Structural and Functional Model of Pedagogical Training of Future Physical Education Teachers Based on the Acmeological Approach

Contemporary higher pedagogical education places increasing demands on the professional training of future physical education teachers, emphasizing pedagogical culture, self-development, and readiness for innovative activity. Pedagogical culture is understood as an integrative personal–professional quality that includes motivational-value, cognitive, activity-based, and reflective components; however, existing training models for physical education teachers remain largely competency-focused and fragmented. There is a lack of a unified structural-functional model that ensures systematic formation of pedagogical culture based on the acmeological approach within higher education institutions. This study aims to substantiate the theoretical and methodological foundations for developing pedagogical culture of future physical education teachers and to design and implement a structural-functional training model grounded in the acmeological approach. A structural-functional model comprising conceptual-targeted, organizational-methodological, procedural, and resultant components was developed and experimentally tested. Its implementation demonstrated positive dynamics across all components of pedagogical culture, with particularly significant improvements in motivational-value and reflective domains. The study proposes an integrated structural-functional model that operationalizes acmeological principles in the professional training of future physical education teachers, addressing previously underexplored mechanisms of holistic pedagogical culture formation. The findings confirm the effectiveness of acmeologically oriented didactic strategies and support their integration into higher education curricula to enhance professional maturity, independent pedagogical design, and continuous self-development of future physical education teachers.