Comparison of interactive teaching methods in the training of judo coaches in China and Russia

Abstract

This article provides a comparative analysis of the use of interactive teaching methods in the training of judo coaches in China and Russia. The research is aimed at identifying the most effective approaches and practices that contribute to improving the skills of coaches and, as a result, improving the results of athletes. The research methodology included an analysis of scientific and methodological literature (78 sources), a survey of 200 specialists (100 from each country), interviews with 20 leading trainers, 30 pedagogical observations and a pedagogical experiment with the participation of 80 trainers. It was found that 70% of Chinese and 65% of Russian specialists are familiar with interactive teaching methods, while 85% of respondents from both countries consider them effective. Significant differences in preferred methods have been identified: Chinese trainers prefer digital technologies (the difference is +1.6) and problem-based learning (+0.8), while Russian ones use discussion platforms (+1.1) and role-playing games (+0.8). The developed model for optimizing interactive learning demonstrated high efficiency during the pedagogical experiment: in the experimental groups, there was a significant improvement in all indicators compared to the control groups, including theoretical readiness (+11,7% in China, +7,7% in Russia), methodological competence (+14,5% and +9,9%, respectively) and the effectiveness of coaching (+44,1% and +32,6%). Recommendations on optimizing the use of interactive teaching methods adapted to the national characteristics of the educational systems of China and Russia are proposed, which contributes to improving the effectiveness of training judo coaches.