Managing the “Process” of Physical Education Activities (Process)

The manifestations of fear of difficulties, fear of hardship, and not trying to overcome their current abilities will greatly hinder the learning and training results of physical education at university.

Second, organize the assessment of physical fitness and detect sports talents of students before and during the physical education process.

The important task of physical education is to develop physical capacity, discover and nurture students' sports talents. Therefore, organizing the assessment of physical fitness and discovering students' sports talents before and during the physical education process is considered an indispensable content of the physical education management process. Accordingly, faculties and departments must develop a number of physical fitness tests and use them to assess students' physical fitness. At the same time, faculties and departments assign tasks to lecturers through training activities and testing and evaluating students to monitor and discover students with sports talents.

* Organize and develop physical education activity plans suitable for each training sector in the school.

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In universities, there are often many majors, each major requires students to have certain specific physical preparation. To meet the practical activities in each field of training, the physical education program at universities must be built in accordance with each training major. The process of implementing the physical education program must follow the 5W and 1H principles: Who: Who does? What: What? Where: Where? When: When? Why: Why do it? and How: How? Therefore, in addition to building the program, management entities must build a physical education activity plan. To do well the above contents, management entities need to do well the following tasks:

First, periodically review and improve the vocational education program for each training sector in the school.

Based on the guidance of the Ministry of Education and Training on the framework of the university physical education program, each school bases on the requirements for physical development of each training major, the physical condition of students, the development of physical education science ... to build a physical education program for each training major. In order for this program to meet the physical development needs of students and the needs of society for developing sports movements in schools, universities must periodically review and complete the physical education program. This work is primarily the responsibility of the faculty and department of physical education. This is considered the content of managing physical education activities for students according to the DBCL approach.

Second, develop a study plan and schedule that is suitable for the school's physical facilities and the rules for forming and developing students' physical abilities.

School facilities are factors that affect the content of physical education activities. Therefore, before implementing physical education activities as input factors, managers must consider developing a plan with physical education content suitable to the characteristics of facilities, training ground area, conditions for organizing appropriate and feasible forms of physical education activities to implement the proposed plan.

The formation and development of students' physical capacity takes place over a relatively long period of time, so the physical education plan cannot be compressed into a short period of time. Before making a plan, the management entity needs to take into account the process of physical accumulation to develop physical strength and the rules of knowledge acquisition, training of skills, techniques, movement habits and the development of sports qualities in humans accordingly. On the other hand, physical education activities often take place on playgrounds and training houses and require a lot of energy from lecturers and students. Therefore, the study schedule must also be arranged in accordance with the climate and weather characteristics of each region and the psychological and physiological characteristics of teachers and students.

Third, assign lecturers according to their expertise, while ensuring balance in the intensity of pedagogical labor in the faculty and department.

This is the management content under the responsibility of the head of the department or faculty. To do this well, the department or faculty must base on the school's training plan and the physical education program to calculate the general pedagogical labor intensity of the department or faculty in each school year and semester, thereby proposing a plan to balance the pedagogical labor intensity of each teacher. In addition, the staff of the department or faculty need to take into account the sports major and strengths of each teacher to assign teaching according to the lessons and modules accordingly. The general principle of teaching assignment is to start from the program and teaching plan to select suitable lecturers. At the same time, the department or faculty must proactively train lecturers so that they can replace each other in the process of performing teaching tasks.

2.2.3.3. Managing the “process” of physical education activities (Process)

* Physical education goal management

The goal of physical education in universities is to provide knowledge and basic motor skills, form habits of physical exercise and sports, improve health, and develop physical strength for learners to achieve the goal of comprehensive education.

To achieve such a goal, it is necessary to have the strong participation of managers, especially the role of university leaders in building general education and training goals and vocational education in particular, because educational goals are the core of training in schools, it not only reflects the orientations in human resource training but also creates training products that meet social needs.

Therefore, the organization, construction and management of the implementation of physical education goals in schools need to focus on learners to help them form and develop.

health care skills, motor skills, sports training habits and training qualities and abilities to become citizens with harmonious physical and mental development, meeting the requirements of the cause of building, defending the Fatherland and international integration, contributing to the development of stature and physical strength of Vietnamese people; at the same time discovering and nurturing sports talents.

* Manage physical education content and programs

This is the core content of managing the "process" of physical education at universities. The general requirement for directing the implementation of physical education content and programs is to be appropriate for the target audience and ensure the effectiveness of physical development and sports talent of students. To effectively implement this content in the process of physical education activities, it is necessary to enhance learners' interest in physical training activities to create a solid foundation for students to practice voluntarily and participate effectively in sports activities. To meet that requirement, schools must do a good job of managing the innovation of physical education program content in the direction of developing learners' capacity. is divided into two stages: the basic education stage and the career-oriented education stage.

In the basic education stage: Physical Education content helps learners know how to take care of their health and personal hygiene; form the habit of exercising to improve health; through physical games and physical training; form basic motor skills, develop physical qualities, as a basis for comprehensive development. Students can choose physical education activities that are suitable for their physical strength and the school's ability to respond.

Career orientation education stage: Physical education content is implemented through the form of Sports Clubs. Students can choose sports activities that suit their wishes and the school's ability to meet them to continue developing health care and personal hygiene skills, develop awareness and sports talent, and help students with sports talent choose a suitable career orientation.

