基于世界卫生组织康复胜任力架构构建硕士研究生层次特殊体育教育专业研究

doi:10.3969/j.issn.1006-9771.2022.00.001

Abstract

Abstract: Objective To explore the specialty system of special physical education at master's level.Methods Professional competency for special physical education was developed using the World Health Organization Rehabilitation Competency Framework (RCF), and was applied to the exploration of theoretical structure and methodological system for the construction of special physical education program at master's level.Results Based on the RCF, a competency framework for special physical education teachers was constructed, involving in five areas: practice, professionalism, learning and development, management and leadership, and research. The proficiency of competencies and activities should attain the corresponding level. The construction of special physical education program should be built to highlight the characteristics of RCF and focus on the training of competency in four areas: education objectives, instructional methods, the curriculum of the program and instructional assessment.Conclusion A competency-based program at the master's level in special physical education has been constructed using the RCF. The program uses the RCF to specify professional competency standards for special physical education teachers, and this can be transformed into the content of the competency-based program for special physical education at the master's level. The RCF is used to construct a competency-based special physical education system, which can be used to specify the educational objectives, instructional modalities, specialized core curriculum, and content and methods of instructional assessment in the design of a special physical education program at the master's level.

Key words: rehabilitation competency framework, special physical education, master, program development, competency-based special physical education

HUANG Kai, LU Yan, QIU Zhuoying, JIANG Xiaoqing, HAO Chuanping, LIU Zhe. Specialty system of special physical education at master's level based on World Health Organization rehabilitation competency framework[J]. 《Chinese Journal of Rehabilitation Theory and Practice》, 2022, 28(3): 318-326.

Figures/Tables 4

领域	核心价值观与信念	基于RCF的胜任力(C)		基于RCF的活动(A)		知识和技能
领域	核心价值观与信念	特殊体育教师	行为熟练程度	活动	任务熟练程度	知识和技能
实践	价值观：同理心、尊重人的多样性、尊重残疾学生的价值与人权、自决权。信念：良好的功能状态是健康和福祉的核心,特殊体育教育是以残疾学生/家庭为中心,特殊体育教育是协作性的,特殊体育教育应该提供给所有有需求的人。	C1 在体育教育教学活动中以残疾学生及其家庭作为中心; C2 与残疾学生及其家庭建立合作关系; C3 与残疾学生、家庭及其体育教育教学团队进行有效沟通; C4 在解决问题和做出决策时采取严谨的方法; C5 在体育教育教学活动和胜任力范围内工作。	初级中级高级专家级	A1 获得特殊体育教育知情同意; A2记录信息; A3 进行体育教育教学评估; A4 制定和调整体育教育教学计划; A5 转介给其他康复服务机构; A6 实施体育教育教学干预措施; A7 评价实现体育教育教学预期结果的进展情况; A8 离开学校并确保获得体育教育教学服务连续性。	初级中级高级专家级	特殊体育教学实践相关知识与技能
专业精神		C1 展现遵守道德和特殊体育教育规范; C2 保持特殊体育教育专业精神; C3 协作工作; C4 担负特殊体育教育专业职责。		A1 应对风险和危害; A2 采取体育教育教学质量改进措施; A3 参与体育教育教学团队讨论会; A4 提出体育教育教学建议。		特殊体育教育专业精神相关知识与技能
学习与发展		C1 持续学习与发展; C2 支持他人学习与发展; C3 加强特殊体育教育和培训工作。		A1 管理自我专业发展; A2 督导和培训他人。		学习与发展相关知识与技能
管理与领导力		C1 致力于提高体育教育教学团队绩效; C2 致力于提高体育教育教学服务绩效; C3 成为体育教育教学倡导者。		A1 管理体育教育教学团队; A2 管理体育教育教学服务提供; A3 监测和评估体育教育教学服务提供情况。		管理与领导力相关知识与技能
研究		C1 在特殊体育教育教学活动中整合证据; C2 研究强化体育教育教学证据。		A1 设计和实施特殊体育教育研究; A2 传播体育教育教学证据; A3 加强体育教育教学研究能力。		特殊体育教育科学研究相关知识与技能

