Trenerio veikla turėtų būti grindžiama vienokiu arba kitokiu vadybinių kompetencijų pasireiškimo lygiu ir jų tinkamu valdymu. Sporto pedagogo asmenybės ugdymas - ilgas ir sudėtingas procesas, kuris prasideda dar mokykloje. Todėl abiturientas, ketinantis įgyti sporto pedagogo specialybę, jau turi turėti tam tikrą profesinį kryptingumą. Šiuo pagrindu toliau formuojasi jo - jau studento - vertybinių orientacijų sistema. Magistro tyrimo tikslas – parengti sporto klubų trenerių profesinės veiklos modeliavimo galimybes, orentuotas į trenerių profesines veiklos vadybines kompetencijas. Magistro darbo uždaviniai: 1. Išanalizuoti sporto klubų profesinės veiklos ypatumus; 2. Išanalizuoti sporto klubų trenerių svarbiausias kompetencijas jų asmeniniam tobulėjimui trenerio profesijos veikloje; 3. Aptarti sporto trenerių pasitenkinimą ir nepasitenkinimą savo profesija; 4. Išanalizuoti sporto trenerių lūkesčius, susijusius su jų profesija ateityje; 5. Išanalizuoti sporto trenerių kvalifikacines kategorijas. / Physical educator in order to be successful at his position has not only possess certain personal traits but also have specific competencies and abilities to apply them. For physical educator it is so important to have competencies of managing , to know how to develope it. To develope the personality of physical educator it is a long process, which starts from primary school. So, students already should know, before choosing their proffession, that they have to develop some skills. Throughout their studing experience, they have to develope the skills to effectively work individually and as a team members, to meet the deadliness and effectively work under pressure. The aim goal of this investigation is to prepair physical educators for proffessional way, with their abilities for developing competencies of managing. Tasks of investigation: 1. To analyze the proffessional activities of sports clubs; 2. To analyze the main competencies of physical educators, in time they are developing their skills as coaches; 3. To discuss the satisfaction and dissatisfaction of physical educators proffession. 4. T o analyze the expectations of physical educators, which compaires with their future. 5. To analyze the skills of physical educators qualification.

The objective of this study was to explore the perceptions physical educators had of a phenomenon: professional development (PD). Specifically, the study sought to understand the following question: how do physical educators perceive PD? Said in the spirit of phenomenological research, this study aimed to explore the lived experience of PD from the perspective of elementary physical education teachers. Subsequent research questions included: (a) How do physical educators perceive PD in relation to their physical education program’s role in public health?; (b) What perceptions, including potential barriers and facilitators, do physical educators have of PD?; and (c) In what ways do physical educators use PD to improve upon both teaching practices and student learning? Participants included ten elementary physical education teachers employed in the same county in the Southeast United States. A lengthy, open-ended interview between the researcher and all ten participants was the only source of data. Data were analyzed using a phenomenological approach, more specifically Hycner’s phenomenological five-step data explication process. The data explication process revealed four common themes as well as a variety of sub-themes across all participants. The four themes were analyzed to gain a true understanding of the lived experiences of physical educators’ PD. Those themes were: (a) PD for Professional Growth – A search for meaning; (b) Accessibility, (c) I Matter!, and (d) Relationships. Overall the study highlights the integral and often-personal role PD has in the lives of the study’s participants. The insights from this study may inform education policy makers, school districts, school administrators, and designers of educator PD to improve the overall PD experience of practicing educators.