Abstract:

The article examines the requirements for the personality and professional activity of a future specialist in adaptive physical education. An analysis of the current Professional Standard for the Teacher of a General Secondary Education Institution, the Higher Education Standard for Specialty 017 Physical Culture and Sports within the field of knowledge 01 Education/Pedagogy, as well as the qualification requirements for the training of specialists in adaptive physical education, has been conducted. It has been determined that the most significant socially and professionally important personal qualities of specialists in adaptive physical education include discipline, conscientiousness, accuracy, responsibility, psychological resilience, legal awareness, ethical integrity, commitment to professional excellence, continuous self-improvement and self-development, attentiveness, tolerance, kindness, pedagogical culture, culture of thinking, organizational abilities, and communication skills. It has been substantiated that the educational potential of a specialist in adaptive physical education represents a profound integration of humanities, socio-economic, natural science, psychological-pedagogical, and biomedical knowledge acquired during professional training, contributing to the development of professional competence. The components of the future specialist՚s professional competence have been identified as readiness for professional self-development, value-based professional attitudes, professional situational competence, professional mastery, professional mobility, and professional creativity, as well as the main types of professional activity involving individuals with health impairments: educational, instructional, developmental, rehabilitative, compensatory, preventive, research, and organizational-managerial. The social and professional functions of the competence of a specialist in adaptive physical education have also been identified, including general cultural, pedagogical, educational, developmental, rehabilitative, compensatory, preventive, research, and organizational-managerial functions. The study reveals that professional training is a complex, multifaceted, multifunctional, and dynamic process characterized by the integration of three relatively independent areas of specialist preparation: socio-pedagogical, biomedical, and physical culture and sports. 

Keywords: requirements; personality; professional activity; future specialist; adaptive physical education; professional training; professional functions; professional competence. 

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