Contemporary training of physical education teachers remains largely reproductive and authoritarian, so that the personal and professional dimensions of a student's development tend to form separately rather than as a unified whole, despite the humanistic aims proclaimed by current educational policy. This gap between declared values and actual practice constitutes the problem addressed by the article. The aim is to conceptually substantiate a set of mechanisms that ensure an integrative – rather than merely additive – coupling of the personal and professional potential of future physical education teachers within the paradigm of the pedagogy of cooperation. The study is theoretical and draws on analysis and synthesis of the scholarly literature, comparative and structural-functional methods, and modelling. Five basic mechanisms are identified and described: value-semantic resonance, subject-subject cooperation, reflexive-dialogical interaction, co-creative design of motor activity, and individualisation of the educational trajectory. A structural-functional model integrating the goal, content, procedural-mechanism and result components is proposed. The pedagogy of cooperation is shown to function not as a separate technology but as the environment that activates these mechanisms. The findings are of theoretical and methodological significance and can inform the design of teacher-training programmes and subsequent empirical research.