Методичне забезпечення адаптивної фізичної культури: інноваційний підхід до формування компетентностей майбутніх фахівців

Introduction. The article discusses the problem: what are the effective forms and methods of work of developing professional competence among masters of the department of physical education in the field of training “Physical education for persons with health problems (adaptive physical education)” of the Sevastopol Institute of Economics and Humanities (branch) of the Crimean Federal University named after V. I. Vernadsky. The purpose of the study is to substantiate the importance of organizational and methodological improvement of the quasi-professional sector of the educational process. Methodology. Using scientific methods of pedagogical observation, questioning, studying the products of pedagogical activity and pedagogical documents, the authors substantiate the role of inclusive competence as an integral part of professional competence, as well as the possibility of its optimal improvement at the quasi-professional stage of the educational process using special pedagogical technologies and methods, including conducting sociocultural inclusive events. Results. It was revealed that masters of the Faculty of Physical Culture have, in general, sufficient and strong theoretical knowledge in the field of inclusion. At the same time, masters who carried out educational activities in traditional forms and in standard organizational and methodological conditions demonstrated unstable, weak skills in applied, practical activities related to inclusive competence. Conclusions. The main reserves for increasing the inclusive competence of master of physical education lie in the quasi-professional sector of the educational process, and the task of increasing the level of inclusive competence of master of physical education, and therefore increasing their overall professional level, can be solved by intensifying and optimizing educational and applied activities at the quasi-professional stage formation of inclusive competence.

Introduction. Education always performs an important function of society and the state, aimed at the formation and development of socially significant qualities of each person as a member of society and citizen, and the state. Quality higher education directs the life of society, turning it into a successful society in the future; forms a new way of thinking, a new vision of the meaning of life increases the status of the country at the international level and stimulates the development of the economy of the whole country. An important component of the strategy for the development of higher education in Ukraine is determined by an effective system of internal and external quality assurance. Aim is to determine and theoretically generalize the features of the conceptual principles, content and organization of the quality assurance system of professional training of specialists in physical education and sports in the United States. Results. The study identifies and theoretically generalizes the characteristic conceptual foundations of the content and organization of the quality assurance system of professional training of specialists in physical education and sports in the United States. Twelve academic specializations for the training of specialists in physical education and sports at US universities have been singled out in terms of content and characterized, which are combined into four main areas. Six basic components of quality assurance in higher education in the field of physical education and sports in the United States have been identified and characterized: the state-defined educational sector "Fitness, Recreation and Leisure"; broad autonomy of universities and public control over the regulation of the quality of training of specialists in physical education and sports; unified system of evaluation of learning outcomes in high school and universities; extended admission control; current selection in universities; system of control of professional competencies of university graduates. Conclusions. The creative use of the ideas of American practice will contribute to the modernization and innovative structuring of the Ukrainian quality system of higher education in general and the training of specialists in physical education and sports in particular.

Aims: The aim of this poster is to chronologically describe the past thirty years of the field of Applied Physical Activity at the Faculty of Physical Education and Sport of Charles University in Prague and to place the emergence of the field in its historical context. Method: The research method used was historical with the application of methods and techniques inherent to historiography, especially the analysis of historical sources and the use of auxiliary historical sciences and archives, including those that archive documents from research or materials from the field of applied physical education at Charles University. In this theoretical work, available historical publications such as monographs, articles, and internal publications of Charles University, mainly from the second half of the 20th century and the beginning of the 21st century, were used to map more than thirty years of the history of the field. As part of the data collection, interviews were also conducted with former and current teachers of the field, the study department and the Vice Dean for Student Affairs of the Faculty of Physical Education and Sport. Result: Applied physical activity is a kinanthropological discipline dealing with the organisation of physical activity programmes for people with specific needs. At the Faculty of Physical Education and Sport of Charles University, a discipline with this focus was opened in 1992 under the name Physical and Occupational Education for the Disabled. This poster presents the development and key milestones of the field of Adapted Physical Activities (APA) at the Faculty of Physical Education and Sport of Charles University over the last thirty years, and offers an overview of the different periods of the field, setting the emergence of the field in its historical context. In the more than 30 years since its inception, the field has undergone a number of changes leading to the creation of the current field of Adapted Physical Education and sport for persons with special needs in the Department of Health Physical Education and Sports Medicine fakulty of Physical Education and Sport Charles University in Prague Czech Republic. Keywords: college, curriculum, history, disability, physical education

