PROFILING SPORTSMANSHIP ATTITUDES IN PHYSICAL EDUCATION STUDENTS USING CLUSTER ANALYSIS

This article demonstrates that mentoring and coaching serve as methods of targeted counselling for mentors in training future physical education teachers and sports specialists. These methods, which support young teachers, can help address the complex challenges that frequently arise in the teaching profession while recognising the student as an individual with specific needs. In school practice, however, the terms “mentoring” and “coaching” are often used interchangeably in the context of supporting and counselling young professionals. While these terms share similarities, they also have distinct differences. As part of a joint project, mentoring and coaching are considered counselling strategies used by mentors in the training of future physical education teachers and sports specialists. This article provides a theoretical foundation for both concepts, grounded in a review of current literature. It aims to scientifically explain the similarities and differences between the terms “mentoring” and “coaching” in the training of future physical education teachers and sports specialists. From a neuropedagogical perspective, learning emerges from the interaction of cognitive, emotional, and motor neural systems. This interaction is particularly important for future physical education teachers and sports specialists, whose professional activity combines intellectual, motor, and socio-emotional elements. Mentoring that emphasises modelling professional behaviour engages social learning mechanisms and mirror neurons. This approach helps students acquire pedagogical and motor skills effectively through observation, imitation, and reflection. In addition, neuropedagogy highlights the role of physical activity as a key factor in cognitive development.

Introduction. The relevance of the study is to characterize the transformation of higher education caused by the rapid development of multipolarity as a new geopolitical model of the world, which determines the strategic directions of the sociocultural significance of personnel training in physical culture and sport in educational institutions of higher education in our country. The aim of the study is to identify the sociocultural significance of the educational process of training personnel in physical culture and sport in higher education. Materials and methods. Research materials: scientific articles (platforms: eLIBRARY.RU, Scopus, Web of Science); information and analytical materials based on the results of monitoring the activities of higher education institutions of physical culture and sport in Russia. Results. Within the framework of this study the structural features were revealed and the concept of sociocultural significance of training in physical culture and sport in the system of higher education was formulated. The obtained results of the study are significant for an in-depth understanding of the essence of the sociocultural significance of personnel training in physical culture and sport in the system of higher education, allow us to identify its invariant components and ensure the integrity of the process, carry out predictive assessments of the data, as well as priorities of personnel policy, improving the quality of life, preserving and strengthening the health of the population, human capital growth. KEYWORDS Conclusion. The conducted research allowed us to formulate the concept of sociocultural significance of personnel training in physical culture and sport in the system of higher education, which is derived from a set of level relevant components of the sociocultural vector of global states; sociocultural functions of higher education in the space of dialogue of cultures; physical culture and sport industry; national strategic vectors of industry development; professional standards in the field of physical culture and sport; regional peculiarities of the system of higher education

Physical Education (PE) teachers have previous experiences that both shape their particular beliefs about the role and purpose of this school subject as well as their pedagogical practice. The present study aims to examine and deepen our knowledge of future Spanish PE teachers’ previous experiences of and beliefs about PE that condition their pedagogical practice and intentionality within this school subject. The data reported on in this paper were generated through questionnaires, life-history stories and semi-structured interviews with 24 initial teacher education students in the second year of a degree specialising in PE at a Spanish university. The data was analysed using content and narrative (thematic) analysis. The students, far from being tabula rasa, in their responses show how their previous socialisation period, their subjectivities and identities constitute particular beliefs about PE teaching. More specifically, the results reveal four key themes in the student teachers’ experiences and beliefs that represent four different factors influencing future PE teacher identities: (1) ‘Sport’; (2) ‘PE for health’; (3) ‘A focus on pedagogy’; and (4) ‘A critical orientation’. In conclusion, the study reaffirms the need for further reflection on how previous experiences and beliefs influence the development of professional teacher identities as part of initial teacher education in PE.

