The use of digital models of hemodynamics for the development of the 21st century skills as a components of healthcare competence of the physical education teacher

Abstract

The article explores the use of digital models of hemodynamics to improve the health-saving competence of Physical Education teachers in postgraduate education through the integrative development of critical thinking and digital skills. The digital skills and critical thinking of a Physical Education teacher are relevant components of the 21 st century skills system and are components of the health competence of a Physical Education teacher whose improvement is an important educational condition for the implementation of the sustainable development concept. The use of digital hemodynamic models, together with dialogical maieutics, reflexive and interactive educational practices, is an effective innovative educational technology that promotes the integrative development of digital skills, critical thinking, and the formation of fundamental and practically oriented morphology-based knowledge of cardiovascular system. Formed digital skills, critical thinking and knowledge of cardiovascular morphophysiology in Physical Education teacher is presented as a personal and intellectual condition for the prevention of sudden cardiac death of children and other cardiac pathology in the educational process during physical activity. The results of the study confirm the effectiveness of the use of digital models of hemodynamics to improve the healthsaving competence of Physical Education teachers in postgraduate education through the integrative development of critical thinking and digital skills.

Ecological and axiological reflection of the concept of sustainable development as a basis for the health-preserving competence of a physical education teacher

“…Therefore, there must be a limit and a measure of agonizing and demonstrative physical culture, which can be transformed into a continuous competition, struggle and race. In our opinion, hubris is one of the causes of children's death from sudden cardiac attack [57] at Physical Education lessons and youth sports. Physical Education teacher needs to develop such professional settings and a health-friendly environment where the hubris is minimized.…”

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

“…At this level, we actualise knowledge about general and particular pathological processes [1,24]. This knowledge is basic and conceptualising, and, accordingly, forms the basis of the ticular, for the purpose of understanding of pr health-preserving thinking of a teacher.…”

“…The study used the following methods and approaches: the analysis of the scientific literature, innovative, competence [17,18], systemic, problem, morphological and functional, phenomenological, axiological [19], philosophical, anthropological [5,6,[19][20][21], ontological, epistemological, narrative, existential [4], temporal, synergetic [22,23], pathopedagogical [1,10], etiological (in health pedagogy) [1,10], propaedeutic (in health pedagogy), narrative, existential, psychological, preventive [1,10,24], transdisciplinary [25,26], hermeneutic [17] and inclusive [16].…”

University Degree and Citizen Science: The Necessity for Promotion of the Latter and the Possibilities of Its Organization in the Teachers’ Professional Training

“…Th e eff ectiveness of the integrative use of digital models of circulatory dynamics and interactive teaching methods to improve the health competence of physical education teachers has been confi rmed. Namely, there was a signifi cant improvement in the results of the formation of knowledge of circulatory dynamics and critical thinking of physical education teachers (Klochko et al, 2020). Due to the participation of student-athletes in the experiment, the expediency of using methods to determine the athletic form of athletes in team sports during the training macrocycle has been scientifi cally substantiated (Kostiukevych et al, 2019).…”

“…Th e results of theoretical, methodological and applied research prove that the research approach in the training of future teachers ensures the development and functioning of pedagogical professional education at a qualitatively new level (Brovchak et al, 2018), (Kolomiiets et al, 2020), (Matiash & Mykhailenko, 2020), (Klochko et al, 2020). However, neither in the theory nor in the practice of the Ukrainian pedagogical education the powerful potential of citizen science is of particular signifi cance.…”