Health-preserving physical culture and wellness competences as an important condition for ensuring and spreading a high level of public health (methodological aspects)

One of the possible solutions to the problem of psychophysiological reliability development for cadets during flight practice in flight educational establishments is competence-oriented physical and psychophysiological training. It is one of the creative forms in physical culture and health competencies development. It is a technology of educational activity transfer to the mode of personal development when the cadet becomes the subject of educational activity, the subject of integration into psychological and pedagogical knowledge to solve the outlined tasks. The concept of physical culture and health competence of future pilots, its structure, essence, pedagogical conditions of its effective development, control and assessment are substantiated in this work. Physical culture and health competence is a complex holistic neoplasm of personality, which reflects his/her knowledge, motives, preferences, interests, skills, abilities, program of values, attitude to physical and psychophysiological training; his/her readiness for effective self-realization (self-manifestation) in physical culture and his/her ability for dynamic and continuous professional and personal self-development, realizing the importance of the subject and the result of amateur activities. Physical training and health-improving competencies are a range of issues from the competency-organized physical and psychophysiological training process, in which the future pilots must be well aware, have knowledge and experience of self-organization of physical culture activities. The general and special physical culture and improving competences are defined in the article; general – is a range of issues that form the basis of a healthy lifestyle, physical activity and general physical training; special – is a range of issues that form the basis of psychophysiological reliability development, psychological readiness of the cadets for flight activities and the arsenal for self-taught training. Physical culture and health competencies development during physical and psychophysiological training classes is carried out on the basis of general methodological and didactic principles; technology of step-bystep forming of outlined competencies; system-functional technology of physical culture activity management (self-management); technologies of interactive learning; forms of system organization in theoretical, methodical and practical training, which can optimally provide a competence result in the psychophysiological reliability development for future pilots. At the same time, special attention is paid to the forming of motivational and value attitude of cadets to classes of physical and psychophysiological training and to the creation of conditions for constructive independent physical activity when the cadet takes responsibility for the results achieved. The method of level complex assessment of general and special components development in physical culture and health competence, cadets` independence and motivation, their state of health, psychophysiological reliability and psychological readiness for the future profession has been implemented.

In the case of specialties called "civilian", the focus is not on the nature and specificity of official operations using physical qualities, as is the case in the practice of professional physical training, but other approaches. The purpose of the research is to actualize the need and reveal the essence of such an aspect of physical education as non-professional physical education of students. The methods of theoretical research, study and generalization of data from literary sources, abstraction, analysis and synthesis, induction and deduction are used. An innovative approach to strengthening the educational component of the educational discipline "Physical Culture" in institutions of general secondary education and "Physical Education" in institutions of higher education has been transformed into research and practice in a number of countries. Non-professional physical education is a high level of physical education. The main sign of education is the inclusion of a person in physical activity. In institutions of higher education, this is a pedagogical process that should "close" the long-term withdrawal of youth with physical education. The results of the formation of the theoretical thinking of the projective type necessary for an educated person are foreseen. In the course of such conscious physical education, which is not the same as physical literacy, the values and goals of using physical education in various situations, which are constantly changing, are formed. These are also abilities necessary for creating an image of "myself in the future", designing and implementing systems of own physical education classes. Non-professional physical education of students of civil specialties should contribute to the formation of a person capable of using physical education. Non-professional physical education is singled out as an independent direction, which is determined by the characteristics of the personality of adults: the complexity of organizing reflection, communication, understanding, self-determination of a person and goal setting. The results of the research can be useful and applied in practice by specialists in physical culture and education.

