Experience in the Application of Cognitive Techniques in the Field of Physical Education and Sports
DOI:
https://doi.org/10.18662/brain/11.2/79Keywords:
education, cognitive application, physical education, sports, managersAbstract
Improving the professional training of managers in the field of physical education and sports today requires the need to use foreign experience in their preparation, especially for the experience of using cognitive psychology techniques in professional and personal training. The study of international experience training of future managers of physical education and sports is of great importance for the implementation of positive trends in higher education in terms of the quality of their training and the formation of their professional competence. And this requires a critical analysis of the achievements of the educational systems of foreign countries and the adaptation of these achievements to national needs. The relevance of the study of world experience is due to the possibility of using the achievements and practices in the context of the establishment of a new paradigm of professional education for managers of physical education and sports, in which the cognitive-contextual goals of forming the professional competence of these specialists should become priorities. The importance of studying international experience in the application of cognitive teaching methods in the training of managers of physical education and sports is also due to insufficient information on relevant studies conducted in this area. Unfortunately, the study of the individual components of the cognitive-oriented education system in higher education institutions of the world space is characterized by the lack of a holistic view of its functioning in modern conditions.
References
Dereka. (2016). Current Trends in the Professional Training of Physical Education Professionals in the European Union. TG. Derek. Pedagogical Sciences, 3(85), 42-47.
Ferkins, L. (2012). God Boards are Strategic: What does that Mean for Sport Gorrmance. Lesley Ferkins. Journal of Sport Management, 26(1), 67-80.
Flavell, J. H. (1979). Meta-cognition and cognitive monitoring: a new area of cognitive-developmental inquiry. American Psychologist, 34(10), 906-911. https://doi.org/10.1037/0003-066X.34.10.906
Flavell, J. H. (1997). Speculation about the nature and development of meta-cognition. In F. E. Weinert & R. H. Kluwe (Eds.), Meta-cognition, motivation and understanding (pp. 21-30). Erlbaum.
Jacobs, F. (2013). Making sence of teaching social and moral skills in physical education. Physical Education and Sport Pedagogy, 18(1), 1-14.
Johnson, R. E., Chang, C-H. D., & Lord, R. G. (2006). Moving from cognition to behavior: What the research says. Psychological Bulletin, 132, 381-415. https://doi.org/10.1037/0033-2909.132.3.381
Kalashnikov. (2019). Building a Management Training Model for the Institutions of the European Union: An Analysis of the Activities of the European School of Management Higher Education of Ukraine. Theorem and Sciences of Higher Education Institute of APS of Ukraine.
Klein, G. (2004, November). A Tool to Build a Curriculum Model in the Sport Sector. Communication to the AEHESIS PMG meeting. Brussels.
Maurer, M. R. & Jordan, P. J. (2006). Steps to a Successful Physical Education Teacher Education Workshop. Physical Educator, 63(1), 53-56.
Maxcy, J. (2013). Sport universitaire. NCAA: une gouvernance qui maximise la création de valeur économique [University Sport. The NCAA: A Governance Structure to Maximize Economic Value/] JuriSport: The Revue Juridique et Economique du Sport [Sport Law and Economics Review], 137, 42-46.
Michuda, V. (2020). On the experience of training specialists in the field of sports management at higher education institutions in Western European countries. Lviv Journal of Science, 11, 61-63.
Osadcha, I. (2018). Professional Training of Physical Education Teachers at UK Universities, Journal of Education TUY, 10, 67-69.
Shepard, L. A. (2005, October 10–11). Formative assessment: Caveat emptor. ETS Invitational Conference The Future of Assessment: Shaping Teaching and Learning, New York, United States.
Sushchenko, L. (2018). Major Trends in Professional Training of Physical Education Specialists in Foreign Higher Education Institutions. Pedagogy and psychology of creative personality formation: problems and searches. Kyiv-Zaporozhye, 18, 229-234.
Vosniadou, S. & Verschaffel, L. (2004). Extending the conceptual change approach to learning and teaching. Learning and Instruction, 14(5). 445-451.
https://doi.org/10.1016/j.learninstruc.2004.06.014
Vosniadou, S., Ioannides, C., Dimitrakopoulou, A. &
Papademetriou, E. (2001). Designing learning environments to promote conceptual change in science. Learning and Instruction, 11(4-5), 381-419. https://doi.org/10.1016/S0959-4752(00)00038-4
Wagner, J. F. (2010). Transfer in pieces. Cognition and Instruction, 24(1), 1-71. https://doi.org/10.1207/s1532690xci2401_1
Winn, W. (2002). Current trends in educational technology research: The study of learning environments. Educational Psychology Review, 14(3), 331-351.
Xiaoyan, G. & Xiaohong, Y. (2007). Impact of learner autonomy on meta-cognitive strategy and English achievement ---a study of college non-English majors in China. CELEA Journal, 3, 45—50.
Downloads
Published
How to Cite
Issue
Section
License
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant this journal right of first publication, with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work, with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g. post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g. in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as an earlier and greater citation of published work (See The Effect of Open Access).
BRAIN. Broad Research in Artificial Intelligence and Neuroscience Journal has an Attribution-NonCommercial-NoDerivs
CC BY-NC-ND
