THE STATUS OF STUDENTS’ POSITIVE QUALITIES IN TABLE TENNIS 1 COURSE AT SAIGON UNIVERSITY, VIETNAM

: The purpose of the article is to construct a scale to evaluate the positivity of students in the course Table Tennis 1 at Saigon University, Vietnam. Using common methods in the field of physical education (analysis and synthesis of documents, interviews, statistics). Through reference documents, references and interviews with experts, specialists and lecturers, the article has identified 32 criteria for evaluating the positivity of students in the course Table Tennis 1 at Saigon University. The results of applying 32 evaluation criteria show that the situation of students’ positivity in the course Tab le Tennis 1 at Saigon University is good in terms of awareness of learning table tennis and the need for positive learning table tennis; average in terms of motivation for positive learning table tennis and positive behavior when learning table tennis; about expressing interest when learning table tennis at a good level according to students and average according to lecturers.


Introduction
Currently, the education and training sector in Vietnam is striving to innovate teaching methods, towards promoting the positive, active and creative of students in activities and learning to suit the trend of the times.This issue has posed an urgent requirement for lecturers to innovate teaching methods to promote students' positive learning.In which, lecturers are the ones who guide, direct and control students to search for knowledge and to apply the knowledge to practice.Therefore, in class, students must be self-conscious, proactive, exploratory, discover new knowledge in a flexible and creative way into practical life through the guidance and orientation of lecturers.In teaching practice, lecturers need to choose teaching methods that are suitable for practice and promote students' interest in the subject, this is a very important issue, which is also an art of pedagogy of lecturers.
In today's knowledge economy, with rapid and increasingly diverse development, education must constantly innovate and develop, with the aim of promoting the positive of learners, while building personality, moral qualities, fostering people with selftraining capacity, promoting internal strength becomes more necessary and urgent.In universities, students are an important human resource to supplement the intellectual force for the country in the future.Therefore, each lecturer with knowledge and experience maximizes the capacity of learners.However, each subject has its own characteristics and training objectives, lecturers depending on each object to apply methods that are appropriate and effective.
Positive learning is a valuable quality of students in modern society.Positive learning stimulates interest and once students have interest, it will create positivity, helping students to perceive in the learning process in general and learning specialized subjects in particular.The content of table tennis is mostly practice, requiring students to be passionate and grasp new techniques to create interest in learning, from which to promote positive learning and practice.Therefore, studying students' learning activities and then proposing solutions to promote positive learning for students is not only a central task of the school but also a task of each lecturer when participating in teaching.Assessing students' positive learning not only has theoretical significance but also has profound practical significance, especially in the current period, when we are carrying out comprehensive basic innovation of Education and Training to gradually improve education quality on par with regional and international levels.
To promote students' positive qualities, lecturers need to master teaching skills such as: How to organize classes scientifically, arrange reasonably between theory and practice, combine many teaching methods to maximize students' attention, thinking, creativity, and dynamism.Therefore, lecturers not only master table tennis techniques but also have to be dynamic and sensitive in each lesson, each student group.In addition, they also impart to students the interest and passion for table tennis practice.Thereby, accurately, scientifically and comprehensively assessing the situation is an important basis to find solutions to improve students' positive learning in

Research methods
The method of synthesizing and analyzing documents to synthesize relevant research works to select criteria for evaluating positive learning in Table Tennis 1 course for students of Saigon University.
The interview method helps the article to select evaluation criteria and evaluate the status of positive learning in Table Tennis 1 course for students of Saigon University.
In the article, the Likert scale is used to survey and evaluate the level of questions (from 1 -5 points).To have a basis for evaluation according to each level, the article agrees as follows: Distance value = (Maximum -Minimum) / n = (5 -1) / 5 = 0.8 Convention of measurement levels: 1.00 -1.

Research results
In order to evaluate students' positive qualities in Table Tennis 1 course at Saigon University, the article conducts building a scale and then applying it to evaluate the situation.

