PhD, Associate Professor I.V. Kulishenko¹
PhD, Associate Professor E.V. Kryakina¹
PhD, Associate Professor E.V. Razova¹
PhD, Associate Professor E.V. Shustova^1
1Moscow State Regional University, Mytishi, Russia

Objective of the study was to substantiate the educational critical thinking competence building technology within the physical education personnel training system.
Results of the study and conclusions. The article presents an analysis of modern approaches to the building critical thinking competences in university students majoring in physical education. The presented technology was based on the following stages: involvement, comprehension, and reflection.
Involvement: this stage is characteristic of the beginning of the physical education lesson. At this stage, the students are offered to define the subject of the lesson and the significance of the preparatory and main parts based on individual fragments presented by the teacher.
Comprehension: at this stage, new information is given to the students.
Reflection is the final part of the lesson. As a rule, students here express their opinion about the lesson, assess their condition. They are asked to make self-evaluation and have homework.
This competency-building technology is based on the development of tasks that are not based on the specific knowledge of students, which makes it possible to determine their critical attitude towards the information received, rather than the degree to which they master the material.
The use of this type of tasks makes it possible to increase student’s potential, integrate the acquired knowledge, develop independent behavior, and identify the most gifted students.

Keywords: physical education, students, educational technology, critical thinking, competences, physical education personnel training.

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