Purpose: to develop and experimentally test the biomechanical technology of injury prevention of future specialists in physical education and sports in the process of professional training (rock climbing for example). Material and Methods. The participants of this study were 84 male students engaged in amateur climbing aged 18-19 years. All athletes were also students of physical education faculties of Ukrainian universities; 40 athletes were in the experimental group and 44 athletes were in the control group. The biomechanical technology for injury prevention in the training of specialists in physical education and sports has been developed on rock climbing for example. Developed biomechanical technology for injury prevention contains 3 areas: 1 - theoretical; 2 - analytical; 3 - practical. Injury risk (incidence) was defined as the number of injuries to the total number of athletes in the analyzed group. Relative risk (incidence rate ratio) was determined by the ratio of risk in the control group to the risk in the experimental group. The chance of injury was defined as the ratio of the number of injuries to the number of uninjured athletes in the analyzed group. The relative chance (Odds Ratio) was defined as the chances of injury in the control group to the chances of injury in the experimental group. These indicators were determined separately for low, medium and severe finger injuries. Results. The applied technology of injury prevention significantly influences the reduction of the number of injuries of athletes – future specialists on the physical education and sports (on rock climbing for example). It is established that the application of the developed technology of injury prevention reduces the risk of finger injuries: low complexity – in 2.364 times (95% CI = 0.925-6.041, P> 0,05) times; medium complexity – in 3.333 times (95% CI = 1.001-11.096, P (Fisher) = 0.030); high complexity – in 8.182 times (95% CI = 1.084-61.749, P (Fisher) = 0.011). Conclusions. The application of the developed biomechanical technology of injury prevention in the process of training specialists in physical education and sports significantly reduces the risk of injury to students.

Modelling vocational training of specialists for the speciality 017 “Physical culture and sports”: ways and methods of incorporating regional peculiarities and needs in conditions of the stage education

Objectives; testing the variability of physical education specialists’ continuous professional training models aimed at the acmeological competence formation in the experimental way. Methods; the study involved students of the “Physical Education” specialty (n = 194). Selection and modification procedures were applied to the following experiment methods, such as the “Students’ learning motivation” revealing method (A. A. Rean, V. A. Yakunin); the “Personality maturity” questionnaire; the “Emotional intelligence” revealing test (N. Hall); the “Evaluation of aspirations level” questionnaire used for the integral motivation activity estimation index; the “organizational capabilities assessing methods”; the “Communication skills revealing” method; the “Personality’s creative potential self-esteem” method. Results; The structure of the physical education specialists’ acmeological competence was identified. The acmeological competence components including acme-motivational, cognitive-acmeological, acmeological-activity and acme-traits of specialist’s personality ones have been characterized. The models of physical education speciallists’ continuous professional training, such as the professional motivation predominanting; practically-focused; and sports-activity focused ones were distinguished on the acmeology basis. The forming of physical education specialists’ acmeological competence components according to the variable continuous training models has been investigated experimentally. The study revealed a high correlations between the acmeological competence formation level and the characterized components. Conclusions; summarizing the study of acmeologically aimed physical education specialists’ continuous professional training the following statements were revealed: the model with the professional motivation predominanting is carachterised by the high level of acme motivational component formation; the practically-focused model is characterized by the high level of cognitive acmeological component formation; the sports-activity pattern is characterized by the high level of bouth acmeological-activity and acme-traits of specialist’s personality components.

