PERCEPTION REGARDING THE ACQUIRING OF DIDACTIC COMPETENCES OF THE STUDENTS FROM THE FINAL YEAR AT THE SPECIALIZATION PHYSICAL AND SPORTS ...
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Bulletin of the Transilvania University of Braşov
Series IX: Sciences of Human Kinetics • Vol. 14(63) No. 1 – 2021
https://doi.org/10.31926/but.shk.2021.14.63.1.16
PERCEPTION REGARDING THE ACQUIRING OF
DIDACTIC COMPETENCES OF THE STUDENTS
FROM THE FINAL YEAR AT THE SPECIALIZATION
PHYSICAL AND SPORTS EDUCATION, IN THE
ONLINE EDUCATIONAL PROCESS
A.BĂDĂU1 R. ALEXANDRESCU1 D. BĂDĂU1
Abstract: The pandemic context imposed in the educational process a
series of procedural and didactic adjustments, felt especially in the
vocational specializations. The present study investigates the level of
development of cognitive competences in the online educational system for
third year students, specializing in physical education and sports. A
questionnaire was applied aiming at: interaction at courses and practical
works and the perception of the development of cognitive competences. The
results showed an average level of participation and acquisition of cognitive
competences. The online educational process by limiting active participation,
reduces the training of practical and cognitive competences of future
specialists in the field.
Key words: cognitive competences, students, Physical education and
sports, proactive
1. Introduction transposition of theoretical knowledge
into effective practice in the development
The pandemic context is highlighted by of specific competences and abilities.
the decrease of active, effective physical Starting with February 2020, due to the
exercise of students from the physical pandemic, through the regulations
education and sports program to practical imposed on social distancing and hygienic
disciplines and an adaptation for the aspects, in the educational field, there was
online teaching system which determined a major change by transforming active
a series of difficulties in corroboration and activities from real and natural
1
Department of Sciences and Letters 2, University of Medicine, Pharmacy, Sciences and Technology
“G. E. Palade” Târgu Mures126 Bulletin of the Transilvania University of Braşov. Series IX • Vol. 14(63) No. 1 – 2021 environment into a relatively passive representation with the real one, leading activity carried out mainly in virtual at the same time to a restriction of environment. creativity, imagination, innovation and In the vocational specializations, the social integration. didactic, procedural and methodological During the schooling in the academic adaptations had significant and varied system, in the specialization of PES, future adjustments, by diminishing the active specialists, teachers of physical education physical exercise in the practical and sports are prepared. disciplines and an adaptation to a system The final purpose of the educational of exclusive online teaching in the system of the students from the theoretical disciplines. specialization physical education and The online academic teaching activities sports consist in the transfer and take place in two ways: 1. Synchronous acquisition of a baggage of specific through the facilities of e-learning knowledge and the formation of the platforms where there is a real-time specialized competences, useful in the interaction with and between students, future career [11], [16]. and 2. Asynchronous which ensures a time Among the general objectives of interval between the materials university education in physical education transmitted by the teacher and processing and sports programs we mention: (a) the by the student [9]. development of experimental skills, Synchronous activities according to design, problem solving and analysis; (b) specialists [12] are effective if student developing data recording and analysis groups are restricted while in skills; (c) development of practical skills; asynchronous activities the number of (d) development of communication and students is not a limitation, both ways interpersonal skills; (e) developing the requiring new and expanded capacity for abstraction and competences, both for teachers and generalization; (f) integration of theory students. and practice; and so on [8], [18]. Regardless of the way of organizing the In addition to specialized competences, online university educational process, it an important role in the academic training must be oriented towards the student's process also concerns the cognitive acquisition of specialized competences. competences of knowledge processing Students from the Physical and Sports and organization (analysis, synthesis, Education (PES) specialization, being a comparison, abstraction, generalization, vocational specialization, must have first extrapolation, interpretation, etc.), of all a higher level of motor capacity to involving complex mechanisms in which are added the cognitive and social accordance with the training objectives capacities. The limitations imposed by the pursued [4]. online system diminish the Cognitive abilities to exploit and interconnectivity between these three capitalize on knowledge in intellectual capacities, which presents a difficulty activity, according to specialists are of two between the corroboration of the kinds [13], [6], [17], namely: theoretical contents with the effective I. Cognitive capacities for primary practice, between the passive online exploitation and capitalization:
A. BADAU et al.: Perception regarding the Acquiring of Didactic Competences of the Students….127
a. Capacities for applying knowledge in competences of future specialists in the
familiar contexts; field.
b. Capacities to transfer knowledge to
new contexts, 2. Materials and Methods
c. Capacities to achieve complex intra- 2.1. Study participants
and inter-contextual connections, of
interdisciplinary type. A total of 43 third-year students, 12
II. Cognitive capacities of secondary / (27.9%) girls and 31 (72.1%) boys, with an
complex exploitation and capitalization: average age of 21.74 years, from UMFST
d. Critical thinking capacities; G.E. Palade from Tg. Mures, specialization
e. Creative thinking skills; PES. Study participation was anonymous
f. Capacities for design. intellectual and voluntary, and students could
activity; metacognitive abilities withdraw from the study without any
We mention the fact that for the consequences.
