Neuropsychological Bases of Self-Improvement of Own Physical Health of Future Teachers in the Course of University Education

Anatolii Kosholap, Borys Maksymchuk, Tetiana Branitska, Liliia Martynets, Artem Boichenko, Oksana Stoliarenko, Lyudmyla Matsuk, Oleksii Surovov, Olena Stoliarenko, Iryna Maksymchuk


The article says that despite the decline in health as a professional value and self-realization, future teachers have neurobiological inclinations for self-improvement and reflection. In this regard, new pedagogical conditions and stages of the formation of students 'readiness for physical self-improvement are proposed, namely: students' awareness of the importance of health as a necessary prerequisite for personal and professional self-realization; their mastery of diagnostic techniques, reflective analysis and practical skills to improve their own physical condition; providing pedagogical support for students in physical self-improvement. The experimental stage used a set of methods and techniques: step ergometry, Rufier's and Cooper's tests, watching movies, photos, test tasks, observations, interviews, questionnaires, expert assessments and etc. The number of students being at the local reflexive level increased from 12.2% to 22.2% and at the adaptive algorithmic level – from 28.1% to 41.3%. The percentage of students at the directive empirical level of competency in physical self-improvement decreased from 52.4% to 21.4%. The effectiveness of the designed methodology for developing students’ competency in physical self-improvement was verified by the formative experiment. The hypothesis of the study, which was the subjective neurobiological basis of motivation to improve and reflect on future teachers, was also confirmed, which contributed to the choice of the appropriate profession in order to implement and transmit these personal values.


pedagogical conditions, training stages, physical self-improvement, self-improvement program, pedagogical support, self-control

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