Academic literature on the topic 'Physical education and training, examinations, questions, etc'

Health is the inevitable requirement to promote the all-around development of people. Middle school physical education and high school physical examination are important links to improve the physical quality of teenagers, improve people’s health level, enhance people’s happiness, and promote the construction of healthy China. The research purpose of this paper is to discuss the market positioning of folk sports training and put forward questions. This paper explores the market development strategy under the background of the increasing scores of PE middle school examinations after the reform of PE middle school examinations in recent years, even higher than in some subjects. This paper argues that the current reform of physical education examination has brought new challenges to physical education teaching and training. At the same time, it has provided new opportunities for physical education training institutions. However, there are still serious problems in the current physical training, such as backward management concepts and lack of innovation ability. The training quality is not high, and the development ability is insufficient; The training is not specialized and has no pertinence to different sports events, which can easily affect the development of the industry. In view of these problems, the author puts forward improvement ideas, including market-oriented innovation development mode; Re-orientation of training institutions in the market.

Background The reliability of GPT-4, a state-of-the-art expansive language model specializing in clinical reasoning and medical knowledge, remains largely unverified across non-English languages. Objective This study aims to compare fundamental clinical competencies between Japanese residents and GPT-4 by using the General Medicine In-Training Examination (GM-ITE). Methods We used the GPT-4 model provided by OpenAI and the GM-ITE examination questions for the years 2020, 2021, and 2022 to conduct a comparative analysis. This analysis focused on evaluating the performance of individuals who were concluding their second year of residency in comparison to that of GPT-4. Given the current abilities of GPT-4, our study included only single-choice exam questions, excluding those involving audio, video, or image data. The assessment included 4 categories: general theory (professionalism and medical interviewing), symptomatology and clinical reasoning, physical examinations and clinical procedures, and specific diseases. Additionally, we categorized the questions into 7 specialty fields and 3 levels of difficulty, which were determined based on residents’ correct response rates. Results Upon examination of 137 GM-ITE questions in Japanese, GPT-4 scores were significantly higher than the mean scores of residents (residents: 55.8%, GPT-4: 70.1%; P<.001). In terms of specific disciplines, GPT-4 scored 23.5 points higher in the “specific diseases,” 30.9 points higher in “obstetrics and gynecology,” and 26.1 points higher in “internal medicine.” In contrast, GPT-4 scores in “medical interviewing and professionalism,” “general practice,” and “psychiatry” were lower than those of the residents, although this discrepancy was not statistically significant. Upon analyzing scores based on question difficulty, GPT-4 scores were 17.2 points lower for easy problems (P=.007) but were 25.4 and 24.4 points higher for normal and difficult problems, respectively (P<.001). In year-on-year comparisons, GPT-4 scores were 21.7 and 21.5 points higher in the 2020 (P=.01) and 2022 (P=.003) examinations, respectively, but only 3.5 points higher in the 2021 examinations (no significant difference). Conclusions In the Japanese language, GPT-4 also outperformed the average medical residents in the GM-ITE test, originally designed for them. Specifically, GPT-4 demonstrated a tendency to score higher on difficult questions with low resident correct response rates and those demanding a more comprehensive understanding of diseases. However, GPT-4 scored comparatively lower on questions that residents could readily answer, such as those testing attitudes toward patients and professionalism, as well as those necessitating an understanding of context and communication. These findings highlight the strengths and limitations of artificial intelligence applications in medical education and practice.

