The competence in physical education (PE) is an assessment of a person's ability to lead a physically active lifestyle. The lack of an integrated approach to assessing the success of student’s training in PE does not allow a systematic, transparent and effective monitoring of the dynamics of the development of the personality of a competitive specialist, establishing the causes of problems and developing forecasts for the future. The goal of study was to develop and justify a system for assessing the competence of PE of students studying at universities and colleges. A survey of experts (N=82) was conducted to find out the importance of each of the structural elements of competence. The validity of proposed approaches was investigated. Three domains (“Movement Activity and Attitude to It,” “Physical Health and Fitness,” “Knowledge, Skills, and Abilities”) were distinguished in the structure of competence in PE, each of which was divided into 2–4 components. Designed assessment method covers all structural parts of the competence in PE, the goals of student learning, takes into account the list of necessary knowledge and skills in accordance with the requirements of the program, provides the formation of motivation for an active lifestyle, and maintains a level of physical activity sufficient for health. Developed method allows to determine the overall assessment of the formation of competence in PE, as well as a separate component, it gives an opportunity to calculate “critical” components, take into account interests and needs of students, teachers, and university / college administration.

The competence in physical education (PE) is an assessment of a person's ability to lead a physically active lifestyle. The lack of an integrated approach to assessing the success of student’s training in PE does not allow a systematic, transparent and effective monitoring of the dynamics of the development of the personality of a competitive specialist, establishing the causes of problems and developing forecasts for the future. The goal of study was to develop and justify a system for assessing the competence of PE of students studying at universities and colleges. A survey of experts (N=82) was conducted to find out the importance of each of the structural elements of competence. The validity of proposed approaches was investigated. Three domains (“Movement Activity and Attitude to It,” “Physical Health and Fitness,” “Knowledge, Skills, and Abilities”) were distinguished in the structure of competence in PE, each of which was divided into 2–4 components. Designed assessment m...

The purpose of this paper is to improve the assessment system through diversified application of gymnastics means content in the discipline of physical education and sport in primary education. The assessment included 6 test events chosen from the National System of Assessment at Physical Education and Sport in Primary School. These test events are: in the 1st semester – long lasting running, memorization of a set of free general physical development exercises, the level of initiation in gymnastics regarding the execution of isolated acrobatic elements; in the 2nd semester – strength of upper limbs by tractions on the gym bench and strength of lower limbs – standing long jump, 25 m speed running and dexterity test by 3 m distance target horizontal throwing with two hands from below. The diversified use of gymnastics means content within the instructive-educational process in primary school contributed to the improvement of the assessment system and to the more effective achievement ...

The article aims to analyze and compare the moments and functions of the evaluation defined in the discipline plans of three training courses for Physical Education teachers (Ufes/Brazil; Cesmag/ Colombia; and Udelar/Uruguay). The research uses a mixed method of explanatory sequential type. It uses the political projects of the courses and the discipline plans as a source. The methodology followed three stages: a) analysis of the frequency of words; b) hypothesis test for proportion; and c) documentary critical analysis. The results showed that the evaluation and function prescribed in the plans of Cesmag/Colombia and Udelar/Uruguay are influenced by the concepts of evaluation present in political projects and government guidelines at those countries. Ufes/Brazil is characterized by a decentralized policy with no governmental guidelines on evaluative practice, leaving this definition to the teachers. It was concluded that the main concern of the prescriptions is on the definition of the instruments. It is also necessary to qualify the definition of the criteria, functions, agents, moments and evaluation conceptions. It is evident the urgency to think about continuing education in evaluation for teachers who work in higher education in the training of new teachers, above all, taking into account Physical Education itself, the challenges of evaluative practices aligned with the context of performance and the incorporation of the environment in the teaching practice.

The standing of Physical Education (PE) within the United Kingdom has been of some debate for hundreds of years (Arnold, 1979; Capel and Blair, 2007). Arnold (1979) claimed that education, or learning can be approached in three different ways: Education ‘about’ movement, Education ‘through’ movement and finally Education ‘in’ movement. Assessment within the paradigm of education is a phenomenon that engulfs the role of a teacher (Boyal and Charles, 2010). However, assessment can be used for learning purposes hence the phrase ‘Assessment for Learning (AfL)’ (MacPhail and Halbert, 2010). Within teaching and education, there has been an increased interest in the use of AfL (Black et al., 2003; Carless, 2005; Centre for Educational Research and Innovation, 2005; Dann, 2002; Shepard, 2000; Wiliam et al., 2004). AfL has also become a more prominent feature within assessment strategies for PE (Leirhaug and MacPhail, 2015; MacPhail and Halbert, 2010). This essay will analyse what both PE and AfL are and how they of both affect the learning and teaching processes.

The main objective of this study was to produce an instrument of competency test for High School Physical Educator, which was validated empirically. At present, researchers have not yet found an instrument that tests the competency of teachers involving 4 competencies, particularly in Indonesia. This study was a research and development design following the form of procedural models, which are steps that must be followed to produce standard instrument products. The steps were: (1) Finding Potential Problems, (2) Information gathering, (3) Product Design, (4) Design Validation, (5) Design Improvement, (6). Product Trial, (7). Product Revision, (8). Usage Tests, (9) Product Revisions, (10) Mass Product Manufacturing. The test subjects in this study were high school teachers in Padang and FIK UNP alumni amounting to 323 people. Sampling technique used was purposive sampling. Based on data taken from the field of secondary education in Padang City Education Office, the number of high school teachers in Padang was about 146 people, and FIK alumni were177 person. In the first phase, a limited trial was carried out on 30 samples of the total population. The second phase was tested on 293 people. The standardization process is carried out by carrying out various tests, namely: (1) Validity test, (2) Reliability Counters, (3) Difficulty level test, (4) Different grain power test, (5) Practicality test, (6) effectiveness test. All data were analyzed by using IBM SPSS software and significance level was p <0.05. Based on the research processes and procedures carried out, a standardized instrument can be used to test the four Physical Educators competencies, namely Pedagogic competence, Professional Competency, Personality competence, and Social competence.