Specificity of didactics and the organizational basis of different physical education lesson models for students of higher educational institutions

Students’ physical training in the conditions of modern society's transformation requires new forms and approaches to the educational process. Research on the specificity of didactics and the organizational basis of existing models of physical education gives an opportunity to identify the positive and negative aspects of educational practices and to determine problem areas for further research. The article provides the author’s research vector of traditional and optional models for physical education in the context of its comparison and determination of further optimization. Thus, the goal of this research is the analysis and grading of specifications of organizational models of students’ physical education in the context of functional and didactic prerequisites. The following parameters of the educational process of students’ physical education models have been selected for comparing the effectiveness of the stated models: presence and dynamics of the student’s motor experience; physical fitness (based on motor tests); attendance of practical classes (as an indicator of desired volume of motor activity and mediated factor of motivation). In the research process, we discovered a deficit in the criteria for objective comparison of the effectiveness of said models. Despite this setback, analysis of the received materials by the given parameters led us to the following conclusions: The acquisition of motor experience using an optional model has a fragmentary character, and the traditional has a more extended and generalized one; More positive dynamics of separate elements of physical fitness by traditional approach if not essential; The statistics of practical class attendance in comparison, lead to a conclusion that popular opinion about the advantage of the optional model in motivational influence is unfounded. Overall, both educational models have pros and cons. Based on the results of the list of factors, the traditional model of the educational process is more viable because of the systemic approach, but it has its cons.