Subject-methodical competence of future teachers of physical culture: to the issue of identifying structural components

The article is devoted to the problem of determining the structural components of the subject-methodical competence of future physical education teachers in the context of updating the conceptual foundations of the educational space organization in general secondary education institutions. The significance of the professional activity of modern physical education teachers in the context of ensuring the students’ harmonious physical development is analyzed. It has been established that the subject-methodical competence of future physical education teachers is an important component of the professional competence of a modern specialist in the field of physical education and sports, who is able to determine the relevance of the issue, the significance of factors of physical education for strengthening the pupils’ health, physical capacity, and personal education qualities. The purpose of the article is to substantiate the author's view on the structure of the subject-methodical competence of future physical education teachers. To achieve the goal of the article, a number of methods of scientific knowledge were used, and the analysis of scientific literature was conducted for the purpose of synthetic and comparative analysis of the views of modern scientists on the problem of training future teachers of physical culture in the conditions of transformation of the general secondary education system: induction, deduction, synthesis, generalization, comparison in order to distinguish the structural components of subject-methodical competence of future teachers of physical culture. The results. The author's point regarding the structure of the subject-methodical competence of future physical culture teachers is substantiated, which is based on modern studies of the problem of updating the process of professional training of students of the specified specialty. It appeals to normative requirements regarding the results of academic training of future physical culture teachers in higher education institutions. Conclusions. Based on the theoretical and methodological foundations of the research, the essential characteristics of the concept of subject-methodical competence of future physical culture teachers, the following components and criteria of the announced competence are distinguished: motivational and valuable (the value of the methodical activity of the physical culture teacher perceived by the student in terms of ensuring a health-preserving educational environment in institutions of general secondary education), cognitive-knowledge (depth, integration and systematicity of professional knowledge of students), activity-methodical (a system of scientific, research, methodical abilities and skills necessary for the implementation of creative ideas during the design and construction of a physical education lesson, conducting an educational event, organization of interaction with children, parents, the public, etc.), reflective and analytical (ability to critically analyze, comprehend and evaluate one's own subject-methodical professional activity in order to increase its effectiveness).