Formation of the cognitive component of future teachers in recreational and rehabilitation activities

Abstract

The relevance of the study is due to the growing requirements for the level of professional training of future physical culture teachers in the context of organizing recreational and rehabilitation activities in secondary education institutions, which requires the purposeful formation of the corresponding theoretical base of the teacher. The purpose of the article is to theoretically substantiate the content and structure of the cognitive component of the readiness of future teachers for recreational and rehabilitation activities, determine the criteria and levels of its formation and develop appropriate methodological support. Methods. The study used methods of theoretical analysis of scientific sources, systematization and generalization of domestic and foreign experience in training future physical education teachers. Empirical methods were applied - questionnaires, testing, the method of expert assessments, as well as pedagogical experiments and mathematical and statistical methods of processing the obtained data. Results. The essence of the concept of "cognitive component of readiness of future teachers for recreational and rehabilitation activities" was clarified as a system of scientifically based knowledge about the content, principles and methods of the specified activity. The structure of the studied component was determined, which includes three blocks: theoretical and conceptual, methodological and technological and medical and biological. Criteria were developed - completeness, depth and systematicity of knowledge - and a level characteristic of the formation of the cognitive component. Conclusions. It was found that the problem of forming the cognitive component of the readiness of future teachers for recreational and rehabilitation activities is multifaceted and requires a systematic approach that combines updating the content of professional disciplines, the introduction of active teaching methods and systematic diagnostics of the level of theoretical preparedness of students.