There are different apprehensions regarding the contemporary assessment system. Often, I listen to my colleagues saying that multiple-choice questions are seen as easier to score. Why can’t all assessments be multiple-choice tests? Some others would say, whether the tests given reflect what students will need to know as competent professionals? What evidence can be collected to make sure that test content is relevant? Others come up with concerns that there is a perception amongst students that some examiners are harsher than others and some tasks are easier than others. What can be done to evaluate whether this is the case? Sometimes, the students come up with queries that they are concerned about being observed when interacting with patients. They are not sure why this is needed. What rationale is there for using workplace-based assessment? Some of the students worry if the pass marks for the assessments are ‘correct’, and what is the evidence for the cut-off scores? All these questions are important, and I would deliberate upon them with evidence from the literature. Deliberating on the first query of using multiple-choice questions for everything, we know that assessment of a medical student is a complex process as there are multiple domains of learning such as cognition, skills, and behaviors (Norcini and McKinley, 2007)(Boulet and Raymond, 2018). Each of the domains further has multiple levels from simple to complex tasks (Norcini and McKinley, 2007). For example, the cognition is further divided into six levels, starting from recall (Cognition level 1 or C1) up to creativity (Cognition level 6 or C6) (Norcini and McKinley, 2007). Similarly, the skills and behaviors also have levels starting from observation up to performance and practice (Norcini and McKinley, 2007). Moreover, there are different competencies within each domain that further complicates our task as an assessor to appropriately assess a student (Boulet and Raymond, 2018). For instance, within the cognitive domain, it is not just making the learning objectives based on Bloom’s Taxonomy that would simplify our task because the literature suggests that individuals have different thinking mechanisms, such as fast and slow thinking to perform a task (Kahneman, 2011). We as educationalists do not know what sort of cognitive mechanism have we triggered through our exam items (Swanson and Case, 1998). Multiple Choice Questions is one of the assessment instruments to measure competencies related to the cognitive domain. This means that we cannot use multiple-choice questions to measure the skills and behaviors domains, so clearly multiple-choice questions cannot assess all domains of learning (Vleuten et al, 2010). Within the cognitive domain, there are multiple levels and different ways of thinking mechanisms (Kahneman, 2011). Each assessment instrument has its strength and limitations. Multiple-choice questions may be able to assess a few of the competencies, also with some added benefits in terms of marking but there always are limitations. The multiple-choice question is no different when it comes to the strengths and limitations profile of an assessment instrument (Swanson and Case, 1998). There are certain competencies that can be easily assessed using multiple-choice questions (Swanson and Case, 1998). For example, content that requires recall, application, and analysis can be assessed with the help of multiple-choice questions. However, creativity or synthesis which is cognition level six (C6) as per Blooms’ Taxonomy, cannot be assessed with closed-ended questions such as a multiple-choice question. This means that we need some additional assessment instruments to measure the higher levels of cognition within the cognitive domain. For example, asking students to explore an open-ended question as a research project can assess the higher levels of cognition because the students would be gathering information from different sources of literature, and then synthesizing it to answer the question. It is reported that marking and reading the essay questions would be time-consuming for the teachers (McLean and Gale, 2018). Hence, the teacher to student’s ratio in assessing the higher levels of cognition needs to be monitored so that teachers or assessors can give appropriate time to assess the higher levels of cognition of their students. Hence, we have to use other forms of assessment instruments along with multiple-choice questions to assess the cognitive domain. This will help to assess the different levels of cognition and will also incite the different thinking mechanisms. Regarding the concerns, whether the tests given reflect what students will need to know as competent professionals? What evidence can be collected to make sure that test content is relevant? It is one of an important issue for medical education and assessment directors whether the tests that they are taking are reflective of the students being competent practitioners? It is also quite challenging as some of the competencies such as professionalism or professional identity formation are difficult to be measured quantitatively with the traditional assessment instruments (Cruess, Cruess, & Steinert, 2016). Moreover, there is also a question if all the competencies that are required for a medical graduate can be assessed with the