The effectiveness of the pedagogical system of training future teachers of physical culture to organize individual work with pupils has been substantiated and experimentally proven in the dissertation research. A logical-semantic, generalizing and comparative analysis of modern scientific literature, practical activities of physical education teachers, own experience of training future physical education teachers to implement differentiated and individual approaches in the process of physical education of pupils has been carried out. The normative and legal basis for the training of future teachers of physical culture has been characterized, regularities have been revealed and a set of general pedagogical and specific principles of professional training of future physical education teachers for the organization of individual work with pupils has been substantiated.
Based on the results of the matrix analysis of the formation of the readiness of future teachers of physical education to organize individual work with pupils, it is defined as a socially determined, specially organized, pedagogical process of step-by-step changes in professionally significant knowledge, abilities, skills, values, worldviews, individual experience, models of professional behavior and communication of pupils, which provides humanistic, personally-oriented, professional and pedagogical orientation of pupils in the implementation of the professional functions of a teacher of physical culture. In the structure of readiness, the following has been distinguished: components (motivational-axiological, cognitive-integrative, activity-projective, reflective-creative); criteria (motivational, cognitive, behavioral, reflective)); indicators of the levels of readiness of future physical education teachers to organize individual work with pupils (low, satisfactory, sufficient, high).
The key conceptual provisions of the professional training of future physical education teachers have been specified, which are considered at three conceptual levels – theoretical, methodological and practical, each of which is an integrative, principle component of the concept. The pedagogical system of professional training of future physical culture teachers for the organization of individual work with pupils has been developed, which is understood as a set of subsystems organized in a special way (methodological, content and diagnostic); pedagogical conditions (ensuring a valuable and motivational professional orientation of training future physical education teachers for the conscious choice of means at physical education lessons; creating an information-rich educational environment; managing practical educational (including independent) activities of pupils in the direction of enriching the professional skills of future teachers of physical culture regarding the projecting of methods of individualization and differentiation of physical education of schoolchildren; integration into the content of various types of practices of a set of tasks, the solution of which involves the development of creative methodical projects by students). The pedagogical concept of training future physical culture teachers for the organization of individual work with pupils has been developed, which is presented at three levels: theoretical, methodological and practical). The effectiveness of the developed structural-functional model has been experimentally proved. Such pedagogical system is represented by blocks: target; theoretical and methodological; praxeological and technological; diagnostic and evaluation; effective. Each of the blocks performs its functions, which are provided by their components and the connections between them, ensuring the realization of the common goal of the pedagogical system – the achievement by future teachers of a certain level of readiness for the individualization and differentiation of physical culture and sports activities of pupils at physical education classes based on the use of individual work and the ability to demonstrate it adequate manifestation in real pedagogical situations.
