ACTIVATION OF COGNITIVE ACTIVITY OF STUDENTS OF PEDAGOGICAL AND CHOREOGRAPHIC EDUCATION IN THE PROCESS OF STUDYING ANATOMY AND MOVEMENT PHYSIOLOGY

Abstract

The article is devoted to the study of pedagogical conditions and technologies for activating the cognitive activity of students of pedagogical and choreographic education in the process of studying the disciplines of anatomy and movement physiology. The significance of anatomical and physiological knowledge for the formation of professional competences of future specialists in movement culture is substantiated. The specificity of cognitive activity of students in these specialties is revealed, and typical difficulties in combining theoretical content with movement practice are outlined. The potential of interactive, multimedia, and interdisciplinary technologies as tools for enhancing cognitive engagement is analyzed. The role of analytical, practice-oriented, and research-based forms of learning in developing independence, critical thinking, and the ability to apply knowledge in professional contexts is demonstrated. It is emphasized that the activation of cognitive activity is directly related to the quality of practical training and the level of readiness of future specialists for professional work. The conclusion highlights the need for targeted pedagogical support and methodological guidance to ensure deep and meaningful mastery of these disciplines.