FORMATION OF PREPARATION FOR PROFESSIONAL INDEPENDENCE OF FUTURE SPORTS COACHES

This study examines the theoretical, structural, and functional foundations of readiness for professional self-education within the sphere of physical education and sports coaching. Professional self-education is conceptualized as a systemic, multi-level, and activity-based process aimed at ensuring continuous professional growth and enhancing the effectiveness of pedagogical and coaching practice. The research identifies substantive and functional components of self-educational activity, differentiates internal and external factors influencing its formation, and determines three developmental levels of readiness. A structural model grounded in the principles of systemacity and activity orientation is proposed, integrating goal-setting, content, methods, criteria, and stages of professional development. Particular attention is given to reflective competence, pedagogical consciousness, innovation readiness, and the formation of a positive professional self-concept as key determinants of sustainable coaching effectiveness. The implementation of structured pedagogical conditions—research-oriented tasks, independent analytical practice, democratic professional interaction, and evidence-based innovation—contributes to improved methodological competence, adaptive capacity, and athlete-centered performance outcomes. The findings substantiate that professional self-education serves as a strategic mechanism for long-term coaching development and optimization of the sport training process.