For decades, one of the most popular ideas in the academic literature is the idea that Physical Education is defined as a process through which an individual obtains optimal physical, mental, social skills and fitness through physical activity. The supremacy of one type of knowledge (declarative knowledge of motor skill or sport specific textbook techniques) has arguably long constrained the knowledge base of sport in physical education. The examination of teaching effectiveness, within educational domains such as sport pedagogy, remains an important focus on matching the demands of students. Drawing on a broadly critical pedagogical perspective, it is the purpose of this paper to draw the attention on effectiveness of students’ quality professional education at a higher educational institution, in particular the Department of Physical Culture and Public Health Sciences (PC&PHS) of Yuriy Fedkovych Chernivtsi National University. The researchers’ focus revolves around the factors that influence PE teachers’ performance and professional development, based on forming a holistic-interactional paradigm frame that encompasses the research of the dynamics of the relationship between hypothetical constructs. Consequently, the present study has been developed in two stages and makes use of qualitative methods. The first phase of the research was based on the study of bibliographic materials and sources of secondary data (official studies, evaluation reports, websites and papers), by eliciting the process through which knowledge is (re)produced, teachers can place their work in a broader context and this can help in setting realistic expectations for student. The second stage uses the case study approach, so we explicitly accounted for the accumulated experience with sport teaching for several groups of students, in particular the 1-6-year-students of the Faculty of PC&PHS. More specifically, we consider the impact of this re-objectification of pedagogical construct in PE teachers’ formation. The optimal scientific and methodological support of the educational process is available through technologies, methodological developments and curricula that facilitate improving students-teachers’ rapport and have positive implications for further students’ academic and social development. Accordingly, it is suggested that the outcomes of the application of pedagogical approaches and renewed PE curriculum, including teacher and students’ feedback, and curriculum further tailoring should be reported and further discussed. To our knowledge, training activities for PE teachers concerning the new curriculum and new cutting-edge teaching approaches and methods should be addressed more frequently.