Study of levels of readiness of future specialists of physical culture for health preservation of students
Keywords:professional training, structural components, readiness level, health preservation, future specialists
It has been established, that the training of future physical culture specialists for health preservation of students in the context of the development of education in Ukraine is characterized by active innovative shifts, associated with the formation of the content of new higher education, in connection with which its purpose is expanding and changing. Health preservation and health-preserving technologies constitute one of the most promising educational systems.
It has been determined, that today the development of a comprehensive program of a higher educational institution is urgent, which would allow solving problems of creating conditions, conducive to preservation and strengthening of health; introduction of a methodology, principles and methods of health-preserving education, software and hardware tools for monitoring, shaping, developing and maintaining the health of participants in the educational process; control over the observance of legislative and regulatory legal acts, regulating the activities of an educational institution on the issues of health preservation.
It is believed, that health-preserving activity of physical culture specialists is a set of actions, operations and procedures that functionally and technologically ensure the achievement of a result in maintaining and strengthening health. We understand health-preserving activity as a professional property, which expresses the degree of assimilation of social experience in the field of ensuring education and health of students by means of physical culture by a future specialist, as well as the ability to use this experience in professional activity. The most significant structural components of the readiness of future physical culture specialists for health preservation of students have been revealed, namely: motivational and creative components. The levels of the readiness of the subjects for the motivational, cognitive, activity, creative and organizational and educational aspects have been determined
Sushchenko, L. P. (2003). Profesiina pidhotovka maibutnikh fakhivtsiv fizychnoho vykhovannia ta sportu (teoretyko-metodolohichnyi aspekt). Zaporizhzhia: Zaporizkyi derzhavnyi universytet, 442.
Dzhurynskyi, P. B. (2013). Teoretychni i metodychni zasady pidhotovky maibutnikh uchyteliv fizychnoi kultury do zdoroviazberezhuvalnoi profesiinoi diialnosti. Odessa, 43.
Currie, C. (1998). Health Behhavior in School-Aged Children :Research protocol for the 1997–98 survey. A World Health Organization Cross-National Study. Edinburgh: University of Edinburgh.
Brouwer, B., Berkel, M. van, Mossel, G. van, Swinkels, E. (2015). Bewegingsonderwijs en sport: vakspecifieke trendanalyse 2015. Enschede: SLO, 79.
Tsujino, K. (2015). An Outsider’і Vsewpoint of Germany’s Teacher Education Reform: What Kind of Influence Was Brought by Teacher Education Standarts. Journal of the International Societi for Teacher Education, 19 (1), 85–96.
Orzhekhovska, V. M. (2011). Zdoroviazberezhuvalne navchannia i vykhovannia: problemy, poshuk. Naukovi zapysky NDU yim. M. Hoholia. Psykholoho-pedahohichni nauky, 4, 29–31.
Bezkopylnyi, O. O. (2020). Pidhotovka maibutnikh uchyteliv fizychnoi kultury do zdoroviazberezhuvalnoi diialnosti v osnovnii shkoli: teoriia ta metodyka. Cherkasy: ChNU im. B. Khmelnytskoho, 552.
Belova, L. V. (2011). Podgotovka buduschikh spetsialistov po fizicheskoi kulture k osuschestvleniiu zdorovesberegaiuschei pedagogicheskoi deiatelnosti. Stavropol, 200.
Vashchenko, O. (2006). Hotovnist vchytelia do vykorystannia zdoroviazberezhuvalnykh tekhnolohii u navchalno-vykhovnomu protsesi. Zdorovia ta fizychna kultura, 8 (32), 1–6.
Ivanova, L. I. (2014). Teoretychni i metodychni zasady profesiinoi pidhotovky maibutnikh uchyteliv fizychnoi kultury do roboty z uchniamy z vidkhylenniamy u stani zdorovia. Kyiv, 40.
Goraschuk, V. P. (2003). Formirovanie kultury zdorovia shkolnikov (teoriia praktika). Lugansk: Alma-mater, 376.
Dubohai, O. D. (2011). Osnovni poniattia i terminy zdoroviazberezhennia ta fizychnoi reabilitatsii v systemi osvity. Lutsk, 296.
Mikhieienko, O. I. (2015). Pidhotovka maibutnikh fakhivtsiv zi zdorovia liudyny do zasosuvanniazdoroviazmitsniuiuchykh tekhnolohii: teoretyko-metodychni aspekty. Sumy: Universytetska knyha, 316.
The Health Promotion School – an investment in education, health and democracy (1997). Denmark: WHO, 37.
How to Cite
Copyright (c) 2021 Petr Dzhurinsky
This work is licensed under a Creative Commons Attribution 4.0 International License.
Our journal abides by the Creative Commons CC BY copyright rights and permissions for open access journals.
Authors, who are published in this journal, agree to the following conditions:
1. The authors reserve the right to authorship of the work and pass the first publication right of this work to the journal under the terms of a Creative Commons CC BY, which allows others to freely distribute the published research with the obligatory reference to the authors of the original work and the first publication of the work in this journal.
2. The authors have the right to conclude separate supplement agreements that relate to non-exclusive work distribution in the form in which it has been published by the journal (for example, to upload the work to the online storage of the journal or publish it as part of a monograph), provided that the reference to the first publication of the work in this journal is included.