Awareness of administrators and teachers about the goals of physical education activities according to the competency approach

Table 2.3. Awareness of administrators and teachers about the goals of physical education activities according to the competency approach

Rating: 1 = Not important; 2 = Less important; 3 = Confused; 4= Important; 5 = Very important

Objectives of physical education activities according to the competency approach

Level

DTB

The level

first

Help students consolidate and develop health care skills, physical hygiene and basic movement, exercise habits and sports skills; healthy, sociable and responsible lifestyle; self-awareness, positivity, fostering

Nurturing athletic talent

twelfth

3.74

first

Forming exercise habits to improve health; Through physical games and exercise, sports form motor skills

Basically, develop physical qualities

3.69

Develop basic health care, hygiene and movement skills, exercise habits and skills

sports

ten

thirty first

twelfth

3.13

Students are self-aware, actively apply what they have learned to participate in physical education and sports activities, have a healthy lifestyle, agile behavior, discipline, collective spirit and

moral qualities and will

3.28

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Statistics show that the majority of managers and teachers rate goals 1.2 as important, with an average score from 3.69 to 3.74 points, specifically:

Objective " Helping students consolidate and develop health care skills, physical hygiene and basic movement, exercise habits and sports skills; healthy, sociable and responsible lifestyle; self-awareness, positivity, fostering sports talent" (3.74 points, rank 1) Managers and teachers think is the most important. Talking with NVM administrators at Tien Phong Secondary School, we learned: " The goal of physical education activities based on the competency approach is not only to help students have health care skills and sports skills but also to help Students have a healthy lifestyle. If a student is discovered to be talented, teachers will promptly provide training to develop the student's abilities."

Managers and teachers evaluate the goal of " Forming exercise habits to improve health; Through physical games and exercise, sports form basic movement skills and develop physical qualities" holds the 2nd most important position (3.69 points), according to secondary school TVL teachers. Nam Tien said: Through physical education, students will be aware of the need to practice to improve their health and develop physical qualities to ensure their health for studying."

However, administrators and teachers evaluate the goal: " Students have self-awareness, actively apply what they have learned to participate in physical education and sports activities, have a healthy lifestyle, agile behavior, and discipline." law, collective spirit and moral qualities, will " and goal " Developing health care skills, physical hygiene and basic movement, exercise habits and physical fitness skills "sports " is confused about the importance of these two goals, rating from 3.13 to 3.28 points.

Thus, a part of administrators and teachers are not aware of the importance of the goals of physical education activities according to the competency approach, but also to form students' sense of self-awareness and actively apply what they have learned to participate in activities. Exercise, sports, have a healthy lifestyle, be agile, disciplined, and diligent

collective spirit and moral qualities, willpower and develop health care skills, physical hygiene and basic movement, exercise habits and sports skills. Therefore, it is necessary to have propaganda measures to raise awareness about these contents.

2.3.2. Current status of the content of physical education activities according to the competency approach

To find out the assessments of administrators and teachers about the current status of implementing the content of physical education activities according to the competency approach in secondary schools in Pho Yen town, we use question 2 (appendix 1), the results are as follows:

Table 2.4. Evaluation of administrators and teachers on the content of physical education activities according to the competency approach

Rating: 1=Not often; 2= Little done; 3= Average; 4= Frequently; 5 = Very often

The content of physical education activities follows the competency approach

Level

DTB

The level

first

Organize internal physical education classes according to the prescribed program

of the Ministry of Education and Training

first

thirty first

4.42

first

Organize training and check physical training standards by age group

age once a year

4.35

Organize physical training activities during curricular and extracurricular hours to practice basic movement skills for the development of

develop physical qualities

twelfth

3.83

Select and regularly practice appropriate sports content for students, fostering skills

Sports talent for students

2.76

Based on the actual conditions of the locality and school, organize for students to choose one of the appropriate sports content.

with personal characteristics and age

twelfth

2.83

Statistics show that the majority of managers and teachers evaluate that goals 1,2,3 are implemented regularly, with an average score from 3.83 to 4.42 points, specifically:

The content " Organizing intra-curricular physical education classes according to the prescribed program of the Ministry of Education and Training" is regularly implemented because these are mandatory activities according to the regulations of the Ministry of Education and Training in secondary schools, Therefore, administrators and teachers at schools seriously implement it (4.42 points, rank 1).

