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THE RUSSIAN JOURNAL OF PHYSICAL EDUCATION AND SPORT (Pedagogical-Psychological and
Medico-Biological Problems of Physical Culture and Sports), Volume 12 No.3 2017
ISSN 2070 -4798
130
Novosibirsk, Science, Sib. otdelenie, 1989. (in
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(Scopus)
Submitted: 02.09.2017
Received: 05.09.2017
Authors information
Olga M. Zheleznyakova – Doctor of Pedagogical Sciences, Professor Ulyanovsk State
Pedagogical University Named after I.N. Ulyanov, 4, Area of 100 th Anniversary of V.I. Lenin's
Birth, Ulyanovsk, 432700, Russia, E-mail of [email protected]
For citations: Zheleznyakova O.M. The aim of education: context of complementarity, The
Russian journal of physical education and sport (pedagogico-psychological and medico-biological
problems of physical culture and sports), 2017, Vol. 12, No.3, pp. 120-130. DOI
10.14526/03_2017_247
DOI 10.14526/03_2017_248
EFFECTIVENESS ESTIMATION OF PHYSICAL CULTURE TEACHERS’
PROFESSIONAL COMPETENCE
Elvira I. Mikhailova - Candidate of Pedagogics, Professor
Nikolay G. Mikhailov - Candidate of Pedagogics, Associate Professor,
Elena B. Derevleva - Candidate of Pedagogics, Associate Professor
Pedagogical Institute of Physical Culture and Short,
“Moscow City Pedagogical University”,
Balaklavskiy Avenue, House 32, Block 4, Moscow, 117303, Russia
E-mail: [email protected]
Annotation. The article is about the questions of professional competence formation and estimation
among physical culture teachers. Material. The indices of physical culture teachers’ professional
competence are considered in terms of training teams for health improving aerobics competitions.
Research materials: physical culture teachers’ professional competence analysis, pedagogical
experiment. Results: “Physical culture teacher’s competence profile” is created, which is used for
effectiveness of his work estimation in terms of training teams for health improving aerobics
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competitions. Conclusion. The indices of a teacher’s profile of competence can be used for a
teacher’s professional mastery estimation.
Keywords: health improving aerobics, professional competencies, the profile of physical culture
teacher’s competence
Introduction. In order to provide
qualitative education it is necessary to have
the specialists, who are able to meet
competition at labor market, who are
competent in their profession and are ready
for a constant professional development [5].
The demands description, placed upon the
specialist in the sphere of physical culture and
sport, is determined through the notion of
comprehensive school teachers’ professional
competence [1, 2] and is reflected in
specialized literature [6]. The system of
physical upbringing among children and
youth is no exception in this regard.
Considerable changes and transformations
take place in this system, which realize the
theses of the law №273-FL “On education in
the Russian Federation”.
The state system of physical culture
and sport provides obligatory physical culture
lessons at educational establishments, which
form the base for health and a wide range of
abilities and skills in vitally necessary
movements fulfillment, realize the initial
orientation of children at a definite kind of
sport is realize. The materials on professional
competencies development in terms of
qualification improvement program “Aerobics
for health improvement among children and
youth” [3] has been already studied in special
literature. However, the question about the
definite indices creation of physical culture
teachers’ professional competence is still very
urgent. These indices should help to estimate
the separate components of a teacher’s
professional mastery. It should be also noted
that a modern teacher fulfills several
functions, which make “Physical culture”
subject attractive for schoolchildren, in
particular sports teams training in different
kinds of sport.
Nowadays aerobics is actively used in
the program of school physical upbringing in
order to solve not only health improving,
educational and upbringing objectives, but
also as the whole system of sports
competitions. However, school teams training
for health improving aerobics competitions is
connected with the definite competencies
formation, which are usually formed among
trainers. Such kinds of competencies are not
enough studied in special literature.
The aim of the research is in the
methodology creation of physical culture
teacher’s professional competence estimation.
Research methods and research
organization. Physical culture teacher’s
professional competence (PC) was considered
in the research as the sum of pedagogical,
communicative (CC), information (IC) and
managerial (MC) competencies. The indices
of pedagogical competence were divided into
the indices, which characterize physical
culture teacher’s knowledge (PCK) and the
indices, which characterize practical side of
this activity, demonstrated in a form of
abilities and skills, necessary for physical
culture teacher during the process of
professional activity (PCAS) [4].