This study was conducted to examine the effect of physical education and sport teachers' perceptions of science and peace on their cultural intelligence levels. The study was designed using a relational survey model and a quantitative research method. The study sample consisted of 162 (32%) 'Female' and 344 'Male' (68%) 506 Physical Education and Sports (PES) Teachers. The data of the study were collected in the 2023-2024 academic year with a questionnaire form consisting of three sections. The questionnaire consists of personal information, a Perception Scale on the Relationship between Science and Peace (PSSP) and Cultural Intelligence Scale (CIS). In the analysis of the data, descriptive statistics, normality tests, independent groups t-test, one-way analysis of variance (ANOVA), Levene's test for homogeneity of variances, Scheffe, Tamhane T2 tests for pairwise comparisons, and Spearman and Pearson correlation analysis for relationship analysis were used. As a result of the study, it was determined that physical education and sports teachers' cultural intelligence (CI) and perception towards science and peace relationship (PPSR) scores were at a high level. In the t-tests performed in all scales and sub-dimensions, statistically significant differences were found only in the metacognition sub-dimension in the gender variable and only in the cognition sub-dimension in the marital status variable. In the analysis of variance, a statistically significant difference was determined in favor of teachers at the “teacher” career stage in the mean scores of the CIS in favor of teachers at the “teacher” career stage in the teaching career variable, and in favor of teachers at the “expert teacher” career stage in the mean scores of the PSSP in favor of teachers at the “expert teacher” career stage in the teaching career variable. Significance was found in favor of teachers with master's degrees in the mean scores of the scales in the graduation status variable. In Spearman correlation analyses, weak positive and significant relationships were found between the age variable and the “Metacognition” sub-dimension of the PSSP and the “Metacognition” sub-dimension of the CIS, and between the years of teaching seniority variable and the scales and their sub-dimensions. As a result of the Pearson correlation analysis conducted between the PSSP and the CIS, a statistically significant positive relationship was found between PSSP and the CIS averages of the PES Teacher at a moderate level. As a result of the analyses, it can be said that 38% of the total variability of the PES Teacher in PSSP is caused by the CI. As a result, PES Teacher affects PSSP, CI levels and differentiate according to some variables. The inclusion of multicultural approaches and activities in PES Teacher upbringing can support them in experiencing cultural diversity and developing their understanding of science and peace in this context.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0437/a.php" alt="Hit counter" /></p>

A Comparative Study on the Creative Conduct of the Future Physical Education and Sports Teacher

The aim of this study is to reveal child abuse in schools from the perspectives of physical education and sports teachers and to provide suggestions for preventing abuse. Case study approach, one of the qualitative research methods, was used in the study. The participants of the study consisted of 7 physical education and sports teachers. In this study, semi-structured interview was used as a data collection tool and the data obtained were analysed by content analysis method. As a result of the research, the opinions of physical education and sport teachers were grouped under four categories: types of abuse, signs of abuse, areas open to abuse and suggestions for preventing abuse. Types of abuse were divided into 4 subcategories as physical abuse, emotional abuse, sexual abuse and neglect. The types of abuse were determined as hitting by the teacher, performance pressure, nicknaming the student, secretly watching, making fun of each other's bodies, ignoring the students' desire to participate in competitions, and neglecting their nutritional needs in tournaments. Symptoms of abuse include quitting the branch, temper tantrums, unkempt appearance, need for love and attention, withdrawal and desire to be alone. Areas open to abuse were identified as changing rooms, out-of-school activities, toilets, areas not seen by the camera, basements and empty classrooms. Suggestions for preventing abuse include educational programmes, physical environment safety and ensuring safety in sports activities. Teachers emphasised that university level courses should be added to increase child protection awareness in the field of sport and in-service trainings should be organised for existing educators.

Purpose: to determine the main directions of training of teachers of physical culture in the People's Republic of China according to the data of modern literature.
 Material and methods. The analysis of literature sources was carried out by working with scientific works, which are presented in the databases "Web of Science", "Scopus", "Pub Med" and others. The search for literary sources was carried out by the keywords: "physical education teacher training", "physical education", "sports", "coach training". A total of 10157 works were found based on key words, of which 33 works were selected for literary review. The selection was carried out as follows: first, the topic of the article was analyzed, then, if the topic corresponded to the direction of our study, the annotation was analyzed. If the annotation corresponded to the direction of our research, the text of the article was analyzed. Also in the analysis of literature sources, preference was given to sources presented in the quartiles "Web of Science" and "Scopus" 1-3 level. In addition, articles on the training of physical education and sports professionals in China were analyzed separately. Of the 33 works presented in the literature review, 15 sources - research, 10 - review, 8 - randomized trials.
 Results. In the People's Republic of China, the problem of individual approach is especially relevant in connection with national characteristics, traditions, which provide for the predominance of collective action in all types of work. In addition to basic sports, the training of future physical education teachers in the People's Republic of China should include in-depth study of the sport in which it could improve and be a high-level specialist.
 Conclusions. Training of physical education teachers in the People's Republic of China should be based on modern concepts of individualization, which apply to all stages of training: from choosing a sport in which the student would like to improve and receive a specialty of physical education teacher with professional knowledge of a particular sport. physical education teachers in the study of the chosen sport.

