Translating the language of movement: theoretical, practical, and methodological dimensions of special terminology in physical education

Abstract

The article examines the role of foreign language learning as a strategic instrument of professional mobility in the training of future specialists in physical education and sports. In the context of globalization and the internationalization of education, foreign language competence is considered not only as a communicative skill but also as a means of access to international academic resources, professional cooperation, scientific research, and intercultural interaction. The study analyzes innovative approaches to teaching foreign languages for students of physical education, including Content and Language Integrated Learning (CLIL), project-based learning, task-based learning, blended learning, and the use of digital educational technologies. Particular attention is devoted to the development of communicative competence, academic literacy, and professional terminology necessary for participation in international educational and sports environments. The article emphasizes the importance of integrating language training with authentic professional situations, such as sports communication, coaching interaction, and international collaboration. The proposed innovative model contributes to the formation of students’ professional flexibility, critical thinking, and readiness for effective communication in multicultural contexts. It is concluded that foreign language education should be regarded as an essential component of the professional development and international competitiveness of future physical education specialists.