Building a scale to evaluate students' positive qualities in Table Tennis 1 course at Saigon University
In order to build a scale to evaluate students' positive qualities in Table Tennis 1 course at Saigon University, the topic conducts the following steps: Step 1: Synthesize the criteria for evaluating students' positive learning from the sources of documents of authors at home and abroad such as: Trịnh Thế Linh ( 2018 2019); etc.Based on the synthesis of criteria for evaluating students' positive learning from reference materials; based on the research purpose, characteristics of the subject and practical conditions at Saigon University; at the same time, through expressions in terms of cognition, attitude (needs, motivation, interest) and action (behavior); the topic selects 30 qualitative criteria and 18 quantitative criteria to evaluate students' positive learning in Table Tennis 1 course at Saigon University.
Step 2: Consult experts to build a survey form.
Based on the results in step 1, the article conducts direct interviews with 05 people (03 experts, 02 specialists).Based on the opinions of experts and specialists, research purpose, characteristics of subjects and practical conditions at Saigon University; at the same time, through expressions in terms of cognition, attitude (needs, motivation, interest) and action (behavior); the article selects 40 qualitative criteria and 15 quantitative criteria to evaluate students' positive learning in Table Tennis 1 course at Saigon University.
Step 3: Interview experts, specialists and lecturers of Physical Education.Through the above synthesis results, the article conducts building a form and interviewing twice 15 managers, specialists, lecturers who have participated in teaching Physical Education at Saigon University one month apart, with the same evaluation method, same content system and same subject, the way to answer is agree and disagree.The result of the interview is that the topic selects 32 criteria to evaluate students' positive learning in Table Tennis 1 course at Saigon University.The comparison results in Table 1 show that most of the evaluation results of the questions about students' positive qualities in Table Tennis 1 course at Saigon University of students and lecturers are not different (sig > 0.05), or the evaluation results of students and lecturers are equivalent.However, there is 01 question Proactively applying flexibly the knowledge and skills of movement that have been acquired to new problems (exercises, movements), with the guidance of lecturers, there is a statistically significant difference (sig <0.05) students evaluate higher than lecturers.

Evaluating the status of students' positive qualities in
The evaluation results for each specific factor are as follows: Regarding the cognition of learning table tennis: students and lecturers evaluate at a good level; in which content N04 is rated highest by students and lecturers at a good level and content N03 students and lecturers rate the lowest at a good level, the remaining contents students and lecturers rate at a good level.Comparing the evaluation results of lecturers and students on the cognition of learning table tennis through Chart 2.1.Regarding the needs of positive learning table tennis: Students and lecturers evaluate at a good level; in which content N011 is rated highest by students and lecturers at a good level and content N07 students and lecturers rate the lowest at an average level; content N012 and N06 students and lecturers rate an average level; the remaining contents students and lecturers rate at a good level.Comparing the evaluation results of lecturers and students on the needs of positive learning table tennis through Chart 2.2.Regarding the motivation of positive learning table tennis: Students and lecturers evaluate at an average level; in which content N016 is rated highest by students and lecturers at an average level and content N019 students and lecturers rate lowest at a weak level; content N014 and N013 students and lecturers rate at a weak level; the remaining contents students and lecturers rate at an average level.Comparing the evaluation results of lecturers and students on the motivation of positive learning table tennis through Chart 2.3.Regarding the expression of interest when learning table tennis: Students rate at a good level and lecturers rate at an average level; in which content N023 is rated highest by students and lecturers at a good level and content N021 students and lecturers rate lowest at an average level; content N020 students and lecturers rate at an average level; content N022 students rate at a good level and lecturers rate at an average level.Comparing the evaluation results of lecturers and students on the expression of interest when learning table tennis through Chart 2.4.Regarding positive behavior when learning table tennis: Students and lecturers evaluate at an average level; in which content N029 is rated highest by students and content N027 is rated highest by lecturers at a good level; content N032 students and lecturers rate lowest at a weak level; Content N031 and N030 students and lecturers rate at a weak level; Content N026 students rate at an average level and lecturers rate at a weak level; the remaining contents students and lecturers rate at a good level.Comparing the evaluation results of lecturers and students on positive behavior when learning table tennis through Chart 2.5.Through the analysis of data in Table 1, it shows that students and lecturers evaluate the cognition of learning table tennis highest at a good level and positive behavior of learning table tennis lowest at an average level and attitude of positive learning table tennis students and lecturers evaluate at an average level.