The concept of formation and development of methodological system of teaching medical and biological disciplines to future physical education teachers using distance technologies. Medical-biological disciplines are paramount in the education of future physical education teachers. The purpose of this study was to conduct an in-depth analysis of the concept of developing and enhancing the methodological system for teaching medical-biological disciplines to future physical education teachers using distance learning technologies. Through analysis of relevant scientific literature, differences in teaching medical-biological disciplines to future physical education teachers were identified, extending beyond just the fewer hours allocated for classes to include variations in visual materials, specialized resources, and technologies. The research results revealed that the limited number of modular hours, extensive material coverage, and high knowledge demands motivate instructors to improve educational approaches and implement new teaching methods. For future physical education teachers, studying medical-biological disciplines in accordance with professional education standards can pose a challenge, as it requires a deep understanding of morpho-functional characteristics of the human body. However, this challenge should not deter their motivation and ability to study medical-biological disciplines. In conclusion, these disciplines are essential components of the educational program and form the theoretical-methodological basis for further medical-biological courses, such as the fundamentals of physiology of physical culture and sports, sports medicine, basics of biochemistry of physical culture and sports, physical rehabilitation, and others. Mastery of these subjects enables professionals to understand and scientifically justify physiological changes occurring during adaptation to regular physical activities. Insufficient knowledge of morpho-functional characteristics of human organs and systems by physical education teachers can lead to negative consequences for the health of their students during the educational and training process. Integrating innovative technologies into the educational process significantly facilitates the comprehension of complex anatomy and physiology concepts and enhances the quality of student preparation. Thus, optimizing traditional teaching methods alongside the application of modern information technologies contributes to better knowledge retention and increases the effectiveness of practical sessions.

Aim. The aim of this study is to examine the relationship between physical education and sports teachers' self-efficacy and skill teaching competence perceptions. Methods. The population of the study consisted of 1208 physical education teachers working in public schools affiliated to the Ministry of National Education in Şanlıurfa province. The sample group consisted of 243 volunteers in the population. The volunteers participating in the study were asked to fill in the personal information form, teacher self-efficacy and teacher skill teaching competence perception scales. The data obtained were analyzed using IBM SPSS 22.0 package program in computer environment. The arithmetic mean and standard deviation of the scores which participants took from the scales are presented as X±Sd. Pearson correlation analysis was applied to determine the relationships between variables and simple regression analysis was employed to assess the effect of self-efficacy on teachers' skill teaching competence perceptions. Result. As a result, it was determined that physical education and sports teachers' self-efficacy and skill teaching competency perceptions were above the average. A moderate positive relationship was found between teacher self-efficacy and skill teaching competence perception and the sub-dimensions of cooperation, communication, creativity and critical thinking of the scale. Conclusions. This is thought to be due to the professional competence of physical education and sports teachers, who have the necessary theoretical and practical knowledge and skills both with their sports background and in university education, in transferring these knowledge and skills to students. Keywords: physical education and sports teacher, self-efficacy, skill, perception.