The article diagnoses the readiness of future physical education teachers to implement professional competencies, which are graduates of the first (bachelor) and second (master) levels.
 The purpose of the article is to diagnose the readiness of future physical education teachers to implement professional competencies. The objectives of the article are to determine and assess the degree of formation of professional competencies in future physical education teachers.
 The paper analyzes and formulates the purpose of choosing the profession of physical education teacher, students' awareness of the content of the educational-professional program of the specialty with the concepts of "competence" and "professional competences". Conclusions are given on the quality of training of future specialists in physical culture and sports, able to perform their professional duties in a modern and high level in a modern environment and self-improvement as a specialist and a person.
 It was found that when choosing a future profession, students are guided by the opportunity to obtain higher education (58.8%), have sports and health education (52.9%), seek to work with children and adolescents (41.2%) and become the head of the sports section 41.2%). Students are familiar with the educational-professional program (82% answered in the affirmative). 75% of students understand the concept of competence; distinguish between the concepts of professional and general competencies. Note that only a small number of graduates are ready to work in the field of physical education, especially as a physical education teacher. Students state the acquisition of the following professional competencies: the ability to self- education, self-improvement, critical analysis of their teaching activities; ability to organize physical culture and health work on physical education of children and youth, to carry out physical culture and mass, organizational and educational-methodical work in educational, health-improving and health-improving establishments.

The article is devoted to the study of the formation of communicative competence of future specialists in physical education and sports, which is an important aspect of their professional training. The purpose of the article is to study the peculiarities of forming the communicative competence of future specialists in physical education and sports. Since effective communication is an integral part of pedagogical, coaching and organisational activities, especially in the context of the dynamic development of physical education, the need to develop communication skills is becoming particularly relevant. The study emphasises that a high level of communication competence requires not only knowledge of teaching and training methods, but also the possession of interpersonal skills that ensure effective interaction, motivation and psychological support for the participants in the process. The article pays special attention to the peculiarities of forming communicative competence in future specialists in physical education and sports. Given the specifics of this profession, the need to integrate theoretical knowledge with practical experience, as well as the importance of adapting to the changing conditions of the training process, communication becomes an important tool for forming effective interaction with different groups - students, athletes, colleagues etc. It is noted that the ability to develop empathy, leadership skills, stress resistance and self-confidence directly affects the effectiveness of communication in the sports environment. The research methods include analysis of scientific sources, comparison and synthesis of the data obtained, which allows to assess the role of communication competence in the professional activities of specialists. It is noted that modern teaching methods, such as role-playing games and situational modelling, play an important role in the development of these skills. In particular, the study demonstrates that the use of interactive methods contributes not only to the development of theoretical knowledge but also to the effective formation of communication skills. It is stated that the study of the peculiarities of the formation of communicative competence is important for improving the effectiveness of professional training of future specialists in physical education and sports, as it directly affects the quality of their activities in sports practice. The article substantiates the need for an integrated approach that combines theoretical knowledge with real practical situations to ensure a high level of communication competence in future coaches and teachers.

As evidenced by the results of the conducted research, one of the priority tasks of educating future specialists in physical education and sports is the formation of a desire for a healthy lifestyle and the presence of relevant key characteristics of each of the components of health (physical, mental, spiritual, social).
 Such personal qualities define responsibility as a conscious attitude to duties, requirements and social tasks; communication as a necessary ability to find a common language with other people; emotional stability as the ability to effectively build behavioral strategies; self-regulation as the ability to monitor one's own emotional states and reactions, to resist negative factors; perseverance as readiness to overcome external and internal obstacles and difficulties, possessing the means to achieve the goal; discipline as compliance with social norms and requirements without reminders, control and external pressure, the ability to independently comply with defined rules; initiative as readiness for effective actions in a creative attitude to the surrounding reality; organization as planning and organizing one's own activities in accordance with defined principles and attitudes; purposefulness as a desire to achieve life goals, conscious and active direction of efforts to realize set tasks. The presence of such personal qualities of future specialists in physical education and sports is a guarantee for harmonious development and vitality. Prospects for further research. Work on the formation of personal qualities of future specialists in physical education and sports that are favorable for a healthy lifestyle should be scientifically based and aimed at making young people aware of the value of their own and public health as a resource for the life of an individual and the country as a whole. To implement the task, it is necessary to create conditions for the prevention of dangerous behavior, the development of skills and healthy lifestyle skills, etc.

