Methodological features of forming professional competences in future physical education teachers using rhythm and choreography

The article is devoted to the problem of formation of professional competencies in students of higher education institutions. The analysis of sources proved that a modern teacher must be able to creatively organize the educational process, conduct research on pedagogical processes in order to develop and apply methods and techniques of training and development, be knowledgeable in pedagogy, be able to use new technologies and information systems, generalize best practices, critically evaluate the results of his work and creatively engage in professional self-development. It was found that the formation of readiness of future teachers to fulfill their professional duties can be increased under the following conditions: understanding by future teachers of the need to acquire knowledge, skills and abilities; introduction into the practice of training future physical education teachers of methods of activating their cognitive activity through the use of rhythmic and choreographic means; establishment of close interaction between all participants in the pedagogical process aimed at stimulating the creative activity of future physical education teachers. The regularities of the formation of the readiness of future physical education teachers for future professional activity in the process of mastering the educational component "Rhythm and Choreography" are substantiated. One of the main means of expressiveness in music is musical rhythm, which in music theory is defined as an organized sequence of sounds. In accordance with the musical rhythm, the nature and repetition of movements change. Rhythmic patterns can be easily reproduced using limb movements. The basis of motor reactions contributes to the penetration of a sense of rhythm. The perception of musical rhythm is by no means exclusively auditory. It is an auditory-motor-emotional process. Thus, the emotional- metaphorical content of music is reflected in movements, and musical-rhythmic feelings arise. In the process of students' movement to music, auditory attention is activated, the ability to independently distribute temporal, spatial and collective movements is developed. Movements are combined, complicated and diversified in accordance with the functioning of their imagination. All this helps to stimulate students' participation in physical education and thus develop a sense of rhythm. One of the main tasks of teachers is to plan the educational process in accordance with the work program.