The technology of forming the health and fitness competencies of students of higher educational institutions is reviewed in the present paper, which includes designing the highly efficient educational activity of students and the management activity of a teacher with the principal orientation to the content and forms of the educational process in the personal-development technologies of training. The study aims to substantiate, implement, and verify the efficiency of the original methodical system of physical education of students of Ukrainian higher educational institutions. A total of 87 students, aged 18-22, including 46 males and 41 females, participated in the study. The research methods were conceptual-comparative analysis, questionnaires and surveys, pedagogical observations, expert assessments, testing, pedagogical experiment, and statistical methods. It has been determined that the original methodical system, implemented in the educational process of physical education, contributes to improving the quality of the physical education of students, forming highly-developed health and fitness competencies that are required during professional activity to maintain a high level of physical fitness and working capacity.

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The relevance of the study is based on the discrepancy between the need for the project management program-methodical support and insufficient development in pedagogical practice. Aims. The aim of the study is to examine the effective development and implementation of the project method in the HEI from the standpoint of pedagogy as a new type of educational process management. Methods: questionnaire methods and pedagogical observation methods. The following questionnaires were used. E. Torrance’s “Tests of Creative Thinking” method. An “unfinished thesis” method (J. Sachs, S. Levy). Questionnaire for self-evaluation of the teacher’s knowledge and skills during transition to teaching using a new pedagogical technology by N.V. Nemova. Method for teacher’s basic competencies evaluation by L.A. Adambaeva. Statistical calculations were performed using Kendall’s T coefficient and chi-squared test. Results. The number of students with a high level of personality orientation increased only by 5.3%, and those with a high level of creative activity - by 8.7%. We can’t speak about a significant decrease in the number of students who at the end of the experiment had a low level of the aesthetic position formation. Thus, the number of students who showed developed creative thinking in project activities became only 5.3% less than at the beginning of the experiment. Conclusions. A significant increase in the general level of cognitive competence formation in the experimental group in comparison with the control group is explained by purposeful work with students, taking into account special pedagogical conditions. Perspectives. Further study can be carried out towards the development and implementation of a project method to improve the competencies acquisition, taking into account future professional activities.

The purpose of the article is to conduct a theoretical analysis of the essence of teamwork and its role in the professional activities of teachers. The article clarifies the relevance and prospects of forming the experience of future teachers’ teamwork. The regulations consider it to be important as general and professional competence. The meaning of the notion “team” is described, as one, which defines small groups of people (from 3 to 12 participants). These groups are specifically selected to combine their efforts to solve a problem situation or a common completion of an important task. They have a clear target orientation and intensive interaction with each other. The main features of teamwork, such as group activity, which is focused on solving a particular problem and implementation of tasks, are discussed in the article. The authors claim that such an association of teachers is an essential tool for the personal and professional growth of every member. In addition, the article defines that researchers distinguish four types of a team. The first type is a work team, which solves the current problems of a pedagogical team and educational institution in general. The second type is a project team and a development team. They work on long-term educational projects. The third type is a parallel team, which is temporal and is focused on solving some educational issues. The last type is a management team, which unifies all heads of HR departments of an educational institution or other organization.The main advantages of any teamwork are highlighted in the article: improving the quality of decisions; reducing the time to find the best solutions; implementation of a multifaceted approach to solving complex pedagogical problems; professional growth of team members. Keywords: competence; professional competence; team; teamwork; teachers; feature of a team; types of teams; forming teamwork experience.

El nivel de los cadetes de las instituciones de educación militar superior (IEMS), que son futuros oficiales, investiga la competencia metódica en el entrenamiento físico en el artículo. 609 cadetes participaron en el estudio. Se formaron dos grupos: EG (n = 38), que incluía a los cadetes que participaban en diversos deportes y CG (n = 65), que incluía a los cadetes que se entrenaban según el programa tradicional de entrenamiento físico. La competencia metódica se evaluó por el nivel de dominio de las bases teóricas del entrenamiento físico y la calidad de la implementación de acciones prácticas de entrenamiento físico.