PROFESSIOGRAM AND THE SPECIALIST PROFILE IN THE FIELD OF PHYSICAL CULTURE IN THE NEW ECONOMY

Abstract

The development of professionally - applied physical culture as an integral part of the general one has not lost its relevance, although the world in which we live generates essential changes in the profession of the specialist in the field of physical culture. The emergence of modern technologies, innovative scientific discoveries, the development of fields of activity, imposed, on the one hand, the approach of pragmatism in the professional training of future specialists, and on the other hand, required the acquisition of new knowledge, skills and competences. New professions appeared in all spheres of human activity, thus changing the system of professional training of specialists at different levels. Therefore, at present, the main obligation of education is the orientation towards professionalism, and which is actually part of the mission of middle and higher level institutions, respectively colleges and universities. Vocational training has become more unified and compact with the emergence and refinement of professional levels. The existence of a large number of national and international scientific works regarding the practical use of professional-applicative means and methods in the training of specialists from different fields of activity, increasing the level of their professional training, identifying new professionally oriented approaches to the realization of human capabilities represent factors that allow us to state that the most difficult problem is the compilation of a generalized description of the profession (professiogram of the efficient specialist - PES). Moreover, a process that differentiates us as individuals is highlighted by the motivation that characterizes us and by the ability to know and improve ourselves. Therefore, the reference (profile) of the specialist in the field recommends essential changes in his professional development and requalification, as the change also involves adjustments in the participants thinking way to education, the elimination of outdated stereotypes of the instructive-educational process and the transition to innovative education, focused on quality and performance.