Developmental Assets in Physical Education
Author`s Contribution:
- Lviv State University of Physical Culture named after Ivan Boberskyi, Ukraine
Background and aim of study:
There are no simple answers about how to improve
education for all students. Research and practice show
that no single strategy or program makes all the
difference. While there have been encouraging
innovations and studies, none has accounted for
significant, large-scale improvements.
There is growing evidence, though, that asset-based
approaches to education and youth development have
tremendous potential to contribute to the academic
success of students. Thus, educational establishments
are in charge of not only students’ intellectual
development, but of their personal, social, emotional,
and physical development as well.
On the grounds of the introductory considerations, the
research aims at examining the main developmental
assets in terms of physical education.
Research methods:
Results:
A variety of analyses reveal that higher levels of
developmental assets are consistently related to a
variety of measures of student achievement. Search
Institute’s research on developmental assets adds to the
findings that suggest building developmental assets to
be a critical component of boosting student
achievement. Developmental assets may also serve as
boost for students to be successful in their overall
growth and development.
An emphasis on overall development may have as
much or more positive impact on academic outcomes
as the traditional strategies, such as emphasizing task
mastery, requiring higher teacher certification
standards, and using high-stakes testing to track
achievement. Further, asset building may enhance or
multiply the impact of these and other strategies. Thus,
building developmental assets does not replace those
efforts, but focuses on human development as a core
process in promoting student achievement.
The research analysis of developmental assets in
physical education reveals the outcomes to be as
follows.
- Support. Educators are in a great position to provide
the support that students need. Be it in physical
education or within the community, it is significant to
notice the students being good and praise them for it.
- Empowerment. Physical educators should believe,
value and empower their students, and do their best to
always see the students as resourceful, knowledgeable
and capable of reaching their goals in a safe
environment.
- Boundaries and expectations. Clear rules and
academic responsibilities need to be outlined and coconstructed between students and their physical
educator to ensure a consistent and engaging learning
environment.
- Constructive use of time. Physical education needs to
promote constructive activity. It is necessary to
develop lesson plans and programming that will
encourage active lifestyles and community
involvement.
- Commitment to learning. Within the physical
education experiences it is vital to find ways for
students’ motivation to learn. Homework and special
tasks should be appropriately engaging and interesting
to the students.
- Social competencies. Interpersonal competencies can
be fostered through physical education teacher
exposing students to opportunities for collaboration
and communication, particularly through cooperative
games.
- Positive identity. Physical educators should make
their students feel like they have some power through
leading the group stretch or setting up the badminton
nets. This allows students to gain a sense of personal
belonging.
Conclusion:
Academic achievement and personal development are
complementary and mutually supportive. Therefore,
educational institutions must be responsible not just for
students’ intellectual development, but also for their
personal, social, emotional, and physical development.
It is vital to build their self-esteem by creating
purposeful physical education experiences. When
students derive a sense of purpose from the physical
education lessons, they begin to see activity and
movement as a lifelong principle.
Keywords:
Copyright:
DOI and UDC:
DOI: 10.26697/ijes.2019.2.25; UDC: 37.01:796
Information about the authors:
Yurko Nadiia Anatoliivna – Senior Lecturer of the
Department of Ukrainian and Foreign Languages, Lviv
State University of Physical Culture named after Ivan
Boberskyi, Lviv, Ukraine
Romanchuk Olha Vasylivna – Doctor of Philosophy
in Philology, Associate Professor; Head of the
Department of Ukrainian and Foreign Languages, Lviv
State University of Physical Culture named after Ivan
Boberskyi, Lviv, Ukraine.
Protsenko Uliana Mykolaivna – Doctor of
Philosophy in Pedagogy, Associate Professor of the
Department of Ukrainian and Foreign Languages, Lviv
State University of Physical Culture named after Ivan
Boberskyi, Lviv, Ukraine.