METHODOLOGICAL SUPPORT OF THE EDUCATIONAL COMPONENT «PHYSICAL CULTURE AND SPORTS FACILITIES»: THEORETICAL FOUNDATIONS AND PRACTICAL IMPLEMENTATION

This article explores the theoretical foundations and practical aspects of the methodological support for the educational component «Physical Culture and Sports Facilities», which forms an essential part of the educational and professional training programs for future specialists in physical education and sports. The significance of this component is emphasized within the context of contemporary challenges in higher education, including the modernization of sports infrastructure, alignment of national standards with international educational requirements, and the integration of innovative approaches to teacher training. The study provides a comprehensive analysis of the structure, content, didactic design, and implementation strategies of the course. The objectives of the discipline are defined, expected learning outcomes are outlined, and the thematic scope encompasses both the historical development of sports facilities and their modern classification, structural characteristics, safety regulations, maintenance, and operation. The importance of applying contemporary teaching methodologies – such as problem-based learning, research-oriented approaches, inquiry-based methods, modeling, and interactive techniques – is highlighted, as these foster the development of students' critical thinking, practical competencies, creativity, and autonomy. Special attention is devoted to the analysis of educational materials employed in the instructional process, including textbooks, lecture collections, glossaries of terms, and digital resources. The role of this educational component in developing both general and professional competencies is examined, particularly in relation to organizing a safe learning environment and promoting health-preserving technologies. The article substantiates the foundational value of this course in the system of professional training for physical education specialists. Furthermore, it identifies key directions for future research: digitalization of course content, implementation of interdisciplinary learning cases, and adaptation of instruction to inclusive educational contexts. The article makes a significant contribution to the advancement of methodological frameworks in physical education and underscores the need for continued innovation in the structure and content of related educational components.