Küzdősportok fenntarthatósági aspektusai a testnevelés érettségi vonatkozásában

Absztrakt

Since their emergence in the last century, modern combat sports have gained unwaivering popularity in Hungary, which can also be observed in Olympic results. Following the introduction of physical education in schools in 1868, fencing, wrestling, and boxing played a minor role in the curriculum, but the introduction of the first National Core Curriculum in 1995 made combat sports prominent in both physical education and the requirements for high school graduation exams. In the nearly thirty years since their inclusion in the core curriculum and graduation requirements, physical education teachers have had to teach an increasing number of hours and an expanding body of factual material on combat sports in the public education system. However, several studies have shown that this has often posed an insurmountable challenge for teachers. The high school graduation requirements system, which will take effect from the May 2024 exam period, stipulates significantly expanded content for examinees compared to previous years. In addition to existing sports and forms of exercise, karate has also been added as a new sport, posing a new challenge for teachers preparing students for the exam. In our research, we examined the inclusion of combat sports in the high school graduation exam in terms of sustainability in the subject of physical education. In our qualitative research, we examined the government decrees and legislation describing the requirements, as well as the system of supporting materials and further training through document analysis, and we examined the issues of exam preparation and sustainability through interview analysis and media research among practicing physical education teachers (N=15) and physical education teacher trainees (N=15). Our results showed that in the case of combat sports content, which is strongly emphasized in the latest graduation requirements, physical education teachers often face difficulties in preparing students due to their lack of studies related to combat sports and also their lack of practical teaching experience in the specific movements characteristic of this field. The limited availability of professional training courses can cause uncertainty and a decline in professional quality when preparing students for exams. Another problem is that there are few professional publications available to physical education teachers that help teachers with a background in sports other than combat sports to understand the requirements and prepare students successfully and effectively. High school students preparing for their graduation exam often need to attend preparatory courses, which require additional financial resources, in order to achieve good results in the exam. Despite the fact that, according to the intentions of the legislator, combat sports are given the same weight as traditional sports in the latest graduation requirements due to their positive socialization effects, our results raise questions as to whether this special field can be sustained in the long term due to the difficulties that arise during preparation. We recommend the development of new training courses and closer professional cooperation between physical education teachers and university lecturers who teach combat sports in teacher training programs.