assessment instruments presently available? Hence, we as educationalists have to provide evidence for the assessment of required competencies and relevant content. One of the ways that we can opt is to carefully align the required content with their relevant assessment instruments. This can be done with the help of assessment blueprints, or also known as the table of specifications in some of the literature (Norcini and McKinley, 2013). An assessment blueprint enables us to demonstrate our planned curriculum, that is, what are our planned objectives, and how are we going to teach and assess them (Boulet and Raymond, 2018). We can also use the validity construct in addition to the assessment blueprints to provide evidence for testing the relevant content. Validity means that the test is able to measure what it is supposed to measure (Boulet and Raymond, 2018). There are different types of validity but one of the validity that is required in this situation to establish the appropriateness of the content is the Content Validity. Content validity is established by a number of subject experts who comment on the appropriateness and relevance of the content (Lawshe, 1975). The third method by which the relevance of content can be established is through standard-setting. A standard is a single cut-off score to qualitatively declare a student competent or incompetent based on the judgment of subject experts (Norcini and McKinley, 2013). There are different ways of standard-setting for example Angoff, Ebel, Borderline method, etc. (Norcini and McKinley, 2013). Although the main purpose is the establishment and decides the cut-off score during the process, the experts also debate on the appropriateness and relevance of the content. This means that the standard-setting methods also have validity procedures that are in-built in their process of establishing the cut-off score. These are some of the methods by which we can provide evidence of the relevance of the content that is required to produce a competent practitioner. The next issue is the perception amongst students that some examiners are harsher than others and some tasks are easier than others. Both these observations have quite a lot of truth in them and can be evaluated following the contemporary medical education evaluation techniques. The first issue reported is that some examiners are harsher than others. In terms of assessment, it has been reported in the literature as ‘hawk dove effect’ (McManus et al, 2006, Murphy et al, 2009). There are different reasons identified in the literature for some of the examiners to be more stringent than others such as age, ethnic background, behavioral reasons, educational background, and experience in a number of years (McManus et al, 2006). Specifically, those examiners who are from ethnic minorities and have more experience show more stringency (McManus et al, 2006). Interestingly, it has been reported elsewhere how the glucose levels affect the decision making of the pass-fail judgments (Kahneman, 2011). There are psychometric methods reported in the literature, such as Rasch modeling that can help determine the ‘hawk dove effect’ of different examiners, and whether it is too extreme or within a zone of normal deviation (McManus et al, 2006, Murphy, et al, 2009). Moreover, the literature also suggests ways to minimize the hawk-dove effect by identifying and paring such examiners so the strictness of one can be compensated by the leniency of the other examiner (McManus et al, 2006). The other issue in this situation is that the students find some tasks easier than others. This is dependent on the complexity of tasks and also on the competence level of students. For example, a medical student may achieve independent measuring of blood pressure in his/her first year but even a consultant surgeon may not be able to perform complex surgery such as a Whipple procedure. This means that while developing tasks we as educationalists have to consider both the competence level of our students and the complexity of the tasks. One way to theoretically understand it is by taking help from the cognitive load theory (Merrienboer 2013). The cognitive load theory suggests that there are three types of cognitive loads; namely, the Intrinsic, Extraneous, and Germane loads (Merrienboer 2013). The intrinsic load is associated with the complexity of the task. The extraneous load is added to the working memory of students due to a teacher who does not plan his/her teaching session as per students' needs (Merrienboer 2013). The third load is the germane or the good load that helps the student to understand the task and is added by using teaching methods that helps students understand the task (Merrienboer 2013). The teachers can use different instructional designs such as the 4CID model to plan their teaching session of the complex tasks (Merrienboer 2013). One of the ways to understand the difficulty of the task can be to pilot test the task with few students or junior colleagues. Another way to determine the complexity of the task can be through standard-setting methods where a cut-off score is established after the experts discuss each task and determine its cut-off score based on their judgments (Norcini and McKinley, 2013). However, it is important that the experts who have been called for setting standards