| Popis: |
Leading experts noted that by means of physical culture it is possible to successfully influence the development of the types of activities necessary for the profession and effectively form the necessary competencies [1]. No matter how different the formulations of competencies in the standards for various areas of training of modern bachelors, the goal of physical education in higher education is to form the physical culture of the student's personality [2]. And this, in our opinion, implies the formation of a person's readiness to solve health and professional life tasks by means of physical culture. In connection with the above, the process of forming students' competencies implies changing and improving the system of monitoring the effectiveness of physical education. At the present stage, pedagogical control should solve the problem of determining the level of formation of competencies necessary for a particular future bachelor. The final level of competence formation is almost impossible to determine within the framework of traditional forms of tests and exams. Therefore, further improvement of the system of control over the formation of competencies should be based on a criteria-based approach, on specific gender, age and professional criteria. The presence of such criteria helps to predict the result to which the student should strive. This will significantly increase the motivation for the successful implementation of this process. Meanwhile, it is necessary that modeling, forecasting, planning and control over the individual process of competence formation become available to each student. It is worth noting the importance of quantitative criteria, since on the basis of a deep qualitative analysis of the results of activities, they form a general comprehensive picture of academic performance in physical culture. Quantitative criteria are important, first of all, as indicators of the quality of the process of physical education, physical development, and not only as an assessment and evidence of academic performance [3]. |
