Eco-Active Learning: Sports Pedagogy and Environmental

Education Synergy

Arzikulov Dilshod Ne'matovich

Uzbek State University of Physical Culture and Sport, Tashkent, Uzbekistan

Keywords: Environmental Education, Opportunities, Modern Coach, Responsible Consumption, Sports Pedagogical

Activity.

Abstract: According to various sources, there exists a meaningful connection between environmental education and

sports pedagogical activities. Environmental education has the potential to enrich the awareness, knowledge,

skills, and values of individuals engaged in sports-pedagogical pursuits, fostering a positive attitude towards

the natural environment. Simultaneously, sports-pedagogical activities offer opportunities for environmental

education by exposing participants to diverse natural settings, involving them in outdoor experiences, and

nurturing an appreciation for the beauty and diversity of nature. Both environmental education and sports

pedagogical endeavours can actively contribute to the objectives of environmental sustainability by promoting

healthy lifestyles, responsible consumption, social justice, and cultivating ecological citizenship.

1 INTRODUCTION

Specialists exhibit particular abilities closely tied to

their performance in specific activities. These

abilities enable them to execute actions or employ

specific strategies. A specialist's capabilities are

intrinsic to their personality, professional

background, life experiences, and the knowledge,

skills, and abilities acquired over time. In the realm of

sports and pedagogy, scholars view these activities as

intricate, multifaceted processes marked by extreme,

emotional, and effective athlete training. The diverse

nature of sports necessitates varying approaches,

although common features exist in the sports

pedagogical activities of trainer-teachers across

different disciplines.

Analysing relevant scientific literature reveals

that contemporary sports and pedagogical activities

are intricate processes involving extreme, emotional

athlete training and strong psychophysiological

pressures for optimal results. Each sports discipline

possesses unique characteristics, influencing the

diverse action plans employed by trainer-teachers.

While differences exist among sports, common

features persist in sports pedagogical activities, as

recognized by scholars in the field. This

acknowledgment underscores the multifaceted nature

of sports training and coaching.

Trainer-teachers engaged in sports and

pedagogical activities exhibit abilities linked to their

personality, professional experiences, and

accumulated knowledge. Scholars emphasize the

complexity of these processes, marked by emotional

and effective athlete training. While each sport has its

distinct characteristics, shared elements define sports-

pedagogical activities across disciplines.

Understanding these common features aids in

comprehending the nuanced yet interconnected

nature of trainer-teachers' roles in different sports.

2 RESEARCH METHODOLOGY

To understand the complexities of sports and

pedagogical activities, our research employs an

empirical analysis approach. We aim to delve beyond

superficial perceptions by identifying socio-

psychological conditions vital for effective

development. Through this methodology, we intend

to reveal the essence of the trainee teacher's role,

going beyond mere organizational aspects. By

scrutinizing social experiences in physical education

settings, we aim to unravel underlying factors shaping

sports and pedagogical skills.

Data Collection Method: Our data collection

method entails a comprehensive examination of

1176

Ne’matovich, A.

Eco-Active Learning: Sports Pedagogy and Environmental Education Synergy.

DOI: 10.5220/0012956200003882

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 2nd Pamir Transboundary Conference for Sustainable Societies (PAMIR-2 2023), pages 1176-1180

ISBN: 978-989-758-723-8

socio-psychological factors influencing sports and

pedagogical skills development. We employ surveys,

interviews, and observations to gather diverse

perspectives from trainers, athletes, and educational

institutions. By engaging with various stakeholders,

we aim to capture nuanced insights into the

multifaceted nature of sports and pedagogy.

Data Interpretation Technique: Utilizing a

qualitative approach, we analyze collected data to

determine the factor structure underlying sports and

pedagogical activities. Through thematic analysis and

pattern recognition, we seek to uncover recurrent

themes and emerging patterns within our data set. By

triangulating multiple data sources, we aim to offer a

holistic interpretation of the state of sports and

pedagogical skills development and elucidate the

factors driving this process.

