Svetlana Glachaeva

The relevance of the study is determined by the need to improve the effectiveness of physical education among students of secondary vocational education in the context of declining physical activity among young people, the digitalization of the educational environment, and the increasing requirements for the professional working capacity of future specialists. In college practice, physical education often retains a predominantly standards- and motor-skills-oriented focus, whereas modern educational outcomes require the development of health-related knowledge, self-monitoring skills, sustainable motivation and readiness to independently use the means of physical education. The purpose of the article is to provide a theoretical substantiation and experimental verification of pedagogical technologies aimed at developing competences in the field of physical education among preservice mid-level specialists. The leading research method was a pedagogical experiment conducted over three academic years, from 2022/2023 to 2024/2025, at Zaraysk Pedagogical College and Yegoryevsk College of Education and Arts. The study involved 186 students majoring in pedagogical fields. The methodological basis of the research was formed by systemic, student-centered, and competency-based approaches; the study employed analysis of scientific literature and regulatory documents, pedagogical observation, questionnaires, physical fitness testing, and methods of mathematical statistics. A set of technologies was implemented in the experimental group, including project-based activities, digital resources, interactive forms of learning, and competency-oriented assignments. The main results indicate positive dynamics in the development of competences: the share of students in the experimental group with a high level increased from 17.8% to 42.7%, while the share of students with a low level decreased from 30.6% to 8.7%. Indicators of strength, general endurance, and flexibility improved by 12–18%, and motivation for physical exercises increased by 35%; the differences between the control and experimental groups were statistically significant at p≤0.05. The theoretical significance of the article lies in clarifying the structure of competences in the field of physical education through cognitive, operational, and motivational value-driven components. The practical significance consists in the opportunity of using the proposed technologies in the educational process of colleges to increase students’ independence, strengthen their motivation for physical activity, and develop a responsible attitude toward health.