This article explores the essence and significance of discursive competence from a scientific and methodological perspective, with particular emphasis on non-philological students, especially those studying physical education. By developing discursive competence, students acquire the ability to express their thoughts freely in a foreign language, engage in meaningful communication, and articulate their ideas clearly within the context of professional activity. The importance of this competence is revealed through the implementation of CLIL (Content and Language Integrated Learning), TBL (Task-Based Learning), CBL (Case-Based Learning), and ABL (ActivityBased Learning) methods.