Indicators of physical development in students studying in a physical education university are analyzed. It is shown that the weight-growth indicators correspond to the regional standards developed for the population of the Far North. Evaluation of morphofunctional characteristics indicate a weak development of physical qualities among the 18-20-year-old students.

The increased attention of the state and society to education as an integral part of the educational process at all levels of education actualizes the problem of the readiness of future teachers to implement educational tasks. To determine the prospects of this activity, the provisions of the modern theory of education have a significant place, which is the methodological basis for considering the role and place of the teacher and his subjectivity in the process of preparing for educational activities. In order to achieve a high degree of readiness for professional activity, it is necessary to have a certain personal, intellectual and activity potential, which means that personal and professional changes are an integral attribute of the development of professionally significant personality traits that should be included in the logic of the organization of the process of professional education in the academic and extracurricular components. The success of the educational activity of a novice teacher in the future largely depends on the student's activity in professional self-development during the period of study at the university. The readiness of teachers for educational activities is largely determined by the formation of professional subjective activity of the individual. Professional subjective activity is considered as the activity of a personality that develops and implements its subjectivity in the space of professional activity. Its main characteristics are uniqueness, activity, independence, responsibility, authorship of one's own life and one's own history, value relations, the ability to master one's own behavior and generate one's own behavior. For their formation, it is necessary to create special conditions in a pedagogical university: the organization of horizontal and vertical subjectsubject interaction; development of the mentoring system; development of the institute's life activity as a professional educational organization that creates a space for the accumulation of individual professional style and operational repertoire for solving professional tasks.

Currently, researchers in the field of education and upbringing are discovering connections and dependencies that were not previously identified: upbringing and subjectivity, upbringing and personal meanings, upbringing and value choice. The article actualizes the problem of professional subjective activity of a teacher and its impact on the effectiveness of educational activities. The teaching practice existing in pedagogical universities needs to be enriched by the experience of social and scientific activities of students - future teachers. Professional subjective activity of students will create conditions for effective educational activity. The purpose of the article is to analyze the concept of “professional subjective activity” in the context of its significance for the educational activity of a future teacher. Methodology. The study was conducted using a descriptive method by collecting, analyzing and summarizing scientific literature data on the problem under study in order to determine its relevance. The content analysis of scientific articles on the problem of professional subjective activity as conditions for effective educational activity of the future teacher was applied. The concepts of “activity”, “subjectivity”, “professional subjectivity” are considered. In conclusion, it is concluded that the effectiveness of the educator’s educational activity is due to the presence of his professional subjective activity. A generalized definition of the concept of “professional subjective activity” is given.