One of the important employees in the field of sports is physical education and sports teachers. The responsibility of the relevant workforce to direct students in young age groups to sports branches in formal education areas and to develop them is remarkable. For this reason, shedding light on the characteristics of physical education and sports teachers will benefit the development of the field of sports. Within the scope of the research conducted to determine the effect of collective efficacy and autonomy of physical education and sports teachers on positive organizational behavior with structural equation modeling, 250 physical education and sports teachers were included in the study. In this context, personal information form and Teacher Autonomy, Collective Teacher Efficacy and Positive Organizational Behavior Scales were used in the study. The theoretical model created in the analysis of the data was tested with structural equation modeling. Also, Independent Sample T-Test, Pearson Correlation Test and descriptive statistics were utilized. The findings show that the participants have high levels of teacher autonomy, and average levels of collective efficacy and positive organizational behavior. It was determined that the measurement tools did not differ according to the gender variable, and there was a positive and moderate relationship between the participants' teacher autonomy and collective efficacy. In addition, it was determined that there was a positive and moderate relationship between the participants' teacher autonomy and their positive organizational behavior levels. The findings of the structural equation model indicate that there is a statistically significant effect between teacher autonomy and collective efficacy and positive organizational behavior. As a result, it has been determined that the related parameters have a relationship and effect with each other and the model formed in line with the hypotheses supports this.

Physical education (PE) teacher efficacy describes the belief, skills, and competency to facilitate teaching and learning activities within a PE setting. This is important because highly efficacious teachers have a significant impact on learning outcomes for students. This makes teacher efficacy a significant factor in the development and retention of teachers. Yet, despite international consensus on its importance, practical strategies to develop pre-service teacher efficacy, during PE teacher education (PETE) programmes, have been underexplored. As PE teacher educators working in higher education (HE), we have built on existing research, including our own, to introduce an alternative anthropological perspective on how PE teacher educators can develop pre-service teachers’ efficacy. Specifically, this conceptual paper advances the development of pre-service teacher efficacy using a ‘wayfinding’ approach. Wayfinding refers to the skilled actions individuals develop as they navigate physical, social, and temporal spaces to find their own way. Thus, shifting the development of efficacy from a decontextualised and competency-based development process, to one where efficacy is cultivated and grown in professional learning contexts and communities. Through this, we position pre-service teachers as wayfinders who are actively navigating landscapes of a PETE programme, with PE teacher educators providing guidance throughout the journey. To enact this reconceptualisation, we provide illustrative examples so that PE teacher educators can guide pre-service teachers to find their way through three important PETE programme constructs: (1) school experience placements (SEP), (2) advanced subject knowledge (ASK), and (3) professional learning communities, including role models (PLC). This approach may improve the design and curricular content of future PETE programmes and support PE teacher educators’ ability to develop efficacious pre-service teachers.

<strong>Abstract:</strong> The purpose of this study is to determine the influence of motivation, discipline, adversity quotient and integrity toward teachers’ competency test (UKG) of physical education and sports teachers in Banjarmasin and Banjarbaru. The method used in this study was a comparative causal method. Data analysis was used to determine the effect of exogenous variables with endogenous variables and between variables using Path Analysis with statistical calculations using Lisrel 8.80. Research data were collected using a research instrument in the form of a questionnaire from four existing exogenous variables, namely motivation (X1), discipline (X2), adversity quotient (X3), integrity (X4), and documentary analysis for endogenous variables resulting from teachers’ competency test (UKG) of physical education and sports teachers (Y). The result of this study is motivation, discipline, adversity quotient and integrity have a positive direct effect on teachers’ competency test (UKG) of physical education and sports teachers in Banjarmasin and Banjarbaru.

