Goals of Managing Physical Education Activities for Students

of practice. Thus, through completing a task in a real context, one can simultaneously assess both cognitive ability, performance skills and values, emotions of the learner. On the other hand, assessment of capacity does not have to be entirely based on the educational program of each subject like assessing knowledge and skills, because capacity is the synthesis, crystallization of knowledge, skills, attitudes, emotions, values, ethical standards, ... formed from many different subjects, fields of study, and from the natural social development of a person.

The assessment of physical education results must be based on the goals and requirements to be achieved in the physical education program, ensuring comprehensiveness, objectivity, and differentiation.

Assessment of physical education results must combine regular and periodic assessment, combining teacher assessment and student self-assessment to promptly adjust teaching and learning activities.

The assessment of physical education results needs to promote and support students in developing general qualities and abilities, professional abilities, focusing on the ability to apply knowledge in solving students' physical activity tasks, creating interest and encouraging students' spirit of practice, thereby encouraging them to participate in sports activities inside and outside school.

Using qualitative assessment: Learning outcomes are described by comments or expressed by rating levels. Students can use this form to self-assess after completing each content, each topic, or teachers can use it for regular (informal) assessment.

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Use of quantitative assessment: Learning outcomes are expressed as scores on a 10-point scale. Teachers use this form of assessment for formal and periodic assessments. Quantitative assessment is used mainly in secondary schools.

1.4. Managing physical education activities for students in high schools according to the competency approach

1.4.1. Objectives of managing physical education activities for students

The goal of managing physical education activities for students according to the competency approach is a system of purposeful, planned, and lawful impacts of the management subject on the management object to bring management activities to achieve the set goals.

The goal of managing physical education activities for students according to the competency approach of schools in general basically has the common point of allowing schools to manage and perform management functions. Thereby, to grasp and evaluate the situation of physical education activities for students and issues related to these activities to find measures to impact the effectiveness of physical education activities; thereby improving the effectiveness of physical education activities to achieve the goal, successfully completing the comprehensive educational mission of the school: educating students to be harmonious and friendly, having both knowledge and health, becoming workers to meet the needs of building the innovation for the homeland. Looking at it from another perspective, managing physical education activities according to the competency approach also helps schools effectively implement the organization of educational activities, aiming to comprehensively educate students.

1.4.2. Content of physical education activities management according to competency approach for students

1.4.2.1. Managing the activities of professional groups and teaching activities of teachers

Physical education is basically creating all conditions and organizing diverse and rich types of activities for students to participate in, thereby improving their physical strength. Organizing physical education by teaching students to play sports is a new way to carry out the necessary physical education task, so first of all, there must be appropriate content to develop physical qualities and coordination of movements for secondary school students. At the same time, helping them have a certain level to absorb the techniques of physical exercises.

- The management staff directs the professional team to develop subject content according to the new general education program, teach according to the program of the Ministry of Education and Training, and develop teaching methods in a competency-based approach suitable to the learning ability of secondary school students.

- The professional team directs teachers to prepare lesson plans based on competency-based approaches, ensuring effective implementation of the new general education program and achieving the set goals.

- Survey the qualifications and capacity of teachers to develop training plans with many suitable forms and contents; focus on scientific research and innovation in teaching and learning content and methods.

- Organize training to improve the qualifications of physical education teachers in the direction of competency-based approach, fostering professional competency and specific competency contents.

- The professional team develops plans and tests according to the subject's characteristics; determines the roadmap, content, form, assessment standards and requires teachers to proactively plan to implement teaching physical education according to the competency approach for secondary school students.

- Management staff directs the maximum mobilization of financial resources within and outside the budget, rich and diverse teaching equipment to support teachers in improving their professional qualifications and organizing physical education teaching according to the competency approach for secondary school students.

- Managers direct the development of professional group activity plans, directly direct, monitor, guide, and inspect teachers in implementing professional regulations; pay attention to criteria on education, training, development, and physical improvement for secondary school students.

1.4.2.2. Managing the implementation of the internal physical education program and managing the organization of extracurricular sports activities

To manage the content and program of extracurricular activities, the principal needs to grasp the requirements of the subjects and the educational requirements of each age group.

Specific students in the educational program, directing to ensure that the program is implemented fully, comprehensively, without cutting corners, especially extracurricular and extracurricular activities. The direction of the program and educational content must ensure principles, systematicity but also flexibility, creativity, avoiding mechanicalness and rigidity. Extracurricular activities are organized and implemented within the unity of the educational program. Extracurricular activities of students cannot be a side job, something that can be done arbitrarily or not. Supplementing curricular knowledge, expanding, deepening and educating students' thoughts and feelings is the main content in any extracurricular activity of any subject. The content may not be something learned in class, but it must be related to the knowledge that has been learned. Professional groups rely on the school's general plan for the year to arrange the content of extracurricular activities of the subject appropriately according to the topic, according to the time milestones. Extracurricular teachers must be well prepared in terms of content.

Managing extracurricular physical education activity goals according to competency approach.

Managing the content of extracurricular physical education programs according to the competency approach.

Managing methods, forms and processes for organizing extracurricular physical education activities according to competency approach.

Manage the construction and use of resources for extracurricular activities.

Implement the physical education program in both curricular and extracurricular activities systematically and plannedly to promote the positivity, proactiveness, creativity and self-study ability of secondary school students.

Direct and coordinate forces inside and outside the school to organize intra-curricular and extracurricular activities that have the advantage of developing students' physical abilities.

Organize and direct the implementation of intracurricular and extracurricular activities that have the advantage of developing students' physical abilities.

Organize and direct the development of educational activity plans that prioritize the development of students' physical abilities.

