The Impact of Health-promoting Technologies on University Students’ Physical Development

Abstract

Aim: To investigate the impact of training sessions on the ground of health-promoting technologies upon students’ physical development in higher educational institutions. Materials and Methods: A group of 50 female students aged 17 to 22 was under our observation for a year. All of them were divided into the experimental (E) and the control (C) groups. The E group female students (n=25) were regularly involved in training sessions using health-promoting technologies, the C group female students (n=25) did not take part in this type of activities. Results: The positive impact of training sessions based on health-promoting technologies upon the physical development of the E group students was revealed. A significantly better level of strength and flexibility development was noted in the E group students, compared to the C one. A statistically significant difference was found after the experiment in the E group students’ indicators of static balance, vestibular stability, accuracy of assessment of strength, time and spatial parameters of movements. Conclusions: A rationally constructed system of training sessions based on health-promoting technologies stimulates biological processes, supports the functioning of both individual organs and the students’ body as a whole. This will contribute to strengthening students’ health, increasing their motor activities, improving the efficiency of both learning and future professional activities.

Formation and Preservation of Students’ Mental Health in the Process of Studying at Pedagogical Universities

“…All of them in one way or another ensure the formation of a valuable attitude of young people to their own health, improvement of physical development and physical fitness, taking into account the requirements of future professional activities, mastering quick methods of psychological support, awareness of the importance of maintaining the mental health of all participants in the educational process. For teachers and students who aspire to become teachers, the priority task is to lead a healthy lifestyle and provide an example of health preservation for high schoolers [4,5]. Therefore, it is important to form health preservation competence of the future teacher as a system, as well as its integral component i. e. the competence of individual health preservation of the teacher.…”

“…The analysis of psychological and pedagogical literature shows that much attention is paid to the formation of valeological consciousness and valeological thinking [1,4,6]. According to scientists [2,7], preserving the health of the population as a whole, maintaining working capacity and ensuring the active longevity of each individual are the priority tasks of modern social policy in many countries.…”

“…In the context of professional pedagogical training, selfregulation culture, which lays the foundation for further professional success is one of the important indicators of individual health preservation competence of future teachers and an indicator of their readiness for health preservation pedagogical activities [6,11]. The teacher's ability to selfregulation is considered as a necessary condition for the prevention of mental disorders and productive solution of professional problems, including in the management of the educational process [4,12]. Self-regulation can also be considered as a tool of developing adaptability in the social and professional environment, which is the acmeological basis of pedagogical activities [13].…”