Педагогика на физическата култура – гранична педагогическа наука
Pedagogy of Physical Culture – a Border Pedagogical Science

Summary/Abstract: The article presents a brief historical analysis of the formation and development of the pedagogy of physical culture, presenting facts and arguments in its defense against the background of the philosophical-pedagogical culture science. The idea of ​​writing this article arises from the tangible penetration of the concept of physical culture in pedagogical literature and rhetoric. The aim of the study is to justify the right of existence and the vitality of the phrase “pedagogy of physical culture” 1), which is apparent from the cohesive blend of the two basic concepts: “pedagogy” and “physical culture”. The introductory remarks logically lead to the methodological need to clarify the subject matter of the research as much as possible. In this respect, taking into account the theoretical base of general pedagogy, the subject of research is assumed to be the overall process of formation and purposeful development of the physical culture of the individual in the conditions of education, training and overall development, the aim of the research being pedagogical functions of the pedagogy of physical culture, which we consider to be within the interdisciplinary scientific fields and border pedagogical sciences.The narrowing of reflections leads us to a sociological approach to studying culture and considering education as its specific institution at the level of pre-school education. In the course of theoretical assumptions, analyzes and conclusions, it is clear that both concepts of “physical education” and “sport” have their general and specific characteristics, but their content shapes and influences the evolution of pedagogy of physical culture. It is inextricably linked with the other substructures of the social system - education, health care, science, culture, ecology etc.

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