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Vol. 3 No. 9 (2026)
Sport Sciences

Articles

SCIENTIFIC AND METHODOLOGICAL FOUNDATIONS FOR IMPROVING THE PROFESSIONAL AND PEDAGOGICAL TRAINING OF FUTURE SPECIALISTS IN PHYSICAL EDUCATION AND SPORT BASED ON AN ACMEOLOGICAL APPROACH

DOI 10.63294/isja/vol3iss9/270 Google Scholar Search in Scholar Pages 39-51

Published 2026-06-30

Authors
Ibraximov Sanjar Urunbayevich
Affiliation
Alfraganus university “Sport faoliyati” kafedrasi professori, pedagogika fanlari doktori(DSc)
Alfraganus — Vol. 3, Issue 9 (2026)
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Abstract

This scientific article analyzes the scientific and methodological foundations for improving the professional and pedagogical training of future physical education and sports specialists from the perspective of an acmeological approach. The study highlights the theoretical principles of acmeology aimed at achieving professional maturity, the systematic development of pedagogical skills, and continuous professional self-improvement. A systematic analysis of pedagogical, psychological, and acmeological factors influencing the development of professional and pedagogical training for future specialists has been conducted, and a scientificmethodological model combined with a competency-based approach has been substantiated. Additionally, the didactic possibilities for implementing the acmeological approach in the educational process, pedagogical conditions, and mechanisms for developing professional competence are revealed. The results of the study serve to improve the quality of professional and pedagogical training of future specialists in physical culture and sports, develop their reflexive, communicative, innovative and methodological competencies, and develop scientific and practical recommendations for the effective use of modern pedagogical technologies in the higher education system.

Keywords

acmeology, acmeological approach, professional and pedagogical training, future physical education and sports specialists, pedagogical competence, professional competence, methodological foundations, professional development, pedagogical mastery, reflexive competence, innovative activity, continuous education, personal and professional growth, quality of education, pedagogical technologies

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