В роботі піднімається проблема оцінювання студентів на заняттях з фітнесу у вищих навчальних закладах. Зокрема узгодження процесу такого оцінювання з принципами та стандартами європейської системи ESTC. На основі даних представлених у попередніх публікаціях запропоновано серію вправ для проведення такого оцінювання. Представлені показники успішності в засвоєнні цих вправ студентами, які раніше не займалися фітнесом. Сформульовано практичні рекомендації по застосуванню описаного підходу для контролю успішності на заняттях з фітнесу. Намічено основні напрями подальших досліджень.
В работе поднимается проблема оценивания студентов на занятиях по фитнесу в высших учебных заведениях. В частности согласования процесса такого оценивания с принципами и стандартами европейской системы ESTC. На основе данных представленных в предыдущих публикациях предложено серию упражнений для проведения такой оценки. Представлены показатели успешности в усвоении этих упражнений студентами, которые раньше не занимались фитнесом. Сформулированы практические рекомендации по применению описанного подхода для контроля успешности на занятиях по фитнесу. Намечены основные направления дальнейших исследований.
The paper raised the problem of the student assessment for fitness training in higher educational institutions. In particular, adapting methods to exercise such control in the training process for physical education to ESTC skale. As part of the solution to the problem proposed a number of exercises for such an assessment. Found that the main problem of the assessment is to know exactly which exercises and what percent of that which the level of success accord, so if you examine how complicated for learning is one or another number of exercise to develop on this basis, the criteria for success, this greatly facilitate the evaluation process. With the aim of the work, we determined the formation of an ESTC-compliant scale for assessing the success of non-specialized faculty students at fitness classes in higher education institutions. An estimate of "A" can be obtained by approximately 10% of students. In this case, the complexity of the training tasks is balanced. Score "B" respectively - 25%. According to this principle, all students who according to the evaluation results are 35% of the best, deserve the marks "A" and "B". Based on their own results of previous studies, criteria were defined for the performance of each exercise that was used to evaluate the student's progress. The experiment were found how many students can perform different number of exercices. On the basis of the obtained results, were suggest assessing by an ESTC scale. In the process of assessing students of institutions of higher education, it is advisable to use a set of 23 exercises proposed by us. To determine the result of the student's work in one academic semester, the teacher may by the number of exercises performed on a satisfactory technical level. So the student deserves to score "A" if he fulfills all 23 goals, "B", if 21, "C", if he performed 15 exercises, "D" if he was able to complete 11 of them and "E" if he managed to do 7 exercises. At the same time, it is possible to explain objectively and objectively enough requirements to the students themselves. And also, in a convenient way, compare the results of the assessment in different groups and training seasons.