Prepare a system of accurate criteria to measure, evaluate, and classify students' academic performance as well as teachers' capacity and provide timely rewards.

1.4.2.3. Managing students' learning activities in physical education according to the competency approach

Closely managing students' learning activities helps them have the right attitude and motivation to learn, practice discipline and self-awareness in learning... Good management of learning activities also aims to classify students, thereby having appropriate teaching methods to promote students' abilities in teaching physical education.

The principal directs physical education teachers to establish learning discipline for students and reports directly or in writing on the implementation of student discipline through the professional group leader.

Direct teachers to manage, organize, train and actively use students with sports talents in each class as subject officers in practical lessons, in order to better serve the teaching work according to the characteristics of each subject.

Teachers base on the learning results of previous years to classify students in terms of knowledge acquisition ability and physical education awareness, thereby closely monitoring and promptly encouraging students with achievements in physical education and training; criticizing and handling slow-progressing students.

Plan coordination with organizations, Youth Unions, and Youth Teams to implement programs, content, and test and evaluate students' learning and physical training habits; focus on resources for managing students' learning activities; at the same time, direct subject teachers to train and guide gifted students in learning methods appropriate to the subject's characteristics.

Teachers guide students to be conscious of studying in extracurricular and curricular hours.

Teachers guide students in self-study methods. In each lesson, time should be spent reviewing exercises and knowledge from the previous lesson.

Physical education teachers coordinate with organizations such as class officers, team leaders, and Parents' Associations to check self-study and provide comments and assessments to students.

Organizing extracurricular sports activities for students, individual practice sessions, voluntary group practice sessions, group practice sessions, through these activities, students are reinforced and supplemented with the knowledge they have learned to comprehensively develop morality, intelligence, physical fitness, and aesthetics; educating the spirit of solidarity and the ability to work in groups. To carry out these activities, close coordination between organizations inside and outside the school is required.

1.4.2.4. Management of facilities - teaching equipment and conditions serving physical education work

Directing specialized departments to plan construction, purchase, repair, preserve, use and exploit physical education facilities and equipment reasonably, build additional training grounds, gyms, and multi-purpose gyms in accordance with regulations.

Build a clean, beautiful, airy and safe training ground system, build a good relationship of sincerity, responsibility and solidarity between teachers, students and teachers and students.

Improve spiritual and material life, properly implement policies and regulations, and give reasonable rewards to teachers and students with achievements.

Step by step, strengthen the facilities serving physical education and sports in schools, in which promote socialization in investment in physical education and sports in schools. In the immediate future, make full use of available facilities to effectively organize physical education subjects; Actively coordinate with local cultural and sports centers and local cultural and sports clubs to diversify facilities serving physical education and sports activities in schools.

School facilities and equipment for teaching and learning are the system of physical means and equipment used to serve the teaching and learning of the school.

Management of facilities and equipment for teaching is a process of providing, preserving and using facilities and equipment for teaching in compliance with pedagogical and economic principles.

Content of management of facilities and equipment serving teaching and learning in schools, including

Manage facilities serving physical education teaching activities based on the school year plan and tasks of the Board of Directors.

Manage facilities and equipment for physical education and extracurricular activities.

1.4.2.5. Managing the testing and evaluation of physical education activities based on students' competency approach

Managing the testing and evaluation of physical education activities based on students' competency-based approaches focuses on the following contents:

- Directing the shift from mainly assessing the learning outcomes at the end of physical education subjects (summative assessment) for the purpose of ranking and classifying to using regular assessment forms, periodic assessment after the program of intracurricular activities and extracurricular activities for the purpose of feedback and adjustment of the teaching and learning process (process assessment);

- Directing the focus of assessment to shift from mainly memorizing and understanding knowledge... to assessing the ability to apply and solve problems in physical education and sports, with special attention paid to assessing higher-level thinking abilities such as creative thinking;

- Shift assessment from an activity that is almost independent of the teaching process to integrating assessment into the teaching process, viewing assessment as a teaching method;

- Increase the use of information technology in testing and evaluation: use software to evaluate the measurement characteristics of tools (reliability,

difficulty, discrimination, validity) and use statistical models to process, analyze, and interpret assessment results.

With the above orientations, assessing learning outcomes of subjects and assessment activities of physical education according to the competency approach needs to:

- Based on the knowledge and skills standards (according to the competency approach) of physical education for each grade; basic requirements to be achieved in terms of knowledge, skills, and attitudes (according to the competency approach) of students at each grade level.

- Directing the coordination between regular assessment and periodic assessment, between teacher assessment and student self-assessment.

- Direct the development of appropriate assessment tools to evaluate comprehensively, fairly, honestly, and with the ability to classify, helping teachers and students to promptly adjust teaching and learning.

Through the management of testing and evaluating students' learning outcomes, managers will have a basis to evaluate the process and effectiveness of teachers' teaching and students' learning. Testing and evaluating students' learning outcomes is an extremely necessary task for the Principal to directly influence teachers to fully and accurately implement the testing and evaluation process, promoting the process of improving teaching effectiveness according to the goals.

As a step in the management cycle of a manager, inspection plays a very important role and greatly affects the quality and effectiveness of management work. It ensures that the proposed plans are implemented effectively, the manager controls the progress of the work, thereby promptly correcting errors in the implementation process and adjusting the proposed plans to suit the reality.

Checking students' learning activities includes checking their preparation before class, their time in class and outside of class; checking students' implementation of learning content to see if it is in accordance with the timetable and school regulations. The purpose of checking is to maintain discipline and order in learning, ensuring that each hour is assigned its own task.

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