Future Teachers Of Physical Culture Research Articles

Formation of pedagogical skill of future teachers of physical culture by means of mobile games

The article is devoted to the problem of the formation of pedagogical skill among students of higher education institutions. The analysis of the sources proved that the formation of a highly moral personality of the future professional plays an important role in the preparation of a specialist with a higher education. It is natural that the development of a truly civilized society is impossible without the education of patriotic, civic, moral-ethical, cultural-ethical and general human qualities in people. It was found that the purpose of professional training of the future pedagogical community in the context of the requirements is the formation of a high general culture, personal qualities, readiness for independent, creative, personally-oriented pedagogical activity as a humane and culture-forming activity. It has been proven that the future teacher must be able to creatively organize the educational process, carry out scientific research of the pedagogical process, be fluent in the methodology of pedagogy, master new technologies and information systems, and generalize advanced pedagogical and methodical experience. It is substantiated that the quality of education of future specialists remains an important issue and the most important stage in the formation of the future teacher's personality is the first stages of training, when the foundation and base of the specialty is laid, the essence of professional activity is realized.
 It was determined that the educational process in institutions of higher education is characterized by flexibility, adaptability, modularity, economic efficiency, orientation to future professional duties and reliance on modern communication and information technologies. The analysis of the educational program for the training of future physical culture teachers made it possible to find out that a certain distribution of credits for mastering educational components is proposed for the formation of pedagogical skills of students. In order to form the signs of pedagogical mastery, we proposed innovative approaches to mastering mobile games and entertainment. Thus, mobile games in the system of training physical culture teachers contribute to the formation of professional competences in students, which will contribute to strengthening the health of schoolchildren, develop vital motor skills in them, and develop skills in the organization and methods of conducting game material. So, it has been proven that pedagogical mastery is a manifestation of a high result of professional activity, the ability to embody and realize one's own creative potential, combined with effective methods of building the pedagogical process at a high level.

Methodical mastery of students of physical education faculties as future specialists in the field of teaching gymnastics

The article highlights the theoretical foundations of training future physical education teachers in gymnastics and its teaching methods, defines and substantiates the mastery indicators of this type of activity. At the present time, this problem is also due to the fact that at the current stage of development of the institution of general secondary education, the level of requirements for the professional training of future physical education teachers has significantly increased. The purpose of this work is the theoretical and methodological substantiation, the characteristics of indicators of methodical mastery of future teachers of physical culture in relation to the organization and conduct of gymnastics classes in general secondary education institutions. The analysis of scientific research shows that the training of a physical education teacher requires, first of all, professionally significant knowledge, abilities and skills, as well as the coordination of special personality qualities, namely: proper attitude to professional activity; development of methodical thinking of future teachers of physical education; the ability to work in a team and independently; availability of communication skills; effectively apply acquired knowledge, skills and abilities in professional activities, etc.
 The peculiarities and specifics of educational forms of gymnastics classes in higher education are substantiated for the effective formation of professional skills and skills for conducting various forms of gymnastics classes; mastering practical material and developing the skills of its optimal selection for organizing and conducting gymnastics classes; increasing the level of development of basic motor skills; realization of creative possibilities of students in modeling future professional activity.
 It was established that the methodical mastery of the physical culture teacher is most pronounced in the process of his professional activity in the educational institution, the correspondingly formed system of special knowledge, abilities and skills and the development of the thinking of future specialists.

