Professional self-determination of sports university students’ support technology

The problem of insufficient use of the sports university educational environment opportunities, conditions and means in the students’ professional self-determination is actualized in the article. The issue is brought up about the need to develop and implement modern technologies in order to ensure a high level of bachelors’ readiness for professional self-determination and self-development. The essential characteristics of pedagogical technology are considered here. The peculiarities of the author’s technology design based on the requirements of diagnostics, conceptuality, and algorithmicity are shown in the article. The requirement of adaptability to the pedagogical technology development is introduced. The stages of supporting the students’ professional self-determination are outlined: 1) introductory-diagnostic; 2) integrative-activity; 3) reflexive-evaluative. The technology implementation methods are defined: a map of competencies in the discipline; integrative and problem tasks; a method of modeling quasi-professional activity; a method of referring to the “significant Other”; reflexive methods; methods of formative assessment. It is shown that the effectiveness of sports university students’ technology of supporting the professional self-determination depends on a number of pedagogical conditions: a) the educational process orientation towards the student’s awareness of the need for their own professional and personal development in the context of sense formative activity; b) the integrative and problematic nature of the projected tasks; c) professional orientation and continuous reflection of the educational process.