Formation of positive motivation of future physical education teachers for health-preserving activities as a pedagogical condition

Abstract

The article provides a theoretical substantiation of the formation of positive motivation of future physical education teachers for health-preserving activities as a pedagogical condition of their professional training and reveals the specific features of its practical implementation in the educational process of a higher education institution. The relevance of the study is determined by the need to prepare future physical education teachers who are able not only to acquire subject-specific knowledge and professional skills but also to consciously perform the health-preserving function of pedagogical activity, assume responsibility for pupils’ health, and contribute to creating a safe educational environment. The purpose of the article is to theoretically substantiate the formation of positive motivation of future physical education teachers for health-preserving activities as a pedagogical condition and to reveal the content, forms, methods, and means of its practical implementation in professional training. The research employed analysis, synthesis, systematization, and generalization of scientific sources and regulatory and methodological materials. Professional motivation is considered an integrative personal construct encompassing motives, needs, interests, professional goals, value orientations, and beliefs that determine future teachers’ commitment to mastering the profession and achieving professional self-realization. It has been established that motivation for health-preserving activities involves awareness of their social and professional significance, acceptance of health as a professional value, development of intrinsic motives and professional responsibility, and a need for continuous professional self-improvement. The pedagogical condition was implemented without introducing a separate educational component; instead, the potential of the existing educational programme was used by systematically incorporating the motivational and value-based dimension into students’ academic, practical, research, and extracurricular activities. The motivational potential of general pedagogical, psychological and pedagogical, and professionally oriented educational components was utilised. The implementation involved professionally oriented tasks, modelling and analysis of pedagogical situations, the case method, problem-based inquiry, interactive, discussion-based and project methods, pedagogical training sessions, business and role-playing games, self-assessment, peer assessment, and reflective methods. Particular attention was paid to teaching practice, positive models of professional behaviour, and situations of professional success as mechanisms facilitating the transition from externally regulated learning activity to intrinsically motivated health-preserving professional activity. It is concluded that the comprehensive implementation of this pedagogical condition provides a motivational and value-based foundation for the conscious acquisition and application of health-preserving knowledge and technologies, strengthens professional responsibility, and encourages future physical education teachers to pursue continuous professional self-improvement and consciously fulfil the health-preserving function of their future pedagogical activity.