Interactive Methods of Teaching Foreign Languages to Students of the Faculty of Physical Education: Case Studies, Role-Playing, Team Tasks

Abstract

The relevance of this article is determined by the need to improve the quality of foreign language training of students of the Faculty of Physical Education in the context of globalization, international cooperation, and the expansion of professional communication in a foreign language within the field of sport.
The aim of the article is to analyze the didactic potential of interactive teaching methods and to substantiate the effectiveness of using the case method, role-playing situations, and team-based tasks for the development of foreign language communicative competence in future specialists in physical education.

Methods. Analysis of scholarly literature was used to determine the current state of research on the problem; generalization and systematization were applied to formulate the authors’ conclusions based on the research findings.

Results. It was established that interactive methods significantly increase foreign language speech activity among higher education students by creating the necessary conditions for meaningful communication, collaboration, and problem solving based on professionally relevant content. The study revealed that the case method facilitates the integration of linguistic and professional components of learning, as it engages students in the analysis of realistic professional situations that require the use of a foreign language for discussion, justification of decisions, and their presentation. It was proven that role-playing situations are an effective means of modeling professional foreign language communication in the field of physical education. They enable higher education students to master typical communicative roles, develop pragmatic and sociolinguistic competencies, and overcome psychological difficulties associated with the use of a foreign language. Team-based tasks play a central role in activating communicative interaction. They provide conditions for collaborative learning, increase the volume of students’ speech activity, and contribute to the development of social skills necessary for future professional practice.

Conclusions. It was demonstrated that the integrated use of cases, role-playing situations, and team-based tasks ensures a systematic and practice-oriented approach to foreign language instruction focused on the real professional needs of higher education students in the field of sport. It was also established that interactive teaching methods contribute not only to the development of language skills but also to the formation of communicative, social, and professional competencies, in particular by ensuring effective teamwork and fostering responsibility, leadership qualities, and intercultural awareness.