have relevant experience so as to make credible judgments (Norcini and McKinley, 2013). A third way to evaluate the complexity of tasks is by applying the post-exam item analysis techniques. The difficulty of the task is evaluated after the performance of students in the exam. Each item’s difficulty in the exam can be measured. The items can be placed from extremely easy (100% students correctly answered the item) to extremely difficult (100% students failed on that specific item). The item analysis enables the teachers to determine which tasks were easier in exams as compared to more difficult tasks. Another concern that comes from students is about their observation when interacting with patients. Health professions training programs require the interaction of students with patients. The student-patient interaction is not very often in initial years of student’s training due to the issues of patient safety, and due to the heavy workload on clinical faculty. However, with the passage of time in the training program, these student patient interactions increase. There is also a strong theoretical basis for better learning when the students are put in a context or a given situation (Wenger, 1998). For example, infection control can be taught through a lecture however the learning can be more effective if the students practically learn it in an operation theatre. Moreover, the undergraduate students or foundation year house job doctors are yet not competent enough to practice independently and require supervision for the obvious reasons of patient safety. Although, some of the students may not like being observed it is one of the requirements for their training. The examiners observing them can give them constructive feedback to further improve their performance (Etheridge and Boursicot, 2013). Feedback is one of the essential components of workplace-based assessments, and it is suggested in the literature that the time for feedback to the student should be almost equal to one-third of the procedure or task time (Etheridge and Boursicot, 2013), that is, for a fifteen minutes tasks, there should be at least five minutes for the feedback hence having a total of twenty minutes time on the whole. Further, it is important for the examiners and senior colleagues to establish trust in the competence of their students or trainees. The ‘trust’ is one of the behavioral constructs that also starts initially with an observation (Etheridge and Boursicot, 2013). Hence, observation of students or house officers by senior colleagues or teachers during clinical encounters is important to establish trust in student’s competence levels. Additionally, in the workplace, there are different skills that are required by the students to demonstrate, and each skill is quite different to others. There are different workplace-based assessment instruments and each of them assesses only certain aspects of student’s performance during clinical practice. For instance, the Mini Clinical Evaluation Exercise (Mini-CEX) can primarily assess the history taking and physical examination skills of students (Etheridge and Boursicot, 2013). Similarly, the Directly Observed Procedural Skills (DOPS) is required to assess the technical and procedural skills of students (Etheridge and Boursicot, 2013). More so, the Case-based Discussion (CBD) is required to assess clinical reasoning skills, decision-making skills, ethics, and professionalism (Etheridge and Boursicot, 2013). Further, multi-source feedback (MSF) or 360-degree assessment collects feedback about a student on their performance from multiple sources such as patients, senior and junior colleagues, nursing staff, and administrative staff (Etheridge and Boursicot, 2013). All these workplace-based assessments require observation of students so they can be given appropriate feedback on their technical and nontechnical skills (Etheridge and Boursicot, 2013). Hence, clinical encounters at the workplace are quite complex and require training of students from different aspects to fully train them that cannot be accomplished without observation. Some students also worry whether the pass marks for the assessments are ‘correct’, and what is the evidence for the cut-off score in their exams? A standard is a single cut-off score that determines the competence of a student in a particular exam (Norcini and McKinley, 2013). The cut-off score is decided by experts who make a qualitative judgment (Norcini and McKinley, 2013). The purpose is not to establish an absolute truth but to demonstrate the creditability of pass-fail decisions in an exam (Norcini and McKinley, 2013). There are certain variables related to standard setters that may affect the creditability of the standard-setting process; such as age, gender, ethnicity, their understanding of the learners, their educational qualification, and their place of work. Moreover, the definition of competence varies with time, place and person (Norcini and McKinley, 2013). Hence, it is important that the standard setters must know the learners and the competence level expected from them and the standard setters must be called from different places. This is one of the first requirements to have the profile of the standard setters to establish their credibility. Moreover, the selection of the method of standard setting is