Health-promoting and recreational physical activity as a factor in strengthening the social health of professionals in the socionomic sphere in Ukraine

Abstract

Purpose. The aim of the study is to provide a theoretical rationale for and experimentally verify the pedagogical conditions for fostering the social health of future professionals in the socionomic sphere through health-oriented physical culture. Materials and Methods. The study of the process of forming the social health of future specialists in the socio-economic sphere by means of recreational physical activity involved the creation of a comprehensive methodological framework that provides the possibility of reliably assessing the initial level of social health of education seekers, identifying its structural components, and determining the effectiveness of the impact of a specially organized recreational and physical education program. The study was conducted at the Kharkiv Pedagogical Professional College of the Municipal Establishment “Kharkiv Humanitarian- Pedagogical Academy” of the Kharkiv Regional Council. A sample group comprising 170 respondents – students majoring in Social work, Primary education, Preschool education, Physical education, and Musical art – was formed for the study. To achieve the stated objective, the following research methods were employed: analysis of scientific sources, pedagogical observation, surveying, sociometry, interviewing, physical fitness testing, and methods of mathematical statistics Student’s t-test, Pearson’s χ² test, and correlation analysis). Results. Experimental work has demonstrated that the integration of active health-preserving technologies, training in communicative and emotional-regulatory competence, team outdoor games, and interactive socio-pedagogical cases contributes to a significant increase in all three components of social health: motivational-value, cognitive, and operational-activity. Data analysis showed that in the experimental group there was a statistically significant increase in high levels of motivational and value readiness (from 10% to 40%), cognitive knowledge about social health and the role of health-improving physical activity (from 10% to 40%), as well as operational and activity skills (from 5% to 40%). In the control group, changes were insignificant, which indicates the impact of the targeted experimental program. Correlation analysis revealed a strong, statistically significant positive relationship between the physical and social components of development in the experimental group (r = 0.68; p < 0.01), whereas in the control group, the relationship was not statistically significant (r = 0.21; p > 0.05). This highlights the interdependence of physical activity and social health and confirms the role of systematic physical education and health-promoting activities in shaping the professionally significant competencies of future professionals in the socionomic sphere. In general, the results of the study demonstrate that the implementation of a comprehensive pedagogical system of healthimproving physical activity: contributes to the activation of physical, psycho-emotional and social resources of students; ensures the formation of health-preserving behavioral models and professionally significant skills; increases adaptability, stress resistance and readiness to work in the conditions of modern social challenges. Conclusions. The results of the experimental study showed a statistically significant increase in the levels of motivational-value, cognitive and operational-activity components of social health in the experimental group. In particular, the high level of motivationalvalue readiness of applicants increased from 10% to 40%, the cognitive level – from 10% to 40%, and operational-activity skills – from 5% to 40%. In the control group, the changes were insignificant, which emphasizes the role of a targeted pedagogical program.