Methodical competence of future physical education teacher

The article reveals the relevance of the problem of developing methodical competence of future physical education teachers. It has been established that the teacher's methodical competence ensures the effectiveness of the pupils' learning process as it allows the implementation of methods, principles, content, forms and means of educational and pedagogical activities as well as activities in the areas of physical culture and health improvement. The contradiction in the process of developing the methodical competence of a teacher between the necessity and need of a teacher to have methodical competence and the insufficient development of the theoretical foundations of the process of its development, between the social order for a highly educated and competent teacher and the inertia of many teachers in bringing their knowledge and skills in line with the modern requirements of the educational process is specified, between the need for continuous methodical improvement and the lack of appropriate forms and methods of professional training. The purpose of the article is to study the dynamics of the development of methodical competence among students of higher education institutions - future teachers of physical culture during the academic year. It has been proven that trainee teachers, young physical education teachers do not demonstrate enough psychological, pedagogical and methodical knowledge, abilities and skills during the lesson. A significant part of teachers, regardless of their work experience, feel the need to update their knowledge (75.0 - 100%), master modern physical culture and health technologies (50.0 - 86.4%). Almost every second teacher experiences difficulties of a methodical nature, is not familiar with the technology of organizing and carrying out scientific and methodical work at school. After the end of the pedagogical experiment, it was established that theoretical knowledge improved by 14.15 points for the reliability difference Р ˂ 0.01, professional skills and abilities – 14.57 points at Р ˂ 0.01, physical culture methods – 11.45 points at Р ˂ 0.01, practical experience increased by 12.79 points at Р ˂ 0.01, personal qualities – 8.76 points at Р ˂ 0.05. Conclusion: the student who has mastered a high level of methodical competence while studying at a higher education institution is able to solve all methodical tasks in a physical education lesson at school.

Life satisfaction and problem-focused coping among future physical culture teachers

Background and Study Aim. Behavior adjustment, as an individual's response to threats, is an effective means of managing stress. Therefore, the aim of this study is to explore the correlation between life satisfaction and problem-focused coping strategies among future physical culture teachers.
 Materials and Methods. The study involved students (n=72, aged 18-21 years). The research was conducted during the 2022-2023 academic year in an online format. The following instruments were used: "Life Satisfaction Scale," "Coping Test," and "Coping Strategy Indicator." Pearson's correlation coefficient was employed to determine the relationships between variables.
 Results. The results indicate a moderate to low level of life satisfaction among the students. The adaptability of students' behavior was assessed based on the expression level of coping strategies (M±σ): problem-solving (23.5±6.8), seeking social support (26.7±7.5), and avoidance of problems (22.1±6.4). The findings suggest both positive and negative correlations between core coping strategies and life satisfaction among students.
 Conclusions. The findings of this research can contribute to the existing knowledge on the role of coping strategies in enhancing life satisfaction among physical culture teachers. By identifying effective coping mechanisms, educational institutions and professionals in the field can develop targeted interventions and support systems to promote the well-being and resilience of future teachers.

Formirovanie to readiness of future teachers of physical culture to professional activity

Lately in Ukraine there was an anxious and difficult situation with worsening of health of students and student young people. Such state can be explained influence of pandemic and active war of Russia against our country. These realities hurt children and students in teaching, force to evacuation and stay in shelters. Therefore an increase of physical preparedness and state of health of children and young people is one of main tasks of educational process. In such terms an important role is taken professional activity of teacher of physical culture. The purpose of the article: Description of structure of forming of readiness of future teachers of physical culture to professional activity. Result: The issue of the day of modern higher school is marked is providing every student possibility maximally to develop the capabilities and successfully to master a select profession. It is indicated on importance of job of teacher of physical culture, on which the state of health, level of capacity and even professional future of students, depends to a great extent, performances. The basic are exposed requirement to preparedness of future teacher of physical culture, which are based on the aggregate of associate athletic-educate and psychological and pedagogical knowledge’s and abilities. Maintenance, structure and basic stages of professional activity of future specialist, is designated in area of physical cultures and sport. Conclusions: A teacher of physical culture must be well-prepared to execution of the professional duties. His professional-pedagogical activity has a row of elements which co-operate between itself and have affecting humanizing.

The image Making of the Future Physical Culture Teacher in Kazakhstan

The rapid development of science and technology, socio-economic and cultural changes taking place in modern society put the task of training highly qualified and competitive future physical education teachers on the agenda. The purpose of the study: to cover the issues of the system of image making of the future physical culture teacher in Kazakhstan. To achieve the purpose of the study, the following methods were used: analysis, comparative analysis, retrospective analysis, synthesis, comparison, the study of one's own teaching experience; systematisation and generalisation; abstraction and classification. The image making of the future physical culture teacher in Kazakhstan acquires effectiveness under the following pedagogical conditions: the content of professional disciplines, considering the specific features of health and recreational activities; organisation of professional training using active teaching methods, innovative information and communication technologies and subjective interaction of the teacher and student; integration of theory, practice, and research activities of the future physical education teacher during the practice and organisation of students' research work. The paper focuses on the main provisions of the concept of future physical education teachers' professional training for recreational activities. Developing the author's system of forming the image of the future teacher of physical culture, the authors proceeded from the fact that it is the model that allows describing the pedagogical system most fully and accurately. The system contains five blocks that allow structuring and specifying purposes, objectives, methodological approaches, principles, content of structural components, forms, methods, tools, stages, functions, pedagogical conditions, criteria, indicators, levels, and results. The system developed by the authors is dynamic and can be implemented during the adaptation, training, professional and analytical and correctional stages. Keywords: physical culture teacher, image making, image of a physical culture teacher, professional education, physical culture teachers' training.

