У статті здійснено спробу обґрунтування необхідності вивчення психологічних дисциплін професійно-
прикладного змісту як складової професійної підготовки майбутніх фітнес-тренерів у вищій школі. На основі
теоретичного аналізу виявлено вимоги до переліку спеціальних компетентностей фітнес-тренера. Подано
перелік дисциплин відповідного змісту, які закордоном запропоновані вищими навчальними закладами в рамках
професійної підготовки фітнес-тренера. Наведено фрагмент програми дисципліни «Психологія діяльності в сфері фітнесу та рекреації».
This article presents an attempt to substantiate the
necessity of studying the disciplines with psychological professionally-applied content by future fitness trainers. Based
on the theoretical analysis, it was revealed to the list of requirements specific competencies fitness trainer. Among them
are not only skills and knowledge in a particular field of knowledge, but also the presence of high motivation to «clientoriented
» activities. At the same time, noted that there is a problem of quality of fitness services and a tendency to revise
the content of education for future fitness trainers (which is mainly focused on the motor and methodological components). The views of domestic and foreign scientists about the components of specialist’s professiogram were
analyzed. Analysis of training curricula fitness trainers and experts in health, motor activity in the United States
represents a significant attention of foreign teachers develop social skills in future fitness trainers. For example, in the
training programs offered subjects such as «public speaking» «rhetoric and composition», «Acting», «Ethics and
Leadership». A list of relevant disciplines offered by foreign higher educational institutions was presented as part of
professional training. A fragment of the curriculum of discipline «Psychology of activity in the fitness and recreation field»
was presented. Priority forms and methods of teaching within the above disciplines are: problem lectures; workshops;
independent work; Tests and tasks; interactive teaching methods (training, educational panel discussions, business
games, introspection own activities as a result of reflection). In conducting trainings simulated typical professional
situations generated strategy communicative behavior of the student, worked out the best options for his verbal
behavior, considered options out possible conflicts.
