Abstract
Introduction. A conscious students` attitude to physical education and sport is formed both with the help of motivation and with the help of the formation of special knowledge. At the same time, teachers of physical education departments do not pay much attention to the theoretical training of students due to the insufficient time allocated to this curriculum section. The resolution of these contradictions requires the implementation of various forms and methods of active learning. It is assumed that the systematic use of interactive methods in physical education classes will contribute to increasing the level of theoretical training of students. The purpose of the study is to scientifically substantiate the use of interactive methods in physical education classes for the formation of theoretical knowledge of female students. Material and methods. 56 female students of the Prydniprovsk State Academy of Construction and Architecture of the 1st year of study took part in the study. During the experiment, female students were divided into experimental and control groups of 28 girls each. The students of the experimental group were offered the use of interactive methods at the end of each practical lesson in physical education. The theoretical preparedness of female students was assessed using 45 test questions developed in accordance with the content of the physical education curriculum. Comparison of the results of female students of the experimental and control groups was carried out using the calculation of the Student's t-test at the level of significance α ≤ 0.05 – 0.001. Results. The average number of correct answers of experimental group before the experiment was 9.93 out of 45 test questions, after the experiment this indicator increased to 39.68 correct answers (p<0.001). In the control group, there is also an increase of the level of theoretical preparation from 5.79 to 13.86 correct answers (p<0.001), however, before and after the experiment, a significant scattering of results was found (V=54.34% and V=60.46%, respectively). Conclusions. The obtained data indicate the greater effectiveness of interactive methods for mastering theoretical material in comparison with reproductive methods of learning
Keywords
knowledge; classes; games; methods; interaction
References
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