The thesis is a comprehensive study of the concepts of physical education in the countries of the European Union. In his work, the author has developed and substantiated the methodology of studying the concepts of physical education in the countries of the European Union in five dimensions: theoretical-methodological, historical-pedagogical, theoretical-comparative, applied, and prognostic. The following periods in the development of the concepts of physical education in the countries of the European Union have been distinguished: Pre-modern (3000 BC – XVII cent.), Modern (XVIII century – first half of the XX century) and Postmodern (second half of the XX – beginning of the XXI century). The author has carried out a comparative analysis of the classifications of the concepts of physical education in the countries of the European Union (vector classification of concepts of physical education in Europe by R. Naul, classification of concepts of physical education by B. Krum, a consolidated classification of concepts of physical education by E. Balz). The key principles of realization of concepts of physical education in the European Union countries have been explained. Among the normative principles are the following: introduction of a European dimension; transparency; focusing on the social and economic role of physical education; emphasizing the role of partnership of all stakeholders and institutions in the management of physical education; using European programs and resources to increase the level of social inclusion and integration through physical education; exchange of information, experience and successful practice of physical education institutions; use of physical education as an instrument of European development policy; evidence-based policy in the field of physical education. Among the organizational principles are the following: increased attention to school, extra-curricular and extracurricular physical education; focus on state standards and school curriculum; co-education in physical education; use of the possibility of integrating physical education with other types of education; attention to quality teacher training; increasing the role of elementary school for the development of motor activity; reduction of differences between the theory and the real situation in the field of physical education; compulsory physical education as school subjects; application of a cross-cultural approach to the subject “Physical culture” in school; minimization of exemption from physical education lessons through application of an individual approach. The pedagogical principles include the following: orientation of the goals of physical education for physical, personal and social development; linking learning outcomes to other school subjects; significant school autonomy in determining the obligatory physical activities; taking into account national historical and cultural traditions and international practice when choosing obligatory activities; introducing Health Education as a separate subject or integrating it into other disciplines; giving preference to the current evaluation of educational achievements, which is mainly qualitative and descriptive. The author has studied the peculiarities of implementation of the concepts in inclusive physical education in some member states of the European Union, namely the significant gap between theory and practice; insufficient material provision; lack of teacher training programs, vision of significant potential for development. The work has described the current state of implementation of the concepts of physical education on the example of the Republic of Poland. The implementation of such concepts was analyzed: Training Conception, Education through Movement, Personality Education through Movements Conception, Conformist Sport Socialization Conception, Critical Constructive Movement Socialization Concept. The dissertation reveals the tendencies of development of concepts of physical education in the countries of the European Union. The system-forming tendencies are those of continuity, adaptability, inclusion, coherence of strategic tasks of formal and informal physical education, cross-disciplinarity, cross-cultural approach, cross-conceptuality, and orientation to the future. The author has substantiated that organizational and institutional tendencies which include compulsory, institutionalization, diversification, dynamism of the network of educational services, variation of models of management and functioning, as well as ways of development and increasing its efficiency. According to the author, the content-procedural tendencies include the same orientation to the process and the learning outcomes which are different from other academic disciplines, regularity, frequency increase, dynamism, competence orientation, practical orientation, innovation.