胜任力(C)	胜任力相关行为	熟练程度
C1 在体育教育教学活动中以残疾学生及其家庭作为中心	C1.1 支持残疾学生及其家庭积极参与特殊体育活动,包括决策	专家级
	C1.2 寻求支持使特殊体育活动适应残疾学生及其家庭的预期结果,满足不同环境下他们的需求、偏好和目标	中级
	C1.3 寻求支持以识别和解决残疾学生及其家庭参与特殊体育活动的障碍,以及他们获得教育康复服务的能力	中级
C2 与残疾学生及其家庭建立合作关系	C2.1 与残疾学生及其家庭建立并保持积极的关系,以自信、同理心和信任为特征	专家级
	C2.2 认识到并最大限度地减少残疾学生与教师和家庭关系中的权力不平衡,并促进实现残疾学生的自主权	专家级
	C2.3 与残疾学生及其家庭保持道德界限	专家级
	C2.4 认识并接受残疾学生及其家庭的态度、信念和情感	中级
C3 与残疾学生、家庭及其体育教育教学团队进行有效沟通	C3.1 认识到残疾学生及其家庭的沟通需求和实践,如与年龄、教育、文化、健康状况或语言相关的需求和实践	专家级
	C3.2 使沟通适应一系列需求和特殊体育活动,包括通过使用盲文、手语、沟通辅具和相关合理便利设施	中级
	C3.3 使用适合残疾学生及其家庭的术语和语言,清晰简洁地说明	专家级
	C3.4 积极倾听,包括使用、解释和适当回应肢体语言	专家级
	C3.5 管理环境以支持有效的沟通,同时考虑噪音、隐私、舒适和空间	专家级
C4 在解决问题和做出决策时采取严谨的方法	C4.1 确定残疾学生、环境和健康因素,并寻求支持将其用于明晰问题和确定解决体育教育教学方案	中级
	C4.2 在与残疾学生及其家庭一起解决问题做出决定时考虑来自多个来源的信息	中级
	C4.3 寻求支持,以确定应对残疾学生及其家庭挑战的创新方法	专家级
C5 在体育教育教学活动和胜任力范围内工作	C5.1 与残疾学生及其家庭一起工作时,保持对自身局限性的认识	专家级
C5 在体育教育教学活动和胜任力范围内工作	C5.2 在遇到超出体育教学活动和胜任力范围的情况时寻求支持和指导	专家级

活动(A)	活动相关任务	熟练程度
A1 获得特殊体育教育知情同意	A1.1 在常规体育教学活动的背景下,提供可能涉及残疾学生体育教育教学的基本说明,包括潜在的益处和危害	中级
	A1.2 明确残疾学生及其家庭对体育教育教学期望的认识	专家级
	A1.3 根据《中华人民共和国残疾人保障法》《残疾人教育条例》和/或组织政策确认同意,在残疾学生的认知或法律法规同意能力不明确的情况下寻求支持	中级
A2 记录信息	A2.1 遵循学生档案管理处理程序,清晰准确地记录教育康复信息	专家级
A2 记录信息	A2.2 安全地存储包含残疾学生信息的文档	专家级
A3 进行体育教育教学评估	A3.1 获得基本的健康、环境和残疾学生的病史,明确将其与残疾学生及其家庭的需求相关联	中级
	A3.2 观察残疾学生是否可能有伤害自己和/或他人的风险,并寻求支持以做出适当的反应	中级
	A3.3 独立进行运动学习相关功能的常规和基本的体育教育教学评估	中级
	A3.4 分析残疾学生所处环境中的障碍和促进因素	中级
	A3.5 通过观察和询问,对残疾学生在体育教学相关活动中的表现及其参与有意义的事件和生活角色进行基本评估	中级
A4 制定和调整体育教育教学计划	A4.1 寻求支持以便根据残疾学生及其家庭的优先事项和期望以及体育教学活动环境确定体育教育教学目标	中级
	A4.2 确定实现残疾学生及其家庭目标所需的常规体育教育教学措施	中级
	A4.3 参与制定和协调多学科的体育教育教学计划	中级
	A4.4 确定残疾学生的体育教育教学计划可能需要哪些调整,并寻求支持以实施这些计划	中级
A5 转介给其他康复服务机构	A5.1 按照规定的流程转介到既定的康复服务机构	中级
	A5.2 在转介残疾学生及其家庭时向康复服务机构提供所有必要信息	专家级
	A5.3 对转介进行跟踪随访,以确保残疾学生及其家庭获得所需的康复服务	专家级
A6 实施体育教育教学干预措施	A6.1 为残疾学生及其家庭提供常规教育和培训,以促进自我效能和自我管理	中级
	A6.2 提供日常体育教学活动,指导残疾学生及其家庭使用,并根据需要进行微调	中级
	A6.3 促进对残疾学生及其家庭环境的调整方案,以提高体育教育教学的安全性、可及性和功能性	中级
	A6.4 使用体育教育教学方案和/或常规的预防性、恢复性和补偿性锻炼、技术和运动治疗方案	中级
A7 评价实现体育教育教学预期结果的进展情况	A7.1 使用常规评估措施来评估实现体育教育教学预期结果的进展	中级
A8 离开学校并确保获得体育教育教学服务连续性	A8.1 寻求支持与残疾学生及其家庭一起制定居家体育教育教学计划,并根据需要提供支持	中级
A8 离开学校并确保获得体育教育教学服务连续性	A8.2 寻求支持对残疾学生及其家庭进行定期跟踪随访,在必要时提供进一步服务	中级