important, and how familiar are the standard setters with the method of standard-setting. There are many standard-setting methods for different assessment instruments and types of exams (Norcini and McKinley, 2013). It is essential to use the appropriate standard-setting method, and also to train the standard setters on that method of standard setting so they know the procedure. The training can be done by providing them certain data to solve it following the steps of the standard-setting procedure. The record of these exercises is important and can be required at later stages to show the experience of the standard setters. Further, every standard-setter writes a cut-off score for each item (Norcini and McKinley, 2013). The mean score of all the standard setters is calculated to determine the cut-off score for each item (Norcini and McKinley, 2013). The total cut-off score is calculated by adding the pass marks of each individual item (Norcini and McKinley, 2013). The cut-off scores for items would also help in differentiating the hawks from doves, that is, those examiners who are quite strict from those who are lenient (McManus et al, 2006). Hence, it is important to keep the record of these cut-off scores of each item for future records and to have a balanced standard-setting team for future exams (Norcini and McKinley, 2013). Additionally, the meeting minutes is an important document to keep the record for the decisions made during the meeting. Lastly, the exam results and post-exam item analysis is an important document to see the performance of students on each item and to make comparisons with the standard-setting meeting (Norcini and McKinley, 2013). It would be important to document the items that behaved as predicted by the standard setters and those items that would show unexpected responses; for example, the majority of the borderline students either secured quite high marks than the cut-off score or vice versa (Norcini and McKinley, 2013). All the documents mentioned above would ensure the creditability of the standard-setting process and would also improve the quality of exam items. There are many other aspects that could not be discussed in this debate on the contemporary assessment system in medical education. Another area that needs deliberations is the futuristic assessment system and how it would address the limitations of the current system? Disclaimer: This work is derived from one of the assignments of the author submitted for his certificate from Keele University. -------------------------------------------------------------------------- References Boulet, J. and Raymond, M. (2018) ‘Blueprinting: Planning your tests. FAIMER-Keele Master’s in Health Professions Education: Accreditation and Assessment. Module 1, Unit 2.’, FAIMER Centre for Distance Learning, CenMEDIC. 6th edn. London, pp. 7–90. Cruess, R. L., Cruess, S. R., & Steinert, Y. (2016). ‘Amending Miller’s pyramid to include professional identity formation’. Acad Med, 91(2), pp. 180–185. Etheridge, L. and Boursicot, K. (2013) ‘Performance and workplace assessment’, in Dent, J. A. and Harden, R. M. (eds) A practical guide for medical teachers. 4th edn. London: Elsevier Limited. Kahneman, D. (2011) Thinking, fast and slow. New York: Farrar, Straus and Giroux. Lawshe, CH. (1975) A quantitative approach to content validity. Pers Psychol, 28(4), pp. 563–75. McLean, M. and Gale, R. (2018) Essays and short answer questions. FAIMER-Keele Master’s in Health Professions Education: Accreditation and Assessment. Module 1, Unit 5, 5th edition. FAIMER Centre for Distance Learning, CenMEDIC, London. McManus, IC. Thompson, M. and Mollon, J. (2006) ‘ Assessment of examiner leniency and stringency (‘hawk-dove effect’) in the MRCP(UK) clinical examination (PACES) using multi-facet Rasch modelling’ BMC Med Educ. 42(6) doi:10.1186/1472- 6920-6-42 Merrienboer, J.J.G. (2013) ‘Instructional Design’, in Dent, J. A. and Harden, R. M. (eds) A practical guide for medical teachers. 4th edn. London: Elsevier Limited. Murphy, JM. Seneviratne, R. Remers, O and Davis, M. (2009) ‘Hawks’ and ‘doves’: effect of feedback on grades awarded by supervisors of student selected components, Med Teach, 31(10), e484-e488, DOI: 10.3109/01421590903258670 Norcini, J. and McKinley, D. W. (2007) ‘Assessment methods in medical education’, Teaching and Teacher Education, 23(3), pp. 239–250. doi: 10.1016/j.tate.2006.12.021. Norcini, J. and Troncon, L. (2018) Foundations of assessment. FAIMER-Keele Master’s in Health Professions Education: Accreditation and Assessment. Module 1, Unit 1. 6th edn. London: FAIMER Centre for Distance Learning CenMEDIC. Norcini, J. and McKinley, D. W. (2013) ‘Standard Setting’, in Dent, J. A. and Harden, R. M. (eds) A practical guide for medical teachers. 4th edn. London: Elsevier Limited. Swanson, D. and Case, S. (1998) Constructing written test questions for the basic and clincial sciences. 3rd Ed. National Board of Medical Examiners. 3750 Market Street Philadelphia, PA 19104. Van Der Vleuten, C. Schuwirth, L. Scheele, F. Driessen, E. and Hodges, B. (2010) ‘The assessment of professional competence: building blocks for theory development’, Best Practice & Research Clinical Obstetrics and Gynecology, pp. 1-17. doi:10.1016/j. bpobgyn.2010.04.001 Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge university press.

