Veriable Models of Physical Education Spesialists’ Acmeological Competence Formation in the Process of Continious Professional Education

Abstract

Objectives; testing the variability of physical education specialists’ continuous professional training models aimed at the acmeological competence formation in the experimental way. Methods; the study involved students of the “Physical Education†specialty (n = 194). Selection and modification procedures were applied to the following experiment methods, such as the “Students’ learning motivation†revealing method (A. A. Rean, V. A. Yakunin); the “Personality maturity†questionnaire; the “Emotional intelligence†revealing test (N. Hall); the “Evaluation of aspirations level†questionnaire used for the integral motivation activity estimation index; the “organizational capabilities assessing methodsâ€; the “Communication skills revealing†method; the “Personality’s creative potential self-esteem†method. Results; The structure of the physical education specialists’ acmeological competence was identified. The acmeological competence components including acme-motivational, cognitive-acmeological, acmeological-activity and acme-traits of specialist’s personality ones have been characterized. The models of physical education speciallists’ continuous professional training, such as the professional motivation predominanting; practically-focused; and sports-activity focused ones were distinguished on the acmeology basis. The forming of physical education specialists’ acmeological competence components according to the variable continuous training models has been investigated experimentally. The study revealed a high correlations between the acmeological competence formation level and the characterized components. Conclusions; summarizing the study of acmeologically aimed physical education specialists’ continuous professional training the following statements were revealed: the model with the professional motivation predominanting is carachterised by the high level of acme motivational component formation; the practically-focused model is characterized by the high level of cognitive acmeological component formation; the sports-activity pattern is characterized by the high level of bouth acmeological-activity and acme-traits of specialist’s personality components.