students of the year they finish their
undergraduate studies, in the current 2.2. Procedure
pandemic context, the internships in the
educational units present a barrier The research aims at a qualitative
determined by the lack of institutional method of data collection and analysis, by
access, which makes it difficult to apply applying a questionnaire designed by us
theoretical knowledge in effective practice on the online platform used in the
with students minimizing the chance of teaching process called Blackboard. Only
this experience which represents the those questionnaires that were complete
finality of the educational act at this level. were validated.
We took in this study the third year The study took place between October
students because we consider that they 20-30, 2020, the students having an
have an educational experience of almost activity in online teaching from February
two years in the classical system, to May related to the academic year 2019-
completed from February 2019 with the 2020 and starting with September 14, the
experience of education in the online academic year 2020-2021.
system, subjects of the study having the For this manuscript all authors have an
capacity to be able to concretely identify equal contribution.
the comparative educational acquisitions
between the two on-site and online 2.3. Measures
teaching systems.
The current study started from the A questionnaire was applied in this study,
assumption that the perception of which included 11 items, scored on a 5
students in the PES undergraduate points Likert scale, where for the first two
program, regarding online teaching, will questions 1 represents totally inactive and 5
contribute to optimizing the academic - very active, and for items 3-11 the answers
teaching process and identifying new were 1 - inefficient and 5 - excellent.
teaching and learning solutions to achieve The questions focused on three aspects:
specific goals and professional 1. The level of active involvement in
courses and practical works;128 Bulletin of the Transilvania University of Braşov. Series IX • Vol. 14(63) No. 1 – 2021
2. Methodological aspects such as: participation of 55.8% giving 3 points to
relevance of theoretical expositions and courses and a very efficient participation
comparative media with motor practice in at practical works of 30.2%. It is observed
the formation of practical competences; that no subject is totally inactive in the
imaging and verbal methods used, clarity practical works compared to 2 students
and consistency of exposures. who appreciated that they did not have
The third aspect consisted in assessing any activity in the courses.
the development of cognitive The methodological aspects according to
competences, namely: the ability to table 1 recorded the following answers:
generalize abstract, combine theory with
- The online activity of the practical
practice and develop methodical content.
The Cronbach's Alpha coefficient for 11 works 17 students representing 39.5%
items was α= .873, suggesting that the consider that this way of performing is
items had very high internal consistency. inefficient and only one respondent
The research results were processed in appreciated that it is excellent. The
SPSS 20, calculating the statistical majority of 41.9% consider it to be
indicators: arithmetic mean (X), standard partially efficient.
deviation (SD), one sample t- Student test;
- Regarding the relevance of theoretical
Multivariate Test by ANOVA. The
significance threshold considered relevant and average exposures compared to
for the study was pA. BADAU et al.: Perception regarding the Acquiring of Didactic Competences of the Students 125
Table 1
Centralizer with the weight of answers according to the Likert scale (5) on each item of the questionnaire
Answers 1 2 3 4 5
Item Frequency % Frequency % Frequency % Frequency % Frequency %
How much do you think you are active in the 2 4,7 7 16.3 24 55.8 10 23,3 - -
courses
How much do you consider yourself active in - - 8 18.6 12 27.9 13 30,2 10 23,3
practical activities
What do you think about practical activities being 17 39,5 18 41,9 6 14,0 1 2,3 1 2,3
done online instead of on-site
Appreciate the relevance of theoretical and media 5 11,6 12 27,9 18 41,9 6 14,0 2 4,7
exposures compared to motric exercise in the
formation of practical competences
Appreciate the clarity and consistency of the 3 7,0 15 34,9 14 32,6 7 16,3 4 9,3
explanations of teaching online exercises
compared to the on-site ones
Appreciate the imaging methods used in - - 2 16,3 18 41.9 11 25,6 7 16,3
teaching
Appreciate the verbal methods used in teaching - - - - 17 39,5 20 46,5 6 14,0
Appreciate online teaching in developing your ability 1 2,3 13 30,2 22 51,2 7 16,3 - -
to generalize
Appreciate online teaching in developing your - - 10 23,3 26 60,5 7 16,3 - -
abstraction skills
Appreciate online teaching in developing your 4 9,3 7 16,3 23 53,5 4 9,3 5 11,6
ability to combine theory with practice
Appreciate the online teaching on the - - 7 16,3 18 41,9 15 34,9 3 7,0
elaboration of methodical contents (methodical
lines) in PES
N - number of subjects, % - percentage of total responses per item, with bold I highlight the best result reported to Likert scale (1-5) per item.130 Bulletin of the Transilvania University of Braşov. Series IX • Vol. 14(63) No. 1 – 2021 Regarding the formation of cognitive Overall evaluation of the questionnaire competences regarding generalization, (Table 2.) highlighted that the recorded abstraction, the ability to combine theory values were statistically significant for p with practice and the ability to conceive
A. BADAU et al.: Perception regarding the Acquiring of Didactic Competences of the Students….131
The active participation of students in average participation. These results are in
the online system, the courses registered agreement with another study [5] that
an average value of 2,976 ± .771, and the aimed at certain competences training
practical work of 3,581 ± 1,051. programs in the online environment
Among the cognitive competences, the where participation was around 54%.
