The article substantiates the theoretical and methodological principles of improving the subject-methodological competence of future physical culture teachers in conditions of blended learning. The issues of modernization of the domestic system of higher pedagogical education are considered, the problem of developing the trajectory of professional development of a teacher of a new Ukrainian school on the basis of the competence approach is actualized. The essence and structure of the concept «subject-methodological competence of future physical culture teacher» are defined as the generalized purpose and result of his/her professional skills which are characterized by integration of theoretical knowledge on a specialty and orientation in modern concepts of physical culture and health-improving work organization; as well as the ability to select methods of rehabilitation and develop technologies to increase the level of physical activity of student youth; the skills of organizing partnerships with parents and colleagues in order to improve the quality of educational process on the subject of «Physical Culture». The main directions of improving the subject-methodological competence of future physical culture teachers in conditions of blended learning are determined on the example of studying the discipline "Modern sports and health-improving technologies": at the organizational level – determining learning outcomes, selecting assessment strategies, designing courses, distinguishing the optimal part of face-to-face and online components; at the content level – structuring of materials (topics, tasks, program questions) that are professional in content and educational in form and provide contextual modelling of future physical culture and health-improving activities; at the procedural and technological level – the use of a set of tools and practices that contribute to the professional adaptation of the student to future activities and are provided with active methods (problem-based learning, discussion, analysis of educational situations, solving educational problems, gamification, creative individual work, modelling professional and methodological activities, etc.) and educational means (multimedia textbooks, interactive tasks); at the reflexive level – the use for educational and diagnostic purposes of various forms of answers: oral; written (graphic); using information and communication technologies.