THE FORMATION OF A COMPETENT APPROACH AS THE BASIS OF THE PROFESSIONAL DEVELOPMENT OF THE FUTURE TEACHER OF PHYSICAL EDUCATION

The article analyzes various approaches of scientists to define the essence of the concept of the teacher's professional competence and its components. It is specified that the professional competence of a physical education teacher is a complex complex that includes professional knowledge, skills, readiness for activity, as well as a number of professionally important personal qualities such as: creativity, mobility, sociability, tolerance, balance, sensitivity, benevolence, striving for self-knowledge, self-development and self-realization, self-reflection, etc. The specifics of activity and requirements for a modern physical education teacher are analyzed. The relevance of the teacher's professional competence as an indicator of readiness for the profession of physical education teacher in a modern educational institution is substantiated.

baccalaureate nursing program about hermeneutic phenomenological research in nursing practice. Jantschi & Bolboaca, (2009), created open-ended digital educational resources in the area of innovative technology in the aspect of quantitative analysis and modes of learning to enhance nursing skills. A list of IQ skills according to the nursing reference committee standard is presented. The Curtin University undergraduate nursing education industry curriculum guide is also created (The good universities guide, 2019). A list of educational and professional settings at the University of Queensland for prospective premed baccalaureate level applicants and students is proposed Jibladze, (2017) offers the newest approach in the professional organization of the mentor teacher's personality in a sociological context regarding the problem and prospects of forming a national humanities-technical elite (Heckman, Holland, Makino, Pinto& Rosales-Rueda, (2017).

Methodology
Research methods: analysis of philosophical, psychological and pedagogical literature; system-information analysis of the distribution of intellectual resources; dialectical analysis of trends and contradictions of the modern educational process; sociological methods (questionnaire, interviewing, testing), participant observation; rating and expert evaluation; pedagogical experiment: ascertaining, searching, forming; statistical methods for processing the obtained results.

Results
Pedagogical activity is very diverse in terms of object, subject, form and methods of its implementation: the objects of pedagogical influence are: a specific student, a study group, social assets of students, their parents, interacting colleagues, government agencies, public and other organizations involved in the life, education, upbringing, leisure of the subject of pedagogical influence is the knowledge and skills of students in a particular academic discipline, as well as the moral, intellectual, physical and personal qualities of those involved; forms of influence are normatively established, planned, accounting and situational (the need for which is dictated by the current moment), forced or initiative classes, events and communications that are large in volume and require significant time, physical and mental costs.
Methods of pedagogical influence are both generally accepted methodological methods, techniques, technologies that make up a rather extensive "mandatory" professional arsenal, as well as non-standard, improvisational and creative solutions, the need for which arises constantly.
The object of the teacher's activity is a person in his constant development.
The products of his activity "materialize in the mental image of his students" -in their knowledge, skills and personality traits. Pedagogical activity has a pronounced creative character. It cannot be brought under a certain algorithm. These are the main specific features of pedagogical activity that distinguish it from other professions.
A coach is a teacher, since "sports activity is a special case of educational activity". Consequently, the tasks of its activities also include the education and upbringing of the younger generation. In connection with this main feature, a number of other specific features can be distinguished that characterize pedagogical activity, in general, and coaching, in particular (Jantschi & Bolboaca, 2009).
An important feature of professional activity is that the coach plays a leading role in influencing the personality of the trainee. The coach spends more time with his students, knows them better and has more opportunities to influence than the average teacher. This feature makes high demands on both the professionalism and the personality of a sports teacher.