19 physical culture teachers took part
in the research, who studied in terms of
qualification improvement program “Aerobics
for health improvement among children and
youth” and trained health improving aerobics
teams for Moscow Fitness-festival “F2”. The
average age of physical culture teachers, who
took part in the pedagogical experiment, was
35±10 years old, pedagogical experience was
12±9 years. At the same time, 5 physical
culture teachers didn’t have profile education.
They were students of different physical
culture higher educational establishments in
Moscow.
During the pedagogical experiment
also the results of health improving aerobics
teams, which were trained by the teachers of
the experiment, were studied,
interconnections between professional
competence indices of physical culture
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teachers and the results of the trained by them
teams performance were analyzed.
Research results.
Table 1 presents the components
characteristics of physical culture teachers’
professional competence, who were trained at
qualification improvement courses “Aerobics
for health improvement among children and
youth”. It turned out that the initial indices of
pedagogical, information and managerial
competencies were lower than 4 points and
only the indices of communicative
competency were 4,1±1,0 points.
Table 1 – The components characteristics of physical culture teachers’ professional competence
(n=19) before and after the qualification improvement courses “Aerobics for health improvement
among children and youth”.
Conditions PCK PCAS CC IC MC
Before the
qualification
improvement
3,9±0,7 3,8±1,1 4,1±1,0 3,7±1,0 3,8±0,9
Сoefficient of
variation 2,2 3,8 4,0 2,7 3,6
After the
qualification
improvement
4,3±0,6 4,3±0,7 4,4±0,6 4,0±0,7 4,2±0,8
Сoefficient of
variation 2,0 2,1 2,0 2,5 2,7
As a result of mastering the program
of qualification improvement the average
indices of professional competence among
teachers increased. The indices of
communicative, information and managerial
competencies increased to 0,3 points, the
indices of pedagogical competency in terms
of knowledge increased to 0,4 points, in terms
of abilities and skills- to 0,5 points. The
observed changes can be explained as the
ability to learn quickly, mastering the
materials of the program of qualification
improvement courses.
After qualification improvement
courses the highest marks physical culture
teachers show in communicative competency
- 4,4±0,6 points, which is an integral part of
professional mastery among the specialists,
who teach aerobics. Lower were the indices of
pedagogical competency, which were 4,3±0,6
points in terms of knowledge and 4,3±0,7
points in terms of abilities and skills. The
indices of managerial competency, the
volume of which is 4,2±0,8 points, show
sufficiently high level of health improving
aerobics lessons organization and realization
among teachers. Information competency
indices were in the average 4 points and
turned out to be the lowest ones, which proves
the necessity to improve them.
The second observed regularity in
competence indices changes proves the
decrease of indices variation of each
component in professional competence. It is
proved by the volume of variation decrease of
the separate competence indices after
qualification improvement courses. For
example, PCAS index variation decreased
from 3,8 to 2,1 points, CC index from 4,0 to
2,0 points. It is probable that the marks of
professional competence components become
more homogeneous and it shows the level of
corresponding competencies equalization
among physical culture teachers, who had
qualification improvement courses. PCK
index variation decreases only from 2,2 to 2,0
points, which proves sufficient level of
teachers in the sphere of physical culture
special knowledge. IC and MC indices
variation decrease can be connected with the
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questions, which physical culture teachers pay
less attention to, than the questions of
methodology of practical lessons
organization.
For the structure of professional
competence comparison “competence profile
of a teacher” index was offered. Competence
profile of physical culture teacher reflects the
peculiarities of the separate competence
components formation of the definite teacher.
Picture 1 demonstrates this statement, where
the lower curve presents competence profile
of B.L. teacher before qualification
improvement courses and the upper curve
presents the profile after the courses.
