The article substantiates the urgency of transdisciplinary methods of soft skills competencies formation. As a result of theoretical summarizing of psychological-pedagogical literature, concerning the problem of the research, we revealed attributive features of “soft skills competencies” notion: universality, situatedness, cooperativity, longitudness, directivity. As transdisciplinary methods of the future physical culture teacher’s soft skills competencies formation the authors of the article use the methods of transdisciplinary consulting, transdisciplinary tutorship, methods of transdisciplinary supervision, “shadowing”, “in-basket”; “secondment”; “buddying” methods modification. The forming experiment was held in natural conditions and was directed toward studying the effectiveness of competencies soft skills formation transdisciplinary methods. During the experimental work the authors formed CG (control group), EG-1(methods of transdisciplinary consulting, transdisciplinary tutorship); EG-2 (methods of transdisciplinary supervision); EG-3 (“shadowing”, “in-basket”; “secondment”; “buddying” methods). For statistical results handling the authors used “SPSS v 17.0” software program, Fischer test Φ*. It was underlined that transdisciplinary methods of competencies soft skills introduction conditioned statistically significant changes in modified competencies concentration, priority, tension and support in the future physical culture teachers’ notions in the experimental groups.
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机译：文章证实了软技能能力形成的跨学科方法的紧迫性。由于心理教学文献的理论总结，关于研究的问题，我们透露了“软技能能力”的原因特征：普遍性，区分，合作，纵向，方向性。作为未来物理文化教师的软技能竞争力的跨学科方法形成文章的作者使用跨学科咨询，跨学科辅导，跨学科监督方法的方法，“阴影”，“篮子”; “借调”; “伙伴”方法修改。在自然条件下，形成实验，朝向研究竞争力的有效性，软技能形成变形方法。在实验工作期间，作者形成了CG（对照组），例如-1（跨学科咨询，跨学科辅导的方法）; EG-2（跨学科监督方法）; EG-3（“阴影”，“篮子”;“借调”;“博年”方法）。统计结果处理使用的作者“SPSS V 17.0”软件程序，Fischer测试φ*。强调的是，跨学科的竞争力方法软技能引入了实验组未来物理文化教师概念的修改能力集中，优先权，紧张和支持的条件统计上重大变化。
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