Health and healthy lifestyle in values and priorities of pedagogy students

Dr.Hab. T.I. Shukshina1
PhD V.V. Akamov1
PhD, Associate Professor I.A. Neyasova1
PhD, Associate Professor L.A. Serikova1
1M.Y. Yevsevyev Mordovia State Pedagogical University, Saransk

Keywords: health, healthy lifestyle, values, values and priorities, pedagogical university students, professional training

Background. The ongoing national educational system reforms give a special priority to the training service quality to ensure an inflow of the highly knowledgeable and skillful competitive human resource with the relevant values and priorities to the labor markets, with a special attention given to the health/ healthy lifestyles of the new specialists. An ideal teacher is expected to rank high his/her own and trainees’ health values and perfectly know each factor of positive or negative influence on health of the student communities to be able to efficiently manage the teaching service so as to secure high health standards, with the learning process being efficiently adapted to the actual health conditions and health agenda of the trainees.

Objective of the study was to rate health values in the values-and-priorities hierarchy of the modern pedagogical university students and offer the most efficient ways for their cultivation.

Methods and structure of the study. The three-stage study was run at the Physical Education Department of M.Y. Yevsevyev Mordovia State Pedagogical University in Saransk. Sampled for the study were the first- and fifth-year students (n=40 and n=45, respectively) majoring in Physical Education and Life Safety under 44.03.05 Pedagogical Education discipline. The health and healthy lifestyle related values and priorities of the sample were rated by the Rokeach Value Survey method that classifies them into the terminal (target values) and instrumental (tool values) to rank, analyze and profile the individual values and motivations [1, p.24].

Results and discussion. Success of the basic values formation process at pedagogical universities is generally determined by how effective the age-specific initiatives are [5, 6] designed with a special emphasis on the self-reflections, natural self-exploration and potential resource mobilizing agenda to effectively cultivate productive world outlooks and facilitate self-identification in the academic environments, establish good relationships, develop the values-driven decision-making abilities and secure professional progress for every trainee. The health and healthy lifestyle related values and priorities of the sample were rated by the Rokeach Value Survey method that implies the terminal (target values) and instrumental (tool values) being grouped, ranked and analyzed to profile the individual values and motivations.

The terminal values ranking exercise found the following: ranked number one by the 1-year students were the professional service related values including active productive life, interesting job, good progress in knowledge and skills, public recognition (respect of the colleagues and students above all) and material wellbeing. Ranked second were the private life related values including health, healthy lifestyle, love, happy family and good friends. Ranked number three were a few specific values including freedom (independence in goal-setting and actions); social harmony in the country; global peace; independence in assessments and opinions; equality, brotherhood, equal opportunities; self-confidence etc. Ranked number four were a few abstract values (nature, arts, creativity etc.). The 5-year students ranked the values as follows: ranked #1 were the private life values; ranked #2 were the professional service values; ranked #3 were the specific values; and ranked #4 were the abstract values.

Analysis of the test data showed the health/ healthy lifestyle values being ranked among the top three ones; with the 1- and 5-year students ranking them number three and one, respectively. However, only 40% and 17.5% of the 1- and 5-year students respectively could clearly define the meaning of a healthy lifestyle. The high ranking of the health/ healthy lifestyle related values may be explained by the actively sporting students’ appreciation of their contribution to their professional progress and personal accomplishments. The growing priority was given by the sample to a healthy lifestyle with age as verified by the rank changed from number three to one. The senior students, however, were tested with some deficiency of the healthy lifestyle related knowledge, still poor motivations for physical education, sports and health activity, insufficient attention to own health, underdeveloped (non-habitual) healthy lifestyle and poor ability to design and manage own health activity.

The study data and analysis demonstrated the need for focused efforts to help the students develop the health and healthy lifestyle related values, with a special role expected to be played by the professional educational system than needs to take most of the burden of the social responsibility for the quality of the future educators and their service fitness and to facilitate the moral/ ethical/ cultural health improvement national policies. The health and healthy lifestyle related values formation efforts need to mobilize resource of every academic discipline for this mission.

Having analyzed the valid legal and regulatory provisions for the purposes of the study, we found the core academic disciplines in the Physical Education and Life Safety courses under 44.03.05 Pedagogical Education discipline that need to be mobilized for success. These are the Physical Education and Sports; Physical Education and Sports Technologies; Physical Education Physiology; Therapeutic Physical Trainings and Massage; Age-specific Anatomy, Physiology and Valeology Basics; Off-curricula Health Sports Systems; Valeological Technologies for Physical Education and Sports Service; Physical Education Theory and Practice; Physical Education and Swimming Service at Health Center: Professional Competences and other relevant disciplines that need to be mobilized to ensure good knowledge and skills for the future education specialist in the modern health methods, healthy lifestyle standards, factors of influence on the human development processes and the health/ healthy lifestyle values formation in trainees, with a special priority to their professional service fitness, trainees’ health and life safety and personal motivations for physical education / health activity [4, p.17].

High attention in the health/ healthy lifestyle values formation process shall be given to the modern interactive education technologies for success of the physical education/ health service including the physical education motivations cultivating technologies; game (team sports, active game, game stretching etc.) technologies; off-class physical education and sport services (group sport trainings, sport hours, competitions, sport festivals, mass sport events, recreation/ competitive tourism, trekking tours etc.); and health/ physical fitness tests in the physical education and sport service (overall physical development, physical fitness, motor skills rating tests and the standard GTO Complex tests) [2, 3]. The health/ healthy lifestyle values formation service shall be designed with a special emphasis on the physical education and sport motivations of the student communities and accessibility of the physical education and sport service facilities and equipment.

Conclusion. Nowadays the health/ healthy lifestyle values of the pedagogical university students are ranked high among the teacher’s basic individual cultural credentials. However high the students awareness of the healthy lifestyle benefits may seem, the educational system shall still take purposeful and persistent efforts to cultivate these values in students by mobilizing resource of every core academic discipline to improve the students’ motivations for the academic physical education and sport service and physical progress; facilitate access to a wide range of the physical education and sport services and facilities; and implement modern interactive training technologies to contribute to the health/ healthy lifestyle values formation process in the academic physical education and sport service.

The study was sponsored by the Russian Fundamental Research Foundation under Project #18-013-01084.

References

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Corresponding author: T_I_Shukshina@mordgpi.ru

Abstract

A special priority in the ongoing social and educational system reforms is given to the health values and healthy lifestyles of the pedagogical university students viewed as fundamental drivers for success of their future teaching service to facilitate a productive cooperation in the educational system, contribute to the life priorities, help establish relationships in the service system in the context of healthy life values, world outlooks and productive social activities. Objective of the study was to rate health values in the values hierarchy of modern pedagogical university students and offer the most efficient ways for their cultivation. The three-stage study was run at the Physical Education Department of the M.Y. Yevsevyev Mordovia State Pedagogical University in Saransk. Sampled for the study were the first- and fifth-year students (n=40 and n=45, respectively) majoring in Physical Education and Life Safety under 44.03.05 Pedagogical Education discipline. The health/ healthy lifestyle driving values and priorities of the sample were rated by the Rokeach Value Survey method. The study found the health values being ranked among the top three life values by the students, with a significant progress in the health values ranking with age of the students.