Abstract
<jats:p>The purpose of the study is to identify and theoretically substantiate the structure and content of the teacher-mentor’s readiness to accompany students in competitive activities. The article substantiates the need to integrate scientific ideas about competitive movement, mentoring and professional readiness of a teacher, which have been considered fragmentarily so far. The scientific novelty lies in clarifying the concept of “a teacher-mentor’s readiness” as an integrative formation and developing its structural and component model. The motivational-value, cognitive, operational-activity, reflexive and personal components of readiness are highlighted. As a result, the specifics of the process of accompanying students in competitive activities have been identified, represented by three stages (pre-competitive, competitive, post-competitive), and the content of the teacher-mentor’s activities at each stage has been determined.</jats:p>