Abstract
<jats:p>The article presents a comparative analysis of traditional and modern models of physical education lessons in secondary education institutions. Their structural, methodological and pedagogical differences are revealed, the advantages and disadvantages of each approach are determined. The compliance of the models with the requirements of the New Ukrainian School (NUS) is analyzed. The traditional model is considered as a standardized process of transferring normatively defined knowledge, skills and abilities from teacher to students, aimed at achieving fixed indicators of physical fitness. It is characterized by a strictly regulated three-component lesson structure, frontal forms of work, an authoritarian style of pedagogical interaction, and assessment based on the fulfillment of established standards. Despite being organized and manageable, this approach limits differentiation, student independence, and the formation of long-term motivation for physical activity. The key features of the traditional approach, which is based on normativity, standardization, and the dominance of the teacher's role as the main source of information and control of results, are revealed. Its strengths are outlined - organization, clarity, predictability - as well as shortcomings, in particular, an insufficient level of differentiation, limited opportunities for individualization, and weak formation of sustainable internal motivation for physical activity. The modern model of physical education, built in accordance with the concept of the National School of Physical Education, is focused on personal development, individualization, and the formation of life competencies. It provides for variable content, freedom of choice of activities, interactive work formats, the use of digital technologies and the role of the teacher as a facilitator. The structure of a modern lesson includes motivational, adaptive-preparatory, basic and reflective-restorative stages. This approach ensures a positive emotional background, involvement of each student, development of independence, communication skills, and responsibility for one's own health. The analysis emphasizes that the traditional model retains some effectiveness, but requires modernization and integration of innovative methods that meet the requirements of competency-based learning and modern educational trends.</jats:p>