Abstract
The article provides an analytical review of studies on the role of project training in the formation of flexible competencies (soft skills) among future teachers specializing in the field of physical culture and sports. A comparative analysis of domestic and foreign scientific papers was carried out, including systematic reviews, meta-analyses and empirical studies. Particular attention is paid to the formation of leadership qualities, communication skills and teamwork skills as key components of the professional readiness of the future teacher. Foreign and Kazakhstani approaches were compared, and proven effects and restrictions on the use of project training in educational practice were revealed. The need to integrate project training into the training programs for physical education and sports teachers as an important condition for improving the quality of pedagogical education and developing professional competencies that meet the requirements of the 21st century is justified. The pedagogical conditions for the successful implementation of project-based learning were considered: the interdisciplinary nature of tasks, assessment, mentoring, digital collaboration tools and reflective practices. It is shown that project formats enhance motivation, responsibility and academic independence of students, contribute to the transfer of knowledge to situations in professional coaching and teaching activities. The practical significance lies in the proposals for the implementation of modules with PBL in methodological academic disciplines, pedagogical and coaching practices, taking into account national standards, university resources and the profile of student training, as well as monitoring the results.