The content " Organizing training and checking physical training standards according to age once a year" is regularly implemented in secondary schools. This content is implemented so that physical education teachers can screen and select students. Participate in Phu Dong Health Festival organized by Pho Yen town. Teachers base on the Charter of the National Phu Dong Health Association issued together with Decision No. 2247/QD-BGDDT dated August 7, 2019) of the Minister of Education and Training to select students to participate in athletics. , swimming, table tennis, badminton.....

The content " Organizing physical training activities during curricular and extracurricular hours to practice basic movement skills to develop physical qualities" is well implemented by managers and teachers . Observing curricular and extracurricular hours at Nam Tien Secondary School , Phuc Thuan Secondary School , Phuc Tan Secondary School , Tien Phong Secondary School , Thanh Cong Secondary School , we see that teachers regularly organize activities such as: soccer competitions. rock by grade level, folk dance by grade 8, 9...

Contents that are not regularly implemented include: " Select and regularly practice appropriate sports content for students, foster sports talents for students" (2.76 points) and " Based on real conditions health of the locality and school, organize for students to choose one of the sports content suitable to their personal characteristics and age " (2.83 points). Talking to the management staff of Thanh Cong Secondary School, they said: “These contents are not regularly implemented due to the fact that teachers are still weak in their ability to organize and plan training appropriate sports content for students. On the other hand, school funds are allocated for physical education activities. does not meet the requirements for grounds, gym equipment...so organizing for students to choose one of the appropriate sports content has not been highly effective."

Talking with Mr. TXG (teacher of Phuc Tan Secondary School), we learned: " Some schools also underestimate the implementation of the content of the Physical Education subject according to the competency approach, implementing the educational content." physical form, ineffective. School sports activities have poor content guidance, monotonous forms of activities, and have not attracted a large number of students to participate in physical training and sports. Investment resources for physical education and school sports have not met the requirements."

Thus, the above causes require managers to pay attention to overcoming them to improve the quality of implementing the contents of financial education activities according to the capacity approach.

2.3.3. Current status of methods and forms of physical education according to the competency approach for students

2.3.3.1. Current status of physical education methods based on capacity approach for students

To find out the assessments of administrators and teachers about the current status of physical education methods based on the competency approach in Pho Yen town secondary schools, we use question 3 (appendix 1), the results The results are as follows:

Table 2.5. Evaluation of administrators and teachers on physical education methods based on the competency approach

Rating: 1=Poor; 2= Weak; 3= Average; 4= Good; 5 = Good

Physical education method follows the competency approach	Level					DTB	The level
Physical education method follows the competency approach	first SL	2 SL	3 SL	4 SL	5 SL	DTB	The level
first	Method of using language	0	2	3	32	35	4.39	2
2	Question and answer method	0	first	2	thirty first	38	4.47	first
3	Voice commands and instructions	0	4	4	37	27	4.21	4
4	Model the movements	0	3	6	28	35	4.32	3
5	Complete teaching method	4	twelfth	15	21	20	3.57	5
6	Methods of preventing and correcting incorrect movements	6	15	14	24	13	3.32	6
7	Training method	ten	13	16	21	twelfth	3.17	7
8	Methods of practicing with games play and compete	9	16	18	21	8	3.04	8

Statistics show that the majority of managers and teachers evaluate methods 1, 2, 3, 4, 5 as being quite and well implemented, with an average score from 3.57 to 4.47 points, specifically:

Method " Question and answer method" (4.47 points, rank 1), attending the lessons of teachers and students, we found that the majority of teachers in the lesson raised problems and questions for students to think about. Answer yourself first, then the teacher explains, making students pay more attention, actively seek the correct answer and use their own language to express.

Method " Using language method " (4.39 points, rank 2), observing the lessons of teachers and students, we found that the majority of teachers use different types of language to direct students during the teaching process. Learn middle-distance running lessons with movements that support running techniques, instruct students on medium-distance running techniques, and guide students to participate in endurance development games to achieve the tasks and requirements in the race. these lessons.

In the methods " Modeling movements " (4.32 points, rank 3) and " Voice commands and instructions" (4.21 points, rank 4), most teachers use concise language in the form of commands to direct. students practice. Use voice commands and instructions clearly, strongly, promptly, accurately, seriously and consistently so that students feel serious and obliged to do short-distance running, high jumping, and jumping lessons. sitting height....Teacher models or assigns students to make their own movements for other students to learn and practice. Observing physical education classes, we found that the majority of students understood the images, structure, techniques, and how to complete the movements in the lesson.