3 RESULT AND ANALYSIS

The study focuses on the comprehensive assessment

of content and structural aspects of sports and

pedagogical skills, employing factor analysis and

exploring various methods to evaluate the

development of these skills with a particular emphasis

on socio-psychological factors. Through an initial

expert evaluation, a systematic categorization of

factors influencing sports pedagogical skills

development was established.

Ten socio-psychological factors contributing to

the advancement of sports and pedagogical activities

were identified based on expert assessments.

Subsequently, these factors were ranked according to

their significance, providing insights into their

respective roles in the study's research objectives. The

study employed a method of organizing expert

relationships to analyse socio-psychological

conditions crucial for sports and pedagogical skills

development.

Using a 5-point scale, the study assessed the

importance of these factors, with rankings ranging

from 1st to 10th indicating strong to weak

importance. The empirical data, presented in Table 1,

delves into the order of development of sports-

pedagogical skills.

Factors influencing the abilities of trainer-

educators in the realm of sports education were then

outlined. Notably, master classes emerged as the top-

ranked factor, with their organization garnering the

highest importance. Trainers and educators

emphasized the pivotal role of master classes in

enhancing sports pedagogical skills. The leading role

was attributed to expert organizers with profound

knowledge in the field, showcasing well-rounded

skills in both pedagogical and socio-pedagogical

aspects. Additionally, the factor of "Creating a

pedagogical support environment for sports teachers"

held the second rank, underscoring the significance

organizations place on the socio-psychological milieu

within the community for efficient work.

Table 1: Socio-Psychological Dimensions Shaping Sports

Pedagogical Skill Development

Factors Mean Rank

Organization of scientific and

practical conferences dedicated to

sports and

edagogical activities

4.29 5

Organization of master classes on the

development of sports and

edagogical activities;

1.19 1

Organizing meetings with teachers

with high experience in sports and

edagogical activities

2.92 4

Organization of competitions for the

development of sports and

eda

ical activities

7.11 10

Preparation of guidelines for the

independent development of sports

and

eda

ical activities

2.35 3

Formation of traditions in universities

on the development of sports and

edagogical skills

5.61 7

Ensuring civic and personal maturity

in the s

orts teache

6.08 8

Creating an environment of

pedagogical support for sports

educators

1.36 2

Formation of emotional maturity in

orts-

eda

6.63 9

Enhancing the social maturity of

sports educators

4.56 6

The importance of fostering a healthy socio-

psychological environment within a sports education

team is highlighted as crucial for the development of

sports and pedagogical skills. It is emphasized that a

supportive team atmosphere plays a significant role in

assisting sports educators, emphasizing the need for

mutual support and a conflict-free professional

environment.

The third-ranked factor involves the preparation

of guidelines for independent development in sports

and pedagogical activities. Sports educators

acknowledge the necessity of guidelines for skill

development, emphasizing that methodological

instructions do not spontaneously emerge. The

Eco-Active Learning: Sports Pedagogy and Environmental Education Synergy

1177

creation of these guidelines requires an experienced

specialist with both pedagogical and professional

expertise, coupled with a research-oriented mindset.

The importance of an independent and inquisitive

approach by teachers in utilizing methodological

guidelines is underscored.

Organizing meetings with highly experienced

teachers in sports and pedagogical activities is ranked

fourth. Such meetings offer benefits such as receiving

advice and guidance from experienced colleagues,

motivation, emotional uplift, and a focus on

enhancing operational efficiency.

Surprisingly, the social, emotional, civic, and

personal maturity of sports educators is given limited

importance, possibly stemming from the perception

that high maturity in professional training may

inherently contribute to personal growth.

In Table 2, expert assessments of teachers' skills

necessary for sports pedagogy activities are

presented, showcasing a unique arrangement of

factors contributing to skill formation.