The quality of school education as a system of the directional usage of the physical culture values is conditionally provided through the effectiveness of the teacher’s activities (as well as by all the school’s subjects) in realization of the management actions with regards to this system functioning optimization, its integrity and stability in the process of the base aim achievement - students’ physical culture education. Meanwhile the management activity itself as a system stipulates, in its turn, for the definite stages of the management work with regards to the fulfillment a corresponding content of the management actions. So, based on the existing notions about the internal school management system as well as on the experience in management the process of physical education in the bringing up a student’s physical culture, the following management activities stages and their main content are defined: collection and processing (analysis, synthesis) information about the object of management (physical education); diagnosis of the state of the object (subject) of management and the activity forecast, establishment of the aim (the anticipation of the results in physical culture and sports activities), private goals in the process of students’ physical culture teaching, management decision taking (the combination of the mental operations and actions, that define a problematic situation, its transfer to the task, formation of the physical culture and sports activities motives and hypothesis about the means of its decision); planning (foreseeing the way how the physical education process will be developed in time); working out a physical culture and sports activities content (system regulation of the elements and processes, that form the subject or phenomenon; the content of physical culture and sports activities - the system of knowledge, movement abilities and skills, experience of the creative value-oriented activity, that provide for the personality’s physical culture formation); activity organization (as a combination of actions for regulation and co-ordination of subject-object physical culture and sports activities in teaching, education and development of the personality); control (complex) of education activity (its biomedicine and psycho-pedagogical forms); collection and processing of education activities results; correction of the aim, planning, content and the processes of physical culture and sports activities and physical education organization.

The article examines the importance and structure of the social and cultural component in future specialists in physical education and sports. Aim – to determine the specifics of training future specialists in physical education and sports, taking into account the formation of sociocultural competence. Methods: theoretical methods of pedagogical research. Results and discussion. The analysis of the influence of sociocultural factors on the professional development of specialists in the field of physical activity and sports is presented, and it is established that they are an integral part of their education. Various aspects of sociocultural competences, such as intercultural communication, understanding cultural differences, leadership and teamwork, are considered. Teaching methods that contribute to the development of these competencies among future specialists in physical culture and sports are highlighted. This forms specific requirements for the academic training of future specialists in the field of physical culture and sports, including socialization, communication skills and a cultural approach. The structure of socio- cultural competence of future specialists in the field of physical culture and sports is determined, including various levels and components, such as cognitive-informational, content-axiological, communicative-activity, which contribute to the development of this competence in students of education. Conclusions. The conducted research established the importance of the formation of socio-cultural competence in future physical culture and sports specialists during their studies in educational institutions. It is justified that the development of the physical culture of the individual should take place in the context of a student-centered approach and take into account the requirements for the training of modern specialists in this field.

The quality of school education as a system of the directional usage of the physical culture values is conditionally provided through the effectiveness of the teachers activities (as well as by all the schools subjects) in realization of the management actions with regards to this system functioning optimization, its integrity and stability in the process of the base aim achievement students physical culture education. Meanwhile the management activity itself as a system stipulates, in its turn, for the definite stages of the management work with regards to the fulfillment a corresponding content of the management actions. So, based on the existing notions about the internal school management system as well as on the experience in management the process of physical education in the bringing up a students physical culture, the following management activities stages and their main content are defined: collection and processing (analysis, synthesis) information about the object of management (physical education); diagnosis of the state of the object (subject) of management and the activity forecast, establishment of the aim (the anticipation of the results in physical culture and sports activities), private goals in the process of students physical culture teaching, management decision taking (the combination of the mental operations and actions, that define a problematic situation, its transfer to the task, formation of the physical culture and sports activities motives and hypothesis about the means of its decision); planning (foreseeing the way how the physical education process will be developed in time); working out a physical culture and sports activities content (system regulation of the elements and processes, that form the subject or phenomenon; the content of physical culture and sports activities the system of knowledge, movement abilities and skills, experience of the creative value-oriented activity, that provide for the personalitys physical culture formation); activity organization (as a combination of actions for regulation and co-ordination of subject-object physical culture and sports activities in teaching, education and development of the personality); control (complex) of education activity (its biomedicine and psycho-pedagogical forms); collection and processing of education activities results; correction of the aim, planning, content and the processes of physical culture and sports activities and physical education organization.

