Criteria for the effectiveness of a program for developing health-preserving competence of future physical education teachers in the process of professional training

Abstract

The aim of the study was to determine the criteria for the effectiveness of a program for developing health-preserving competence of future physical education teachers during professional training, based on students’ self-assessment of their professional skills and abilities. The study employed sociological methods, namely questionnaires using the authorial instruments “Self-Assessment of Professional Skills and Abilities” and “Self-Assessment of Professional Activity of Future Physical Education Teachers (Health-Preserving Competence),” as well as methods of mathematical statistics. The participants were students of the “Secondary Education. Physical Education” program (n = 47) at Bohdan Khmelnytsky Melitopol State Pedagogical University. Based on previous research, seven components of health-preserving competence were identified: axiological, motivational, informational-cognitive, psychophysiological, physical culture and health, cultural, and communicative. Analysis of self-assessment of professional activity demonstrated positive dynamics after the program implementation. Specifically, for the indicator “Motivate and encourage students toward a healthy lifestyle,” the proportion of students with high scores increased from 28.6 % to 60.0 %, and for the criterion “Apply knowledge of biological, medical, pedagogical, and psychosocial aspects,” it increased from 20.0 % to 51.5 %. Significant improvement was also observed in practical skills: the application of professional abilities increased from 31.4 % to 68.6 %, and detailed preparation for physical education lessons through the lens of student health preservation—from 14.3 % to 62.8 %. The results also confirmed enhanced professional knowledge and abilities: the ability to motivate people and work toward a common goal increased from 31.4 % to 62.9 %, the application of knowledge in practical situations—from 51.4 % to 74.3 %, working with different age groups—from 25.7 % to 68.6 %, and the ability for continuous improvement of health-preserving competence—from 22.9 % to 77.1 %. Thus, the program for developing health-preserving competence contributes to the comprehensive development of professional skills and abilities of future physical education teachers, enhances their motivation and confidence in integrating knowledge from various disciplines into practical activities, confirming its effectiveness in professional training.