ACADEMIC STUDY PROGRAMS AND EDUCATION FOR THE PROFESSION OF SPORTS, SPORTS COACH OCCUPATION PROGRAMAS ACADÉMICOS DE ESTUDIOS Y DE ADIESTRAMIENTO PARA LA PROFESIÓN DE DEPORTE, OFICIO ENTRENADOR DEPORTIVO

EXTRACTO Este trabajo se hizo sobre la base de tres pasos cognitivos de la forma de conclusión inductiva y deductiva con el fin de confirmar la posición del deporte como un factor importante de la realidad social en este siglo, de detectar problemas en el espacio de la profesión y oficio en el deporte, y de proponer medidas y actividades que establecerían una línea estratégica lógica para determinar los criterios al formular la profesión y determinar los oficios en el deporte. En el primer paso cognitivo se destaca la visión de la misión del deporte que se estima tener una importancia directa y primordial para completar la educación ontológica y teleológica sobre el deporte en este siglo. En el segundo paso se observaron las razones que tanto en el nivel nacional, como también en el internacional conducen hasta que la profesión Deporte y oficios en el deporte no se reconocen de manera adecuada. Los problemas notados en el espacio de programas de estudios académicos de las facultades en Serbia, se analizaron y relacionaron con las tendencias en la educación (adiestramiento y formación) para la profesión entrenador de deporte. En el tercer paso se propusieron elementos para la estrategia de afirmación de la profesión Deporte. El objetivo del trabajo debe entenderse como un paso más en la continuación de la confirmación civilizacional de la importancia del papel de deporte, como también en el aseguramiento de marcos para la actividad estratégica a favor de la profesión, y de los oficios en el deporte, existentes y nuevos. De igual importancia era identificar y destacar, en el presente trabajo, las barreras en los programas académicos de las facultades serbias que deben superarse si se quiere la afirmación y progreso de la Ciencia de la educación física y el deporte.

Физич. Култ. (Беогр.) 2018; 72 (2): 148-160 ФИЗИЧКА КУЛТУРА EXTRACTO Este trabajo se hizo sobre la base de tres pasos cognitivos de la forma de conclusión inductiva y deductiva con el fin de confirmar la posición del deporte como un factor importante de la realidad social en este siglo, de detectar problemas en el espacio de la profesión y oficio en el deporte, y de proponer medidas y actividades que establecerían una línea estratégica lógica para determinar los criterios al formular la profesión y determinar los oficios en el deporte. En el primer paso cognitivo se destaca la visión de la misión del deporte que se estima tener una importancia directa y primordial para completar la educación ontológica y teleológica sobre el deporte en este siglo. En el segundo paso se observaron las razones que tanto en el nivel nacional, como también en el internacional conducen hasta que la profesión Deporte y oficios en el deporte no se reconocen de manera adecuada. Los problemas notados en el espacio de programas de estudios académicos de las facultades en Serbia, se analizaron y relacionaron con las tendencias en la educación (adiestramiento y formación) para la profesión entrenador de deporte. En el tercer paso se propusieron elementos para la estrategia de afirmación de la profesión Deporte. El objetivo del trabajo debe entenderse como un paso más en la continuación de la confirmación civilizacional de la importancia del papel de deporte, como también en el aseguramiento de marcos para la actividad estratégica a favor de la profesión, y de los oficios en el deporte, existentes y nuevos. De igual importancia era identificar y destacar, en el presente trabajo, las barreras en los programas académicos de las facultades serbias que deben superarse si se quiere la afirmación y progreso de la Ciencia de la educación física y el deporte.