References 28

[1]	邱服冰, 邱卓英, 王国祥, 等. 体育活动融入现代健康服务体系的政策架构与方法体系[J]. 中国康复理论与实践, 2021,27(8):881-888.
	QIU F B, QIU Z Y, WANG G X, et al. Policy framework and methodological system of inclusive development of health service system and physical activity[J]. Chin J Rehabil Theory Pract, 2021,27(8):881-888.
[2]	World Health Orgnization. Global Action Plan on Physical Activity 2018-2030: More Active People for A Healthier World[M]. Geneva: World Health Organization, 2018.
[3]	World Health Organization. WHO Guidelines on Physical Activity and Sedentary Behaviour[M]. Geneva: World Health Organization, 2020.
[4]	中共中央, 国务院. "健康中国2030"规划纲要[EB/OL]. ( 2016- 10- 25)[2022-01-27]. http://www.gov.cn/xinwen/2016-10/25/content_5124174.htm.
[5]	国务院. 国务院关于促进健康服务业发展的若干意见[EB/OL]. ( 2013- 10- 18)[2022-01-27]. http://www.gov.cn/zhengce/content/2013-10/18/content_6067.htm.
[6]	王国祥, 邱服冰, 杨剑. 中国运动康复专业人才培养体系的构建[J]. 中国康复理论与实践, 2020,26(10):1133-1141.
	WANG G X, QIU F B, YANG J. Establishment of education system of professionals in the fields of sports and exercises rehabilitation in China[J]. Chin J Rehabil Theory Pract, 2020,26(10):1133-1141.
[7]	世界卫生组织. 健康服务体系中的康复[J]. 邱卓英,郭键勋,李伦,译. 中国康复理论与实践, 2020,26(1):1-14.
	World Health Orgnization. Rehabilitation in Health System[J]. QIU Z Y, KWOK J K F, LI L, trans. Chin J Rehabil Theory Pract, 2020,26(1):1-14.
[8]	SKEMPES D, MELVIN J, VON GROOTE P, et al. Using concept mapping to develop a human rights based indicator framework to assess country efforts to strengthen rehabilitation provision and policy: the Rehabilitation System Diagnosis and Dialogue framework (RESYST)[J]. Global Health, 2018,14(1):96.
[9]	教育部. 2020年全国教育事业统计主要结果[EB/OL]. ( 2021- 03- 01)[2022-01-27]. http://www.moe.gov.cn/jyb_xwfb/gzdt_gzdt/s5987/202103/t20210301_516062.html.
[10]	HEALY S, BLOCK M, JUDGE J. Certified adapted physical educators perceptions of advantages and disadvantages of online teacher development[J]. Palaestra, 2014,28(4):14-16.
[11]	SALMAN N, GANIE S, SALEEM I. The concept of competence: a thematic review and discussion[J]. Eur J Train Develop, 2020,44(6/7):717-742.
[12]	KOENEN A K, DOCHY F, BERGHMANS I. A phenomenographic analysis of the implementation of competence- based education in higher education[J]. Teach Teacher Educ, 2015,50(8):1-12.
[13]	TABER S, FRANK J R, HARRIS K A, et al. Identifying the policy implications of competency-based education[J]. Med Teacher, 2010,32:687-691.
[14]	CURRY L, DOCHERTY M. Implementing competency-based education[J]. Collected Essays Learn Teach, 2017,10:61-74.
