Current Situation of Assessing Physical Education Results According to Competency Approach

Regarding folk dance, most physical education teachers are male so they are not interested in this form, while female students at schools are very interested. In addition, individual training sessions and group training sessions are not effective, the reason is that secondary schools in Pho Yen town have planned land funds for stadiums and gymnasiums but There is no funding source to invest in construction, socialization work still faces many difficulties, so the quality of the training ground and sports equipment is not guaranteed for students to practice or compete in sports on their own.

2.3.4. Current status of evaluating physical education results according to the competency approach

Table 2.7. Current status of evaluating physical education results according to the competency approach

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

Statistics show that the majority of managers and teachers rated form 3,5,6 as performing fairly and well, with an average score from 4.32 to 4.54 points, specifically: " Using qualitative assessment" (4.54 points , rank 1); “ Using quantitative assessment” (4.39 points); “ Evaluating physical education results must combine regular and periodic assessment” (4.32 points). Teachers often use qualitative assessment to evaluate students' learning outcomes. Students use this form to self-evaluate after finishing each lesson content. Teachers use quantitative assessment to record learning outcomes expressed as scores on a 10-point scale for formal and periodic assessments.

Forms of " Assessment based on capacity is to evaluate students' knowledge, skills and attitudes" (3.36 points, rank 4); " Evaluating physical education results must be based on the goals and requirements to be met in the physical education program, ensuring comprehensiveness, objectivity, and differentiation" (3.08 points, rank 5); “ Assessment combines teacher assessment and student self-assessment to promptly adjust teaching-learning activities”(2.56 points, rank 6). Thus, there is still a situation where some teachers currently do not base on the goals and requirements to be met in the physical education program to ensure differentiation in student assessment. On the other hand, teachers have not built Build criteria to evaluate students' knowledge, skills, attitudes and combine teacher assessment and student self-assessment to promptly adjust teaching-learning activities.

2.4. Current status of content management of physical education activities based on competency approach for students in secondary schools in Pho Yen town, Thai Nguyen province

2.4.1. Current status of managing activities of professional groups and teaching activities of teachers

Table 2.8. Current status of managing activities of professional groups and teaching activities of teachers

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

However, the content " The professional team develops subject content according to the new general education program, develops ways to organize teaching according to a competency approach suitable to the receptive ability of middle school students " (3.26 points, rank 2) not implemented regularly, teachers still follow the old program without innovation in implementing the goals and content of the physical education program according to the competency approach for students. Therefore, administrators need to pay close attention to directing the professional team to effectively implement this content and the content "The professional team directs teachers to prepare lesson plans according to the competency approach" (3.13 points, rank 4 ), Besides, managers also need to regularly direct "Professional teams to develop plans and inspections according to subject specificities" (2.92 points, rank 6) because currently this content is being overlooked.

Content " Surveying teachers' qualifications and capabilities to plan training with many appropriate forms and content; focusing on scientific research and innovating the content and methods of teaching and learning "(3.21 points, rank 3) is not regularly implemented. Currently, a part of physical education teachers are still weak in specific competencies such as the ability to practice sports, the ability to organize sports competitions, and the ability to coach sports, but some managers in secondary schools have not yet implemented it. Survey teachers' qualifications and capabilities to plan training with appropriate forms and content. Therefore, the content " Organizing training to improve the qualifications of physical education teachers based on the competency approach" (2.93 points, rank 5) is not regularly implemented.

Content "Mobilize maximum financial resources inside and outside the budget, rich and diverse teaching equipment to support teachers in improving their professional qualifications and organizing teaching of physical education subjects." quality” (2.88 points, rank 7). According to VVM Management staff of Hong Tien Secondary School: “Currently, many parents of students, officials and teachers in schools consider physical education to be a "side subject", in the old way, only each teacher teaches in class and all schools learn the same physical education lesson, so the subject is This has not received the attention of schools and social forces." Physical education is a very important subject, one of the four core areas: Virtue, intellect, body, and beauty. Therefore, in the new general education program, physical education is a compulsory subject from grades 1 to 12, so it is necessary to change the awareness of administrators, teachers and educational forces inside and outside the school about the subject. This course aims to mobilize maximum financial resources inside and outside the budget, rich and diverse teaching equipment to support teachers in improving their professional qualifications and organizing teaching of physical education subjects. matter.

2.4.2. Current status of management and implementation of intra-curricular physical education programs and management of extra-curricular sports activities

Table 2.9. Current status of management and implementation of intra-curricular physical education programs and management of extra-curricular sports activities

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

The survey results show that administrators and teachers evaluate "Organizing and directing the implementation of curricular and extracurricular activities has the advantage of developing physical capacity for students" (3.47 points, rank 1) and "Practice present a systematic and planned curricular and extracurricular physical education program to promote the positivity, initiative, creativity and self-learning capacity of secondary school students" (3.46 points, ranking 2) do it regularly. Intra-curricular activities for teachers such as: Short distance running, step-through high jump, lying high jump, exercise and optional sports such as soccer, volleyball, athletics...

Contents that are not regularly implemented include: "Management of construction and use of resources for extracurricular activities" (3.33 points, rank 3); "Organize and direct the development of plans for educational activities with advantages in developing students' physical abilities" (3.18 points, rank 4); “Manage methods, forms, and processes for organizing extracurricular activities in physical education according to the competency approach ” (3.11 points, rank 5); "Managing the content of the physical education extracurricular activities program according to the competency approach " (2.97 points, rank 6); "Direct and coordinate forces inside and outside the school to organize curricular and extracurricular activities that have the advantage of developing students' physical abilities" ( 2.93 points, rank 7); “Manage the goals of extracurricular and intracurricular activities in physical education according to the competency approach" ( 2.81 points, rank 8).

2.4.3. Current status of managing student learning activities

Table 2.10. Current status of managing student learning activities

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