SPORT IN LINE WITH THE BEING AND NEEDS OF A MODERN SOCIETY
The approach that affirms the values of sport in the function of developing an individual and society in the 21 st century is followed by the leading international sports organizations, as well as world and continental sports organizations. A similar, if not identical approach to the place and the role of sport in the 21 st century is recognized in the documents and resolutions of political organizations (continental and intercontinental). Thus, the United Nations Declaration and Recommendations from Magglingen "Creating a Better World Through Sport" (2003) affirms the values of sport important for the physical and mental health of the individual, the healthy growth of students through sports and physical education, the construction of quality relationships in the society, the progress of the local community, numerous social and cultural barriers. This document contains messages about a doping-free sport, filled with honesty with each and every member of the sport and society ... as well as many other things. Since 2008, the United Nations Sport Office has promoted sport as a means of developing peace in accordance with the Millennium Goals adopted. Within this office, there are sectors in charge of thematic areas: Sport and Health, Sport and Gender Equality, Sports and Development of Children and Youth, Sport for Persons with Disabilities, Sport and Peace.
The world's leading sports organization, the International Olympic Committee (IOC), lists documents and activities in line with its mission and agenda for the development of the sport movement (www.ioc. com). The analysis of these documents leads to the conclusion that there is a need to constantly overcome the role and mission of the IOC, which is also taking place through the dynamics of upgrading attitudes about the contemporary sport, that is, through programs that seek answers to: 1. Challenges of the IOC and the entire sport movement on the place and role of sports in cultural (civilization) development, the promotion of sport in society, and the preservation of its legacy; 2. Issues relevant to the impact of sports in creating an "active society", the participation of women, children and the elderly in sports ...; 3. Tendencies in expanding the capacity of sports in education of young people and acquiring business skills for the 21st century, as well as in the importance of sports to the development of the local community; 4. Concerns about sports and professional career of athletes. The Charter of the Council of Europe defines that sport is any form of physical activity that, through organized participation or independently, aims to express and improve the physical fitness and mental health of an individual, builds and nurtures social relationships, and makes achievements in competitions at all levels. In this regard, the participation of as many citizens of both genders as possible, all ages, work and health status, achievement of personal, national and elite results can be defined as the objective of the sport of each member of the Council of Europe (CE).
By issuing the White Paper, supplemented by the "Lisbon Treaty" (2009), the European Union seeks to promote and develop its members through sport. These two documents emphasize the specifics of sport as "conditio sine qua non" in the modern society. The specificities of sport are defined and realized through two levels: the first, which respects the specificity of sports activities and sports rules (guaranteed uncertainty of competition, competition and category ...) and the other, which contains steps that ensures respect and nurture the specificity of the structure and the autonomy of sports, its pyramidal organization and solidarity in sports ... .
Sport is also seriously addressed in the White Paper on EU Intercultural Dialogue (2008), which recognizes and highlights its educational and educational effects and their importance for intercultural dialogue and comprehensive integration (Guide to EU sport policy, 2011).
In promoting the value of sports, the European Union finances projects that have the significance for further development and affirmation of the values of sports, such as inclusion, social dialogue, volunteerism, career after sports, the environment ... It also realizes its political and economic goals in the overall European development through programs "Youth in Action", "Lifelong Learning", "Europe for Citizens", "Health Programs". In addition to these, research teams from sports are accessible science and research funds, as well as funds that finance the development of European regions. The "DAPHNE" program is also

