The author's view on theoretical and methodical basis for formation of business culture of future bachelors in physical culture and sports is covered in the work.
It is shown that despite its complexity it is a promising scientific task, by resolving which a number contradictions will be overcome, in particular, the one between the objective need of the current Ukrainian society to improve the status and respect for an entrepreneur and lack of business culture as a target characteristic of training of future professionals in physical culture and sports.
The author's concept is based on unique perspectives and self-actualizing potential of entrepreneurial activity in the field of physical culture and sports, which should become a meaningful basis for educational purposefulness as well as students’ conscious search for business initiatives to set up their own business, which will be a logical continuation of post-sports career in difficult market economy society.
The main corrective factors for the traditional pedagogical process in higher education institutions of sports and physical education profile are highlighted, these are the use of specific principles, such as digitalization, variability of educational trajectories, gradation and crisis, professional and business context); necessary and sufficient pedagogical conditions; personalized educational and methodical support; software (model) algorithms for its gradual extrapolation into the practice of individual application.
The pedagogical conditions of formation of entrepreneurial culture have been explained among them the crucial are an increase of individual IT-habits and IT-presence in educational, sports-physical culture, entrepreneurial and social environment; formation of values to meet the needs of others in the logic of conscious control over altruistic and commercial motives; cultivating the practice of decision-making on the basis of innovative management technologies (time management, SMART, etc.) by means of problem-based learning; stimulating the development of entrepreneurial thinking, motivation to achieve success and risk tolerance by means of interactive pedagogical technologies; saturation of research work of students with entrepreneurial content; ensuring a meeting with the professional position of successful entrepreneurs in the field of physical culture and sports and the inclusion of students in social (volunteer) business practices; implementation of complementary methods of control and reflection on the dynamics of development of entrepreneurial qualities of students.
It is shown that the key difference in the implementation of the simulated system is to increase the degree of personalization and interest of teachers and students in building qualitative, competitive, consumer-attractive, visually and meaningfully appropriate architecture of disciplines and individual learning modules as important tools for organizing and facilitating independent work. culture and sports (at the first level of higher education), which improve the image and influence the professional rating of teachers, provide a much wider range of options for adapting students to cognitive and psychological and emotional characteristics of their perception of information, motives, strengths and weaknesses, interests and, most importantly, personalized pace of learning.
It is stated that the creation of authentic, student-centered syllabi of disciplines, methodical recommendations for course research, creative didactic tasks, provide a freer and more conscious choice of forms of learning (full-time, part-time, distance, network, dual) through asynchronous and synchronous means of distance communication, increase the value of personal meetings, consultations and other forms of classroom contact.
The pedagogical experiment implemented a number of additional innovations in the methodological and organizational plane of the educational process, which included:
– adaptation of group, individual, interactive, contextual, problem-solving teaching methods in the practice of online teaching (through Zoom, GoogleMeet, Webex tools);
– better internalization of the content of lectures and practical classes (in text, video, audio, real or broadcast mode), performance of educational, quasi-professional, educational and professional tasks with the use of photo-, audio-, video-recordings that identify their author), advisory, research and tutoring support in synchronous and asynchronous mode, automated or personal control;
– involvement of stakeholders (coaches, managers of health clubs, owners of sports and sports business, entrepreneurs in the industry, etc.) in the educational process on the basis of part-time or temporary employment agreements, etc
