PRACTICALLY ORIENTED TRAINING IN THE SYSTEM OF PROFESSIONAL TRAINING OF PHYSICAL CULTURE AND SPORTS SPECIALISTS

Abstract

The article is devoted to the study of the problem of implementing a practice-oriented approach in the system of professional training of future specialists in physical culture and sports in higher education institutions. One of the forms of organizing the educational process in higher education institutions that maximally contributes to the development of the personality and readiness for professional activity of applicants is practical training, since it creates a basis for professional development, integrally with theoretical training. The main means of implementing a practice-oriented approach is for higher education applicants to gain work experience in real conditions of a physical culture and sports organization. The implementation of educational and professional programs in the specialty A7 Physical Culture and Sports is also based on a practice-oriented approach. The introduction of a practice-oriented approach is the creation by teachers and employers of an environment in which applicants have the opportunity to discover and realize their interest in knowledge, to make it a conscious need for self-development, professional and social adaptation.

The purpose of the article: to substantiate the specifics of the implementation of a practice-oriented approach in the system of professional training of future specialists in physical culture and sports.

Methodology. Analysis and generalization of special literature and Internet sources, experience in implementing educational and professional programs in the specialty A7 «Physical Culture and Sports», in particular programs of educational and industrial practices.

The scientific novelty lies in defining and clarifying the concept of «practice-oriented approach»; substantiating ways to implement practice-oriented learning during educational and industrial practices in the process of training specialists in physical culture and sports.

Conclusions. The authors of the article conclude that the implementation of a practice-oriented approach is the creation by teachers and employers of an environment in which applicants have the opportunity to discover and realize their interest in knowledge, to make it a conscious need for self-development, professional and social adaptation. Therefore, the desire to find the optimal balance between the academic and pragmatic components of professional training is realized in involving applicants in the creation of practice-oriented projects, which are the result of individual/collective activity according to clearly defined rules.