Picture 1 – Competence profile of teacher B.L. before (the lower curve) and after (the upper
curve) qualification improvement courses
Баллы-points; до КПК (курсы повышения квалификации)-before QIC(qualification
improvement courses); после КПК –after QIC; ПКЗ-PCK; ПКУН-PCAS; КК-CC; ИК-IC; УК-
MC;
Teacher B.L. had the lowest indices of
competence before the courses (picture 1). It
is proved by the indices of most components
of professional competence, which were
within the limits of 1,0 point in case of
communicative competency, till 1,6 points in
case of information competency index. Only
pedagogical competency indices in terms of
knowledge had 2,9 points (picture 1, the
lower curve). It is probably can be explained
by insufficient knowledge of aerobics lessons
content, as the kind of motional activity. After
the courses professional competence indices
increased from 0,1 points for pedagogical
competency index till 2,0 points for
communicative competency index (picture 1,
the upper curve). General index of
professional competence increased from 1,6
to 2,8 points.
Less pronounced changes shows
teacher K.M., who has 14th
qualification
category (picture 2). During his questioner
survey analysis it turned out that K.M. had
been working with aerobics teams during 5
years, this teacher controls section lessons at
the educational establishment.
Comparing presented by the pictures
profiles, we can come to the conclusion that
the program of qualification improvement
courses for health improving aerobics
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teachers has different influence on
configuration of “a teacher’s competence
profile” index. That is why “a teacher’s
competence profile” index can be used as a
diagnostics means of professional mastery
estimation among physical culture teachers
and as the estimation instrument of mastering
effectiveness the content of qualification
improvement courses educational program.
During the pedagogical experiment
hypothesis about the interconnection between
physical culture teachers’ professional
competence and their success in training
aerobics teams was checked. As the
characteristics of performance success
mentioned above marks of the teams for the
performance at competitions were used. As
the method correlation analysis between the
indices of the separate parts of professional
competence and the marks, received by the
team during aerobics competitions at Moscow
fitness-festival “F2”, was used.
Picture 2 – Competence profile of teacher K.M. before (the lower curve) and after (the upper
curve) qualification improvement courses
Баллы-points; до КПК (курсы повышения квалификации)-before QIC(qualification
improvement courses); после КПК –after QIC; ПКЗ-PCK; ПКУН-PCAS; КК-CC; ИК-IC; УК-
MC;
Presented in table 2 results of
correlation analysis show, that only some of
the received correlation coefficients were
valid. No connection between the results of
the performance and some competence
indices of teachers, who trained these teams
for aerobics competitions at Moscow fitness-
festival “F2”, was revealed (pedagogical
competency in terms of knowledge,
managerial competency and professional
competency).
Table 2 – The values of correlation coefficients between the marks of the teams, trained by the
teachers, and the indices of competence
Indices PCK PCAS CC IC MC PfC
Artistry -0,01 0,45* 0,46 0,18 0,44 0,46
Technique 0,07 0,54 0,37 0,33 0,53 0,46
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Impression 0,22 0,48 0,48 0,45 0,35 0,47
General 0,15 0,49 0,42 0,4 0,39 0,46
* in bold type are valid r in terms of P<0,05
It turned out that there is a valid
connection between pedagogical competence
indices in terms of abilities and skills and the
marks for artistry (r=0,45), technique of
fulfillment (r=0,54), impression (r=0,48) with
general mark of the team (r=0,49). The
received interconnections of teachers’
pedagogical competence indices in terms of
abilities and skills and the separate marks for
competitive program fulfillment of their
students prove correct character of the
modules organization of qualification
improvement program “Technology of
teaching the base elements of aerobics” and
“The basis of competitive aerobics programs
creation and organization”. The first named
module forms the abilities and skills of the
main aerobics exercises correct technique
fulfillment, taking into account their influence
on the main systems of a child’s organism.
The second module masters the technologies
of forming the content of competitive
composition, taking into account the
demands, which are in the rules and theses of
the competitions, for which the team gets
ready. It proves the opinion, earlier expressed
in the literature, about the necessity to
improve practical skills of the specialists in
the sphere of aerobics [2]. It also proves that
practical abilities and skills of physical
culture teacher, to a considerable extent,
determine the level of readiness of the teams
for competitions and the level of his
professional mastery.
The indices of communicative
competency correlate with the marks of the
teams, received for artistry (r=0,46) and
impression (r=0,48). It seems reasonable to
say that the abilities of physical culture
teachers, who master technologies of
controlling states of a person, at qualification
improvement courses, using the combinations
and complexes of aerobic exercises, study the
techniques of managing the group, learn how
to formulate clearly demands for competitive
connections of aerobic exercises fulfillment,
provide communication setting with children.