Background While there have been calls for research that describes how physical education teachers persist in integrating student-centred pedagogical models such as Sport Education, there are no reports of model-based practice in the literature originating from Saudi Arabia. Further, previous research on Sport Education in Arab states has been limited to unpublished dissertations or single teachers in single schools. This study is important in light of the Saudi Vision 2030 goal to increase public participation in physical activity and sports for both men and women. Purpose This study examines in-service Saudi teachers’ experiences and practices when learning to incorporate the Sport Education model. Method Six in-service male physical education teachers from five all-boys middle schools in Saudi Arabia implemented Sport Education seasons of handball or soccer. Data were collected over one academic semester and included daily critical incident reports as well as interviews. All records were collected and analysed in Arabic and later translated into English for reporting. All critical incidents were coded as reflecting either positive perceptions or representing more frustrating or challenging aspects of the model's implementation. An inductive content analysis grounded in Windschitl’s dilemmas framework was used to analyze interview transcripts. Results and Discussion A total of 83 critical incidents were reported across the teachers’ seasons, of which 60 were positive and 23 focused on more frustrating or challenging aspects. The most frequent positive theme was ‘students’ motivation and learning,’ which had 27 entries. Within this theme, ‘enthusiasm and enjoyment’ were the predominant responses, making up almost half of the entries. The 23 negative perceptions were categorized into two main themes: ‘traditional PE culture’ which highlighted the challenges teachers faced regarding student absences, being late, and not bringing their PE clothes. The second focused on issues such as arguments and refusal to accept decisions that occurred in the early lessons. The main benefits/successes of the Saudi teachers’ use of Sport Education were related to pedagogical dilemmas. Teachers reported that the students’ excitement, learning, dedication, accomplishment, and personal and social responsibility were positively impacted by the Sport Education season in and out of the gym. Indeed, the ratio of the dilemmas generated from the critical incidents and interviews was almost identical to those reported by Harvey et al. (2020. “Physical Education Teachers’ Perceptions of the Successes, Constraints, and Possibilities Associated with Implementing the Sport Education Model.” Physical Education and Sport Pedagogy 25 (5): 555–566). What differed perhaps was the teachers’ reported high levels of confidence in their ability to implement the model, even though it was their first experience with it. The model showed possibilities for promoting engagement in physical activity and sport in line with Saudi Vision 2030. Nonetheless, future research is warranted with other populations including girls and teacher professional development.

While the rapid advancement of technology broadens the application areas of artificial intelligence applications, NLP technologies such as ChatGPT, which can construct a natural and fluent discourse with humans, are gaining popularity. ChatGPT imitates real-life discussions with its powerful algorithms, providing users with a more dynamic and efficient communication experience. With the increased usage of artificial intelligence technology in a variety of sectors, the potential for application in physical education and sports has begun to get attention. In this context, the research intends to explore ChatGPT's potential for application in physical education and sports, as well as its potential contributions to the field's future and use problems. In the study, interviews were employed to obtain data. The questions prepared in accordance with the purpose of the study were directed to ChatGPT by the researcher and the answers of ChatGPT were recorded. As a result of the study, it has emerged that ChatGPT can be used in many areas such as creating personalized training programs in the field of physical education and sports, analyzing the performance of athletes, summarizing and reporting sports events. It has been determined that physical education teachers can provide a more effective learning experience by communicating with ChatGPT about students' interactive lesson plans, exercise programs, training methods, and health and nutrition. It was determined that ChatGPT might have a significant effect on the future of physical education and sport. Furthermore, ChatGPT has been discovered to have negative elements such as over-reliance on technology, inaccuracy of information, technological issues, and ethical concerns. The study provides recommendations on how ChatGPT might be utilized in the field of physical education and sports, and it is intended to lay the groundwork for future research.

The problem and the aim of the study. Modernization of higher education opens up new prospects for the use of electronic resources in ensuring the quality of foreign language education. The use of interactive tools (simulators, flash cards, virtual boards) meets the requirements for training programs of physical education teachers and the challenges of the international sports movement. The purpose of the work is to study the possibilities of using digital flash cards in training future physical education teachers to develop their foreign language communicative competence. Research methods. The study involved 54 first- and second-year students of Vyatka State University (Faculty of Pedagogy and Psychology) (Russian Federation). Training program: 44.03.01 Pedagogical education, Physical education and sports (bachelor's degree level). The Quizlet online platform was used to work with digital flash cards. The test contains questions grouped into the blocks “Digital educational technologies” and “Foreign language in communication (physical education and sports)”. For statistical processing of data, the Pearson's chi-squared test was used. Results. The system of working with flash cards in foreign language professional communication of physical education teachers is described: studying the functionality, working with ready-made sets of cards, automating and improving lexical units, developing thematic sets. A special feature of the program is the adaptation of its content to the specifics of the field of study. In independent work and online collaboration, students of the experimental group used Flashcards, Speller, Scatter, Quizlet Live modes. Statistically significant differences in the qualitative changes that occurred in the level of foreign language training were determined (χ2 = 8.179; p < 0.05). In conclusion, the possibilities of including flash cards in the training of physical education teachers are formulated: competition and receiving positive emotions; resources for self-development, etc. Difficulties are also highlighted: low initial level of language qualification and digital skills; different motivation; dependence of the learning process on sports specialization.