This article analyzes the professional competencies necessary for physical education (PE) teachers in modern educational systems, which are tasked with fostering academic success, promoting health, enhancing psychosocial well-being, and ensuring inclusive participation. The study employs an integrative, competency-based framework to define PE teacher competence as a multidimensional construct encompassing subject-matter expertise, pedagogical content knowledge, assessment literacy, classroom and safety management, communication and motivational abilities, ethical and inclusive practices, and the potential for reflective professional development. The methodological foundation consists of a systematic analysis and synthesis of global research and policy literature pertaining to teacher competence, high-quality physical education, and effective physical education pedagogy. The synthesis results show that modern physical education teaching competence is increasingly defined by the ability to design learning with clear outcomes, differentiate instruction for diverse learners, assess learning formatively and fairly, create safe and motivating environments, integrate health-related and lifelong physical activity goals, and use evidence-informed approaches while adapting to local curricular priorities. The article talks about how this will affect teacher training, ongoing professional development, and the conditions for support at the school level. It concludes that enhancing the competencies of physical education teachers necessitates coherent standards, practice-oriented preparation, mentoring, and assessment systems that are in accordance with current educational and public health standards.

Physical education teachers, professional competence, pedagogical content knowledge

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