generalization capacity registered an The methodological aspects used in
average value of 2,814 ± .732, the online teaching at university level were
abstraction capacity 2,930 ± .632, and the between partially efficient and
capacity to combine theory with practice environmentally efficient, because
of 2,976 ± 1,057. teachers have at their disposal only a
digital dissemination of learning materials
3. Discussions and tasks to students.
A study on the digitized methods used in
The results of our study highlighted the the educational process showed that in
fact that the educational system the pre-covid period, e-mail was the
developed in the online environment has easiest tool used in 63% of the teacher-
an influence on the degree of active student relationship [2], [5].
participation, the efficiency of the applied Regardless of the specific way of
methodology and in the development of transmitting didactic information, the role
specific cognitive competences in future of academic education is to form the
specialists, current students in the final competences necessary for specialization.
year. The lack of interaction and the practical
The online educational system that performance of certain tasks in the online
includes teaching, learning and system can produce a significant gap
assessment requires a rapid adaptation between the targeted performance and
from a classic system in which the teacher the real one perceived and mastered by
was the moderator and initiator of the the subjects of the educational act. In this
whole activity without any sense, specialists recommend that
interpenetration between him and the feedback should be a component of online
students, requesting active and proactive education, in order to adjust certain
involvement, to a system in which the aspects [1], [6].
whole Educational relationships is According to the results of our study, the
dependent on the facilities of the e- perception of the acquisition and
learning platform used. development of specific cognitive
These digital barriers negatively competences is formed in a narrower
influence the active and real-time spectrum, having a medium efficiency.
participation of students in educational According to this finding, specialists
activities, especially in the practical- believe that in order to face the challenges
methodical ones, because the effective we must find other opportunities to
practice is replaced by a passive reshape professor’s education at physical
methodical acquisition. These aspects education in higher education institutions
were also highlighted in our study on [3] in the experiential manner of teaching
active participation in courses or practical and learning in physical education.
activities, where the answers were at an132 Bulletin of the Transilvania University of Braşov. Series IX • Vol. 14(63) No. 1 – 2021 The acquisition by future specialists in tests to support the results. In this sense, the field of physical education and sports we consider that several studies should be of knowledge and skills in the online carried out aimed at training teaching system is a controversial aspect for competences and a comparative analysis specialists [14], but everyone believes that between the classic and online system on the goals must be achieved by finding methodical acquisitions, as well as the solutions that streamline the connection impact, of perspective, adaptations by lack between theory and practice. Insufficient of corroboration of theory with effective opportunities offered by e-learning practice in preparing future specialists in platforms regarding the practical the field of physical education and sports. performance of certain educational The strengths of the study consisted in aspects have in the perception of investigating students’ perceptions specialists negative effects [15], [19] regarding developing complex cognitive which can be amplified in the context of skills specific to physical education at the the uncertainty of the duration of academic level, awareness of active maintaining the online system. participation in the online educational Generalization and abstraction, in the process, perception of the effectiveness of perceptions of our students, are partially the methodology addressed by teachers in developed, due to the limited possibilities transmitting and evaluating information. offered by the online system to apply the theory in practice, to offer optimal visions 4. Conclusions in the design of applicable and reliable methodical lines. In this sense, the The cognitive competences of the future specialists consider that the applied specialists in the field of physical methodology must be proactive, offering education in the conditions of online the possibility to maintain connections teaching present a real syncope, due to and contact with the real and practical the lack of practical applicability of the aspects of students at the academic level theoretical notions. [20]. The level of development of certain A SWOT analysis of the online education cognitive competences has an average system in 5 countries, on students and efficiency, which for the moment, can be teachers from the physical education adjusted by proactive and conscious specialization, highlighted the fact that involvement of both students and practical face-to-face experience is teachers, in order to reduce the formative essential, physical contact between gap. Continuing this online system, students and teachers provides timely without interaction and physical experiences, and academic staff in participation, will have negative effects providing teaching materials do not which are difficult to be recovered. always have an effective level of adaptability [10]. References Among the limitations of this study, we consider that the most important are: the 1. Boud, D.: Feedback: Ensuring It Leads limited number of subjects and the to Enhanced Learning. In: The Clinical impossibility to apply effective practical
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