Curriculum References Regarding the Methodological Framework that the School Subject “Sports Training Theory” is Based On
Curriculum References Regarding the Methodological Framework that the School Subject “Sports Training Theory” is Based On

Author(s): Mariana Ardelean
Subject(s): Sports Studies
Published by: Editura Lumen, Asociatia Lumen
Keywords: Sports Training Theory; frame syllabus; curriculum products; sports program high schools;
Summary/Abstract: The school subject “Sports Training Theory” (STT), which is present in the national curriculum at the fifth core curriculum –“Physical Education and Sports”, has the role to form and develop the cognitive competencies tools that students from sports program high schools shall be able to use, in order to make their actions efficient during the classes, as well as during training and competitions. The present research has intended to analyse the methodological framework on which the STT subject bases on, relating it with its curriculum products. There were outlined a series of non-complying aspects in regard to a modern and competent educational system. Using symbolically graphic operators (+) for positive notes that come out from this study and (-) for the negative notes or the ones that require remediation, the image of the school subject STT is presenting as followed: frame syllabus (+), subject syllabus (+, -), methodological guidance for the subject syllabus enforcing (-), specialized methodology (-), textbooks (+), alternative textbooks (-), teaching auxiliaries (-). The obtained results from this research play the prominent part of an “anamnesis”, in the way that appropriate institutions/ organizations that have competence in this field and hold the necessary tools to act, shall not remain still to the pointed issues which haven’t been solve up to present. Moreover, they have to make efforts to reorganize/ relocate the STT school subject on more accurate background, taking into consideration the fact that the curriculum structure and content shall be determined by task analysis, and shall include proficiency objectives including how those objectives shall be met.

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