Formation of inclusive competence of future teachers of Physical Culture as a psychological and pedagogical problem

The article highlights the problem related to the formation of inclusive competence of future teachers of Physical Culture. The analysis of scientific sources, which covered the category "inclusive competence”, was presented. The content of the concept "inclusion" has been clarified as a complex and systematic process of ensuring equal access to quality education (at all levels) for children with special educational needs by designing a system of their education in institutions of general secondary education on the basis of the use of personality-oriented teaching methods, taking into account the individual characteristics of the educational and cognitive activities of such students. It has been determined that markers of the modern inclusive educational environment can be associated with: teachers’ understanding of the need to apply various didactic approaches, taking into account different styles of learning, temperament and personal characteristics of certain categories of children; adaptation of educational (didactic, methodological) materials; the use of various algorithms for differentiating children by the level of their cognitive activity and educational prospects. On the basis of the study of the leading scientists’ viewpoints, the concept of inclusive competence of a teacher of Physical Culture was specified in this formulation: a system of specialist’s formed knowledge of various ways of implementing the principles of inclusion in education and his/her health-saving capabilities; professionally determined skills in the context of developing methods of physical education intended for students with special educational needs; teacher's instructions on creating a barrier-free educational environment, as an organic space for the coexistence of children with "normative" development and children with specific features of physical, emotional and mental health. The directions of positive influence on the formation of inclusive competence of future Physical Culture teachers in the pedagogical university are formulated as follows: saturation of the system of professional training aimed at future teachers of Physical Culture with inclusive content, by means of enhancing the significance of inclusive educational practices for the health of the younger generation; activation of students’ independent work to develop individual models of physical education of students with special educational needs without violating the logic and organics of the traditional system of physical education; updating the motivational guidance of future teachers to implement the principles of inclusion in physical education.

Training future physical education teachers for health-preserving activity in the conditions of an inclusive educational environment

The article highlights the problem of training future physical culture teachers for working in an inclusive educational environment of educational institutions. The aim of the study was to establish the theoretical foundations of the problem of training future physical education teachers for organizing health-preserving activity in an inclusive educational environment. The urgency of focusing research attention on the problem of training potential teachers of physical culture for the introduction of elements of sports and mass work in an inclusive educational environment on health-preserving grounds is substantiated. Scientific information on the concepts of “inclusive educational environment”, “health-preserving sports and mass work” has been systematized. It was determined that the modern inclusive educational environment is characterized by a system of value attitudes towards learning, upbringing and personal development of children with special educational needs, as well as a set of resources (means, external and internal conditions), their life activities in a comprehensive educational institution and a focus on the implementation of individual educational strategies of students. The author characterizes the peculiarity of the professional activity of a physical education teacher in the introduction of health-preserving sports and mass work in an inclusive educational environment; it consists in the need to create a barrier-free health-preserving environment in the future profession, the formation of knowledge, skills of individualization and differentiation in physical education of children with special educational needs and the development of qualities that will contribute to the success of the teacher’s implementation of an individual approach in the physical education of school students, taking into account the principles of inclusion.

