THEORETICAL PROBLEMS AND SPECIFICITY OF PROFESSIONAL TRAINING OF FUTURE SPECIALISTS IN PHYSICAL CULTURE AND SPORTS FOR WORK IN OUT-OF-SCHOOL EDUCATIONAL INSTITUTIONS

Abstract

The article examines the theoretical problems and specifics of the professional training of future specialists in physical culture and sports for work in extracurricular educational institutions.

Purpose of the article is to consider the theoretical problems and reveal the specifics of the professional training of future physical culture and sports specialists to work in the extracurricular educational institutions.

Methodology: theoretical (analysis, generalization, systematization) and pedagogical observations of the educational process, conversations with teachers, students, heads of educational institutions.

Research results. The theoretical problems and specifics of the professional training of future specialists in physical education and sports for work in the educational institution were considered, and it was shown that they are relevant and require constant improvement. Taking into account the results of the research, pedagogical observation and many years of own professional experience, the theoretical problems were considered and the specifics of the professional training of future specialists were revealed, which are aimed at improving various aspects of the professional training of future specialists in physical culture and sports to work in the extracurricular educational institutions. The main function, which is entrusted to the future specialist of extracurricular educational institutions, which is determined by his professional assignment, is the organizational, educational and educational function.

Conclusions. Work with students should be flexible, adapted to their needs and focused on high-quality, professional training of future specialists in physical culture and sports for work at the extracurricular educational institutions. The main thing is to skillfully determine the necessary disciplines, courses for study, to create an environment in which the student will feel comfortable, equal and confident in acquiring knowledge, because working with students requires taking into account emotional and social characteristics.