Luka Popovski
Ss. Cyril and Methodius University, Faculty of Physical Education, Skopje, Macedonia

https://doi.org/10.46733/PESH2514247p

Abstract

Modern teaching models, created in order to overcome the shortcomings of the traditional system and represent a kind of attempt to innovate the teaching process. One of such models is the “tandem teaching of physical education in grade school”. The preparation of the teaching precedes the planning, and especially what follows after it, should be understood as a complex of various mental and practical-operational activities aimed at providing necessary and relevant conditions for the correct, efficient organization and implementation of the educational activity. This paper investigated the differences in the application and significance of the macro didactic structure between two models of physical education teaching in the first educational period. The differences in the macro didactic structure between two models of teaching physical education in the first educational period, depending on the teaching staff, is determined by T-test for independent samples (groups). The total number of respondents in this research is 220, where 104 are respondents who teach physical education in a model – independent class teacher, 116 are respondents who teach physical education in a model – tandem teaching (with a physical education teacher included). The macro didactic structure was assessed with a survey questionnaire that determines the quantitative components of the macro structure of physical education teaching in the first educational period, through the meaning of: the initiation of the teacher and the initiation of the student, the course and realization of the teaching, the educational effects in the teaching, compatibility or prior knowledge, the role and status of the student and the role and status of the teacher, the language and speech used in the teaching, verbal and non-verbal communication between subjects, climate and atmosphere during teaching and technological support. From the data analysis of the macro didactic components, it can be seen that the teachers from the two models of physical education do not show any differences in the application and significance of their incorporation or structuring for one year and in their global articulation (shaping) of the teaching material (operational tasks of separate thematic areas), in their global articulation of organizational forms of work and in their global distribution by estimated and numerical representation, as well as in their planning within annual (seasonal) or thematic units. Based on the obtained results, it was concluded that there is no statistically significant difference in the application and meaning of the macro-method didactic components between the two models of physical education depending on the teaching staff.

Key words: Models of physical education, macro didactic structure, students, differences.

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