ПРОФЕСІЙНА ПІДГОТОВКА МАЙБУТНІХ УЧИТЕЛІВ ФІЗИЧНОЇ КУЛЬТУРИ ТА ЇХ ГОТОВНІСТЬ ДО ПЕДАГОГІЧНОЇ ДІЯЛЬНОСТІ У ЗАКЛАДАХ ЗАГАЛЬНОЇ СЕРЕДНЬОЇ ОСВІТИ

Modern innovative changes and entrance Ukraine to the educational European environment provided new requirements to the training of future teachers of the Physical education within the institutions of high education. The main feature of the professional training of the future teacher of physical culture is educational activity aimed at mastering at a high level the learning competencies that are formed during the study of various educational components. Considering the our-days position, the training of future teachers of Physical culture at high school is oriented on the satisfaction of the country’s demands in the qualified professionals who would be able: to be competitive within the market of the educational services, to direct their efforts on the strengthening and saving of the pupils’ health within institutions of the general secondary education. The training of future teachers of physical education in institutions of higher education is a holistic pedagogical system that forms professional competences, enables the mastering of professionally oriented knowledge, abilities, skills, provides practical training, namely the acquisition of practical professional experience and the formation of the student as a future specialist in the field of physical education and sports. The transition from the traditional (subjective object-object) to the innovative (personal-oriented) learning paradigm places fundamentally new requirements for future teachers of physical culture, since only creative, communicative and creative individuals, who are constantly self-cultivating and finding new ideas, aimed at solving educational and educational tasks by using physical exercises, can lead to the renewal of a modern general education school and work with students and The results of the survey of students of the Berdyansk State Pedagogical University are presented. Key words: training, future teachers of Physical culture, professional training, readiness for professional activity.

Monitoring the formation of the cognitive component of the health-forming competence of future physical education teachers

In the article, based on the analysis and generalization of literary sources, the need for the formation of health-forming competence of future physical culture teachers is determined. Various approaches to the formation of a valuable attitude to one's own health and the health of the younger generation in the conditions of the educational process are analyzed.
 The purpose of the scientific article is to monitor the formation of the cognitive component of the health-forming competence of future physical education teachers.
 In accordance with the goal, the following tasks are defined: to analyze the data of scientific and methodical literature regarding the problem of forming the cognitive component of the health-forming competence of future physical education teachers; to investigate the results of the formation of the cognitive component of the health-forming competence of future physical education teachers.
 To monitor the formation of the cognitive component of the health-forming competence of future physical education teachers before the introduction of health-forming technologies into the educational process of general secondary education institutions, we used the Student's parametric statistical criterion (the so-called t-criterion).
 In order to conduct a pedagogical experiment, a representative sample of students of Berdyan State Pedagogical University, Zaporizhia National University, and M. P. Drahomanov National Pedagogical University was determined.
 The results of statistical processing of scientific research data indicate that all levels of formation of the cognitive component of the health-forming competence of future physical education teachers at the end of the pedagogical experiment in the experimental group were significantly higher than in the control group.

Readiness for the formation of students' health-preserving competence as a result of the training of future physical education teachers

The article reveals the actual problem of the readiness of future teachers of physical education for the formation of health-preserving competence in schoolchildren. A theoretical analysis of scientific works on the formation of health care knowledge and skills in students and the readiness of future teachers to solve the specified problem is presented. Through scientific research, aspects of the theoretical nature of the readiness of future physical culture specialists and the essence of the concept of "the readiness of the future physical culture teacher for the health-preserving activities of students" have been revealed and defined. The concepts of "professional training", "health-preserving competence" are analyzed, the need for the future teacher to possess health-preserving skills is noted. Guided by the analysis of various approaches to understanding the concept of readiness of the future teacher for health-preserving activities, a structure of readiness for the formation of health-preserving competence of schoolchildren is proposed. The characteristics of the main readiness components and ways of their implementation are given. Having carried out a theoretical analysis of modern approaches to the definition of the concept of the readiness of the future teacher of physical culture to the formation of health-preserving competence of students, it was concluded that the readiness of the future teacher is an integral quality of the future teacher, which is based on the understanding of health as a primary and important value of society and the system of motives for health care activities.