Methods 6,7,8 are not regularly implemented by teachers, specifically: "Method of preventing and correcting incorrect movements" (3.32 points, rank 6); “Practice method” (3.17 points, rank 7); “Methods of practicing through games and competitions” (3.04 points, rank 8). Observing the lessons of teachers and students at Nam Tien Secondary School , Phuc Thuan Secondary School , Bac Son Secondary School , and Do Can Secondary School , we noticed a number of shortcomings: Some teachers have not paid attention to preventing and correcting errors in their movements. Students, some students during practice practice the wrong leading movements

to injury. Teachers have not paid attention to observing and reminding students to practice and correcting incorrect movements during students' self-practice. Some teachers do not regularly use movement games to supplement their chosen sports.

Thus, physical education teachers need to be trained in sports practice and first aid skills to be able to demonstrate good sports techniques during the teaching process while detecting and correcting mistakes. mistakes in performing student movements, have knowledge of injury prevention for students and have the ability to provide temporary first aid for injuries on the spot when injuries occur to middle school students.

2.3.3.2. Current status of physical education based on capacity approach for students

To find out the assessments of administrators and teachers about the current status of physical education based on the competency approach in Pho Yen town secondary schools, we use question 4 (appendix 1), the results The results are as follows:

Table 2.6. Evaluation of administrators and teachers on the form of physical education based on the competency approach

Rating: 1=Poor; 2= Weak; 3= Average; 4= Good; 5 = Good

Form of physical education based on capacity approach	Level					DTB	The level
	first	2	3	4	5
	SL	SL	SL	SL	SL
first	Regular class hours	0	0	5	25	42	4.51	first
2	Extracurricular classes - self-practice extracurricular sports	0	5	14	30	23	3.99	2
3	Folk dance	23	6	7	18	18	3.03	6
4	Group dance	0	16	21	27	8	3.38	4
5	Competitive sports	25	11	4	24	8	2.71	8
6	Personal training sessions	21	twelfth	9	18	twelfth	2.83	7
7	Voluntary group training sessions	11	23	5	15	18	3.08	5
8	Group organized sessions	0	7	14	26	25	3.96	3

Statistical data shows that the majority of managers and teachers evaluate form 1,2,3,8 as performing fairly and well, with an average score from 3.38 to 4.51 points, specifically:

Format " Course hours " (4.51 points, rank 1); “ Extracurricular study hours - self-practice in extracurricular sports and physical education” (3.99 points, rank 2); “Group organized sessions” (3.96 points, rank 3); “ Group dance” (3.38 points).

Observe these forms at Tien Phong Secondary School and Thanh Cong Secondary School, we found that during the throwing class of 6th grade students, through curricular and extracurricular classes, the teacher guided students to perform movements to support the technique of throwing the ball, and to perform the technique. ball throwing technique. Most students correctly performed the movements in the physical exercises and supplementary exercises and basic technical movements. Through class sessions organized in groups, the teacher guided groups of students to adjust and correct incorrect movements through listening, observing and practicing. The teacher guided students to complete the amount of movement in the exercise. During class, teachers remind students to be self-aware, positive, united and help their peers in practice. The teacher guides the group leader to know how to control the group and practice group and comment on the training results. Some secondary schools have paid attention to guiding students in group dancing. Most students love it and are excited to participate and exchange with other students. We learned: "The dance movements are simple, consistent, combined with singing and music. Many people can participate in singing and dancing at the same time, so we are very excited and happy."

However, the following forms perform at an average level including: "Voluntary group training sessions " (3.08 points, rank 5); “ Folk dance” (3.03 points, rank 6); “ Individual training sessions” (2.83 points, rank 7); “ Competitive sports” (2.71 points, rank 8). Talking with the VHS teacher at Bac Son Secondary School, we learned: " Some teachers are still weak in their ability to organize sports competitions, so they do not have the knowledge to plan, prepare competition regulations and organize competitions." Matches and referees of sports, so this form of sports competition is rarely practiced by teachers. Teachers rarely organize competitive games for students such as soccer matches between groups of teenagers in the same locality, but students often organize their own practice sessions.

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