Criteria аnd Indicators оf Readiness оf Future Physical Training Teachers for Implementation оf the Variant Modules іn the Process оf Professional Activity

Метою статті є визначення критеріїв і показників структурних компонентів готовності майбутніх учителів фізичної культури до реалізації варіативних модулів у процесі професійної діяльності. Відповідно до кожного компонента структури готовності майбутніх учителів фізичної культури до реалізації варіативних модулів у професійній діяльності ми сформулювали критерії, визначили рівні: високий, достатній і низький. Охарактеризували відповідні рівням показники. Перспективами подальших наукових розвідок може бути експериментальна перевірка ефективності формування готовності майбутніх учителів фізичної культури до реалізації варіативних модулів у процесі професійної діяльності.One of the important objectives of quality education of physical training teacher is to develop their readiness for implementation of the variant modules of physical training curriculum for students of 5-11 forms in the process of professional activity. Primarily, this is due to the existence of a quite clear relationship between the state of pupils' health, potential to improve schoolchildren's physical ability, their versatile physical training and level of readiness of physical education teachers for the implementation of a new content, forms and methods of physical education in modern school. This dependence is determined by the quality of professional training of the future physical education teachers, which is a significant factor in preventing negative impacts of pedagogical process. At the same time in the research literature there are no criteria and indicators, against which the effectiveness of readiness formation of the future physical training teachers to implement variant modules in the professional activity can be judged. The aim of the article is to determine the criteria and indicators of structural components of future physical training teachers' readiness to implement variant modules in the professional activity. Based on the papers of researchers who have studied various aspects of physical training teacher's professional readiness we concluded that the willingness of the future physical training teachers to implement variant modules in the professional activity will be successful if this model has the following structural components: motivational, theoretical, motional and design. According to each component of readiness structure of the future physical training teachers to implement variant modules in the professional activity we have formulated criteria and have defined levels: high, low and sufficient. We have described indicators, which correspond to levels. Prospects for further research can be experimental verification of efficiency of readiness formation of the future physical training teachers to implement variant modules in the professional activity