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The activity of the coach is characterized by a high degree of responsibility for the physical and psychological well-being of his wards. In the process of preparing athletes, the coach bears moral, professional and legal responsibility for their upbringing, health and quality of sports results. This circumstance is a consequence of the fact that the communication of a coach with athletes is often "irregular", that is, almost constant, for example, at training camps, during outdoor sports competitions. In this regard, the coach should play: in the early stages -the role of a guardian (replaces parents); at later stages, the role of a mentor; at the stage of elite sport -the role of the leader (Jibladze, 2017).
The specificity of the activity is the relative instability of the "trainer -athlete" system. It is important for a coach to inspire confidence in his professionalism and arouse sympathy among his students, because otherwise the athlete can always go to another coach. The attitude of an athlete to a coach is associated with the growth of his results. In general, the success of the education and development of athletes depends on the ability of coaches to communicate with their pupils.
Another feature of coaching is increased stress, leading to significant nervous overload. The following factors determine the high stressfulness of the coach's activity: -the activity of a coach often takes place in the conditions of sports camps, on the road, or in some other non-standard and unusual conditions with minimal comfort and separation from the family; -the coach has to come into contact with a wide range of people who are involved in the provision of the training and competitive process -with students and their parents, representatives of the administration, colleagues, judges at competitions, members and leaders of other teams, journalists.
-the success of the coaches depends not so much on them, but on the sports achievements of their students and on a number of other factors (on the personality of the leaders, the material base, and the like); The work of a coach is characterized by a high degree of "professional risk", since there is always the possibility of "in vain" of many years of work due to -the prestige (professional status) of a coach is unstable, its level reaches a peak only at the moment of successful performances of athletes and falls rapidly during periods of temporary failures, in addition, the activities of a coach are highly competitive and, as a result, unstable status and professional position (Kremen, 2009).
-the activity of the coach is public and much depends on it, the coach in a competitive situation experiences the same feelings as the athletes, but he must restrain or hide them, having, moreover, very limited opportunities to influence the competitive situation; -coaching activity always allows for the possibility of injury during demonstration, insurance and in other cases when the coach himself performs a motor action, especially in conditions when physical capabilities are already declining, for which he is often psychologically unprepared.
The activities of a coach have a number of significant differences even compared to the activities of a physical education teacher, which emphasize its professional specificity. These include the following points: Compared to a physical education teacher, a coach has a much more pronounced sports specialization.
The coach is more interested in the result of his work, since his success is more obvious to outside observers and is assessed, as a rule, based on the sports results of the students.
The coach carries out an almost unlimited amount of educational and training work, which is unregulated. The coach often works not only on weekends, but also on holidays. In addition, mainly in the evening and much more than it is provided by the regulations.
Professional pedagogical activity is a special form of art that requires high erudition from a person, awareness of the greatness of its social role in society and deep subject content.

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In order for a sports teacher to carry out his professional and pedagogical activities at a high level, he must be professionally competent.
In order to understand what is meant by competence and what is its role in professional activity, let us consider the definitions of different authors.
The analysis of scientific and methodological literature showed that the opinions of domestic and foreign authors differ.
For many authors, the interpretation of competence comes down to knowledge, skills, abilities and abilities.
For example, there is a statement: "In psychology, the generally accepted point of view is that "competence" includes knowledge, skills, and also ways of performing activities." This definition does not even include abilities. Other definitions are close to this, for example, the definition: "competence is the level of training in social and individual forms of activity, which allows an individual, within the framework of his abilities and status, to successfully function in society." In opposition to domestic points of view, a well-known Western specialist, author of the book "Competencies in Modern Society" J. Raven, interprets competence as a set of subjective conditions for effective human behavior. Raven emphasizes that competence is not limited to ability, but also implies intrinsic motivation. He gives a separate list of the most important competencies (or rather, components or types of competence) of a person and a three times longer list of values, but at the same time he rightly points out that a significant number of types of competencies can have both an independent value, i.e. be personal -significant values in themselves, and serve as a means to achieve other significant goals (Mitchell, 2019). The list of components or types of competencies he proposes includes the ability to reflect on the personal qualities of his students and take care of their development; notice, anticipate and take into account the reaction of students; actually demonstrate their own preferences and value systems and deeply personal ways of thinking and experiencing, leading to the achievement of goals; the ability to understand and successfully influence social factors external to the educational institution that usually limit job opportunities, etc. In general, there is no single definition of competence. It can be unequivocally stated that the authors consider competence in the system of knowledge, skills and abilities.
As for professional competence, there are many opinions here. Each of the authors involved in the study of this issue gives its own definition and considers it in different ways.
Analyzing the above definitions, we can conclude that each author interprets "professional competence" differently, the authors are similar only in the opinion that it is professional competence that is a prerequisite for the successful implementation of their professional activities. Each author who studies professional competence, as a whole, identifies various types of competencies and their components.