PECULIARITIES OF THE PROFESSIONAL TRAINING OF FUTURE PHYSICAL CULTURE TEACHERS AND TRAINERS IN THE CONDITIONS OF DISTANCE EDUCATION

In the article the modern challenges faced by the higher education system in Ukraine due to the pandemic and Russian military aggression are analyzed. The advantages and disadvantages of implementing distance education in the conditions of modern emergency and crisis situations in the country are presented. Particular attention is devoted to the description of the advantages and disadvantages of the professional training of higher education students of the specialties 014 Secondary Education (Physical Culture) and 017 Physical Culture and Sports in the conditions of distance learning. Attention is focused on the fact that despite all the benefits of the distance learning system, future physical culture teachers and trainers do not have the opportunity to qualitatively master the rational technique of movements from various sports. Despite access to video materials with a demonstration of the reference technique for performing the exercise as a whole and its individual elements, students have limited opportunities for its high-quality consolidation and practice. When students independently study the technique of movements, the teacher does not always can correct technical errors and provide meaningful methodical recommendations, which as a result can lead to the formation of stereotypically incorrect movements of the students of the specified specialties when performing certain exercises. In this context teachers of practice-oriented disciplines are recommended to actively use modern digital technologies and other forms of digital technologies in their work, which allow correcting errors in the execution of exercise techniques and monitoring the physical activity of each student in real time. Despite a few shortcomings of the distance learning system, it remains the only alternative and safe form of obtaining higher education in Ukraine and an effective tool for realizing the constitutional right of the citizens to obtain education and professional qualifications.

The Value of Supervision in The Formation of An Innovation-Oriented Personality of The Future Teacher of Physical Culture

The Value of Supervision in The Formation of An Innovation-Oriented Personality of The Future Teacher of Physical Culture

CRITERIA FOR HEALTH CARE COMPETENCE ASSESSING FOR THE SPECIALIST IN PHYSICAL EDUCATION

The author in the article analyzes the professional training of future physical culture specialists who need to learn pedagogical, health-forming, health-preserving technologies in order to support educational process scientifically and sustainably. In the conditions of the modern anthropocentric paradigm of education, students of higher education should make the educational process health preserving, and they should master their professional health-preserving competence, which is manifested in the awareness of the importance of health. Moreover, it is essential to maintain the constant promotion of the keeping and strengthening the students. Furthermore, it is important to use health health-saving technologies in the educational system while developing the skills of a physical culture specialist, their ability to organize and regulate health-saving activities in the educational institution.In this study, criteria for evaluating the health-preserving competence of a physical culture specialist were developed. We determined the definition of health-preserving competence, which is considered as an integral, dynamic feature of the personality, which has a complex systemic organization and is characterized by the ability to organize one's health-preserving activities in such a way as to counteract influences, views and beliefs that contradict internal attitudes, to be able to adequately assess one's own behavior and the behavior of students, implement one's own health-preserving positions, based on personally perceived moral norms and principles.In the article, we defined and analyzed the interrelated components of health-preserving competence: motivational, cognitive, activity, informational, technological and reflexive, which will ensure the readiness of the future physical culture specialist to preserve and strengthen the health of students, and most importantly, determine the optimal techniques, forms and methods of health care activities.The experience of observing the educational activities of students of the Poltava National Pedagogical University named after V. G. Korolenko shows that the best methods of obtaining pedagogical knowledge for these components are: a) the results of solving specially set valeological tasks; b) the ability to analyze and self-assess the process and results of activity; c) lack of tension when performing tasks typical for a future physical culture teacher: manner, style, which are associated with the need for increased concentration, tension, expenditure of energy and time.We recommend using different approaches to health care: didactic, event-based, problem-based, and individual, which will help create a health-care environment in educational institutions; will form healthy lifestyle skills; will improve physical culture and health work; will carry out monitoring and dynamic monitoring of children's health, etc. We have determined indicators of the health-preserving competence of the future specialist, which represent the process of becoming a health-preserving personality, the formation of professional competencies, which are a prerequisite for successful future professional activity in modern conditions. Its substantive basis should be person-oriented training and a competency-based educational paradigm for the development of future professionals.This process requires the modernization of the Ukrainian professional and pedagogical training of future teachers of physical culture to the European system of training these specialists.

