PSYCHOLOGICAL AND PEDAGOGICAL CONDITIONS FOR THE FORMATION OF GENDER COMPETENCE OF FUTURE PHYSICAL EDUCATION TEACHERS

Abstract

This article examines the key issues and prospects related to the development of gender competence among future physical education teachers. The aim of study is to substantiate the psychological and pedagogical conditions that foster gender competence among students majoring in physical education and sports. To achieve this goal, the research draws on theoretical analysis, investigates how students and instructors in the field of physical education perceive gender-related issues, explores conditions that influence the development of gender competence, and proposes measures to enhance its formation. The study also assesses the effectiveness of recommended psychological and pedagogical conditions. The research employed the following methods: contextual analysis of literature, surveys, interviews, observation, testing, experimentation, modelling, and statistical and analytical procedures. The student survey revealed level of understanding of gender issues, as well as their experience with discussing, learning, and engaging in gender-related topics. Experienced instructors emphasized the need for targeted activities and projects addressing gender matters, while also noting existing barriers such as lack of resources, resistance, and personal uncertainty. At the same time, they identified opportunities for improving the integration of gender aspects into professional training. The study proposes a model that prepares future specialists in physical education and sports to effectively address gender aspects in their professional practice. The psychological and pedagogical conditions embedded in model contribute to a deeper understanding of gender competence and strengthen readiness for productive interaction with learners of different genders. The effectiveness of the model was confirmed through experimental results.