Discussion
Thus, under the professional competence of the teacher we consider: -Pedagogical competence, consisting of subject, methodological, diagnostic, innovative and research competences; -Communicative competence, which includes proper communicative competence, perceptual and managerial competence; -Personal-individual competence.
-Each of the three main competencies of a teacher consists, in her opinion, of: -professional pedagogical knowledge and skills; -professional pedagogical positions (as a teacher's stable relationship to work, students, colleagues, himself); -professionally important personality traits.
-When considering the issue of professionalism of the teacher, we also point out that the teacher must have the following types of competencies: -subject competence (erudition, knowledge of the subject, interest in it, the ability to change it in accordance with the requirements of the time); During the formation of these types of competencies in professional activities, the teacher develops professional positions, such as stable attitudes to the case, those involved, colleagues, and himself.
In addition, we allow the presence of other types of competencies, such as: -humanistic (the desire to understand and accept another person with his problems "here and now", to exchange spiritual values); -social-perceptual, as the ability to perceive, understand and evaluate other people -empathic (the ability to empathize and help another person); -communicative (the ability to build information exchange, cooperate with other people); -conflict (the ability to build conflict-free communication and interaction with another person); -managerial (a set of skills to influence another person).

Vocational education;
Professional activity; Professional-personal, or theoretical, practical and personal levels, respectively.
Consider the essential characteristics and scope of requirements for the level of preparedness in each component.

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The  individual is formed in a general education school and while studying at a university.
The manifestation of cognitive orientation is associated with the general intelligence of the individual, creative abilities and the need for self-expression, self-affirmation.
Thus, the listed composition of theoretical knowledge and practical skills is the necessary professional complex, the mastery of which makes it possible to prepare for the professional activity of a sports teacher. However, it must be taken into account that the stock of knowledge and skills acquired at the university is not enough for long-term, fruitful work as a coach, this requires constant self-education.
The main characteristics of the professional competence of a future teacher of physical education include: personal and humanitarian orientation; the ability to have a systematic vision of pedagogical reality in the field of physical training and systemic actions in a professional and pedagogical situation; mastery of modern pedagogical methods (technologies) related to the culture of communication, interaction with information and its transfer to students; the ability to integrate domestic, foreign, historical and modern innovative physical culture and health experience; creativity in the professional sphere; presence of reflective culture.

Conclusion
Analysis of the scientific and methodological literature on the problem of psychological competence in the field of professional activity allows us to draw the following conclusions: The authors examined and studied the activities of sports teachers in detail: the definition of activity was given, the structure was considered, and the features of the professional activities of sports teachers were indicated.
Particular attention in psychological research is paid to the issues of professional competence, because it is this that determines the success of a professional activity. It is clear that a prerequisite for the development of professional competence is a propensity for activity and professional interest.
Professional competence consists of different types of competences (psychological, Therefore, the professional competence of the future teacher of physical education characterizes the individual's ability to successfully implement certain functions, carry out activities or solve tasks that are external to the individual and caused by social requirements and individual needs. Competence is formed and manifested in activity, and therefore represents a complex, multifaceted and multifaceted characteristic of this activity in accordance with the social order for it. As the realized potential of an individual, it exists as a complex complex characteristic of it, a system of personal resources (knowledge, skills, methods of action, motives, attitudes, personal qualities, value orientations, etc.) that ensure effective action.