Lietuvos kūno kultūros mokytojų pasirengimas taikyti naujas mokinių fizinio ugdymo idėjas
Readiness of Lithuanian physical education teachers to apply new physical education ideas

Summary/Abstract: The article discusses professional and special competences of Lithuanian physical education teachers and the prerequisites to develop them. Survey’s data are interpreted founding on the research of foreign scientists and state documents regulating education. The aim of the study was to investigate the attitude of Lithuanian physical education teachers towards their readiness to apply new schoolchildren’s physical education ideas. The study was based on anonymous questionnaire. Study sample consisted of 357 physical education teachers from secondary schools. Study population was selected randomly from the Lithuanian teachers of physical education ensuring that representatives from all districts will fall in to the study group. Statistical analysis of empirical data was performed using SPSS PC/8.0. To assess contingency tables, χ2-test was used. To assess the inner consistence of the subjects in the questionnaire Cronbach alfa coeficient was used. It was found that physical education teachers evaluated their competences quite well. Self evaluation of communication ability with schoolchildren and colleagues was especially good. Though ability to use information technologies was evaluated most badly, and to integrate health education – faintly. The ability to implement the new physical education ideas into school practice was evaluated as insufficient significantly more often by representatives from country schools compared to those from city schools. Country teachers especially pointed lack of special competences of physical education. Work experience and sex has little influence on self evaluation of professional competences. Females evaluated their communication ability better than males, while mails the ability to arrange sport activities out of school appreciated more positively. Those whom work experience was up to five years, evaluated there ability to individualize physical load, to assess the student’s progress, to conduct activities outdoors during physical education lessons worse than other respondents with the higher work experience, as the younger teachers more positively evaluated there information and communication technologies using skills. Therefore, developing the content of physical education teacher’s competences it would be worse to make themselves master modern physical education ideas and technologies, to help implementing health promotion tasks to school community. Special attention should be given to the teachers working in country schools.

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