Information competency indices of a
teacher are validly connected only with the
mark of the team for impression (r=0,45). The
absence of this kind competency
interconnection with other marks proves,
probably, insufficient information support of
physical culture teacher. It proves the
necessity to use widely information
technologies in order to create visual notions
of the fulfilled aerobic exercises, which is
proved by the range of earlier fulfilled works
on health improving aerobics instructor’s
activity computerization.
Teachers’ managerial competency
indices correlate with the marks for artistry
(r=0,44) and the technique of the composition
fulfillment (r=0,53), which proves the
importance of the management development
process during aerobics lessons, characterizes
the necessity to develop abilities of managing
the team during aerobics lessons.
Teachers’ professional competency
indices demonstrate the connection with all
kinds of their students marks (table 2).
Positive value of correlation coefficient in this
case proves the marks increase for the
performance of a team, if a teacher, who
trains them, pays attention to own
professional mastery increase, which is
reflected in the level of his personal
pedagogical, communicative and managerial
indices of competence development.
During the research we revealed the
indices of physical culture teachers
professional competence, who trained health
improving aerobics teams and a “teacher’s
competence profile” for each of them was
calculated. The upper diagram of picture 3
reflects competence profile of teacher A.V.,
who trained the team, which showed the
highest for this group of teams result - 26,5
points. The indices of the components of his
competence are close to 5 points. The lower
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diagram of this picture reflects the indices of
the other teacher – B.D. of professional
competence components, who trained the
team, which took the last place during the
competitions and had 16,0 points in the final
protocol.
The indices of his competence
components are within the range of 3,0 to 3,8
points. It helps to make a suggestion that
individual indices of physical culture
teachers’ competence comparison, presented
in a kind of a “teacher’s competence profile”,
can be used for weak points revelation of
physical culture teacher’s professional
training.
Picture 3 – The profiles of competence of A.V. teacher, whose team got the highest marks, and
teacher B.D., whose team got the lowest marks during the competitions of Moscow fitness-festival
“F2”
Conclusion. The indices of a teacher’s
competence profile can be used for a teacher’s
professional mastery estimation and reflect
the most important interconnections between
the indices, which characterize professional
competence of a teacher and his abilities to
train the team of schoolchildren for health
improving aerobics competitions. The index
“a teacher’s competence profile” characterizes
separate parts of professional mastery
development among physical culture teachers
and can be used for the effectiveness of
education estimation during the process of
qualification improvement.
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Authors information
Elvira I. Mikhailova - candidate of pedagogics, professor Pedagogical Institute of Physical
Culture and Short, “Moscow City Pedagogical University”, Balaklavskiy avenue, house 32, block
4, Moscow, 117303, Russia, E-mail: [email protected]
Nikolay G. Mikhailov - candidate of pedagogics, associate professor, Pedagogical Institute of
Physical Culture and Short, “Moscow City Pedagogical University”, Balaklavskiy avenue, house
32, block 4, Moscow, 117303, Russia
Elena B. Derevleva - candidate of pedagogics, associate professor Pedagogical Institute of
Physical Culture and Short, “Moscow City Pedagogical University”, Balaklavskiy avenue, house
32, block 4, Moscow, 117303, Russia
For citations: Mikhalova E.I., Mikhalov N.G., Derevleva E.B. Effectiveness estimation of physical
culture teachers’ professional competence, The Russian journal of physical education and sport
(pedagogico-psychological and medico-biological problems of physical culture and sports), 2017,
Vol. 12, No.3, pp. 130-137. DOI 10.14526/03_2017_248
DOI 10.14526/03_2017_249
MORAL ASPECTS OF ECOLOGICAL EDUCATION
Alexsandr V. Nazarenko – Doctor of Pedagogics, Associate Professor
Irina V. Astrakhantseva –Senior Teacher
Anna I. Kolesnik – Graduate Student
Ulyanovsk State Pedagogical University Named after I.N. Ulyanov,
4, Area of 100 th Anniversary of V.I. Lenin's Birth, Ulyanovsk, 432700, Russia