READINESS OF FUTURE PHYSICAL EDUCATION TEACHERS TO ORGANIZE EXTRACURRICULAR ACTIVITIES WITHIN THE SYSTEM OF SEQUENTIAL PEDAGOGICAL EDUCATION

Abstract

The purpose of the study is to determine the level and specific features of the readiness of future physical education teachers to organize extracurricular activities within the system of consecutive pedagogical education, as well as to identify the dynamics of changes in its main components depending on the educational level of students. Methods. The study employed a questionnaire-based survey using an author-developed instrument aimed at assessing the motivational-value, cognitive, operational-activity, and reflective-evaluative components of readiness. The survey was conducted among students majoring in Secondary Education (Physical Education) at different educational levels: professional junior bachelor (n = 27), bachelor (n = 46), and master (n = 16). Responses were assessed using a five-point scale, and the data were processed using descriptive statistical methods. Results. The analysis revealed an uneven formation of readiness components across educational levels. Regarding the motivational-value component, the highest indicators were observed among professional junior bachelor students, with the proportion of positive responses (scores 4–5) reaching 70.37 %, compared to 58.70 % among bachelor students and 43.75 % among master’s students. The cognitive component demonstrated a clear positive trend: the share of high ratings (4–5 points) increased from 40.74 % among professional junior bachelors to 50.01 % among bachelors and 75.00 % among master’s students. The operational-activity component appeared to be the least developed: 74.07 % of responses from professional junior bachelors and 60.87 % from bachelor students were concentrated at levels 1–3, whereas among master’s students the proportion of high ratings rose to 75.00 %. A similar upward trend was observed for the reflectiveevaluative component, with positive responses increasing from 44.44 % among professional junior bachelors to 54.35 % among bachelors and 81.25 % among master’s students, indicating an enhanced capacity for professional self-analysis at the final stage of training. Conclusions. The study confirmed that the system of consecutive pedagogical education contributes to the accumulation of theoretical knowledge and the development of professional reflection among future physical education teachers; however, it requires strengthening the practice-oriented component of training. The practical significance of the results lies in their potential application for adjusting educational programs, improving the content of pedagogical practice, and purposefully developing readiness for organizing extracurricular activities at all educational levels.