PHYSICAL AND SPORTS REHABILITATION AS A MEANS OF TRAINING FUTURE PHYSICAL EDUCATION TEACHERS

Abstract

The article considers the problem of training future physical education teachers through the prism of using physical education and sports rehabilitation as a key element in the formation of professional competencies. The essential characteristics of physical education and rehabilitation activities are theoretically substantiated, combining medical-biological, psychological-pedagogical and social components, which together provide a holistic professional training of specialists for work in inclusive education. The main methodological principles of implementing the rehabilitation component are outlined, in particular the principles of individualization, systematicity, accessibility, interdisciplinarity and practical orientation, and the possibilities of integrating these principles into the content of professional disciplines are also revealed. An analysis of the educational potential of rehabilitation technologies indicates their ability to form important professional qualities in future teachers, including empathy, pedagogical reflection, adaptability to different categories of students. The emphasis is on the importance of a practice-oriented approach, which is implemented through the participation of applicants in educational and rehabilitation practice, project activities, role-playing games and dual education. It is noted that it is the experience of interacting with students with special needs in a real educational environment that contributes to effective professional growth. It is determined that involving students in participating in rehabilitation activities contributes to the formation of sustainable motivation for professional self-realization. The study substantiates the feasibility of expanding the content of educational programs through a rehabilitation component, which allows preparing teachers for activities in new educational challenges. Prospects for further research are in the creation of original methods, empirical testing of integrated training models and deepening interdisciplinary interaction.