The problem and the aim of the study. Modernization of higher education opens up new prospects for the use of electronic resources in ensuring the quality of foreign language education. The use of interactive tools (simulators, flash cards, virtual boards) meets the requirements for training programs of physical education teachers and the challenges of the international sports movement. The purpose of the work is to study the possibilities of using digital flash cards in training future physical education teachers to develop their foreign language communicative competence. Research methods. The study involved 54 first- and second-year students of Vyatka State University (Faculty of Pedagogy and Psychology) (Russian Federation). Training program: 44.03.01 Pedagogical education, Physical education and sports (bachelor's degree level). The Quizlet online platform was used to work with digital flash cards. The test contains questions grouped into the blocks “Digital educational technologies” and “Foreign language in communication (physical education and sports)”. For statistical processing of data, the Pearson's chi-squared test was used. Results. The system of working with flash cards in foreign language professional communication of physical education teachers is described: studying the functionality, working with ready-made sets of cards, automating and improving lexical units, developing thematic sets. A special feature of the program is the adaptation of its content to the specifics of the field of study. In independent work and online collaboration, students of the experimental group used Flashcards, Speller, Scatter, Quizlet Live modes. Statistically significant differences in the qualitative changes that occurred in the level of foreign language training were determined (χ2 = 8.179; p < 0.05). In conclusion, the possibilities of including flash cards in the training of physical education teachers are formulated: competition and receiving positive emotions; resources for self-development, etc. Difficulties are also highlighted: low initial level of language qualification and digital skills; different motivation; dependence of the learning process on sports specialization.

This article explores the application of artificial intelligence (AI) technology in Go level examinations and its impact on Go education and evaluation systems. With the advancement of science and technology, especially the rapid development of AI technology, Go, as an ancient strategic game, has experienced revolutionary changes in its competitive scenes and learning methods. After AlphaGo defeated world Go champion Lee Sedol in 2016, the application of AI in the field of Go received widespread attention. AI has not only demonstrated capabilities beyond humans in high-level Go games, but has also played an increasingly important role in Go teaching and training. The global spread of the COVID-19 epidemic has forced Go level examinations to find new ways to adapt. The Go online intelligent test came into being, providing a new, efficient and objective assessment method. Although the introduction of online intelligent examinations has brought convenience, it has also raised issues in organizational structure adjustment, revenue distribution, and examination fairness. Challenges faced by the Go online intelligence examination in terms of fairness, including lack of face-to-face supervision, possible cheating, etc., pose new challenges to the fairness and authority of the Go level examination. This article compares the differences between intelligent Go exams and traditional exams, including assessment format, exam content and passing rate. The online intelligent examination has added test questions and raised the requirements for candidates’ computing power. It also shows a higher passing rate than traditional methods. However, the authenticity and fairness of online intelligent examinations have been challenged, including the adaptability of AI game difficulty and the lack of examination supervision, leading to the emergence of cheating. The positive impacts of implementing online smart exams include improving the convenience and efficiency of exams, simplifying event organization, and promoting the development of Go players’ skills. But at the same time, this new form has had an impact on the original Go organizational structure and benefit distribution, causing concerns and adjustments from local associations. In order to solve these problems, this article puts forward a series of suggestions, including setting up a supervision mechanism for intelligent examinations, optimizing the assessment system, and adjusting the revenue distribution ratio to ensure the long-term sustainable development of online intelligent examinations. In summary, the use of artificial intelligence in Go level examinations not only reflects the persistence of the interaction between technology and traditional cultural activities, but also poses ongoing challenges to the fairness and validity of education and assessment methods. By deeply understanding these impacts and taking corresponding countermeasures, we can find a balance between innovation and tradition, and provide support for the development of Go education and evaluation systems.

The article deals with the actual problem of introduction of distance learning during lockdown. Quarantine measures in educational institutions made it impossible for traditional forms of education and direct contact of lecturers with students at the classroom. Acceptance of this fact indicated the distance learning is the only way of in the current circumstances, and forced skeptics to change their views and beliefs about distance learning and to take possession of its technologies. The authors carried out a careful analysis of the legal documents that became the basis for the introduction of distance learning in educational institutions of Ukraine, in particular at universities. World education and science trends in distance learning are explored and other countries’ experiences of using technological innovations in educational services was examined. The review of the psycho-pedagogical literature on the organization of distance learning helped to distinguish such basic features: interactivity; using of new achievements of information technologies in the educational process; business communication skills during video communications, and during group video conferencing. The conducted survey of students showed that the advantages of distance learning are: the lack of a rigid time frame for mastering the learning material; the opportunity to independently organize your time intended for training; access to training materials and educational services at any time; the use of modern means of communication with teachers; the opportunity to get advice at a convenient time, quickly get an answer to questions through chat services of instant messengers or video communication technology; lack of transportation and accommodation costs and etc. The article provides examples of use by teachers of the National University of Civil Defence of Ukraine of such web resources as Zoom, Skype and etc. for educational online lectures, online practical classes, and technology of 3D-virtual tours to production enterprises during quarantine.

