Formation of readiness of future physical education teachers for animation leisure activities

Abstract

The article considers the problem of forming the readiness of future physical education teachers for animation leisure activities as an important component of their professional training. The structure of readiness is analyzed, which includes motivational, cognitive, operational-activity, emotional-communicative and creative components. The main problems of insufficient training of students in this area are outlined and ways to solve them are proposed. The purpose of the study is to analyze and determine effective ways to form the readiness of future physical education teachers for animation leisure activities in the process of professional training. Methods. The following methods were used in the study: analysis of scientific literature, comparative analysis of educational programs, questionnaires of students of pedagogical specialties, methods of pedagogical observation, generalization and systematization of the obtained data. Results. The study showed that a significant part of future physical education teachers has insufficient theoretical and practical training for conducting animation activities. The need for improving educational programs by introducing special courses, trainings and practical classes was identified. The use of modern digital technologies, interactive methods and involvement of students in participation in real animation activities is proposed. The results obtained confirm that a comprehensive approach to forming the readiness of future physical education teachers for animation activities will contribute to increasing their professional skills, expanding the opportunities for involving students in active leisure activities and improving the overall level of physical activity among children and youth.

Conclusions. Forming the readiness of future physical education teachers for animation leisure activities is an important aspect of their professional training. The introduction of interactive teaching methods, practical classes and digital technologies will contribute to increasing the level of their professional skills. Further research should be aimed at developing comprehensive methodological recommendations for improving the training of teachers in this area.