Development of the health-preserving competence of a physical education teacher based on the knowledge about influenza and bronchitis prevention

¹ Department of Psychological and Pedagogical Education and Social Sciences, Public higher educational establishment “Vinnytsia academy of continuing education”, 13 Hrushevskoho Str., Vinnytsia 21000, Ukraine
² Institute of Pedagogy of the National Academy of Educational Sciences of Ukraine, 52-D Sichovykl Striltsiv Str., Kyiv 04053, Ukraine
³ Department of Mathematics and Informatics, Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University, 32 Ostrozkoho Str., Vinnytsia 21001, Ukraine
⁴ Department of Psychocorrection Pedagogy, National Pedagogical Dragomanov University, 9 Pyrohova Str., Kyiv 01601, Ukraine
⁵ Physics Department, Faculty of Natural Sciences, Ariel University, 65 Ramat HaGolan Str., Ariel 40700, Israel

^* e-mail: bruney333@yahoo.com
^* e-mail: klochkoob@gmail.com

Abstract

The article presents the methodology and methods of improving the health-preserving competence of a Physical Education teacher under conditions of postgraduate education based on the knowledge of prevention of acute bronchitis, COVID-19 influenza and acute respiratory diseases. The “Disciplinary and methodological matrix of health-preserving competence of a Physical Education teacher” is used, which includes such developed “integrated disciplines” as Pathopedagogy, Propaedeutics of Health and Health Therapy. The matrix is aimed at professionalisation, methodologisation, technologisation, anthropologisation, axiologisation of the health-preserving competence of a teacher. The “Methodology of developing health-preserving competence of a Physical Education teacher based on the knowledge of prevention of acute bronchitis, influenza and acute respiratory diseases” is used. The methodology is based on the competence approach, the above-mentioned matrix, problem-based and flipped learning, andragogy, game, maieutic and dialogic methods, the use of pedagogical tasks, the Hellenistic concept of "self-care" and others. In this methodology, knowledge, values and practical health-preserving strategies are hierarchised with the singling out of three levels – A, B and C. Level A is obligatory, and levels B and C are given less attention. An experimental study was conducted the result of which determined the effectiveness of this method. These methodology and method are humanistic and ecocentric and consistent with the ideas and sustainable development goals.