PROFESSIONAL TRAINING OF FUTURE TEACHERS FOR SPORTS AND HEALTH ACTIVITIES WITH ELEMENTS OF FOOTBALL IN PRIMARY SCHOOL: THEORETICAL ASPECT

Abstract

. The article presents the relevance of the problem of professional training of future primary school teachers for sports and health work with elements of football with pupils. The essence of sports and health work with elements of football in primary school is substantiated, and analyses some theoretical concepts of professional training of teachers for its implementation in educational practice, taking into account modern Ukrainian realities, in particular martial law (the presence of psycho-emotional trauma in primary school children, the need for physical activity in the digital age, and the need to introduce innovations in extracurricular physical education activities, etc.). An indicative model of professional training of future teachers for sports and health work with elements of football in primary school is presented, and the content characteristics of its individual components (motivational-targeted, cognitive-content, communicative and practical-activity or technological) are determined. According to the author, the implementation of this model should result in: the development of future teachers' competencies in this area (methodological, organisational, communicative, health-related, etc.), an increase in students' physical activity levels, their sustained motivation to engage in physical culture, the socialisation of students through team games, communication skills in a sports environment, and a positive psychological climate. It has been confirmed that sports and health activities with elements of football in the NUS environment serve as an effective pedagogical means of physical development of the child's personality and an effective tool for the formation of key competencies in primary grades. The positive impact of sports and health activities with elements of football on the development and education of primary school children, adaptation and socialisation in an educational institution (in particular for internally displaced persons) and team interaction has been proven.