[15]	HERNÁNDEZ-DE-MENÉNDEZ M, MORALES-MENENDEZ R. Competency Based Education: Current Global Practices[C]. Vale`ncia, Universitat Polite`cnica de Vale`ncia: 3rd International Conference on Higher Education Advances, 2017.
[16]	BEWLEY L, SUN J, HERD A. Human capital development and competency-based education[J]. San Antonio Med, 2016,69(11):44-45.
[17]	KING S B 3rd. Competency-based education[J]. JACC Cardiovasc Interv, 2015,8(2):374-375.
[18]	ABLAH E, BIBERMAN D A, WEIST E M, et al. Improving global health education: development of a global health competency model[J]. Am Society Tropical Med Hygiene, 2014,90(3):560-565.
[19]	MEREU A, SOTGIU A, BUJA A, et al. Professional competencies in health promotion and public health: what is common and what is specific? Review of the European debate and perspectives for professional development[J]. Epidemiol Prev, 2015,39(4Suppl 1):33-38.
[20]	FRANK J R, SNELL L S, CATE O T, et al. Competency-based medical education: theory to practice[J]. Med Teach, 2010,32:638-645.
[21]	LEONARDO CAMPOS T, ISABELA P, ÉMILE T, et al. Competency-based education in medical internship: integrative review[J]. J Educ Train Stud, 2020,8(7):35-41.
[22]	JACOBSEN K H, ZERAYE H A, BISESI M S, et al. Master of public health global health concentration competencies: preparing culturally skilled practitioners to serve internationally, nationally, and locally[J]. Am J Public Health, 2019,109(9):1189-1190.
[23]	World Health Organization. Rehabilitation Competency Framework[M]. Geneva: World Health Organization, 2021.
[24]	World Health Organization. Adapting the WHO Rehabilitation Competency Framework to a specific context[M]. Geneva: World Health Organization, 2021.
[25]	CÔTÉ P, SUTTON D, NICOL R, et al. The development of a global chiropractic rehabilitation competency framework by the World Federation of Chiropractic[J]. Chiropractic Manual Therap, 2019,27(29).
[26]	邱卓英, 陈迪, 陈艳. 构建基于«国际功能、残疾和健康分类»的现代康复学科和康复教育知识体系[J]. 中国康复理论与实践, 2009,15(12):1193-1195.
	QIU Z Y, CHEN D, CHEN Y. Construction of knowledge system of modern sciences of rehabilitation and rehabilitation education regarding ICF model[J]. Chin J Rehabil Theory Pract, 2009,15(12):1193-1195.
[27]	李欣章. 建立与发展中国康复高等教育体系[J]. 中国康复理论与实践, 2018,24(9):1001-1005.
	LI X Z. Establishment and development of higher education system of rehabilitation in China[J]. Chin J Rehabil Theory Pract, 2018,24(9):1001-1005.
[28]	BENNETT C J, WALSTON S L. Improving the use of competencies in public health education[J]. Am J Public Health, 2015,105(S1):S65-S67.

