Structure and Significance of the Components of Health-Preserving Competence of Future Specialists in Physical Culture

Abstract

Abstract: The article examines the peculiarities of forming health-preserving competence in future physical education teachers based on a component-based approach. It is substantiated that this process is multidimensional and involves the integration of interrelated structural components, including motivational, axiological, informational-cognitive, activity-based, psychophysiological, physical and health-related, communicative, and cultural components. The functional significance of each component in the professional training of future specialists aimed at preserving and strengthening students’ health is determined. The study employs both theoretical and empirical research methods, including analysis of scientific literature, pedagogical observation, and questionnaires. The experimental study involved 42 students. A positive dynamic in the levels of health-preserving competence formation was identified after the completion of teaching practice. In particular, an increase in high-level indicators was recorded in axiological, motivational, informational-cognitive, physical and health-related, and communicative components. It is proven that the effectiveness of competence formation is ensured through the combination of theoretical training and practical activity, which contributes to the development of the ability to implement health-preserving technologies in professional practice. Special attention is paid to the development of reflective, technological-practical, and adaptive-preventive skills, which ensure the individualization of physical activity and enhance the effectiveness of the educational process. It is established that the integration of structural components creates a holistic system of professional training for future physical education teachers, aimed at developing their readiness to implement the health-preserving function in the modern educational environment.