Subject-methodical competence of future teachers of physical culture: to the issue of identifying structural components

The article is devoted to the problem of determining the structural components of the subject-methodical competence of future physical education teachers in the context of updating the conceptual foundations of the educational space organization in general secondary education institutions. The significance of the professional activity of modern physical education teachers in the context of ensuring the students’ harmonious physical development is analyzed. It has been established that the subject-methodical competence of future physical education teachers is an important component of the professional competence of a modern specialist in the field of physical education and sports, who is able to determine the relevance of the issue, the significance of factors of physical education for strengthening the pupils’ health, physical capacity, and personal education qualities. The purpose of the article is to substantiate the author's view on the structure of the subject-methodical competence of future physical education teachers. To achieve the goal of the article, a number of methods of scientific knowledge were used, and the analysis of scientific literature was conducted for the purpose of synthetic and comparative analysis of the views of modern scientists on the problem of training future teachers of physical culture in the conditions of transformation of the general secondary education system: induction, deduction, synthesis, generalization, comparison in order to distinguish the structural components of subject-methodical competence of future teachers of physical culture. The results. The author's point regarding the structure of the subject-methodical competence of future physical culture teachers is substantiated, which is based on modern studies of the problem of updating the process of professional training of students of the specified specialty. It appeals to normative requirements regarding the results of academic training of future physical culture teachers in higher education institutions. Conclusions. Based on the theoretical and methodological foundations of the research, the essential characteristics of the concept of subject-methodical competence of future physical culture teachers, the following components and criteria of the announced competence are distinguished: motivational and valuable (the value of the methodical activity of the physical culture teacher perceived by the student in terms of ensuring a health-preserving educational environment in institutions of general secondary education), cognitive-knowledge (depth, integration and systematicity of professional knowledge of students), activity-methodical (a system of scientific, research, methodical abilities and skills necessary for the implementation of creative ideas during the design and construction of a physical education lesson, conducting an educational event, organization of interaction with children, parents, the public, etc.), reflective and analytical (ability to critically analyze, comprehend and evaluate one's own subject-methodical professional activity in order to increase its effectiveness).

Метод кейс-стаді у формуванні професійних компетенцій майбутніх вчителів фізичної культури

This article analyzes the case-study method as a modern technology of professionally oriented teaching of future teachers of physical culture. The case study method helps students present themselves in real life situations, rather than just solve a complex problem. Objective. To characterize the content and possibilities of applying the case method in the process of professional training of future physical education teachers. Methods.To achieve this goal, methods of theoretical analysis of the scientific literature on the content, objectives, structure of case technologies; classification of case-types depending on the educational purpose are used, questionnaire. Results. The interconnection of case studies with other methods of teaching and professional training is substantiated. The obtained results of the questionnaire showed a high level of interest of higher education seekers in the proposed method and a high level of their readiness to solve pedagogical situations. The use of the case method in the conditions of professional training creates the necessary prerequisites both for the development of the competence of students of higher education and for the formation of the ability to make collective and individual decisions of a professional nature. Conclusion. The conclusion is that the auditorium work organization based on the case-study method stimulates future teachers of physical culture interest and increases their preparation quality

DIDACTIC POTENTIAL OF FORMATIVE ASSESSMENT AS A TOOL FOR PROFESSIONAL TRAINING OF FUTURE PHYSICAL CULTURE TEACHERS IN CONDITIONS OF BLENDED LEARNING

The formation of digital pedagogy in conditions of global digitalization leads to a rethinking of educational paradigm and development and implementation of new methods of educational process organizing. These changes primarily concern higher pedagogical education, as the development of digital technologies changes the approaches to the training of future teachers and improving its quality. Blended learning, which has become a traditional way of organizing the educational process in higher educational institutions during the pandemic, has highlighted the problem of finding effective tools to motivate students to learn, the formation of academic self-regulation in combined educational environments. One of such innovative tools that changes the approaches to the organization of mixed courses is formative assessment.
 The research defines the essence and empirically generalizes the didactic potential of formative assessment as a tool of professional training of future physical culture teachers in conditions of blended learning. It is emphasized that formative assessment is an interactive and informal assessment of the level of academic achievements of students. The purpose of using formative assessment in professional education is to ensure scientific and reflexive independence of students, prevention and elimination of gaps in their mastering of knowledge, skills and abilities.
 The characteristics of modelling and designing the educational and professional experience of future physical culture teachers in conditions of blended learning through the algorithms of planning, monitoring and reflection are generalized. The didactic potential of formative evaluation in the process of professional training of future physical culture teachers in conditions of blended learning is determined: constructive and automated feedback (both for the teacher and for the student); timely and accurate description of the student's strengths and weaknesses, as well as suggestions for further activities that will support student development; differentiation and adaptation of the educational process to the needs of students, the development of their reflexive and evaluative skills of self-control, self-evaluation and mutual evaluation; increasing of cognitive activity, formation of academic independence, the ability to make informed educational choices and ways of professional development; formation of communicative competencies and skills of interpersonal communication.