This study analyses the commitment and behaviour of physical education teachers to continuing education around six dimensions, including pedagogical training, with the aim of developing an action plan based on the commitment of physical education teachers to continuing education and the profession in the areas of pedagogical training, sport-specific certification, adapted physical education, and technological integration. This study used quantitative research methods to explore the commitment to continuing education and professional action plans of these teachers. The results of the study revealed that physical education teachers' active participation in activities such as continuing education is a commitment to their professional development. The enhancement of these behaviours can better serve students; PE teachers' attitudes and subjective norms help to promote continuous learning and improvement; through participation in activities such as adaptive physical education and technology integration access, they can better apply theoretical knowledge to practical teaching and learning, and enhance the teaching effectiveness and student experience; PE teachers' commitment and behaviours to CPD is not only a responsibility, but also a mission, which is important for the teacher individuals, students and society as a whole have a positive and far-reaching impact.

Purpose of the article is to identify changes in the indicators of physical development of students classified by health status to the special medical group under the influence of physical education and fitness complex with the elements of soft fitness. To solve the tasks the following research methods were used: analysis of modern scientific and methodical literature; method of pedagogical observation; pedagogical experiment with the use of a complex with elements of soft fitness; testing of physical development; statistical processing of the material. The question of the use of a sports and recreation complex with elements of soft fitness and its impact on the physical development of students of special medical groups is presented. A comparative analysis of the indicators of physical development of students participating in the experiment is presented. The methods used allowed us to determine the level of physical performance, the functional capabilities of the cardiovascular system, the stability and adaptation to hypoxia of students assigned to a special medical group for health reasons. In the course of the study, it was possible to trace significant changes in the level of physical development of students of a special medical group assigned to the experimental group, who were engaged in a sports and recreation complex with elements of soft fitness. The main results of the study are verification and substantiation of the assumption that the use of physical fitness complex with the elements of soft fitness in physical education classes with students of the special medical group will improve the physical development indicators of the subjects. The materials of this article may be useful to specialists in the field of recreational and adaptive physical education, as well as teachers and students of secondary and higher educational institutions in the field of physical education and adaptive physical education.

The article presents definition and structure of emotional intelligence. Herein are described different approaches to study of emotional intelligence by national and foreign scientists in the context of emotions perception, understanding and regulation, empathy, self-control, development of abilities to withstand environmental pressure and study of personal and professional development. Herein is considered definition of “professional competence” of teachers working with inclusive groups. We have determined that the “emotional intelligence” phenomenon could be deemed an indicator of the emotional component of teachers’ professional competence in the context of their personal and professional development. We should emphasize that work of teachers in inclusive groups is full of different nervous situations and factors evoking increased emotional reactions. The emotional component requires special attention in the structure of professional competence of pre-school educational institution teachers working with inclusive groups. Emotions play significant role in their professional activities and it is reflected in the “emotional intelligence” definition. The empirical research according to N. Hall’s Emotional Intelligence Test was conducted and engaged 28 teachers of ‘Zaporozhets’ Pre-school Educational Institution No. 144 of Zaporizhzhia City Council, Zaporizhzhia Oblast, among them: 10 teachers working in inclusive groups, 18 teachers working in general development groups. The research revealed medium and low levels of emotional intelligence as the emotional component of teachers’ professional competence. Mann–Whitney U test has not revealed differences between samples; this fact indicates the necessity to carry out works increasing all teachers’ emotional intelligence. The following steps were proposed in accordance with the obtained results: development and implementation of a program with practical elements, workshops, counseling.