FRAMEWORK OF INTERPRETATION OF THE MISSION OF MODERN SPORT
Sport is a specific, autonomous and organized activity that achieves cultural values, democratizes society, raises the quality of life, promotes national identity, cultural diversity ... These statements have not exhausted the quotation of all the values of sports that grow into utilitarianism as an ethical theory that claims that the best action is the one that maximizes the benefit. The utilitarian approach in the understanding of sports emerged on the basis of the analysis of its axiological side, which in the first steps of its creation relied on the romantic values of sport (pride, honour, belonging, self-exaltation, fair play, moral excellence) in order to complement and with the enlightenment values of sport (individualism, universalism, education, competitive context) (Parry, 2009). In the next step, the axiological side, i.e. defining the value of sport, is complemented by a great number of theoretical and empirical facts about the effects of sport on the individual and society.
An individual is stimulated by the spirit of sport, which imposes a sporting activity the body a sporting activity that takes place in accordance with the rules, but also through co-operation, solidarity, achievement. All this leads to self-deception that is in the function of self-limitation ... "as my result, my otherness that came out of me" (Koprivica, 2018). By participating in sports and new experiences, a person changes his character. Through determination, initiative, self-determination, innovation, tolerance of stress, sometimes with a high degree of risk to personal safety and health, many problems of the spiritual, psychomotor, social, fictitious, affective, material, financial ... are resolved. When it comes to society, sport has become a means and place where multi-layers work on the problem of sustainable development, as a balance between the factors of life and socio-economic environment, in the function of the civilization and the future of the planet and its inhabitants.
"Sustainability is the result of the effects of sports on health, the environment, society ... and only 30 minutes of daily physical activity provides significant health and economic benefits. Modern sport, as well open to sport and is aimed at preventing discrimination and abuse of children, young people and women.
Sport in the function of the development of the individual, collectives and society, as well as its economic capacity (sport as industry), were an incentive for the legal regulation of its heritage and activities. Over time, the strengthening of the EU regulatory function in the areas related to the implementation of sports activities and operations has been registered, and the basis for the gradual emergence and profiling of EU sport law has been created (Šuput, 2015). In keeping with modern trends and studying sports, it has become a kind of social phenomenon. Since sport is a very important factor in social relations, the question arises as to whether the right to sport is a human right . However, a comprehensive view of the question of a man and his sporting being is possible only through a comprehensive, theoretical, methodological and gnoseology-based philosophy of sport, which has been developing as a discipline of philosophy since the 1960s, in order to achieve primacy over this 21 st century research of "positive science" (most of the sports sciences) that resists the repeated studies of the already established facts of experimental and laboratory observations of the movement of humanity through sport. The positivistic approach, which excludes the study of the cultural (civilization) context of sports, opposes the philosophy of sport whose "ends" of a cognitive and methodological continuum are determined by the anthropology and phenomenology of sport (Chart 1, Figure v). "The inseparability of these regions can be expressed in the form of a unique question "How practicing sport generates a person" (Koprivica, 2018). Thus, in accordance with the subject of studying this work, it is necessary to answer the question and to highlight how practicing sport generates a person.
Defining and treating the sport in its totality, in the way that is promoted by the most important world organizations and individuals, especially its influence on the being and needs of the contemporary individual and the society, gives the basis and encourages a much more serious approach to this problem and engaging in smaller, even in our academic and sports community.
as the overall physical activity of man is fulfilled by goals; they encourage economic and ecological sustainability, i.e. they affirm the relations that economy requires today, and ecology today and tomorrow (Jevtić, 2010).
Sport is a significant economic category within which almost 3% of the world's total income is generated, new jobs are created and investments are made. Today, sport is also defined through the definition of its ten basic characteristics in the marketing sense (purchase, acceptance, promotion and media, distribution, product, price, facilities, competition, exchange and employees).
Smith and Westerback (2007) have established a "strong communication power" of physical activity through which it is possible to reach each member of the community, which has the effect that physical activity is cited as the first tool in the "appeal to the young" for their growing up in family, sports, education, culture, community (practitioners, participants, "fans"). "Positive influence on health" is an ideal platform for awareness of the benefits of physical activity for the health of each member of the community, as well as an incentive for concrete activity. The following are the factors of physical activity that, among other things, stimulate: "community interaction" both in functional sense and in democratization; a desire for peace, social cohesion, joy ...; "Awareness of sustainability" and zero tolerance for environmental degradation; "Cultural identification and integration" and "Immediate welfare from satisfaction" which as such inspires members of the community to practice, support and highly value physical activity.
It can be concluded that the new millennium affirms sport and sports movement as a cultural (civilization) and value that brings many good things to the individual and society that nourishes, organizes, improves, celebrates it.... (Jevtić, Radojević, 2011). Sport has become an organized activity that affirms personal, sports, social and ethnic values. It democratizes society, raises quality of life, strengthens health, and promotes national identity. Sport is an activity that solves issues of social exclusion, youth delinquency, fragmentation of the community, and societies "are struggling" with the effects of disrupted health, shortening the working and life expectancy of a man (Radojević, Jevtić, 2011). Today, as it is more than ever before, there is a need to strengthen the values of the society, such as effort, respect, solidarity, trust, coexistence, social cohesion, ethnic, gender and religious tolerance ... Sport has become a powerful means to that goal, to "healing of the society" , because sport is in the most direct way comfortable with the spirit of modern times, which, among other things, is reflected in the imperative of continual raising opportunities in all sectors of social reality" (Koprivica, 2018).
During the 21 st century sport will be explored intensively and multidisciplinary, to a significant extent, especially in the area of social sciences. In that respect, education of sports professionals shall get both a new function and a dimension that is different from that one of the last century (Sheridan, 2014) because sport acts both on the morale and on the physical side of the athlete, i.e. with the training, both character and will are developing, in a word, through a sport a man is created" (Durantez, Perez-Turpin, Vidal, Pandoro, Patino, Molina, 2010). In accordance with the subject, goal and previous discussions in this paper, it could be concluded that the academic study programs of sports should be directed towards education of young professionals, to sustainably promote personal and social values of sport through their profession, interests, innovations and new jobs.