The article discloses sports and pedagogical support with the means of athletics, characterizes the content and structure of the educational discipline «Theory and methods of teaching athletics», in accordance with the educational and professional training program for first (bachelor) level higher education applicants in the specialties 014 Secondary Education (Physical Culture) and 017 Physical Culture and Sports, which was introduced into the educational process of the Faculty of Physical Education and Sports of Poltava V.G. Korolenko National Pedagogical University as a component of the content of professional training of future specialists in the field of physical culture and aims to help future specialists acquire theoretical and practical knowledge of sports and pedagogical improvement, to know the history of the appearance of athletics, to study the theory and methodology of athletics, as well as the organization and judging of competitions.The content of the material from the academic discipline «Theory and methods of teaching athletics» includes both practical classes and theoretical sections aimed at forming the physical culture of students of the first (bachelor’s) level of higher education, based on deep knowledge and beliefs, striving to achieve a harmonious unity of physical and spiritual in a person, the habit of independently taking care of one’s health and physical improvement.The expected results of training in the discipline are to reproduce the terminology of athletics; to describe the technique of the types of athletics being studied and the method of teaching athletics exercises, the history of the development of athletics; name the rules of athletics competitions, their organization and conduct; plan educational material on athletics at school, children’s recreation camps, etc.; develop a plan-summary for athletics; demonstrate the conduct of a lesson on athletics and the ability to communicate in Ukrainian in a professional environment; positively perceive the need for professional ethical standards, value the desire to work independently, the ability for physical self-improvement; participate in discussions with fellow students, teachers, ask questions, listen in the process of learning about athletics; repeat, imitate the main technical elements during training in athletics exercises in the process of learning the type of athletics; to assess the level of theoretical knowledge and development of physical qualities in athletics.

When quality is referred to in clinical chemistry and laboratory medicine, the focus is mainly on the analytical process. But good professional quality starts with a sound education. In an attempt to describe the practice of clinical chemistry and laboratory medicine in the 15 member states of the "old" European Union, it was noticed that (sometimes) large differences existed in the way professionals are being trained (see: Sanders et al, Clin Chem Lab Med 2002; 40: 196-204). With that outcome, a survey of the Websites of the different Member Societies and Corporate Members of IFCC was conducted. It showed that less than one third of either two groups paid attention to, or offered, education. This led to a series of questions to a non-representative group of colleagues outside the former EU who were willing to give more insight in the educational system of their country. All colleagues were known to be involved actively in clinical chemistry and laboratory medicine. The outcome did not give a uniform pattern, since every country regulates health care in its own way, according to its own historical development, needs, social vision, etc. From that a number of conclusions have been drawn: a. Proper University Training is required to enter vocational training b. Regulated Vocational Training seems to be necessary (4 years) c. A clear Syllabus as an indicative guide to the vocational training is important d. Management training should be included since a clinical chemist will have organizational responsibilities as well e. Examinations may help in improving the quality of the education f. Official Register, recognized by Law, is essential, but not always existing h. Re-Registration can be seen as part of the Quality Cycle. Finally, some attention is being paid to the activities of the EMD. This Division of the IFCC provides the membership of IFCC and the health-care community with education which it considers relevant to Clinical Chemistry and Laboratory Medicine. It is the intention of EMD to improve the quality of the profession by educational activities in molecular biology, evidence based laboratory medicine, quality assurance, distance education, and laboratory management. Specific projects are a Master Course in Laboratory Science, a course in Flowcytometry, and the Visiting Lecturer Program which supports national societies in inviting lecturers on specific topics. More information can be found on the IFCC Web-site (www.ifcc.org). In the future, it is to be expected that emphasis on education in our profession will be on the clinical use of tests, modern media and e-learning, and specific courses in new technologies. EMD works continuously to improve the quality of clinical chemistry and laboratory medicine. The input from all National Societies is appreciated to discern topics most relevant to the membership of IFCC. .

