Digitalization of distance learning as a factor in the formation of professional and managerial competence of future managers in the field of physical culture

Abstract

This article addresses the formation of managerial competence and professional competence of managers in future specialists through digital educational technologies in the organization of the educational process in physical culture and physical education. The study's relevance stems from the necessity to reconceptualize didactic approaches to training future managers amid the digital transformation of education and martial law conditions in Ukraine (since February 2022), which have fundamentally altered the organization of educational processes in higher education institutions. The competence-based approach to professional training of future managers presupposes not only the acquisition of specialized knowledge but also the development of capabilities to make informed managerial decisions under uncertainty, maintain the psychophysical resilience of teams, and ensure organizational process continuity in crisis circumstances—elements that constitute the essence of contemporary managerial competence. The article clarifies the conceptual content of "managerial competence," "professional competence of a manager," and "organization of educational process" within the framework of competence-based approach and educational digitalization; identifies four structural components of managerial competence (motivational-value, cognitive, operational-activity, reflexive-evaluative); characterizes digital educational technologies employed in organizing the educational process in physical culture and physical education; substantiates pedagogical conditions and didactic approaches conducive not merely to knowledge acquisition but to professional self-improvement and enhancement of student motivation for physical culture activities. Particular emphasis is placed on the role of physical education as a platform for developing managerial qualities through project-based activities, simulation of crisis situations, interactive teaching methods, and self-monitoring tools based on digital educational technologies. The study demonstrates how systematic integration of digital educational technologies (LMS platforms, videoconferencing tools, cloud-based collaborative services, mobile fitness applications) enables implementation of contemporary didactic approaches and facilitates formation of all managerial competence components while simultaneously maintaining student motivation and promoting professional self-improvement in conditions of distributed learning and resource constraints characteristic of wartime educational contexts.