Educational Branch of Physical Culture: Methodology of Developing Introductory Diagnostic Work

Abstract

The purpose of the article is to scientifically substantiate and propose a methodology of developing introductory diagnostic work within the educational branch «Physical Culture» on the basis of the concept of the New Ukrainian School. Achieving the goal of the study involves solving a number of tasks: 1) analyzing regulatory, program documents, scientific and methodological sources for assessing the academic achievements of students in grades 5–8; 2) comparing the essence of the introductory and final diagnostic work; 3) characterizing the stages of developing introductory diagnostic work under the conditions of martial law, taking into account security, psychological and adaptation factors; 4) formulating methodological recommendations for modern Physical Culture teachers for carrying out introductory diagnostics in unstable educational environment. To achieve the goal of the article and the specified tasks, the following methods were used: analysis of regulatory and legal documents; content analysis of current diagnostic materials used in school practice for assessment in Physical Culture; systematization and generalization of assessment criteria in accordance with the expected outcomes of studying in the New Ukrainian School; design (modeling) of the introductory diagnostic work and its components based on the competency and activity approaches.

The methodology of developing the introductory diagnostic work is an important direction of the teacher's innovative activity in the context of the modernization of the Physical Education system. Content analysis of sources has provided information about the limited view of specialists on the essence of the introductory diagnosis, which in most cases is associated only with physical fitness. The proposed methodology includes five stages: 1) determination of the thematic headings according to which the introductory diagnostic work will be developed and carried out; 2) formulation of the goal of the introductory diagnostic work; 3) specification of the form of conduct and types of tasks; 4) structuring of the stages and content design of the introductory diagnostic work; 5) development of a scale for interpreting the results. As an example, an introductory diagnostic work for the 6th grade on the topic «The power of movement is the power of character» is given. For the effective development and rational implementation of innovations, methodological recommendations have been formulated for a creative teacher who plans to conduct introductory diagnostic work in wartime conditions, activities in the frontline zone. The recommendations are built taking into account the principles of the New Ukrainian School and the realities of today’s life.