PROJECT-BASED APPROACH IN THE PHYSICAL TRAINING OF FUTURE OFFICERS: INTEGRATING THEORY AND PRACTICE

This article offers a theoretical and pedagogical rationale for the implementation of project-based learning (PBL) within the system of physical training for future officers. The relevance of this issue is driven by the objective need to transform traditional approaches to the professional preparation of military personnel at defense-sector higher education institutions amid dynamic changes in national security, and rising demands for mobility, versatility, psychophysical resilience, and adaptability among officer candidates. It is emphasized that physical training, as an essential component of military-professional education, must become more practice-oriented, reflect real-world combat scenarios, and be fully integrated with tactical, psychological, and leadership development within the educational process. The methodological foundation of the study encompasses competency-based, activity-based, and axiological approaches. Project-based learning in the context of physical training is positioned not only as an educational technology but also as an effective mechanism for cultivating critical officer competencies, such as operating under non-standard conditions, decision-making under time pressure, demonstrating leadership, organizing unit-level cooperation, and withstanding intense physical and psychological stress. The article identifies several pressing issues affecting current physical training practices among cadets, including diminished motivation, standardized lesson structures, disconnect between prescribed exercises and actual combat tasks, and formalistic approaches to assessment. The article proposes a pedagogical model for integrating project-based learning into physical training, comprising five interrelated stages: task formulation, situational analysis, action planning, practical implementation, and reflective self-assessment. The findings suggest that project-based learning holds significant potential to transform physical training for future officers by increasing cadet motivation, promoting active learner engagement, fostering independent thinking, and enhancing preparedness for complex operational environments. Promising directions for further research include adapting the model to the specific needs of various military branches, developing tools for individualized physical readiness monitoring, and expanding digital support systems for managing training-related educational projects.