ROLE OF EMOTIONAL SELF-REGULATION IN PROFESSIONAL ACTIVITY OF FUTURE PHYSICAL EDUCATION TEACHERS

The article brings to light the methodology of pedagogical conditions realization of future Physical Education teachers' formation of organizational culture while studying at higher educational institutions. Having analyzed the data, the authors have concluded that the phased (gradual) implementation of certain complex pedagogical conditions (awareness of the basic principles of scientific organization of teachers' work by students, mastery of interpersonal interaction of organizing members of the pedagogical process, the development of future Physical Education teachers' skills of self-regulation behavior) contributes to the formation of future Physical Education teachers' organizational culture, as well as ensures the development of appropriate organizational skills in their future professional activity. The one of the most important tasks in professional activity of a teacher is the ability to control his/her own emotional states, emotions, feelings, because positive, comfortable communication of a teacher and pupils is possible only with the ability to offer students his/her feelings, emotions, and inner world in a proper competent way. Emotional inactivity of teachers; lack of emotions, expressive language, facial expressions, pantomime are one of the main reasons of students' indifference and lack of attention at the lessons, unwillingness to learn, and all this provokes conflicts. Thus, on the basis of the above mentioned, the author concludes that pedagogical conditions for the formation of students' organizational culture play a very important role in the career of future Physical Education teachers, in the process of forming playing skills and emotional self-regulation.