Culturological approach to the upbringing of universal human values and physical culture values in future teachers of physical culture

Abstract

The culturological approach to the upbringing of universal human values and values of physical culture among future teachers of physical culture emerges as a fundamental methodological basis ensuring the rethinking of the axiological foundations of the pedagogical process under conditions of educational paradigm transformation. Physical culture is conceptualized as a multidimensional phenomenon of civilization that extends far beyond utilitarian functions of health maintenance and motor ability development, embodying societal notions of harmony between bodily and spiritual principles, personal perfection through corporeal practices, and ethical, aesthetic, social, and ideological dimensions. Traditional teacher training focused on motor skills, sports-technical preparedness, and methodological aspects of class organization led to a reduction of the teacher’s professional role to that of an instructor, whereas the true vocation consists in transmitting cultural values by means of physical culture and sports activity. In this context, the historical layers of cultural heritage acquire particular importance – the ancient ideal of kalokagathia, medieval knightly virtues, the Olympic principles of the new age – the comprehension of which enables the future pedagogue to position himself as an active subject of culture. Universal human values of justice, freedom, dignity, solidarity, and respect for the individual are specified in the practices of team games, competitive activity, and systematic training, contributing to the formation of responsibility, honesty, volitional qualities, and self-restraint. The classification of physical culture values distinguishes vital, mobilization, intellectual, and intentional components, the integration of which with universal values creates an integral educational space. Analysis of students’ value consciousness reveals the dominance of pragmatic priorities such as health and material well-being, with the displacement to the periphery of such aspects as harmony of the bodily and spiritual, cultural self-development, Olympic ideals, and the aesthetics of movement, along with significant disproportions between cognitive, emotional-evaluative, and especially activity-related components. Implementation of an educational environment based on immersion in the cultural context of physical culture activity, reflection on historical and personal experience, project study of traditions of different peoples, problem-based discussions on axiological dilemmas of contemporary sports practice, and volunteer work in adaptive physical culture determines a pronounced positive dynamic: a significant rise in the position of culturally significant values in the hierarchy, growth of all components of value consciousness, and harmonization of the overall structure of orientations. The differentiated influence of previous sports experience (individual or team kinds, or its absence) on initial value profiles emphasizes the necessity of an individualized approach. In modern conditions of sport commercialization, the cult of external corporeality, and the spread of destructive phenomena, this approach demonstrates considerable potential for forming the teacher’s value stability, enabling resistance to the devaluation of the true meanings of physical culture and the effective cultivation in students of a spiritually enriched attitude toward corporeality, health, and motor activity as cultural practices. The presented material makes it possible to establish the main content of the study, assess its relevance for the theory and practice of pedagogical axiology, and make a reasoned decision on turning to the full text of the article.