The background of big data has developed deeply, the application of the field has been broadened, and the value of data has been vigorously manifested. In order to study the interaction between physical culture education and exercise in universities in this era, this paper uses Clementine 12.0 data mining software to build a data mining model of association rules of university physical culture education courses and mine the course feature vectors. Based on the mining results, we designed the second classroom physical culture education courses with different physical culture characteristics. Constructing a scoring method and rating scale for the effectiveness of physical exercise among college students, and the physical exercise index scores are obtained through fuzzy operations. Finally, the interaction between physical culture education and exercise in universities in this context is analyzed according to the relationship between physical culture education courses and physical exercise performance. After the physical culture education course began, the physical exercise intensity score of the experimental group of first-year college girls increased by 8%, the physical exercise time score increased by 10%, the physical exercise frequency score increased by 15.2%, and the total physical exercise score increased by 7% after the physical culture education course. This shows that university physical culture education is positively correlated with college students’ physical activity, and campus physical culture has a significant predictive effect on students’ subjective performance of physical activity behavior. Optimizing university physical culture education not only improves students’ physical quality and promotes the development of their physical and mental health but also provides a reference for strengthening students’ physical education.

The article analyzes the essence and content of the notions of "recovery", "physical culture and recreational activity", "sports and recreation activities". The essence and clarity of the definition of "physical culture and health technologies" are specified. The role of application of physical culture and health technologies in physical education of students is revealed. Generalized scientific pedagogical literature on the problem of the use of physical education and health technologies in the system of physical education of students. The types of physical culture and health technologies used in the system of physical education of the University are described and characterized. Scientifically substantiated and classified groups of physical education and health technologies that should be used in the physical education of student youth. Оn the basis of the analysis of the scientific literature on physical education, the physical culture and recreation activity is interpreted as an independent performance by the person of physical exercises for improving the health, increasing the efficiency of work, tempering and treating, educating physical and volitional qualities. Physical culture and health activities are aimed primarily at the prevention of diseases, the formation of a positive outlook based on physical culture, strengthening the internal motivation of a person. The use of physical culture and health technologies in the educational process of higher educational establishments includes: monitoring of the state of physical development of the modern generation of youth; promotion of a healthy lifestyle; motivating students to have a healthy lifestyle; formation of a positive attitude towards sports activities; stimulating interest in sports and health improvement. On the basis of generalization of advanced national and world experience, types of physical culture and health technologies are presented, which are represented by four groups of programs: sports programs; fitness programs; fitness and health programs; wellness programs.

The article examines the actual problems of training of future physical education teacher for physical culture and health activities in a secondary school. The process of preparing students of the Faculty of Physical Education and Sports for the organization of a physical culture and health environment at school has been revealed. The components of physical culture and health activities and the level of training of students for this type of activity are established. It has been proven that the issues of physical culture and health activities in Ukrainian schools are quite relevant for improving physical fitness, harmonious development and recovery of students. The purpose of the work is to establish the level of readiness of future physical education teacher for physical culture and health activities in a secondary school. The research methodology was to reveal the current state of solving the problem of training future physical education teachers for physical culture and health activities in a secondary school using analytical investigation methods and problem-based research methods. The following scientific methods were used in the study: analysis of literary sources, pedagogical observation, conversation, questionnaires, expert assessment and self-assessment of the level of knowledge, skills and abilities in physical culture and health activities, methods of mathematical statistics. The research was carried out at Zhytomyr Ivan Franko State University in 2021–2023, in which students of the third and fourth years (84 persons) of the Faculty of Physical Education and Sports took part, who are studying under the educational and professional bachelor's program in the field of knowledge 01 Education/Pedagogy, specialty 014, Secondary education in subject specialty 014.11 Secondary education (Physical culture). The scientific novelty consists in the disclosure of the dynamics of the formation of physical culture and health readiness of students of the Faculty of Physical Education and Sports for professional activities at school. Third-year students have a low level of readiness for physical education and health activities at school (61.1–65.1 points). The students of the fourth course showed good grades (73.2–76.9 points) in all components of readiness for physical culture and health activities. Conclusions. The preparation of future physical education teacher for physical culture and health activities at school can be presented as a system of organizational, psychological and pedagogical measures of a higher education institution aimed at acquiring knowledge, abilities and skills in health preservation and experience of implementing various forms of physical culture.

