THE PLACE OF PHYSICAL EDUCATION OF THE YOUNG GENERATION IN THE CREATIVE HERITAGE OF A. MAKARENKO

An important aspect of pedagogical science aimed at forming the theoretical and practical foundations of national education of the younger generation is the study and generalization of domestic pedagogical experience in physical education of children and youth, since a scientific solution to modern educational problems is impossible without knowledge of the pedagogical heritage of the past. The article considers the problem of physical education of youth in the pedagogical heritage of A. Makarenko. It has been established that A. Makarenko’s views on physical education occupied a significant place in his pedagogical heritage and were an important phenomenon in pedagogy. They were based on interdisciplinary knowledge, a combination of theoretical and practical materials, and were distinguished by the breadth and depth of coverage of issues, contributed to the establishment of a scientific approach to physical education in pedagogy, were a response in science to the demands of practice. The purpose of physical education, according to A. Makarenko, is not limited solely to strengthening health, developing physical abilities, but also solves educational tasks, tasks of aesthetic, moral and labor education. The teacher considered physical culture as one of the important means of forming a purposeful, responsible, and life-interested personality, and physical education as an integral part of the entire process of raising and educating people, preparing them for independent labor activity. A. Makarenko paid great attention to the organization of physical education and physical training, emphasizing a comprehensive approach, a skillful combination of school work with extracurricular and after-school sports, mass and recreational work. The analysis of the theory and practice of physical education in the heritage of A. Makarenko represents the possibilities not only of further studying the specified problem, but also of the practical implementation of positive historical and pedagogical experience in the realities of the domestic education system at the present stage. The organizational and content aspects of physical education in the history of domestic pedagogy require further consideration.