Physical Training in Foreign Systems of Primary, Secondary and Non-Formal Education

The article summarizes the advanced experience of physical training in foreign systems of primary, secondary and non-formal education in some countries. Since the birth of the first schools in the ancient civilizations of the world, physical exercise has been paid serious attention to. The best experience was passed on and adopted in neighboring countries and regions. Modern education is also characterized by the adoption of advanced practices in the field of physical education of children and young people. In the article, the tendency of mutual enrichment of the theory and practice of physical education is proved, the range of new progressive practices which are urged to enrich physical culture as a school subject is presented. The aim of the study was to identify and summarize the advanced experience in physical training in foreign systems of primary, secondary and non-formal education. In the course of the study, the authors used the systemic approach as a methodological reference point in order to explore the social systems, their components, characteristics and features. In this context, it is appropriate to talk about the system of physical training as a unique social phenomenon. The main research methods were comparative pedagogical analysis, abstraction, classification analysis and generalization. The study identified the criteria of advanced experience in physical training: novelty, relevance, optimality, high performance, stability and possibility of using in mass practice. The choice of countries reflects the intention of the authors to give examples of foreign experience of countries from different continents. Thus, the article presents the experience of Europe, America and Asia. The authors identified the following best practices of the organization of physical training. In the developed countries of the world, physical culture is recognized as a priority discipline in the secondary school: it is given up to a quarter of school time. In addition to physical education, a number of educational systems include such specific areas as health (in Japan, Finland), environmental awareness and nature (in Finland) in their curricula. Lessons of physical culture and sports are aimed not only at improving the health of the child, but also at the formation of a social personality. Organization of physical education in Western educational models is based on individualization, building individual routes of physical development. In the field of non-formal education, best practices include the activities of "snow schools" in France, the Bambiriada festival in the Czech Republic, the "Test Yourself" movement in the United States, etc.