addition of texts of lectures in accordance with changes that occur in the Olympic movement; creation of thematic groups in social networks in which students could share information.
Introduction. Developed communicative competence in the coaching profession allows to interact effectively in future professional activities, interpersonal communication and involves the subject’s mastery of strategies of psychological influence and constructive behaviors in interaction. Aim is to analyze different approaches to determining the structural components of communicative competence and to describe the author’s structure of communicative competence of the future coach. Material and methods. Theoretical - analysis, synthesis, generalization, systematization. Empirical- observations, questionnaires, psychological and pedagogical experiment. Results. Applying a systematic approach to the analysis of the structure of communicative competence, we identified four main components: cognitive (cognitive), communicative-speech, social-perceptual and interactive. Conclusions. The proposed and described author’s structure of communicative competence of the future coach contains four components: cognitive, communicativespeech, social-perceptual, interactive, which give the opportunity to reveal the essence and features of the future coach
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