This article is devoted to the study of social phenomena of physical culture and sports, as one of the significant and promising areas of modern sociological research. Starting with a reference to the understanding in Russian legislation of the content of the concepts of “physical culture” and “sport”, as well as their relationship with each other, the author of the article draws attention to the importance of studies of ideas about social phenomena of physical culture and sports that have developed among various groups of the population, in particular, among young people. To identify these ideas in youth, and above all, in its most active part – student youth from September 4 to 8, 2023, he conducted an author’s pilot empirical study “Social phenomena of physical culture and sports” among bachelor students of the sociological faculty of Moscow State University named after M.V. Lomonosov 1–3 courses in two areas of training – “Sociology”, as well as “Public policy and social sciences”. As part of this study, students were asked to answer blocks of questions aimed at identifying the motivation and involvement of student youth in physical education and sports. The author’s analysis of the results of the study showed that between physical education and sports, students of the sociological faculty of Moscow State University do not see much difference, actually identifying them, and more than half of students actually identify physical education with the discipline taught by him at the university. At the same time, the process of communication in virtual space (in networks, chats, blogs, etc.), communication with friends, as well as walks in the fresh air, for students of the sociological faculty of Moscow State University are more priority than the activities of physical education and sports themselves.

Relevance. Students are vulnerable in terms of maintaining their health while studying at a university. In modern programs, the number of hours devoted to physical education has been greatly reduced. The data of medical examinations conducted annually in student polyclinics indicate a large number of young people with diseases of varying severity. Visual impairment and the presence of iron deficiency anemia are diagnosed in most medical students and soon threaten to become normal. The purpose of the study. To find out how responsible students are about their health, the author set a goal to analyze the self-assessment of the health of students of the 1st, 2nd and 3rd courses of the programs "Medicine" and "General Medicine". Methods and organization of research. To conduct the study, questions reflecting the objectives of the study were selected and a questionnaire of 16 questions with several options was compiled. There were several answers to two questions. Using the GOOGLE Internet resource, the questionnaire application, students of the first, second and third years of study at the M. Ospanov West Kazakhstan Medical University were surveyed. The results of the study. It was revealed that by the third year, neglect of one's own health appears, expressed in non-compliance with the diet, irregular physical activity. A third of the students do not take care of their health at all. Most second-year students have trouble sleeping and consistently report insomnia. The number of students experiencing constant nervous stress and stress, as well as having a habit of eating irrationally, is alarming. This indicator increases from course to course. Conclusions. It is necessary to provide students with access to normal and timely meals, and little time is allocated for this in the class schedule, in addition, the only canteen cannot cope with so many students. As for the sleep and rest regime, it is necessary to carry out prevention in all training courses.

ABSTRACT Introduction. International activities in physical education, sport, and kinesitherapy are connected with the translation of materials or oral interpretation. Translation is considered the art of choosing the right words to transfer information from one language to another (Steiner, 1998). Translation of specialized materials requires language skills and knowledge in the respective field (Grego, 2010). Sports students often use materials or have contacts with colleagues from other countries – at training camps, competitions, conferences, etc. Translation competence is an important part of their education and professional development. Methods. The research aimed to establish how students from the National Sports Academy “V. Levski” deal with translation and oral interpretation in their fields - physical education, sport, or kinesitherapy, and whether they would like to have more translation and interpretation activities as part of their specialized language courses at the Academy. The subjects of the study were 44 students from the three faculties of the Academy. A survey was conducted at the end of the spring term of 2021-2022. The subjects completed a questionnaire with 11 closed-ended questions. Survey data were processed with alternative analysis and a chi-square test (x²). Results and discussion. The acquired results show that more than half of the respondents need to translate documents or written materials. 68% of them rely on their own language skills. 63% also use translation tools and services but do not find them very reliable. Most of them would like to have more translation tasks and interpretation exercises as part of their language courses at the Academy. Conclusions. The study results show that sports students need to improve their competence in translation and interpretation in their field of specialization, and the language courses at the Academy should try to offer more opportunities for that.