Table 2: Impacts of Social Factors on Sports Pedagogy:

Teacher Skill Development

Factors Mean Rank

Organization of scientific and practical

conferences dedicated to sports and

eda

ical activities

1.16 1

Organization of master classes on the

development of sports and pedagogical

activities

3.00 5

Organizing meetings with teachers with

high experience in sports and

edagogical activities

8.40 10

Organization of competitions for the

development of sports and pedagogical

activities

3.50 6

Preparation of guidelines for the

independent development of sports and

eda

ical activities

5.25 8

Formation of traditions in higher

education institutions for the

development of sports and pedagogical

skills

1.23 2

Ensuring civic and personal maturity in

the sports teache

2.50 4

Creating an environment of pedagogical

ort for s

orts educators

4.20 7

Formation of emotional maturity in

orts-

eda

7.00 9

Enhancing the social maturity of sports

educators

1.75 3

The primary criterion identified by teachers as the

most significant factor is the "Organization of

scientific and practical conferences dedicated to

sports and pedagogical activities". Scientific

conferences address current issues in the field,

providing valuable insights into both theoretical and

practical aspects along with recommendations for

potential solutions. This underscores the deliberate

choice of teachers to engage in scientific-practical

conferences for the advancement of their sports-

pedagogical skills.

Following closely, the second key indicator

emphasizes the "Formation of traditions in

educational institutions for the development of sports

and pedagogical skills". Educational institutions

establish traditions to foster the growth of

pedagogical skills. These traditions may manifest in

the "teacher-student" dynamic within the institution,

faculty, or department. Experienced teachers often

contribute by offering guidance through model

lessons, creating a vital framework for the cultivation

of qualities essential to sports pedagogy.

The third and fourth indicators, as ranked by

teachers, focus on "Ensuring civic and personal

maturity in sports teachers" and "Increasing the social

maturity of sports teachers." These factors are

deemed crucial for honing sports and pedagogical

skills. The argument posits that the development of

skills integral to sports education is linked to the

formation of personality traits with socio-

psychological significance. Individuals with

emotional and social maturity can effectively regulate

themselves both personally and professionally,

allowing for an independent approach in shaping the

necessary skills.

In the realm of skills required for sports

pedagogy, issues such as "Ensuring civic and

personal maturity in sports pedagogy" and

"Arranging meetings with teachers with high

experience in sports and pedagogical activities" hold

the 9th and 10th positions. While these factors are

acknowledged, they are somewhat undervalued in

comparison to others.

A third group of experts involved in the research

comprises education managers, whose assessments

are presented in Table 3, providing additional insights

into the problem at hand.

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Table 3: Impact of Socio-Psychological Elements on Sports

and Pedagogical Skills

Factors Mean Rank

Organization of scientific and

practical conferences dedicated to

orts and

eda

ical activities

4.59 6

Organizing meetings with teachers

with high experience in sports and

eda

ical activities

3.26 4

Organization of master classes on

the development of sports and

eda

ical activities;

3.20 3

Organization of competitions for

the development of sports and

edagogical skills

1.57 2

Preparation of guidelines for the

independent development of sports

and pedagogical activities

1.16 1

The educational institution has a

tradition of developing sports and

eda

ical skills

8.13 10

Ensuring civic and personal

maturity in the sports teache

7.25 9

Creating an environment of

pedagogical support for sports

educators

7.07 8

Formation of emotional maturity in

sports-

edagogue

3.46 5

Enhancing the social maturity of

orts educators

6.16 7

Education managers have provided evaluation

indicators for the development of sports and

pedagogical skills, emphasizing the importance of

various factors. The first rank focuses on the

preparation of guidelines for independent

development in sports and pedagogy, followed by the

organization of competitions (2nd rank), master

classes (3rd rank), and meetings with experienced

teachers (4th rank). Some of these factors have been

considered by experts of the previous category.

The alignment of education managers' feedback

with the nature of the educational process suggests a

connection to methodical instructions, pedagogical

master classes, and interactions with experienced

teachers. Notably, the 8th rank pertains to the

"Formation of the environment of pedagogical

support of the sports teacher," the 9th rank to

"Ensuring civic and personal maturity in the sports

teacher," and the 10th rank to "Educational institution

has a tradition of developing sports and pedagogical

skills." The organizational and methodological

factors play a significant role in shaping sports-

pedagogical skills.