SPORT -PROFESSION OF THE 21 ST CENTURY
Long before the accreditation of higher education institutions and their functioning according to the principles of Declaration from Bologna, since 1938, education of professionals in education and sports had been going on in Serbia. At the beginning, these were annual courses for teachers and coaches, with the aim to train personnel to work in the physical exercise area of the widest circle of citizens. These courses served their purpose when the Government of the Federal People's Republic of Yugoslavia (1945), with its Decree, began the construction of the first higher education institution in Belgrade, which grew from the State Institute of Physical Education (1947) to the Faculty which was admitted to the membership of the University of Belgrade in 1963.
In the long period of time, from 1945 to 2000, higher education institutions in Serbia functioned as state faculties with the aim of educating professionals for the occupation of a teacher of physical education with occasional directives for work in certain sports or recreation. Such educated professionals were accepted and appreciated in sports. Of course, the time that was behind us had a different attitude and access to the needs of society and its development through sport from today. Thus, the professionals who were educated for education and without a high specialization in the training and competing methodology and technology, were the bearers of most professional activities within the sports system. These professionals were the bearers of children's and school sports, the development strategies of young athletes and their training to the top and elite results. There was no division into private and commercial sports in the sports system of these days, there was no professionalization, commercialization and globalization of sports of today. Sport was a national heritage! In the period from 2000, the issue of profession and occupation in sport was sporadically opened. The most frequent reason was the adoption of documents which would closer determine occupations in sports. (In order to be determined more closely, these documents are brought at the level of the state body in charge of sports in the Republic of Serbia). However, needs to recognize the profession, users, working conditions, modernization and modernity of certain sports remained unnoticed, or better to say neglected ... as well as significant international initiatives that aim to have the quality of sports services, and therefore professionals and programs in sport. Thus, the Magglingen Declaration (2000), which contains ten recommendations for the work of a sports coach, re-mained unnoticed. The first of these recommendations refers to ethical behaviour and the mechanism for monitoring the ethical approach in the work of coaches. There followed: systematization of the competence of coaches; education and training in accordance with the needs of athletes and sports; place and role of coaches in the development of athletes of all levels. A significant part is related to lifelong learning, the training of coaches in relation to free access and the dynamics of education in accordance with the obligations in coaching. An integral part of the Magglingen Declaration is an attempt to define Sport's profession and to cover contemporary and well-established professions over it, primarily the profession of a sports coach. Sociologists believe that this part of the declaration is problematic and will be difficult to solve because every profession should contain a meritorious, authoritarian and decisive voice on the issues of the profession, and when it comes to sports it is not so (Malcom, Pimenta, Pinherio, 2013).

The problem of profession and occupation in sports
The characteristic of sport of the 21 st century, both in Europe and in the United States, as well as in most other regions of the world, is, among other things, increased the number of jobs that lead to an increase in the number of occupations that create a "product" that affirms the economic and social value of sports. In addition to traditional occupations, such as sports coaches, sports instructors, managers, doctors, physiotherapists, journalists, sports facilities managers ... new jobs are open in sport and a new social reality and economic value are created (Tables 1 and 2).  According to Petry at al. (Petry, K., Froberg, K., Madella, A., Tokarski, W., 2008), ten years ago, almost 1% of UK employees worked in sports and sports related areas, which makes 10.8 employees per 1000 exercisers. This relationship varies within the EU, so in Austria, there are 6 employees per 1000 exercisers, in the Netherlands 5.5, Spain 4.8, and in Germany 4 are employed per 1000 exercisers. It is estimated that there are nearly 300,000 full-time employees in the US, and one million full-time sports workers. In other words, the new era affirms a large number of occupations in sports. Sport of the 21 st century is oriented towards cultural (civilization) values in the sustainable development of the individual, society and nature. Accordingly, a large number of initiatives are being registered to preserve the cultural heritage of sport and work towards its economic sustainability through entrepreneurial initiatives, innovation and self-employment (Jevtić, 2014).

Education and training for sports coach occupation
The coach is one of the earliest occupations that originated from the period of ancient civilizations. The development of a modern society has led to the fact that the sports coach occupation becomes the subject of many debates and discussions that have led to the abandonment of the population that it is only about the work of learning motor skills (Gobert, Cote, Mallet, 2006). Today, sports coaches are educated and trained through defined programs for acquiring professional qualifications filled with knowledge, skills and routines for the benefit of athletes-practitioners (sports centre of the system). In other words, in sport, quality management efforts are noticed at all levels of sporting organization. By setting and realizing its mission through quality management models, sport has opted for a fundamental redefinition of its mission and it could be said that it has focused on building its profession. Contrary to the general understanding that the sport profession and profession are a sports coach defined by all known categories, in reality there are many unresolved problems of status and profession and occupation (Duff, Hartley, Bales, Crespo et al., 2011).
Sports coaches work on the basis of a large number of business and highly-skilled knowledge, skills and competences, such as the setting up of the program and solving the dilemma of the training process, planning, observing, monitoring the implementation of the plan, analysing the effects, concluding, and athletes in the training process. Sports coach describes his cognitive, practical, affective and business skills. The coach prioritizes plans and realizes programs that will lead to improved training performance compared to some of the adult, group, health, motor, social, educational attributes of the individual-group-team.
The occupational sports coach has formed around five main roles of coaches: (1) role in training; (2) a specialized role towards athletes' groups (children, disabled, talents...); (3) educational role; (4) leadership role (as a selector or head of the expert professionals), and (5) a compact and complex role in managing the construction of a top-notch sporting result . These allegations should also include the roles that the 21 st century trainer focuses on innovations in the training process and affirms through entrepreneurial activity both in the economic and social milieu.
Job and licence of a sports coach are preceded by learning based on an extensive list of sources of knowledge from formal, non-formal and informal sources. The interest of the sports coach has become unique and in that it meets and balances formal and non-formal education. The step forward of this profession is the informal learning that dominates and which makes the coach more professional, inde- The acquisition of competence for coaching work should take place through two phases that can be observed separately, but essentially are an integral process. In the first phase, the development and acquisition of the first coaching license is based on the competences for implementing the program in participatory (mass) sports. The second phase is dominated by programs that lead to the creation of com-petence for a superior and elite result. Although this is an integral process, however, these two phases are just template-identical (Vocaport, 2004). Regardless of whether it is a participant or an elite sport, the sports coach profession is predestined for those who are oriented towards lifelong learning, who persist in the proclaimed mission of sports, who are in-pendent and successful both in training and in the labour market. The efficiency of the sports coach is determined by the individual's disposition for lifelong learning, as illustrated in the figures from Table 3.