Physical education is the main objective of physical education in preschool educational institutions of the Republic of Belarus. This is an integral part of the successful improvement of a diversified personality, both in the field of physical culture and in the connection with other areas of life. In this regard, the issue of increasing the level of formation of physical education knowledge, an integral part of the cognitive component of personal physical education, is currently very relevant in the education system at all its levels. The modern system of preschool and general secondary education in the field of physical education is aimed at creating knowledge and ideas about physical culture among pupils as a part of the general human culture, revealing and developing child’s physical abilities and, in general, increasing pupils’ interest in sports. Currently, new views and theoretical and methodological approaches to the problem of physical education of preschoolers are emerging. Many experts in this field believe that it is possible to form an interest in physical culture in special conditions of kindergarten or out-of-school visits to sports sections. Other researchers see a solution to this problem in increasing the number of physical education classes or in educating the physical culture of the individual in a home environment. However, there is no generally accepted position in this regard. Purpose: to determine the physical needs, motives and values for physical culture of elementary schoolchildren attending day-care centers. Materials and methods: the organization of the study is represented by conducting a diagnostic questionnaire through test tasks developed by the authors, compiled taking into account the age characteristics of older preschool children on the basis of the Preschool Center for the Development of a Child in Chechersk. Results: the results of the study revealed the general level of formation of the cognitive component of personal physical education of older preschool children, as well as the most learned types of five basic physical education knowledge in boys and girls of preschool age: about physical exercise, health, personal hygiene, physical opportunities, the Olympic movement. Girls were found to have a higher overall level of physical education than boys in testing physical capabilities and the Olympic knowledge. Conclusion: without a balanced system of physical education knowledge a child cannot be an active and interested participant in physical education. Therefore, in order to solve this problem, it is very important for a teacher to understand not only the structure and content of this most important component of personal physical culture, to know the mechanisms for its formation, but also to possess the method of its diagnosis. Keywords: cognitive component; senior preschoolers; physical education knowledge; personal physical education; physical culture of the individual; physical education environment; physical education thinking.

Modelling vocational training of specialists for the speciality 017 “Physical culture and sports”: ways and methods of incorporating regional peculiarities and needs in conditions of the stage education

According to WHO statistics, over the last century, the level of morbidity and mortality from oncology has moved from the tenth to the second place. One of the most common tumors of the maxillofacial region is basal cell carcinoma (cancer of the basal cell layer of the skin). Basal cell carcinoma (Cr in site) is a malignant tumor of the skin from epidermal cells of the basal layer. The aim of the study was to improve the effectiveness of treatment of basal cell carcinoma of the maxillofacial skin by combining conservative and surgical treatment methods. The study was conducted on the basis of the Department of Postgraduate Stomatology of the Educational and Scientific Institute of Postgraduate Education "Zaporizhzhia State Medical and Pharmaceutical University". The study involved 40 patients treated for basal cell tumors of the maxillofacial region. The patients were divided into 2 groups: in the first group (20 people), the treatment was carried out by a conservative method, using a chemotherapeutic agent for local application; in the second (20 people) surgical removal of the neoplasm. The results of observation of the treated patients showed that conservative treatment does not give a 100% guarantee of a complete cure of the tumor. The effectiveness of this drug affects only superficial nodular basal cell carcinomas without signs of forging. Superficial nodular forms of basal cell carcinomas in group I had positive treatment dynamics and 60% of patients avoided surgical intervention. All basal cell carcinomas that belong to the ulcerative forms (adenoid, infiltrative, nodular subtype) are subject to surgical removal in all cases and are not subject to conservative treatment.

