FORMATION OF ANTI-DOPING COMPETENCE OF STUDENTS IN THE PROCESS OF PROFESSIONAL TRAINING: ANALYSIS AND INTEGRATION PROSPECTS

Abstract

This article examines the formation of students’ anti-doping competence in the professional training of future specialists in the field of 017 / A7 «Physical Culture and Sport».

Purpose and objectives. To analyze the representation of the anti-doping component in the educational and professional programs of the 017 / A7 «Physical Culture and Sport» specialty and to identify ways to integrate it into students’ professional training. Objectives: to review scientific sources on anti-doping education, conduct a comparative analysis of Ukrainian higher education institutions’ programs, and justify directions for integrating anti-doping content.

Methodology. Competence-based, systemic, interdisciplinary, axiological, and activity-based approaches allowed anti-doping training to be considered as an integrated component of professional education.

Materials and methods: Current educational and professional programs of the 017 / A7 specialty (bachelor’s and partially master’s levels) in Ukrainian higher education institutions; Domestic and international scientific publications on anti-doping.

Methods used: analysis, synthesis, generalization, comparative-pedagogical and structural-functional analysis, pedagogical interpretation, descriptive method.

Scientific novelty. A comparative analysis of programs was carried out regarding the presence of the anti-doping component in competences and learning outcomes, contradictions between indirect components were identified, and the necessity of integrating anti-doping education through modernization of program content was justified. Prospective directions for updating programs to form students’ anti-doping competence were outlined.

Conclusions. Anti-doping education is an essential part of professional training of specialists in physical culture and sport, contributing to the development of professional culture, ethical responsibility, and health-preserving competence. Analysis of 017 / A7 programs showed that anti-doping issues are mostly represented indirectly through ethical, safety, and medico-biological components and are insufficiently reflected in specific competences and learning outcomes. Updating programs by including an anti-doping component and developing a comprehensive model for forming anti-doping competence is a promising direction for education. Prospective directions for updating educational and professional programs have been identified to form a comprehensive anti-doping culture in students as an integral part of modern sports-pedagogical education.