Professional physical education faces a discrepancy between the unified logic of the educational process and the pronounced heterogeneity of the student population in terms of neurodynamic, somatotypic, motivational-value and cognitive-style characteristics. The mismatch between the normatively prescribed result of training and the actual typological prerequisites for its attainment generates a pedagogical contradiction in which uniform requirements for mastering physical culture are realized on fundamentally different initial material. The aim of the study is to substantiate the consideration of the individual and typological characteristics of students as a pedagogical condition for the effective formation of the physical culture of the future teacher. A structural-functional approach, systematization, conceptual-categorial analysis, pedagogical modelling and content analysis of current regulatory documents of higher and general education are applied. It is established that the individual and typological grounds of differentiation form a system-forming contour for designing the content of training: the typological feature determines the mode of presenting educational material and the nature of pedagogical support rather than the volume of load alone. It is shown that the formation of the teacher’s physical culture is achieved by combining an invariant normative core with variable trajectories tuned to the stable typological properties of the learner. It is revealed that disregarding typological heterogeneity shifts the training result towards formal compliance with qualification requirements while the graduate lacks the subjective readiness to transmit the values of physical culture. The consideration of typological differences acts as a condition under which the normatively fixed educational result coincides with the personally appropriated one.