Improving the System of Formation of University Students’ Competences in the Field of Physical Culture and Sports Based on Information and Digital Technologies

Abstract

С учетом анализа и обобщения научно-методической литературы, интернет-ресурсов, опыта собственной научно-педагогической и спортивной деятельности автором усовершенствована и обоснована система формирования компетенций студентов педагогического университета в области физической культуры и спорта, основанная на информационных и цифровых технологиях. В частности, выявлены узкоспециализированные (мобильные приложения Strava, «Беговой трекер Leap: бег, GPS карта, ходьба», Nike Training Club) и универсальные «сквозные» (пакет Microsoft Office, интернет-браузеры, системы дистанционного обучения Google Meet, Teams, Moodle) цифровые технологии, применяемые на учебных и учебно-тренировочных занятиях по физическому воспитанию. Обозначены типы данных: текстовые, числовые, графические, открытые. На основе информационных и цифровых технологий актуализирована учебная программа. В фонде оценочных средств составлены комплект тем к рефератам, тестовые задания и прикладные математические задачи. Разработаны измеряемые образовательные результаты (дескрипторы) цифровых компетенций, методика формирования навыков применения сквозных цифровых технологий и квалиметрическая рейтинговая технология оценки результатов обучения (формирования компетенций). Экспериментальным путем доказано, что реализация усовершенствованной системы способствует повышению сформированности компетенций студентов. Разработанная с учетом современных цифровых технологий методика позволяет эффективно организовать процесс физического воспитания по формированию компетенций в сфере физической культуры и спорта. The article presents the author’s analysis and generalization of scientific and methodological literature, Internet resources, his own experience of scientific, pedagogical and sports activities, which resulted in improving and justifying the system of formation of competences of pedagogical university students in the field of physical culture and sports basing on information and digital technologies. There have been found some specific (mobile applications “Strava”, “Leap Running Tracker: running, GPS map, walking”, “Nike Training Club”) and all-purpose “cross-cutting” (Microsoft Office package, Internet browser, Google Meet, Teams, Moodle distance learning systems) digital technologies used in educational and training classes in Physical Education. Data types are text, numeric, graphic, open. The curriculum has been updated taking into account information and digital technologies. For the fund of evaluation tools, there has been compiled a set of topics for abstracts, tests and applied mathematical problems. The author has also developed measurable educational results (descriptors) of digital competences, methods for the formation of skills in the use of cross-cutting digital technologies and a qualimetric rating technology for epy assessment of learning outcomes (competence formation) have been developed. It is proved experimentally that the implementation of the improved system contributes to the formation of students’ competences. The methodology developed taking into account modern digital technologies makes it possible to effectively organize the process of physical education for the formation of competences in the field of physical culture and sports.

Impact of Digital Competence on the Teaching of Sports Education Curricula in IRAQI Civil Universities

“…The use of digital information and technologies, such as mobile applications and distance learning systems, has been identified as essential tools in physical education classes [9,1]. However, the use of e-learning methods has also led to high levels of professional stress and stress among faculty members of physical education and sports sciences [8] to meet these challenges, it is necessary for universities and colleges to reduce the burden associated with online teaching and provide support to faculty members [14,15]. In addition, the development of digital citizenship among university professors is critical, particularly in the context of integrated education and the growing reliance on the Internet for teaching and learning [6,13].…”