The article considers the peculiarities of the use of electronic learning tools in the process of training future specialists in physical education and sports. An analysis of the scientific literature on the use of electronic tools in the educational process in higher education is conducted. The experience of using e-learning tools in the process of training specialists in physical education and sports at Zaporizhia National University is generalized. A classification has been formed and four groups of e-learning tools have been substantiated for the training of future specialists in physical education and sports. The first group includes an electronic textbook. It is established that its educational functionality is higher than that of paper. The second group included quasi-professional learning tools using Google Wave, Google Groups, Zoom, FreeConferenceCall, Google Meet, Kahoot and QUIZIZZ, as well as LearningApps tools, which gave students the opportunity to create their own interactive exercises and learning games. The third group included multimedia teaching tools for creating presentations using Prezi, online application for animated video presentations PowToon, video editors Windows Movie Maker and VSDC Free Video Editor, visualization tools using online graphics services Google Developers, Easel.ly, Piktochart, Infogr.am, graphic editors Adobe Photoshop, The GIMP, Paint.net, PhotoInstrument, as well as tools for reproducing educational virtual reality using mobile VR-helmets OCULUS GO, MIRAGE SOLO, GEAR VR. The fourth group of e-learning tools in the training of future specialists in physical culture and sports included e-learning tools and its components, in particular, software and hardware Moodle, which allows you to develop exercises and tests to consolidate theoretical material and generalize knowledge of specialists in physical culture and sports. Scientific and methodological substantiation and recommendations on the use of electronic learning tools in the process of training specialists in physical culture and sports are provided.

Мета роботи – на прикладі викладання теми «Функціональні гастроінтестинальні розлади у дітей (відповідно до Римських критеріїв ІV)» розглянути можливість застосування новітніх технологій у медичній освіті для розвитку клінічного мислення та професійної компетентності майбутніх лікарів, спонукання їх до самостійної роботи, ініціативного пошуку, аналізу досліджень міжнародної групи експертів з позицій доказової медицини та самореалізації.Основна частина. Інтеграція України в міжнародне науково-освітнє співтовариство та реформування системи охорони здоров’я в Україні потребують впровадження в освітньо-інтегративний процес міжнародних медичних та освітніх стандартів, підвищення інтелектуального, науково-освітнього, професійно-орієнтованого рівня майбутніх лікарів, забезпечення їх сучасними інноваційними та інформативними медичними технологіями. Інноваційний навчально-виховний процес повинен базуватися на засадах доказової медицини та бути орієнтованим на самостійну діяльність щодо здобуття знань, із використанням інноваційних технологій викладання, інтерактивних методик, запровадженням у навчальний процес сучасних наукових розробок.Висновки. Реформування медичної освіти в Україні та її модернізація на засадах світових стандартів та відповідно до вимог і потреб системи охорони здоров’я країни (впровадження інноваційних технологій, проблемно-орієнтоване навчання, використання світового досвіду) формує професійну компетентність майбутнього лікаря.

Physical Education has a strategic role in developing students' physical fitness and building non-technical skills (soft skills) that are very much needed in the 21st century. The purpose of this study is to systematically examine the contribution of Physical Education in developing students' soft skills through literature studies. The research method uses the Systematic Literature Review (SLR) approach with PRISMA guidance. Data were collected from the Google Scholar and Scopus databases using the keywords "Physical Education", "Soft Skills", and "Students" for publications in 2013–2023. Of the 126 articles found, 15 met the inclusion criteria for further analysis. This literature study indicates that Physical Education plays an important role in building students' soft skills, such as leadership, teamwork, communication, self-control, and problem-solving. Various learning models such as Sport Education, Cooperative Learning, traditional games, and adaptive Physical Education have proven effective in developing these skills. However, developing soft skills through Physical Education still faces obstacles, including limited teacher competence, inadequate facilities and infrastructure, and limited learning time. In addition, there is still a research gap related to using technology-based models and longitudinal studies to see the long-term impact. Physical Education can potentially strengthen students' soft skills if it is supported by learning innovation, teacher capacity building, and a curriculum responsive to students' character development needs.