DIDACTIC FOUNDATIONS OF RESEARCH ACTIVITY OF FUTURE PHYSICAL EDUCATION TEACHERS

The article is devoted to the study of the didactic foundations of research activity of future physical education teachers in the context of modern educational reforms in Ukraine, which impose heightened requirements on the professional training of educators. The purpose of the article is to identify and substantiate the didactic foundations of such activity and to develop practical recommendations for their implementation in the educational process.  The study analyzes research activity as a complex pedagogical phenomenon that integrates knowledge from pedagogy, psychology, physiology, biomechanics, and the theory of physical education. It is characterized by an interdisciplinary and practice-oriented nature, involves the use of specific methods (observation, testing, experimentation), and requires students’ motivation for scientific inquiry. The didactic foundations are considered as a system of principles (scientificity, systematicity, connection between theory and practice, accessibility, individualization, activity), approaches (systemic, competence-based, personality-activity, integrative), forms (educational-research, individual, collective work), methods (problem-based learning, case-study, project-based learning), and tools that ensure the formation of research competence. The systemic approach structures the activity as a holistic process, the competence-based approach focuses on developing knowledge and skills, the personality-activity approach emphasizes student activity, and the integrative approach bridges theory and practice. Effectiveness depends on creating a research environment, integrating activity into the educational process, employing innovative technologies, individualization, monitoring, and continuity of training. Competence assessment is based on criteria: motivational-value, cognitive, activity-based, and reflective, with low, medium, and high levels identified. Practical recommendations include updating curricula, introducing innovative methods, organizing various types of research work, adapting tasks to students’ interests, focusing research on practical issues, fostering a scientific environment, monitoring competence, collaborating with organizations, and enhancing teachers’ qualifications. The conclusions highlight the importance of research activity for developing creative thinking and innovative skills.