The article examines the variety and expediency of fitness classes with students of various specialties, shows the impact of such classes on the state of health of students, as well as the peculiarities of conducting fitness classes. One of the problems of physical education in universities is insufficient interest of young people in physical education. There is a problem between the need to form a physically healthy specialist during training and the lack of motivation of students engaged in physical education and sports, the need to change the format of conducting physical education classes using new approaches and new technologies.
 The use of fitness technologies in the physical education of students will have a positive effect on their motivational sphere, which in turn will affect the improvement of indicators of physical and mental condition, academic performance and the formation of a healthy lifestyle of students. culture in the university, in the formation of a healthy lifestyle of students.
 The article examines the state of the issue in scientific and methodical literature, summarizes the experience of using fitness technologies in the educational process. The effectiveness of fitness technology programs in physical culture for students of various specialties at the university is shown.
 The introduction of elements of fitness technologies into educational classes increases students' interest in physical culture, stimulates their independent work. Planning classes with elements of fitness for young men can be based on sports and recreational fitness technologies (athletic gymnastics, crossfit, mixed programs, fitness yoga, specialized programs of athletic gymnastics, circular fitness training, adapted mixed programs). For girls of the main group, fitness yoga, athletic gymnastics, step aerobics, mixed programs can be chosen; for girls of the adaptive group – fitness yoga, billiards, pilates, athletic gymnastics.

The authors analyzed the State educational standard of higher professional education in the “Physical culture and sport” discipline, the working program on “Physical culture and sport” discipline in two universities in Samara and studied the scientific literature of local and foreign authors based on the research topic. The purpose of this study was to analyze the social significance and social functions of information and computer technologies in the educational process in the “Physical culture and sports” discipline. The study used the following empirical methods: observation, survey, questionnaire, practice tests. The following conclusions: the questionnaire offered to the students of these two universities confirmed the presence of the students’ interest in the introduction of information and computer technologies in educational process on physical training, which will increase the motivation to learning and doing sports activities in universities; authors marked significant social function of ICT in the process of “Physical culture and sport” discipline in a particular university.