Upon a separate analysis of expert attitudes, a

comprehensive overview of factors influencing sports

pedagogical skill development emerges.

Summarizing the performance of all expert categories

provides a holistic description. The generalized result

categorizes these factors into three levels for a more

nuanced understanding (see Table 4).

Table 4: Influence of Social Psychology on Skill

Development in Sports Education.

Factors Train

er-

pedag

her

Educa

tion

Mana

Mea

Organization of scientific

and practical conferences

dedicated to sports and

edagogical activities

4.29 1.1

3.46 3.34 3

Organization of master

classes on the

development of sports and

edagogical activities

2.92 3 3.26 2.48 1

Organizing meetings with

teachers with high

experience in sports and

eda

ical activities

1.19 8.4 3.2 4.84 7

Organization of

competitions for the

development of sports and

eda

ical skills

7.11 3.5 7.25 4.06 4

Preparation of guidelines

for the independent

development of sports and

edagogical activities

2.35 11.

1.16 2.92 2

Formation of traditions in

educational institutions on

the development of

sports-

edagogical skills

5.61 1.2

8.13 4.99 8

Ensuring civic and

personal maturity in the

sports teache

6.08 5.2

4.59 5.27 9

Creating an environment

of pedagogical support for

orts educators

1.36 4.2 7.07 4.2 6

Formation of emotional

maturity in sports-

eda

6.63 7 1.57 5.69 10

Enhancing the social

maturity of sports

educators

4.56 1.7

6.16 4.15 5

Eco-Active Learning: Sports Pedagogy and Environmental Education Synergy

1179

The performance evaluation for the development of

sports-pedagogical skills is structured into three

ranks. The first rank comprises the top three

positions, the second rank includes places 4 to 7, and

the third rank combines factors 8 to 10. Noteworthy

contributors to sports-pedagogical skill development,

as identified by experts, include "Organization of

master classes on the development of sports and

pedagogical activities," "Preparation of guidelines for

independent development," and "Organization of

scientific and practical conferences."

Empirical findings underscore the significance of

organizing master classes for sports and pedagogical

skill development. Some experts prioritize this factor

at the forefront of the rank order. Master classes

conducted by industry leaders offer practical insights,

serving as a valuable program for sports educators.

In the overall assessment, the "Preparation of

guidelines for independent development" secures the

second rank. Methodical instructions are considered

crucial tools for sports pedagogues, enabling them to

organize activities based on these guidelines.

Taking the third position is the factor

"Organization of scientific and practical conferences

dedicated to sports and pedagogical activities."

Experts emphasize the importance of such

conferences in presenting theoretical and practical

solutions, fostering collaboration among experts, and

constantly enriching data.

On the second tier of importance, factors like

"Organization of competitions," "Increasing social

maturity of sports teachers," "Creating a pedagogical

support environment," and "Organization of meetings

with experienced teachers" are highlighted.

Competitions are seen as a means to identify

ambitious educators while enhancing social maturity

involves collaborative sharing of experiences. The

creation of a supportive pedagogical environment

depends on the socio-psychological atmosphere of

the educational institution. Meetings with

experienced teachers serve as motivational tools,

providing methodological advice and fostering a

positive professional attitude.

The tertiary factors also play a role in stimulating

specialists' professional activity. Empirical evidence

supports the importance of socio-psychological

factors in sports-pedagogical skill development, but

challenges and barriers exist in the process.

Difficulties in certain activities have led to the

identification of socio-psychological barriers

hindering sports and pedagogical skill development.

4 CONCLUSION

In summary, it is crucial to highlight the significance

of empirically analyzing socio-psychological factors

for fostering the growth of sports and pedagogical

skills in the training of prospective coaches and

educators. This becomes particularly relevant due to

the continual expansion of the roles within modern

sports and pedagogical activities. During this ongoing

process, the emphasis should not only be on imparting

professional and specialized knowledge acquired

through education but also on cultivating specific

competencies and pedagogical skills. Primarily, the

focus should be on activating sports pedagogical

skills, thereby tapping into unexplored resources to

establish a robust foundation for independent

development in the realm of sports and education.

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