FEATURES OF THE IMPLEMENTATION OF THE MODEL CURRICULUM IN PHYSICAL CULTURE

Abstract

The article analyzes the peculiarities of the implementation of a model curriculum for physical education in the general secondary education institutions of Chernihiv and provides statistical data on the most popular types of physical education and sports activities that are implemented in the physical education lesson in grades 5-9.

The purpose of the article is to determine the specifics of the implementation of a model curriculum for physical education in the educational process of general secondary education institutions in Chernihiv.

The research methodology is based on general principles of scientific research, modern provisions of pedagogical science. To solve the set goal, we used the following research methods: theoretical (analysis and generalization of psychological and pedagogical sources, normative documents outlining the features of the implementation of the concept of the National Academy of Sciences in schools); empirical (a questionnaire was conducted among physical education teachers of the Chernihiv Municipal School of Education, regarding the specifics of implementing a model curriculum in the educational process of physical education); methods of mathematical statistics.

The scientific novelty consists in determining the features of the implementation of a model curriculum for physical culture in the educational process of general secondary education institutions in Chernihiv, in determining the regional features of the selection of variable modules.

Conclusions. The analysis and generalization of regulatory documents outlining the features of the implementation of the concept of New Ukrainian School in schools allowed to determine strategies and further prospects for the development of the educational field of «Physical culture».

The results of the survey indicate a positive perception of physical education teachers in Chernihiv about the reforms of the New Ukrainian School. It was found that the following variable modules are more often introduced into the educational process of physical education of middle school-age children: 65% game sports (basketball, volleyball, football), gymnastics, athletics, mobile games and innovative types of physical culture and sports activities – badminton, dodgeball, Korfball and Cool Games. About 20-40% of physical culture teachers introduce table tennis, panna (street football) and rugby (rugby-5) into the educational process. Rarely (1-3% of interviewed teachers) implement the following variable modules into the educational process of physical culture: acrobatic rock and roll, baseball, cycling, hand-to-hand combat, sports and board games, and field hockey. Variable modules that are not implemented in the educational process of physical culture in grades 5-9 of Chernihiv schools: most often these are various types of martial arts (combat horting, judo, hand-to-hand combat, sambo, sumo, wushu, horting) and modules that require special equipment (biathlon, ski training, swimming, rock climbing, slalom, fencing, etc.).

Final results make it possible to determine the prospects for the diversification of physical culture and health activities in schools.