* Management of physical education facilities.

The management of facilities - techniques, means to meet the needs of physical education activities is an important condition in the management of physical education process. Currently, the facilities - techniques, means of physical education for students are very rich. In addition to the playgrounds, gyms, and facilities used for many sports, there are also facilities and technical equipment used specifically for each content and training method to improve the speed, strength, accuracy, and dexterity in students' movements. To improve the physical fitness of students, universities must gradually modernize and effectively exploit facilities - techniques, means of physical education. Therefore, managing physical education activities according to the DBCL approach requires the university's management apparatus to be good managers and have a plan to invest in the system of playgrounds, gyms, facilities, and equipment for physical education and sports.

Managing and building a system of playgrounds, gyms, facilities, and equipment for physical education and sports is to ensure the necessary tools for physical education activities at universities. This is the "process" factor of physical education that needs to be taken into account in managing physical education activities. The role of the physical education department and faculty is important in managing physical education facilities, because the physical education department and faculty are the units that directly carry out physical education tasks in the school and clearly understand how to effectively manage physical education facilities.

In addition, it is necessary to well manage and organize the school's material and technical facilities in sports activities.

* Manage physical education activities of students

Managing students' physical education activities includes: Managing learning activities during physical education hours in class; Managing learning activities during extracurricular hours; Managing learning activities in

Sports club activities; Managing activities in school sports tournaments.

To manage physical education activities for students well, universities must have a connection between physical education activities and sports movements to attract a large number of students to participate. To achieve that, management entities must do well the following tasks:

One is to organize to attract students to participate in sports club activities in school.

Physical education activities for students and activities of sports clubs in universities are always closely related and support each other in development. Therefore, the management subjects here, while affecting the "process" of physical education, need to take into account this relationship. Accordingly, the faculty and department of physical education must assign lecturers to participate in organizing, guiding, and assisting the management boards of sports clubs in organizing activities to attract a large number of students to voluntarily participate. On the other hand, through physical education activities, lecturers need to introduce students to the school's sports clubs, and at the same time guide students to choose appropriate clubs to practice physical training in accordance with each person's athletic ability. Thus, the management subjects must require lecturers to play a good role as a "bridge" between students and sports clubs in universities, thereby positively affecting students' physical training outside of the physical education program.

Second, organize sports teams and tournaments inside and outside school.

The achievements of teams in sports tournaments inside and outside the school are always based on the foundation of physical education activities in the university, and at the same time are factors that promote the learning and physical training of students. Therefore, organizing teams and sports tournaments in

and outside the school is a content of managing physical education activities at the university. Accordingly, the physical education department of the school is responsible for proposing to the school council and the board of directors on organizing teams and sports tournaments to promote the school's mass sports activities. Based on the accepted proposals, the physical education department must be the core force in selecting and training teams for each major, each training course and the school's team. In addition, according to the school's general activity plan, the physical education department must proactively coordinate with functional agencies and organizations to organize good sports tournaments. This is a very effective method of testing results and promoting physical education activities at the university.

* Manage teachers' teaching activities

Managing the training subject is managing the activities of teachers and students during the training process. The teaching staff plays a core role in creating training quality; therefore, teachers need to always study and improve their qualifications to achieve standards such as: Pedagogical capacity to ensure teaching is integrated between theory and practice. Managing the teaching activities of teachers is managing the stages from planning, organizing the selection of teachers, organizing the implementation of teaching plans, organizing the implementation of teaching objectives and content, innovating teaching methods, organizing teaching, testing, evaluating quality, etc.

* Management of physical education results assessment

Assessment of GDTC results is the activity of collecting information and comparing the level of achievement of learners with the requirements of the subject, in order to provide accurate, timely and valuable information about learners' progress and the level of meeting the requirements of the program, on that basis.

Adjust operations and management organization to continuously improve the quality of education.

Assessment of learning outcomes must be carried out according to Criteria Referenced Assessment, which means measuring the performance or achievement of learners in comparison with criteria and standards, not in comparison with the performance or achievement of others. Assessment criteria are determined from the standards prescribed by the Ministry of Education and Training and some other specific regulations and standards prescribed by the school.

Assessing student learning outcomes is not about assessing what students have acquired during the learning process, but about assessing whether students have the capacity to complete specific goals compared to output standards.

Thus, the assessment of learning outcomes must simultaneously assess all three elements: Knowledge, skills and necessary attitudes. However, of the three elements, skills are the most important, the core for learners to form motor skills, knowledge and attitudes are the elements that support the formation and development of motor skills and techniques.

To manage the inspection and evaluation well, managers must develop a plan to inspect and evaluate the results of physical education activities based on the conditions of facilities, staff and lecturers to ensure the evaluation work; manage the evaluation, classify students' physical strength and keep records of the evaluation results, synthesize and report to the direct management agency periodically every year.

2.2.3.4. Managing the "output" factors of physical education activities (Output)

The “output” of physical education activities is considered in terms of the main aspects: satisfaction of students’ needs, learning outcomes and the level of meeting social requirements for physical preparation of students during the training process. Accordingly, managing physical education activities for students according to the DBCL approach needs to focus on controlling the “output” in the following aspects:

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