COMPONENTS AND LEVELS OF READINESS OF FUTURE SPECIALISTS IN PHYSICAL EDUCATION AND SPORTS FOR THE ORGANIZATION OF EXTRACURRICULAR FITNESS ACTIVITIES IN HIGHER EDUCATIONAL INSTITUTIONS

The article is devoted to analysis of criteria and levels of readiness development of future specialists in physical education and sports for the organization of extracurricular fitness activities in higher education institutions. The analysis of the scientific resources and our own long experience in teaching such disciplines as "Fitness and Teaching Methodology", "Sports and Educational Excellence in Fitness" and work in the field of fitness has made it possible to determine the conflict between the demand for highly qualified specialists in physical education and sports who have profound knowledge in fitness and fitness technologies and current traditional practice of teaching and using extracurricular fitness classes. The аrticle’s purpose is to reveal the notion of the concept "readiness"; to clarify the concept "readiness for the extracurricular fitness activities"; to define the components and levels of readiness of future specialists in physical education and sports for the organization of extracurricular activities in fitness in institutions of higher education. Methodology. The article provides analysis of scientific literature sources and the structuring of components and levels of readiness of future specialists of physical culture and sports. The scientific novelty of the article is to clarify the notion of "readiness for extracurricular fitness activities", to determine the components and levels of readiness of future specialists in physical education and sports for the organization of extracurricular fitness activities in higher education institutions. Conclusions. We have justified the criteria and indicators with the help of which it is possible to determine the levels of readiness of future specialists in physical education and sports for the organization of extracurricular fitness activities in higher education institutions. The content of these levels is determined. Such tools can be used at the summative and formative assessment stages of the educational experiment