Training programs
Tutors and project methods and problem teaching Experience from sportsports Self-training ...

Learning -the theoretical and conceptual framework of biomedical, socio-humanistic and sports science (not about the profession and occupation of a sports coach)
Learning directed to the work of a sports coach (knowledge and skills adequate to occupation) spired to introduce innovations into the work and the environment of the athlete. The most important information that coaches gain during their education and careers are from the field of specific training methods (with almost 50% of significance) with topics: how to plan and train; motor learning; communication and performance analysis. Stoszowski and Collins (Stoszowski, Collins, 2015) point out that the coaches are slowly shrinking interest in subjects from science applied in sports (psychology, physiology, biomechanics). They state that the reflection of the acquired, previous sports and trainer experience leads to a decrease in interest in knowledge of techniques and tactics and other knowledge related to the sports branch or the discipline. Sources that coaches value as relevant for further learning are classified in sequence in communication with other coaches, followed by clinics, seminars, conferences, video material analyses, watching competitions (directly on TV), books, magazines, through to transparent and applicative articles in scientific journals. As it is a lifelong learning, it is obvious that, in the most prolific stage of their development, the informal knowledge sources with 93% representation are dominant in the plan of a comprehensive training program (education and training) of the sports trainer because: "each person acquires and acquires knowledge, skills, forming attitudes from day-to-day experience and through communication with the environment" (an excerpt from the European Qualifications Framework). From science, coaches expect answers to questions about mental training, team building, nutrition, physical preparation, fitness, injury prevention and recovery, as well as answers related to understanding the needs of today's athletes (Stoszowski, Collins, 2015). Therefore, the work of a sports coach should be seen as a complex, dynamic activity and employment based on the context of the profession, as well as the tendencies described by a contemporary professional. It is, like other contemporary occupations, predetermined by the factors of the system of sports, society and technology of the training process (Lyle, 2006). The choice of sports coach profession depends on factors of internal and external motivation, as well as the management of dispositions for its performance. Knowledge and competence in the profession arise as internal, and the workplace and its attributes, as an external factor for the choice of profession and occupation. This means that solving the problems of their profession and professions, coaches and coaching organizations should start from regulating external factors that emerge from the field of technology and methodology of training work and are closely defined by the strategy of overall social development. The external factors also include study programs for sports coach vocational training.

Profession sports: Education and training for the occupation sports coach in Serbia Chart 2. Model of education and professional training of sports coaches in Serbia
Based on a more detailed analysis of Chart 2 and comparison of study programs and solutions in the bylaws of the Law on Sports, a greater number of discrepancies are found for documents regulating higher education, according to which it is possible to propose reconsideration of certain solutions and their correction in the new by-laws of the MOS.
The Law on Sports and Documents stipulating occupations in sport (Nomenclature of occupations in sport) and the analysis of accredited programs of education and training programs indicate that the process of education and training of sports coaches takes place exclusively in favour of the competitive side of a particular sport. In the education and training programs of the trainer, the participant's side of the sport, which belongs to the mass sport (school sport, children's sports, sports at the university, sports for special groups, Para sport, sports for the elderly ...), is neglected. Certain rare attitudes in the Sports Law and Sport Nomenclature, as well as analysed study programs, only partially cover these areas with their curriculum. However, for them, in the docu-ments and practice, special titles and professions are not specified.
Based on the analysis of the documents on the work of sports experts, it was established that the work permit (license) is issued to coaches who have met the nine criteria, among which the first refers to completed education or training (acquired diploma -education or certificate of competence). In the Nomenclature of Sports in Sports, Article 9 states that they are characteristic, and we would also say very complicated tasks (outcomes of education or training) of coaches in sports: planning of training process, conducting training, control of preparedness and selection of athletes, analysis and correction of training processes and competitions, conducting performance in competitions; keeping records of work and results achieved, preparing work reports; providing material and technical conditions for exercising and training. However, in practice, there are at least two major problems: the first one, in which the sports coach is in the profession, equals all levels of education and training, and the second, who, on arrival to the ti-nation of the scientific field and narrower scientific fields, the formation of new teaching subjects, the choice and employment of new teachers and associates... The epilogue is there were also organizations of a large number of chairs, and that, predominantly those from the field of sports. The faculty and individual teachers and associates were more closely connected with national sports and actively participated in determining the directions of the development of Serbian sports in the first years of its state independence (since 2006). The mission of the academic study program Sport, adopted in 2003, was clear: Provide higher education outcomes for sports professions with implications for sports, teaching and science practice, that is, profession and new occupations of importance to the society and the sports system of Serbia. As Serbia is affirmed as a country successful in sport, these efforts have been accepted by the University and founders (states), have been evaluated as a step towards excellence in education and professional innovation. On the inner, university level, these changes were accepted by a larger number of the teachers as a measure for "awakening dormant institutions and professions". The new study program was an incentive for the development of the sports system and its environment.
tle of sports coach, ignore the importance and role of non-formal and informal education. In other words, a sports coach in Serbia is awarded only through formal education, which does not pay attention to the basic descriptors that determine the competence of the trainer.