项目	胜任力教育	传统教育
学习目标	学习者应该能做什么	学习者应该知道什么
教学重点	注重教育目标	注重教育过程
课程内容	基于学习者需要的胜任力	基于学习者过去学到的知识
课程观点	明确地将人群健康需求与学习者所需的胜任力联系起来	隐含地将人群健康需要与课程内容联系起来

Specialty system of special physical education at master's level based on World Health Organization rehabilitation competency framework

RichHTML

PDF (PC)

Knowledge

Abstract

Cite this article

share this article

Figures/Tables 4

References 28

Related Articles 15

Metrics

Comments

Recommended 0

[1]	TANG Qiang, ZHENG Shuang, WANG Lei, WANG Yan, LI Baolong, LIU Guijun, ZHU Luwen. Development of traditional Chinese medicine rehabilitation curriculum based on World Health Organization rehabilitation competency framework [J]. 《Chinese Journal of Rehabilitation Theory and Practice》, 2023, 29(7): 862-868.
[2]	YANG Yanyan, QIU Zhuoying, YU Boyang, LIU Xiaoxie, LIU Jingyu, XIONG Kehui, LÜ Minghan, CHU Hongling, ZHOU Mouwang. Survey of rehabilitation competency of Chinese rehabilitation physicians using WHO rehabilitation competency framework [J]. 《Chinese Journal of Rehabilitation Theory and Practice》, 2023, 29(11): 1241-1248.
[3]	YANG Xiulian, QIN Jian, XIAN Yuantao, LIU Hongliang, YANG Yaru, XIANG Youyu, LUO Jie, ZHONG Shixun, ZHONG Yu, ZHOU Sujun, SU Hong, XIAO Hongmei, ZHOU Xinjian. Construction of basic rehabilitation training course for family doctor teams serving for people with disabilities based on WHO rehabilitation competency framework [J]. 《Chinese Journal of Rehabilitation Theory and Practice》, 2023, 29(11): 1249-1260.
[4]	XIAO Xiaofei, LIU Yushu, YANG Yaru, QIU Zhuoying. Application of WHO rehabilitation competency framework in development of rehabilitation science education system and curriculum [J]. 《Chinese Journal of Rehabilitation Theory and Practice》, 2023, 29(11): 1261-1267.
[5]	HU Weibin, LIU Qiaoyun, ZHAO Hang, LU Haidan, ZHANG Yuhong, WANG Jie. Developing curriculum of speciality of education and rehabilitation using WHO rehabilitation competency framework [J]. 《Chinese Journal of Rehabilitation Theory and Practice》, 2023, 29(11): 1268-1275.
[6]	TANG Letian, LIU Yushu, MA Ke, YANG Ying, CUI Liangbo, XIAO Xiaofei. Systematic construction of undergraduate curriculum for rehabilitation based on WHO rehabilitation competency framework [J]. 《Chinese Journal of Rehabilitation Theory and Practice》, 2023, 29(11): 1276-1285.
[7]	YANG Yaru,LU Yan. Exploring pedagogical content knowledge of adaptive physical education for teachers using WHO Rehabilitation Competency Framework [J]. 《Chinese Journal of Rehabilitation Theory and Practice》, 2022, 28(5): 559-567.
[8]	XIAO Xiaofei, QIU Zhuoying, SUN Hongwei, LI Anqiao. Development of programmes and curriculum of physical therapy at undergraduate level using ICF and rehabilitation competency framework [J]. 《Chinese Journal of Rehabilitation Theory and Practice》, 2022, 28(3): 295-305.
[9]	HAO Chuanping, QIU Zhuoying, LI Anqiao, HAN Xiao, WANG Shaopu, XIAO Xiaofei. Specialty setting of undergraduate special education using World Health Organization rehabilitation competency framework [J]. 《Chinese Journal of Rehabilitation Theory and Practice》, 2022, 28(3): 306-317.
[10]	ZOU Min, SUN Hongwei, QIU Zhuoying, LI Anqiao. Research on competency of professionals in rehabilitation psychology using World Health Organization rehabilitation competency framework [J]. 《Chinese Journal of Rehabilitation Theory and Practice》, 2022, 28(3): 327-334.
[11]	JIN Mei;GAO Fei;MA Yong.. Building the Curriculum and Content of Special Physical Education Based on the ICF [J]. 《Chinese Journal of Rehabilitation Theory and Practice》, 2014, 20(6): 513-516.
[12]	LIN Xia-fei;QIU Wei-hong;FU Yi;et al.. Smart Equitest Balance Master Training for Severe Balance Disorder Caused by Cerebellar Hemorrhage in Children: A Case Report [J]. 《Chinese Journal of Rehabilitation Theory and Practice》, 2011, 17(3): 283-287.
[13]	FU Yi;XIE Li-jun;QIU Wei-hong;et al.. Effects of Sensory System Obstacle on Balance Ability of Stroke [J]. 《Chinese Journal of Rehabilitation Theory and Practice》, 2011, 17(10): 983-985.
[14]	CHEN Wei;GUO Yan-mei;LI Xiao-ying;et al.. Test-retest Reliability of Western Ontario and McMaster University Osteoarthritis Index [J]. 《Chinese Journal of Rehabilitation Theory and Practice》, 2010, 16(1): 23-24.
[15]	GUO Yan-mei;WANG Qiu-hua;ZHU Cai-xing;et al.. Correlation between Lower Extremity Extensor Muscle Strength and Pain or Physical Function in Knee Osteoarthritis [J]. 《Chinese Journal of Rehabilitation Theory and Practice》, 2010, 16(1): 25-26.