Abstract
DOI: https://doi.org/10.58984/smb2602052a
Teachers’ communication competencies represent one of the fundamental components of teachers’ professional competence and play a crucial role in ensuring the quality of the educational process, particularly in Physical and Health Education, where effective interaction and direct communication with students are essential. The aim of this study was to examine the importance of communication competencies of Physical and Health Education teachers as a determinant of teaching quality through a comprehensive review of relevant scientific literature. A narrative literature review was conducted using analysis, comparison, and synthesis of national and international studies addressing pedagogical communication, teacher competencies, and the specific characteristics of Physical and Health Education. The findings indicate that well-developed communication competencies significantly enhance teaching effectiveness by facilitating clearer knowledge transfer, improving classroom management, fostering a positive psychosocial climate, and increasing students’ motivation for active participation. The analysis highlights the importance of verbal and nonverbal communication, constructive feedback, pedagogical sensitivity, and teachers’ ability to adapt communication strategies to students’ individual needs and developmental characteristics. Furthermore, effective communication contributes not only to improved educational outcomes but also to the promotion of positive attitudes toward physical activity, healthy lifestyles, and collaborative relationships within the school environment. The study concludes that communication competencies constitute a core element of professional teaching competence and should be continuously developed through both initial teacher education and lifelong professional development. Strengthening these competencies has the potential to improve teaching quality, student engagement, and the overall effectiveness of Physical and Health Education.
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