Methodological model of a professionally oriented dialogic lecture in the educational component “Swimming with teaching methods”

Abstract

Topicality. Professional training of higher education students majoring in A4.11 “Secondary Education (Physical Culture)” and A7 “Physical Culture and Sport” calls for a lecture format in which subject-specific knowledge is applied to analysing motor actions and substantiating instructional decisions. Problem-based learning, case-based teaching, video analysis, and formative feedback are well grounded in the literature, yet they are typically treated as separate instructional tools rather than as an integrated whole.

Purpose of the study. To theoretically substantiate and develop a model of a professionally oriented dialogue lecture within the course “Swimming with Teaching Methods”, designed to guide the transition from subject-specific content to the analysis of professional situations and reasoned instructional decision-making.

Research material and methods. The material comprised 17 scientific publications (2021–2026) and six author-developed lectures. The first author carried out a qualitative structural and content analysis of lecture fragments and identified five functional categories. The second author separately reviewed the lecture corpus using these categories and assessed the representation of the components, their functional differentiation, and the logic of transitions between them. A formal quantitative indicator of inter-researcher agreement was not calculated.

Research results. Five components were identified: problem-motivational, evidence-based content, visual-analytical, situational-instructional, and reflective-transfer. They are linked by the sequence “professional problem – scientific rationale – observation and analysis – instructional decision – verification and transfer”. The second author’s review confirmed that all five components were represented across six thematically distinct lectures, were functionally distinct, and followed a consistent sequence. The scientific novelty of the study lies in the functional differentiation of these components and in defining the logic of the transition toward a reasoned instructional decision. Criteria proposed for evaluating such a decision include terminological accuracy, scientific justification, identification of the core problem, appropriateness of the proposed professional action, and the ability to adapt the decision to changed conditions.

Conclusions. Comparison of the two stages of analysis revealed no substantial discrepancies in the representation of the components, their functional differentiation, or the logic of transitions between them, which supports the internal methodological coherence of the proposed model. At the same time, this comparison does not constitute empirical validation and does not demonstrate the model’s pedagogical effectiveness. Establishing its effectiveness will require further experimental testing.