Psychological and Pedagogical Determinants of the Professional Training of Future Physical Education Teachers for Organisation of Physical Education and Mass Participation Work in General Secondary Education Institutions

The article provides an analysis of the psychological and pedagogical theory and practice of professional training of future physical education teachers in higher education institutions. The role and place of the competencies approach in the professional training of future physical education teachers in higher education institutions have been substantiated and revealed. Based on the results of the theoretical analysis of modern scientific approaches, scholarly works, and the findings of the conducted research, the author defines the essential characteristics of psychological and pedagogical determinants of the process of forming the professional competencies of future physical education teachers to organise physical education and mass participation work within the framework of specialised training in general secondary education institutions. It has been proved that the content of the key competencies of future physical education teachers consists of a set of important professional knowledge they have acquired (general scientific and general professional), which is extrapolated into the content of the first psychological and pedagogical determinant. The essence of the second psychological and pedagogical determinant includes various forms of both individual and group work: classroom, extracurricular, and, accordingly, independent work. The essence of the third psychological and pedagogical determinant is the process-oriented and activity-based component of the curriculum and professional disciplines, as well as the means of organisation and implementation of sports and professionally applied training. The essence of the next psychological and pedagogical determinant comprises the developed key competencies and leading skills.