TRAINING FUTURE SPECIALISTS IN PHYSICAL CULTURE AND SPORTS TO USE FITNESS TECHNOLOGIES IN PROFESSIONAL ACTIVITY

Abstract

The article provides a theoretical substantiation of the specific features of training future specialists in physical culture and sports for the use of fitness technologies in their professional activity. The relevance of the study is determined by the modernization of the higher education system, the orientation toward a competency-based model of specialist training, as well as the growing role of fitness technologies in contemporary physical education, health-enhancing, sports, and recreational practice.

The purpose of the article is to theoretically substantiate and identify the specific features of training future specialists in physical culture and sports for the use of fitness technologies in professional activity, as well as to determine the pedagogical conditions for increasing the effectiveness of this process within the higher education system.

To achieve the purpose of the study, the following objectives were defined: to analyze the state of scientific development of the problem of training future specialists in physical culture and sports for the use of fitness technologies; to clarify the essence of key concepts; to determine the role of fitness technologies in the structure of a specialist’s professional activity; to characterize the components of students’ readiness to use them; to substantiate the pedagogical conditions for increasing the effectiveness of professional training; and to outline the prospects for its improvement.

To achieve the purpose, a set of theoretical research methods was used, including analysis, synthesis, comparison, generalization, systematization of scientific and methodological literature, structural-logical analysis, and the prognostic method.

The research methodology is based on the application of competency-based, systemic, activity-based, personality-oriented, and integrative approaches.

The scientific novelty of the study lies in the theoretical substantiation of training future specialists in physical culture and sports for the use of fitness technologies in professional activity as a holistic pedagogical process that involves the integration of modern fitness trends, functional training methods, health-enhancing programs, and practice-oriented forms of learning into the content of professional education.

Conclusions. Theoretical analysis has shown that training future specialists in physical culture and sports for the use of fitness technologies is an important direction for improving professional education. The essence of the key concepts has been clarified, the role of fitness technologies in the structure of a specialist’s professional activity has been determined, and the components of students’ readiness to use them have been characterized. The pedagogical conditions for increasing the effectiveness of training have been substantiated, in particular: updating the content of education, combining theory and practice, using innovative methods, individualization, and forming a reflective position. This makes it possible to consider the studied process as a systemic basis for forming the professional readiness of future specialists to apply modern fitness technologies.