Conceptual model of professional training of a physical education teacher: section "Theory and Methodology of Physical Education", section "Physical Training"

Abstract

Abstract: Purpose. The aim of the article is to develop and scientifically substantiate the Conceptual Model of Professional Training for Physical Education Teachers (CMPT-PET), which meets the current demands for the transformation of higher pedagogical education in Ukraine. The model is oriented toward the implementation of European educational standards, the transition from an authoritarian-administrative system to the democratization and humanization of the educational process, and the effective application of the competence-based approach through the activity-based paradigm. Special emphasis is placed on shaping the teacher as a key agent of public policy in the field of psychosocial well-being and physical culture and health promotion. Methods. The study proposes a comprehensive three-tier system of CMPT-PET, which consists of target, content, and procedural components. Methodologically, the model is grounded in the competence-based approach, implemented through activity-based and interactive methods. The procedural block includes the use of dialogic and conversational techniques, research projects, situational modeling, and the principle of "movement experiment" aimed at developing conscious motor control skills. Particular attention is paid to fostering self-regulation skills and the ability to design individualized physical self-education programs. Results. The proposed CMPT-PET model integrates multidisciplinary learning content that responds to contemporary challenges. The content block structures professional competencies into five key domains: subject-methodological, health-preserving, resilience and psychosocial, adaptive and inclusive, and digital and innovative. Through the activity-based approach, the model facilitates a shift from authoritarian pedagogical practices ("monologue, whistle") to a dialogical format that fosters self-reflection and autonomous organization of motor activity in future educators. The model incorporates tools for psychosocial support (e.g., relaxation techniques, development of PSP policies), basic sign language proficiency, and digital platforms such as AiSport for motor skill correction through IT tools. Conclusions. CMPT-PET is presented as a multidimensional, systemically oriented model of professional training that contributes to the development of a specialist with high pedagogical culture, psychosocial maturity, and digital competence. The implementation of the activity-based approach mitigates the risks of superficial adoption of the competence-based model, ensuring the genuine development of critical thinking, collaboration skills, empathy, stress resilience, and ethical awareness. Thus, the future physical education teacher is not merely a transmitter of knowledge but a humanistically oriented agent of change in the fields of education and health.