The presented article examines the trends in improving the professional training of physical culture specialists in higher education institutions in Ukraine. Academics in their practical activities must use innovative products – the latest technologies that significantly improve the quality of education, particularly in conducting distance learning courses or monitoring students' knowledge. We believe that the use of information and communication technologies for teaching and assessing students' knowledge creates the basis of information maintenance of the quality of education and is an important aspect of reforming the education system in Ukraine, a strategic priority area of innovative activity. In our opinion, the following elements should be formed for a physical culture specialist who is ready for practical activities with the involvement of innovative teaching aids: understanding of the content, structure, aims of the educational process, and current educational problems of the school; a clear, civil, and social position; the ability to organize the goal in a modern, high-quality way, to define aims for the lesson; the ability to involve a person-oriented approach for the development of the physical abilities of each child according to their capabilities; disposition for successful, high-quality work, ability to think non-standardly, use modern technologies, means of innovative educational process; comprehensive development of the personality of the future physical culture We have determined indicators of readiness of a physical culture specialist for innovative activities: thorough knowledge of the theoretical base of the latest pedagogical technologies, knowledge of innovative work methods, and the ability to implement them in the educational process; awareness of the need to introduce pedagogical innovations in one's pedagogical practice; willingness to experiment, the aspiration to create one's creative tasks, methods, and their implementation in the educational process; readiness to overcome difficulties related to the content and organization of innovative activities; mastering the practical skills of acquiring pedagogical innovations and showing a desire to improve and develop original methods of work constantly. In the presented article, strategies for innovative development and tendencies for improving the educational process in the preparation of a competitive physical culture specialist who is ready for creative pedagogical, scientific, self-educational, and innovative activities are developed. We have developed recommendations for improving the content of professional training of physical education specialists in HEI: Increasing the level of physical and health education with observance of interdisciplinary integration of scientific and professional-practical disciplines, acquiring the skills of maintaining a healthy lifestyle and the ability to pass them on to Increase of credits for studying the discipline “Foreign language” and the introduction of English-language teaching of the disciplines of the sports Integration of traditional forms, methods, and means of teaching sports disciplines with innovative ones, which will contribute to increasing the intensity and effectiveness of the educational process and activate physical culture and health activities in extracurricular time. Bringing the teaching of the content of the disciplines of the sports cycle into correspondence with the modern achievements of the theory and methodology of physical education, European physical culture and health education, and current needs of personality development. Introduction of the discipline “Sports management” in training physical culture specialists. Diversification of forms, methods, and means of conducting lectures and practical classes with the involvement of European-level specialists and high-ranking Adherence to the principles of individualization and differentiation of physical activity, strengthening of motivation and interest in systematic physical exercises, implementation of a personally oriented Involvement of higher education students in independent physical education and sports, training in sports sections, constant involvement of undergraduate students in physical culture and health activities, which will contribute to the expansion of health potential and education of a healthy We believe that the professional readiness of a future specialist in physical culture and sports in the conditions of a higher education institution will meet the current level only when the content, forms, and methods of professional, methodical and psychological-pedagogical training are complementary, and there will be an interrelationship of scientific, professional- practical and research activities of undergraduate students, which will provide an opportunity to implement the tasks of modern innovative education.

A wide variety of technology is available to physical educators, health teachers, and coaches�but technology is only helpful if people know how to use it effectively. This text will help health and physical education teachers and coaches improve their abilities by learning to effectively use technology in the areas of instruction, assessment, management, communication, professional development, and advocacy. The effective use of technology as outlined in this book can improve student and athlete performance and assessment and motivate active and healthy lifestyles among students. An important distinction with this book is that it goes beyond simply discussing the technology tools�it helps readers understand how to use technology to improve instruction. Practical examples of how to use various technological tools are included for different settings and a variety of age groups (child to adult). Readers will learn about the effective use of technology in physical education, health education, and coaching. Technology for Physical Educators, Health Educators, and Coaches is a practical, hands-on text that offers a number of useful tools: What Does the Research Say? sidebars that provide evidence for which technologies do and do not work in physical education, health education, and sport coaching, with accompanying explanationsTips, examples, and interviews from seasoned professionals on various types of technologyChapter objectives, key terms, review questions, and open-ended discussion questions, which could prove useful for online discussion boardsInstructor ancillaries, including PowerPoint presentations and learning management system (LMS)�ready quizzes for each chapter, that help instructors organize, plan, teach, and assess content effectivelyOnline web resource that offers a variety of tools, including additional practitioner interviews; links to websites, videos, and podcasts; sample handouts, and other activities and resources from practicing professionals. The online web resource will be updated annually to keep current with the changing technology.Social media accounts (@Tech4HPECoach) on Twitter and Facebook allow readers to further connect and share ideas. Use the hashtag #Tech4HPECoach across various social media platforms too! (The web resource is included with all new print books and some ebooks. For ebook formats that don�t provide access, the web resource is available separately.) The text is organized into six parts. Part I focuses on how technology can assist in meeting specific goals, objectives, and national standards within physical education, health education, and sport coaching. Part II covers technology for class and team management as well as communication technology, while part III explores how to leverage technology to facilitate teaching and learning, including within a traditional classroom, online, and with special populations. The authors address how to use technology for assessment in part IV, and part V delves into how technology can benefit professional development and advocacy. In part VI, the authors detail the all-important legal and financial aspects of technology.