Competence-based approach to the formation of physical culture of future teachers in the context of digitalization of the educational environment

Abstract

The article examines the issue of forming the physical culture of future teachers under the conditions of rapid digitalization of the educational environment and the increasing risks of a decline in the psychophysiological status of student teachers. The aim of the study was the theoretical substantiation and experimental verification of a competence-oriented model of physical education integrating modern digital technologies for health monitoring and management. The empirical basis was a longitudinal pedagogical experiment lasting three academic years with the participation of 458 undergraduate students of pedagogical specializations, divided into a control group (n = 226), which studied according to the traditional program, and an experimental group (n = 232), where the author’s model was implemented using mobile activity tracking applications, cloud health monitoring services, and digital educational resources. The methods included theoretical analysis of normative and scientific sources, standardized diagnostic tests (Ruffier-Dixon test, Harvard step test, spirometry, dynamometry, heart rate variability, assessment of somatic health according to G.L. Apanasenko), psychodiagnostic methods for studying motivation and value-based attitude to health, as well as modern statistical procedures (Student’s t-test, Mann-Whitney U-test, correlation, factor, and χ² analysis). It was established that students in the experimental group, compared with the control group, demonstrated statistically significant improvement in functional indicators (a decrease in the Ruffier-Dixon index by more than 25%, an increase in vital capacity by about 17%, and handgrip strength by over 20%), a sharp rise in digital literacy in the field of health preservation (up to 184% growth), motivation for regular exercise, and a value based attitude toward health. It was shown that the proportion of students with a high level of physical culture formation in the experimental group increased from 12,07% to 56,90%, while the proportion with a low level decreased to 8,62%, whereas in the control group, the changes remained within the limits of statistical error. It is discussed that the integration of the competence-based approach and digital self-monitoring tools ensures a transition to a health-centered model of professional teacher training and creates prerequisites for forming a sustainable digital space for a healthy lifestyle within the education system.