Analysis of the formation levels of health-preserving competence of future physical education teachers

Abstract

The article presents the results of an analysis of the levels of health-preserving competence formation among future physical education teachers at Yuriy Fedkovych Chernivtsi National University. The aim of the study was to determine the development status of the main components of this competence—namely theoretical, practical, motivational-value, and reflective-analytical—and to assess the effectiveness of educational factors influencing their formation. A comprehensive methodological toolkit was applied, including theoretical methods related to the competency-based approach in training future physical education teachers, sociological research methods, pedagogical observation, and methods of mathematical statistics. The study involved 53 students of the specialty 014.11 Secondary Education (Physical Education), from first to fourth year of study. The obtained results showed that the highest indicators were characteristic of the motivational-value component (41% high level, 39% sufficient level) and the theoretical component (32% and 44% respectively). In contrast, the practical component (18% high level, 33% medium level) and the reflective-analytical component (27% and 26% respectively) demonstrated lower levels of formation. The assessment of the effectiveness of educational influences indicated that practical classes, school teaching practice, and extracurricular sports-and-health activities produced the most significant positive effects, whereas lecture-based learning was rated as the least effective. The findings highlight the necessity to enhance the practical, reflective, and motivational components of the educational process and to integrate health-preserving technologies into the professional training of future specialists.