INNOVATIVE STEPS FORWARD IN PROGRAMS OF TRAINING OF SPORTS COACHES AT THE FACULTY OF SPORT AND PHYSICAL EDUCATION IN BELGRADE, FROM 2001 TO 2006
It took almost 65 years to go to the Faculty of Sport and Physical Education of the University of Belgrade, besides physical education (teaching), to open an academic study program for training of experts for sport (coaching) ( Table 4). The establishment of this study program resulted in a step forward in improving the organization of the Faculty (the directions and sections were introduced), a more fundamental determi- Outcome: Teacher of physical education and sport (the chosen sports branch, fitness or recreation studied at the III and IV year is entered into the diploma). Graduated student has fullfiled conditions to gain licence for work in sport. He/she has not fulfilled conditions for work in education! Master studies are necessary (60 ECTS) At the time of its creation, this was a unique program context and powerful tool for the development of the Faculty as well as the development of sports through new knowledge and professional skills. It was an example of a well-timed curriculum, and probably motivation to other related faculties, both inside and outside Serbia, to go the same way and create similar and comparable study programs. The overpassing oneself was the need and attitude of the majority of the members of the collective from which it was necessary to create the activity of the Faculty within the three fields of the mission of the university (teaching, development of society, science) (Jevtić, 2017). Unfortunately, although it has managed to strengthen the reputation of the Faculty in the Serbian society and the sports system, intensify international cooperation, promote new occupations in education (sports coaches, sports managers) and add significant value to the higher education market of Serbia, this study program lasted only a few years, more precisely to the first accreditation according to the principles of Bologna (2008). With the accreditation documents from 2008, the Faculty of Sport and Physical Education of the University of Belgrade returned to "safe waters", from the period of its establishment (1945). The return to the "old" meant the abolition of sections and directions, and setting as a priority the curriculum for the teacher-professor of physical education with the obligatory orientation of students for occupations in sports, recreation or fitness. The epilogue is a curriculum for basic academic studies with 55 subjects, 45 compulsory subjects and 10 elective subjects. New teaching subjects (from 2001 onwards) and the program contents of the former study program Sport were retained in an accredited curriculum. The pragmatic interests of individual teachers in the work on a large number of subjects and the increased teaching load prevailed and resulted in greater monetary gain. In order to allow certain subjects to be taught by teachers who do not have the necessary education and competences, there were changes in the narrower scientific fields, so instead of four, only one remained for "Difovci", which is equalled to the science field Physical education and sports, and which "can bear it all" (Table 5). This method of defining narrow scientific areas at the Faculty in Belgrade is not comparable to any example in Serbia and beyond. Narrow scientific fields for Physical education and sport:

Methodology of physical education and sport
Narrow scientific fields for Physical education and sport:

Physical education, sport and recreation sciences
2. Biomedical sciences in physical education, sport and recreation 3. Psychology in physical education, sport and recreation 4. Sociology in physical education, sport and recreation 5. Pedagogy in physical education, sport and recreation 6. Foreign languages in physical education, sport and recreation 5. Medical sciences in sport and physical education 6. Social and humanistic sciences in sport and physical education Why was it necessary in 2003 to have an academic study program "Sport"? The answer to this question should not be sought solely in the existence of identical study programs across the continent and the world, or, "in relation to domination and the most commonly used prefix sport for the designation of the faculty of moving culture of a man" (Bokan, 2017). The answer, first of all, should be sought in the needs of a modern man to show the ability of self-indulgence through the achievement of predetermined goals ... because sport itself is a "manifestation of freedom", and that is what derives from man's eccentric nature (Koprivica, 2018). It is no less important to point out that it is an intention of a modern society to enrich each member through spiritual and psycho-physical engagement and the idea of selfcomparison with the previous bio motor but also affective level. In other words, the personal and social result in sports is no longer material, but is above all a spiritual and symbolic product that can be regarded as free art -the eighth art within the art spectrum (McNamara et al, 2010). The fact that it arises freely, without external coercion, only with the "discourse" of its own spirit, and by being subjected to a certain design in advance, not only by rules, the sport is undoubtedly qualified as one original spiritual phenomenon (Koprivica, 2018). Therefore, sport has become an art for contemporary society, which includes the manifestation of free will, and the efforts of the practitioner to accept the challenges for their own changes and advancement. Achievement in sport, as well as in other creative activities, implies personal freedom, because sport is a civilization phenomenon that, by its expression, achieves links with culture, which goes beyond the traditional limits of its knowledge and understanding (Da Costa, 2010). These and similar sociological and philosophical determinants defined the creators of changes at the Faculty of these days to connect them, and to comprehend them fully and holistically, and to express sport in the new study program as an art that influences social processes and cultural phenomena, and which has positive effects on the bio-psycho-social-intellectual-motor-affective attributes of each of its members .

STUDY PROGRAM PHYSICAL EDUCATION AND SPORTS FROM 2008 -A STEP FORWARD TOWARDS PROFESSION AND OCCUPATION IN SPORT OR A STEP BACK
By the definition of John Scott (Scott, 2006), the main components of the mission of the university, according to their chronological order, are teaching, national influence, research, and international significance. The mission of the University of Belgrade is to provide the highest academic standards and acquiring knowledge and skills in accordance with the needs of society and projected national development through education, scientific research and participation in the development of the community. It is increasingly insisting on the third mission of the university, which is based on three pillars of development: technology transfer and innovation, continuous learning, socially responsible behaviour of the university. The third mission implies the relationship between the university and the community and opening of universities towards the outside environment. Faculties where physical education and sports are taught in Serbia realize their mission of university education through the field of Physical education and sports. The realization of the mission of the Faculty takes place through the dissemination of proven and new knowledge, technologies, innovations, with the aim of responding to the challenges of the third mission of the university.
Education and training of experts for sport and physical education in Serbia has been going on since 1938. Nevertheless, eight decades later, it seems that higher education continues to pursue the meaning of its role and place in the process of education for occupations in sports. It seems that the sports academic community is not aware of the fact that informal and non-formal sources in acquiring coaching knowledge and vocation are getting stronger. An example is the US sport system that relies on vocational training, lifelong learning and responsible employers as a priority in the development of the coach's structure. The success of the USA athletes is not questioned, but on the contrary, they are still a team with the highest number of medals when success is "measured" by the number of Olympic medals won in total according to the Olympic games.
In Serbia, during the first decade of the 21 st century, the redefinition of the vision and mission of higher education and in the field of sports took place. In accordance with this, changes in the curricula were done, which were expected to lead to new occupations and competences in the field of sports (training, research, organization and management...). Unfortunately, these changes did not last long enough to be judged about their quality. More precisely, they lasted from 2001 until the first accreditation in accordance with the principles of the Bologna Process (2008).
The accreditation of numerous study programs at universities, including the field of physical education and sports since 2008, has established the evaluation of criteria for which the efficiency of studying is not perceived through professional competences, but above all, through the time for which the diploma is acquired. In other words, the output criteria, such as outcomes, competencies, willingness of graduates to work on different jobs ... or process criteria such as teaching, practice, business relationship ... although clearly defined by Accreditation Standards and Standards for self-evaluation of each of the Serbian faculties, however, have not yet become a benchmark for assessing the effectiveness of study programs for physical education and sports. Faculties in the field of physical education and sports are not ready to discuss institutional barriers and difficulties during higher education, as well as education for professions in sports and physical education. This is best seen from the inconsistencies of the curricula of basic academic studies at faculties in Serbia.
By analysing the organization and curricula of sports and physical education faculties at four state universities (Belgrade, Novi Sad, Niš, Priština-Leposavić) and one private (Singidunum, Belgrade), it can be concluded that a state license and a job of a PE teacher is reached through the first and the second level of higher education and with the achieved 300 ECTS. Depending on the faculty of study, for the first 240 ECTS a student attends from 28 to 55 subjects. Since these are accredited study programs with faculty permits issued by the same national accreditation body, a space for a multitude of questions is opened, first of all, are the outcomes of accredited programs that lead to a license for work in education and sports precisely measured? If they are, why there is such a difference between the curricula and the number of engaged teachers and associates. Such large differences in study programs open the question of the adequacy of the process and the accuracy of the procedures leading to the accreditation of faculties and their work permits. It is not easy to give an answer to the question of the adequacy of the plan with 64 subjects within 300 ECTS at the Faculty of Sport and Physical Education of the University of Belgrade, when it is known that the diplomas from the period before the acceptance of the Bologna Process are equally valid, which were obtained in four years of studies and with 30-31 exams passed. Namely, if the jobs are well evaluated, the diplomas equally valid, then this means that the outcomes are identical. When comparing other criteria, and above all, how faculties are organized, the number of employed teachers and associates, the scientific fields studied (more than 100 scientific disciplines occur in the field of physical education and sports), the names of departments, the diversity in the plan of basic academic studies, professional studies, master academic and doctoral studies, and even the accreditation of doctoral studies that are not in the field of Physical education and sports as a science..., it can be concluded that there is no academic consensus on the educational process that leads to a degree in physical education and sports. Besides, although it has been developing in Serbia for more than 80 years, there is still a need to answer questions what the frameworks of the superimposed science "Physical Education and Sport", to which this conceptual definition of the culture and science of human physical activity should be its competence.