Conclusion
Through reference materials, consultation and interview with experts, specialists and Physical Education lecturers, the article has identified 32 criteria to evaluate students' positive qualities in Creative Commons licensing terms Authors will retain the copyright of their published articles agreeing that a Creative Commons Attribution 4.0 International License (CC BY 4.0) terms will be applied to their work.Under the terms of this license, no permission is required from the author(s) or publisher for members of the community to copy, distribute, transmit or adapt the article content, providing a proper, prominent and unambiguous attribution to the authors in a manner that makes clear that the materials are being reused under permission of a Creative Commons License.Views, opinions and conclusions expressed in this research article are views, opinions and conclusions of the author(s).Open Access Publishing Group and European Journal of Physical Education and Sport Science shall not be responsible or answerable for any loss, damage or liability caused in relation to/arising out of conflict of interests, copyright violations and inappropriate or inaccurate use of any kind content related or integrated on the research work.All the published works are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons attribution 4.0 International License (CC BY 4.0).

Chart 2. 1 :
Comparing the evaluation results of lecturers and students on the cognition of learning table tennis Chart 2.2: Comparing the evaluation results of lecturers and students on the needs of positive learning table tennis

Chart 2. 3 :
Comparing the evaluation results of lecturers and students on the motivation of positive learning table tennis Chart 2.4: Comparing the evaluation results of lecturers and students on the expression of interest when learning table tennis

Chart 2. 5 :
Comparing the evaluation results of lecturers and students on positive behavior when learning table tennis Table Tennis 1 course at Saigon University.With the above importance, we choose the article with the name: The status of students' positive qualities in Table Tennis 1 course at Saigon University, Vietnam.The purpose is to build a scale to assess students' positive qualities in Table Tennis 1 course at Saigon University, Vietnam.

15 lecturers of the Faculty of National Defense Education and Physical Education. b. Preliminary survey to build survey form: 05
people (03 experts, 02 specialists with deep understanding of the field of research topic).

c. Survey to select evaluation criteria: 15
managers, specialists, lecturers who have participated in teaching Physical Education at Saigon University are selected according to the technique of judgmental and convenient sampling.

Table Tennis 1 course at Saigon University The
article conducts a survey of 412 students and 15 lecturers of the Faculty of National Defense Education and Physical Education of Saigon University on 32 criteria to evaluate the status of students' positive qualities in Table Tennis 1 course at Saigon University.compare the difference in evaluation results of students and Physical Education lecturers through testing the mean value of two independent samples, the results are shown in Table2.1.

Table 2 . 1 :
Results of comparing the difference in evaluation results of students and Physical Education lecturers on the status of students' positive qualities inTable Tennis 1 course at Saigon University

the attitude of positive learning table tennis 3.18 3.13 A. Evaluate the needs of positive learning table tennis
European Journal of Physical Education and Sport Science -Volume 9 │ Issue 6 │ Table Tennis 1 course at Saigon University.The status of students' positive qualities in Table Tennis 1 course at Saigon University is good in terms of cognition of learning table tennis and needs of positive learning table tennis; average in terms of motivation for positive learning table tennis and positive behavior when learning table tennis; about the expression of interest when learning table tennis at a good level (students) and an average level (lecturers).Fierro-Suero, S., Almagro, B. J., & Sáenz-López, P. (2020).Validation of the achievement emotions questionnaire for physical education (AEQ-PE).International journal of environmental research and public health, 17(12), 4560.Leo, F. M., Mouratidis, A., Pulido, J. J., López-Gajardo, M. A., & Sánchez-Oliva, D. (2022).Perceived teachers' behavior and students' engagement in physical education: The mediating role of basic psychological needs and self-determined motivation.Physical Education and Sport Pedagogy, 27(1), 59-76.Nguyen Viet Hoa.(2019).Measures to improve the effectiveness of learning activities in the subject of Physical Education for students of Vietnam National University, Hanoi in the direction of positive learners.Doctoral Thesis in Education, Institute Sports Science, Hanoi.Trinh The Linh. (2018).Assessment of the reality of self-discipline and positivity of nonspecialized students at Northwestern University when studying physical education.Education Journal, Special Issue September 2018, pp.192-195.Vlachos, O., & Papaioannou, A. G. (2023).Multidimensional Motivational Climate Questionnaire in Physical Education at the Situational Level of Generality (MUMOC-PES).International Journal of Environmental Research and Public Health, 20(5), 4202.Wang, Y., Chen, A., Schweighardt, R., Zhang, T., Wells, S., & Ennis, C. (2019).The nature of learning tasks and knowledge acquisition: The role of cognitive engagement in physical education.European Physical Education Review, 25(2), 293-310.