THEORETICAL FOUNDATIONS OF THE STUDENTS’ READINESS FORMATION MODEL FOR HEALTH-STRENGTHENING ACTIVITIES

• Main Authors: Татьяна Демчук, Татьяна Ковальчук
• Format: Article
• Language: English
• Published: Drohobych Ivan Franko State Pedagogical University 2018-02-01
• Series: Людинознавчі студії: Серія Педагогіка
• Subjects: здоровʼязбережувальна діяльність, готовність, модель
• Online Access: http://lssp.dspu.edu.ua/article/view/121458

DEMCHUK Tetyana – PhD of Pedagogical Sciences, Head of Physical Culture Department, Brest A.S. Pushkin State University, Mickevich str., 28, Brest, Belorus ([e-mail]) ORCID: https://orcid.org/0000-0001-7532-9853 ResearcherID: http://www.researcherid.com/rid/D-4493-2018 KOVALCHUK Tetyana – PhD of Pedagogical Sciences, Head of Pedagogy Department, Brest A.S. Pushkin State University, Mickevich str., 28, Brest, Belorus ([e-mail]) ORCID: https://orcid.org/0000-0002-7762-5020 ResearcherID: http://www.researcherid.com/rid/D-4518-2018 DOI: https://doi.org/10.24919/2313-2094.6/38.121458 To cite this article: Demchuk, T., Kovalchuk, T. (2018). Teoreticheskie osnovaniya modeli formirovaniya gotovnosti studenta k zdorovyesozidayushchey deyatelnosti [Theoretical foundations of the students’ readiness formation model for health-strengthening activities]. Liudynoznavchi studii. Seriia «Pedahohika» – Human Studies. Series of «Pedagogy», 6/38, 131–144. doi: 10.24919/2313-2094.6/38.121458 [in Russian]. Article history Received: 2 November 2017 Received in revised form: 28 December 2017 Accepted: 15 February 2018 Available online: 5 April 2018   Abstract. The article deals with the problem of a theoretical model of formation of readiness of students for health-strengthening activity aimed at increasing the capacity of their health. Results: the essential characteristics of the health-strengthening activity are defined based on the analysis of theoretical sources; the concept of «student’s willingness to health-strengthening activity» is clarified as well as its structural components. The model of the gradual formation of readiness of students for health-strengthening activities is designed to meet the educational process structure and includes value-targeted, informative, activity and effective constituents. Subject-activity approach has been developed based on the theoretical and methodological positions of the individually oriented system. The model of formation of readiness of students for health-strengthening activity is a specially organized multi-component process including such interdependent elements as goals, objectives, content, tools, terms of its provision, criteria, indicators and levels of study readiness, semiannual period, reflected in the components focused on value, content, activity and impact. A specially designed educational process, first of all, involves the inclusion of reflexive analysis aimed at understanding students about the purpose of technology, its essence, ways of accomplishing, the results obtained, its attitude towards it, which helps them to master the technique of using these technologies in their future professional activities that is, to teach their graduates to manage their own health. The model of studentsʼ readiness for health-strengthening activity is developed taking into account the structure of the pedagogical process and has in its composition a value-oriented, meaningful, activity-oriented and resultant components. It is based on the theoretical and methodological positions of the systemic, personally oriented, subject-activity approaches. The model of forming studentsʼ readiness for health-strengthening activity is a specially organized multi-component process containing the following interrelated elements, such as goal, objectives, content, means, conditions of its provision, criteria, indicators and levels of the readiness studied, reflected in the value-purpose, content, meaningful, actionable and productive components.     Declaration of Conflicting Interests. The author declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article. Acknowledgments. Sincere thanks to staff at Ministry of Education of the Republic of Belarus, in particular Prof. Raisa Sidorenko. Funding. The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: Funding from Brest A.S. Pushkin State University permitted this research completion.