Background. The cadets experienced particular difficulties in a pandemic period because due to isolation and faced a number of unanticipated challenges like stress, anxiety, and low learning outcomes. Objectives:The aim of the study was to evaluate the effectiveness of sport and traditional games to improve cadets' learning performance and motivation to learning activities and future service duties. Methods. The pedagogical experiment was organized at the Military Academy (Odesa, Ukraine) during the 2020-2021 academic year. The research group, on the basis of empirical research, designed the leisure time activities program using five categories of exercises: classical sport team games, individual sports, well-known Ukrainian traditional games; unknown foreign traditional games, and martial arts. Results. During 20 weeks the researchers observed EG and CG groups conducting interviews, analyzing cadets' behavior, monitoring their learning outcomes. The experiment findings revealed that the usage of sport and traditional games was an effective psychological and pedagogical technique to improve the learning process at the higher military educational establishment. On average, the technology effectiveness showed that qualitative changes by three points more. The largest increases were identified for high (3,6 points) and moderate degrees of effectiveness (7,8 points). At the same time, self-organized or poor-organized leisure leads to minor improvements in psychological condition and cognitive abilities among the cadets. Conclusion. Consequently, the usage of sport and traditional games would be an effective instrument applied in a post-pandemic period at the higher military educational establishments. Also, the study presented the recommendations to implement the games during the learning process at the higher military educational establishments.
The purpose of the study was to identify what influence the leadership program delivered in English and using the specialism content has on the Military Academy students’ leadership qualities. The study utilised quantitative and qualitative research methods to draw the data from the adapted Leadership Qualities Test for the Military Officers and a semi-structured interview. The pre-intervention measurement of English language level was also performed. The literature review helped identify the variables for the study. These were leadership qualities such as risk-taking and decision-making capabilities, assertiveness, transformational leadership, resourcefulness, personality features, and a foreign language. The data yielded from the measurements suggested that the leadership programs delivered in English and based on the specialism-related content contributed to fostering the qualities of leadership of the Military Academy students. It was also found that the program enhanced the students’ risk-taking and decision-making capabilities, assertiveness, transformational leadership, resourcefulness, personality features. The above findings were supported by the responses from the focus group interview. The questioned students reported that they generally positively perceived of the program. The reasoning for these perceptions was that it was challenging, practical and resourceful. Moreover, the program appeared to be a fruitful experience for them as they learned from distinguished practitioners.
Logistics readiness is an essential characteristic of future officers of army support units (forces) as it is required for planning and organization of processes and events of people movement, vehicles, equipment and ammunition supplies to the battlefield and military formation redeployment in any position in the shortest term. The purpose of the article is to explain the structure of logistics readiness of future officers of army support units (forces) and to identify its significant components taking into consideration general logistics sustainability of future logistics officers. According to the research, logistics sustainability is the resultant complex consisting of basic qualities and abilities that are professionally important for military logistics sphere. Also, we have explained the implementation of organizational and pedagogical conditions for formation of integral competence of future officers of army support units (forces). To achieve the purpose, the following methods were used: theoretical methods (general scientific methods, partially scientific methods, methods of intersubject research, deductive and inductive methods, generalization of best foreign pedagogical practices, comparative analysis, combination of integral methods, analysis of bibliographical sources, pedagogical forecast and planning methods, classification, formalization and theoretical interpretation methods) and empirical methods (discussions, direct and indirect observation, pedagogical monitoring, self-observation, interviewing, testing, method of expert estimations, self-assessment, pedagogical experiment). The study involved 120 cadets of the Military Academy (Odesa) and 36 experts (officers of logistics units of Operational Command «South» and instructors of the Military Academy (Odesa)) to estimate the qualities and abilities that are professionally important for future logistics officers. As a result, it was found that logistics readiness, which covers all the necessary qualities and abilities, is the basis for integral competence of future officers of army support units (forces) and it is formed in the process of studying at the higher military educational establishment.
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