В статті проаналізовано особливості застосування диференційованого підходу під час програмування занять у фізичному вихованні здобувачів освіти. Проаналізовано літературні джерела з метою визначення трактування понять «програмування занять у фізичному вихованні», «диференційований підхід». В ході огляду літератури визначено недостатність застосування диференціації в практичній діяльності, що потребує розробки сучасних методик та підходів до вирішення даного питання.
The article analyzes the peculiarities of the application of a differentiated approach during the programming of classes in the physical education of students. Literary sources were analyzed in order to determine the interpretation of the concepts "programming of classes in physical education", "differentiated approach". During the review of the literature, the insufficiency of the application of differentiation in practical activities was determined, which requires the development of modern methods and approaches to solving this issue. Programming is one of the variants of normative forecasting [98], since the norm is the goal of physical education – achieving an optimal state of physical health. Normative levels of physical condition can be presented in the form of models, the characteristics of which are functional indicators of the cardiovascular, respiratory, and nervous systems at rest or after physical exertion, physical capacity, physical fitness, etc. Programming in physical education is "the definition of a rational set and volume of means and methods of physical education, the sequence of their use at different stages of the health-improving process in accordance with the goals and objectives of using exercises for people of different ages, with different levels of health and fitness. Despite the antiquity of the question, the development of differentiated physical education has not yet received its final solution. This is evidenced by the interest shown by scientists in this issue to this day.