Developing Pedagogical Mastery in Future Physical Education Teachers in the Context of Postmodern Paradigm of Education

Improving the efficiency of training of specialists with higher education who have a high level of professional qualification and are able to take an active position in their professional activities at the present stage is one of the primary strategic objectives of the educational policy and the main goal of higher physical education institutions. The leading place in the system of training specialists in this area is occupied by pedagogical disciplines, the study of which lays the foundations of pedagogical skills, which determine the professional and pedagogical readiness of graduates for future activities. On the other hand, the postmodernist paradigm of education is a cross-cultural and synchronously oriented phenomenon, an important component of which is world physical culture and sports, which adds relevance to the study. The author’s technique for formation of pedagogical skill in future teachers of physical culture on the basis of integrated development is stated in the article.  

FORMATION OF FOREIGN LANGUAGE COMMUNICATIVE COMPETENCE IN FUTURE PHYSICAL CULTURE TEACHERS: PRACTICAL EXPERIENCE

The article considers the problem of improving the professional training of sports coaches and future physical culture teachers in the process of studying at higher institutions. A growing interest in sports and sporting events of various levels has led to the necessity for professionals capable of organizing, preparing and conducting sports competitions and championships of various levels in accordance with high international standards and determine a high level of English proficiency as the main language of international communication, which is the relevance of our article.The author identifies the essence, structure, content and examples of active methods and educational technologies used by university teachers and stimulates the creative aspect of applying knowledge, skills and abilities of future physical culture teachers in the process of forming foreign language communicative competence.It was found out that the training of future professionals in the field of physical culture and sports in the context of a communicative approach, determines the qualitative change of modern requirements for the productive organization of the educational process and provides mandatory awareness of cognitive preferences and psychophysiological status of students their holistic view of the language system being studied, as well as the ability to practical communication.The process of formation of foreign language communicative competence should be aimed not only at equipping future professionals with the system of knowledge, skills and abilities necessary for effective implementation of foreign language communication, but also at forming a deeply meaningful, communicatively competent position of future physical culture teacher, his self-development and self-improvement in the single European educational space, to take part in its improvement and creation.
 Keywords: foreign language; competence; foreign language communicative competence; personal development; sports coaches; physical culture teachers; active methods; educational technologies.

FORMATION OF DIDACTIC COMPETENCE OF FUTURE PHYSICAL EDUCATION TEACHERS

The article deals with the peculiarities of the formation of didactic competence of future physical education teachers in the conditions of modern educational realities. The didactic competence of the future physical education teacher is an important component of his professional readiness, which provides at the personal level his self -organization in accordance with professional requirements and enables to professionally carry out pedagogical activity in the system of physical culture of the educational institution. The basic ideas of the competence approach are analyzed and systematized, on the basis of which the model of didactic competence of the future physical culture teacher, consisting of three components: motivational-information, cognitive-content and technological. The motivational and information component was aimed at the formation of stable motivation for students to thoroughly study pedagogical didactics as a factor of realization of acquired knowledge and skills in the pedagogical activity of the future teacher of physical culture. This is facilitated by the involvement of students in active forms of classes: presentations, heuristic conversations, cognitive games, debates, symposia. The cognitive-content component is directed to the formation of completeness of theoretical knowledge and features of practical application of different forms of work. The study of educational topics involves the widespread use of active forms of work: modeling, presentations, "brainstorming", candid conversations, symposia, debates, protection of didactic models developed by students. The technological component involved acquaintance of students with different methods and features of developmental learning. The developed model of didactic competence with its content filling is implemented during the teaching of the discipline "Pedagogy of physical culture with the basics of didactics". It is investigated that the formation of didactic activity of students of specialty 014 Secondary education (physical culture) is possible with the implementation of structural content components on the basis of cross-curricular integration with professional-oriented disciplines and the widespread use Interest in pedagogical didactics and develop reflexive abilities.
 Keywords: didactic competence, future physical culture teachers, physical culture pedagogy.