COMPARATIVE ANALYSIS OF MODELS OF TRAINING SPECIALISTS IN PHYSICAL EDUCATION IN CHINESE UNIVERSITIES

The article is devoted to a comparative analysis of the models of training specialists in physical education in Chinese universities. Training specialists in physical education in Chinese universities is a multifaceted task shaped by curriculum reforms, technological progress, and the development of social needs. The article is aimed at a comparative analysis of models of training specialists in physical education in Chinese universities, determining their key characteristics and possible directions for adapting best practices in the international educational space. This analysis explores various aspects of these learning patterns, drawing on the available literature to highlight key components, pedagogical approaches, and areas for improvement. According to the analysis of scientific publications, models of training specialists in physical education at Chinese universities, which are evolving and considering modern educational theories and technologies, were characterized: models of experimental learning, online and distance learning models, models focused on the development of physical literacy; models of pedagogical training of physical education specialists; models of assessment methods; models for the formation of physical literacy. These methods made it possible to identify several problems and limitations in implementing models for training specialists in physical education. These include weak online infrastructure, lack of experience in online teaching, gaps in IT training, challenging home environments, mental health problems, and prolonged isolation. It is shown that the future training of physical education professionals in Chinese universities is likely to be shaped by several key trends: expanded integration of technology, emphasis on physical literacy, flexible and personalized learning, collaboration, and focus on mental health.