Current issues in sports pedagogy in the context of the training of future physical education professionals
DOI:
https://doi.org/10.33216/2220-6310/2026-112-1-268-279Keywords:
sports pedagogy, physical culture, professional training, future physical culture specialists, professional competence, digital technologies, inclusive education, reflective practice, personalised learningAbstract
The article provides a theoretical analysis of current issues in sports pedagogy in the context of the professional training of future physical culture specialists. It is substantiated that the transformation of the social functions of physical culture, the digitalisation of the educational process, the expansion of inclusive practices, the personalisation of physical activity, and changing requirements for specialists’ professional competence necessitate a reconsideration of the conceptual and technological foundations of sports pedagogical education.
It is emphasised that sports pedagogy constitutes an interdisciplinary field of educational science concerned with the regularities of teaching, education, development, and personality formation in physical culture and sports activities. This perspective is particularly relevant in the context of the transition from a technocratic model focused on the transmission of sports knowledge and motor skills to a learner-centred, reflective, and subject-activity paradigm of education.
Based on an analysis of contemporary scholarly literature, the key problematic areas of sports pedagogy are identified: the contradiction between the traditional sports training model and the competence-based paradigm of professional education; insufficient integration of digital technologies and digital health tools; fragmented preparation for professional activity in an inclusive educational environment; limited use of reflective and self-regulatory mechanisms for professional development; insufficient individualisation of the educational process; and the gap between the theoretical, methodological, and practical components of professional training.
It is concluded that the modernisation of sports pedagogy should focus on transforming the logic of professional training: from mastering normatively prescribed algorithms to developing future specialists’ ability to analyse professional situations, design pedagogical solutions, implement them, and reflectively evaluate the outcomes achieved.
References
1. Demchenko, I., Maksymchuk, B., Bilan, V., Maksymchuk, I., & Kalynovska, I. (2021). Training future physical education teachers for professional activities under the conditions of inclusive education. BRAIN. Broad Research in Artificial Intelligence and Neuroscience, 12(3), 191-213. https://doi.org/10.18662/brain/12.3/227 (ukr).
2. Gawrisch, D. P., Richards, K. A. R., & Killian, C. M. (2020). Integrating technology in physical education teacher education: A socialization perspective. Quest, 72(3), 260-277. https://doi.org/10.1080/00336297.2019.1685554 (eng).
3. Holenkov, A. (2024). Professional training of future teachers of physical culture for animation leisure activities. Educational Challenges, 29 (2), 128-138. https://doi.org/10.34142/2709-7986.2024.29.2.08 (ukr).
4. Lazorenko, S. A., & Loza, T. O. (2021). Preparation of future specialists in physical culture and sports for the use of digital health technologies in professional activity. International Convention on Information, Communication and Electronic Technology . https://doi.org/10.23919/MIPRO52101.2021.9596770 (ukr).
5. Maksymchuk, I., Maksymchuk, B., Frytsiuk, V., Matviichuk, T., Demchenko, I., Babii, I., Tsymbal-Slatvinska, S., Nikitenko, A., Bilan, V., Sitovskyi, A., & Savchuk, I. (2018). Developing pedagogical mastery of future physical education teachers in higher education institutions. Journal of Physical Education and Sport, 18(2), 810-815. https://doi.org/10.7752/jpes.2018.02119 (ukr).
6. Martín-Rodríguez, A., & Madrigal-Cerezo, R. (2025). Technology-enhanced pedagogy in physical education: Bridging engagement, learning, and lifelong activity. Education Sciences, 15(4), 409. MDPI. https://doi.org/10.3390/educsci15040409 (eng).
7. Murtagh, E. M., Calderón, A., Scanlon, D., & MacPhail, A. (2023). Online teaching and learning in physical education teacher education: A mixed studies review of literature. European Physical Education Review, 29(3), 369-388. SAGE Publications. https://doi.org/10.1177/1356336X231155793 (eng).
8. Naumchuk, V., Sydoruk, A., & Makovetska, N. (2020). Formation of readiness of future teachers of physical education for animation activity in secondary schools of Ukraine. International Journal of Human Movement and Sports Sciences, 8(6), 403-412. https://doi.org/10.13189/saj.2020.080612 (ukr).
9. Penney, D., & Swabey, K. (2012). Rethinking sport teaching in physical education: A case study of research based innovation in teacher education. Australian Journal of Teacher Education, 37(8). https://doi.org/10.14221/ajte.2012v37n8.2 (eng).
10. Semenikhina, O. V., Yurchenko, A. O., Rybalko, P. F., Shukatka, O. V., Kozlov, D. O., & Drushlyak, M. G. (2022). Preparation of future specialists in physical culture and sports for the use of digital health means in professional activity. Information Technologies and Learning Tools, 89(3), 33-47. https://doi.org/10.33407/itlt.v89i3.4543 (ukr).
11. Armour, K. M. (Ed.). (2011). Sport Pedagogy: An Introduction for Teaching and Coaching. Routledge. DOI: 10.4324/9781315847108. (eng).
12. Kirk, D. (2010). Physical Education Futures. Routledge. DOI: 10.4324/9780203874622 (eng).
13. Quennerstedt, M., & Larsson, H. (2015). Learning movement cultures in physical education practice. Sport, Education and Society, 20(5), 565-572. DOI: 10.1080/13573322.2014.994490 (eng).