CONCLUSION
Sport "creates" many good things to individuals and the society that nourishes, respects, organizes, improves, celebrates it. The universality of the being of sport, recognized by the most important world organizations and individuals, is derived from the needs of a man and contemporary society. It should be an imperative for a different, much more serious approach and engagement of our sports and academic community.
An integral part of the affirmation of sport as a profession in Serbia is the Declaration of Magglingen (2000) which is unnoticed. Modern and affirmed occupations, primarily the profession of a sports coach, are covered by it.
Sport is a profession of the 21 st century. As in most professions, as well as in sports, the profession consists of previous education, knowledge, career, career development, explicit ethical and value norms, occupational organization, professional practice, clarity in terms of roles and responsibilities.
Contrary to the general understanding that the profession of sport and occupation of a sports coach in Serbia are defined by all known categories, there are in reality many unresolved problems of status and profession and occupation.
The process of acquiring new knowledge and skills or the process of transforming the previous knowledge and experience into their new form and application (coaching skills) takes place through the interaction of formal, non-formal and informal knowledge and lifelong learning. These other two sources of knowledge are recognized with limitation in the programs of licensing coaches in Serbia.
The National Sports Federation, with the mediation of the international federation, is called upon to identify the needs and the process of education of a coach of the sports branch. Many of them, in their analyses, draw conclusions about the inefficiency of the coaches' professionals, which is why more and more coaches are being trained by mentors who transfer knowledge to the field and help young coaches in acquiring and forming professional skills.
Higher education in Serbia does not follow "signs along the way" of the leading sports, stock and political organizations, which strive to define the professional identity of a sports coach. There are a large number of references, scientific and professional journals dealing with this issue, which is rarely written in Serbia but is being spoken about on a daily basis.
The faculties of sports and physical education in Serbia, with their academic study programs, limited by the law or the rules of the university, as well as the factors of internal organization and development strategy, do not act responsibly towards the programs on education and training of the sport coaches they implement. Therefore, faculties of sport and physical education in Serbia need to reaffirm their mission, assess their business in relation to sports, but also to assess their place, role and importance in its development and the Serbian society. What the Faculty of Sport and Physical Education in Belgrade did in 2003 is forgotten, the idea is growing, the authority is spent. It is time for a new strategy and mission of higher education, a new beginning in relation to the profession and occupations in sports.
Based on the prominent features of sport in the 21 st century, it can be concluded that if Serbia wants to develop the profession Sport and its occupations, it is necessary to: redefine outcomes and the role of education for affirmations of interest and new occupations in sports; refresh the attitudes of the profession with the application of generally accepted, European and world trends in the development of sports. First of all, it is necessary to incorporate and respect international consensus and examples of good practice in national licensing criteria for coaches. At the same time, it is necessary to promote sports in accordance with the fact that it is a profession of the 21 st century.
In the part of education of sports personnel, what should be started is new study programs and their accreditation, before which the following conditions (Affirmation, Analysis, Application, Accreditation) should be fulfilled: • Affirmation of the Third Mission of Universities aimed at the development of society, one of the first steps being the establishment of a Knowledge and Skills Transfer Office, with the aim of linking creators and knowledge users; • An analysis of the situation and needs of the Serbian society, the agenda for its development, the market itself and the prospects of occupation, and as a way to increase the professional competence of the professionals for the new capacity of the labour market; • Application of the methodology of "engaged research", but also the development of projects that can gain the confidence of international reviewers. Analysis of approved projects by international consortium indicates that they are realized through participatory sports. Research and innovation projects should be directed towards search for personal and social progress through sport, and • Accreditation and external evaluation of study programs with outcomes in accordance with the principles of the 21 st century universities -really, not formally implemented. • In accordance with the subject and purpose of this paper, academic study programs of sports should focus on the education of young professionals to sustain the personal and social values of sport through their profession, interests, innovations and new jobs.