The article studies the results of the research aimed at the improvement of the methodology of development of the health-preserving competence of a Physical Education teacher in conditions of post-graduate education on the basis of Nikolai Bernstein's theory of movement construction using virtual reality technologies. Based on the use of AR/VR technologies a software application “Virtual Model Illustrating Nikolai Bernstein's Theory of Movement Construction” was developed. The stated model is one of the tools of the “Methodology of development of the health preserving competence of a Physical Education teacher on the basis of Nikolai Bernstein's theory of the levels of movement construction”. The experimental study determines that the application of the virtual model within the stated methodology is an efective tool for the development of the health preserving competence of a Physical Education teacher. The application of the virtual model allows the actualization of the health preserving, conceptual, gnoseological, biomechanical, inclusive, corrective potentials of Nikolai Bernstein's theory of movement construction. The use of the virtual model presents the ways of targeted and meaningful use of Nikolai Bernstein's theory of the levels of movement construction by a Physical Education teacher and the improvement of physical and recreational technologies and concrete physical exercises and movement modes. Due to the application of virtual reality tools, health-preserving, preventative, corrective and developmental strategies are being formed among which the significant ones are: “Application of synergistic movements to adaptation to movement activity, and recreation”, “Application of spatial movements for actualization of the orientation and search activities and development of spatial thinking”, “Use of movements with a complicated algorithm for intellect development”.
LGOBE rOcid nEvelop-O
The application of digital technologies in education is a priority vector of innovative
development, which gives the chance to disclose the potential of a personality and education [
The stated digital technologies are significant for the development of a health preserving
competence of a Physical Education teacher in conditions of post-gradual education [
Movement as a manifestation of human nature and a way of existence, personality formation
and development and its corporality in the professional activity of a Physical Education teacher
is a central phenomenon that he or she works with. Therefore, a person’s health is also
perceived and interpreted in the format of movement activity [
http://esu.com.ua/search_articles.php?id=17432 (M. B. Yevtuch); https://scholar.google.com/citations?user=sfjR5w0AAAAJ (V. M. Fedorets); https://sites.google.com/view/klochko-oksana-v (O. V. Klochko); https://iitlt.gov.ua/eng/structure/departments/cloud/detail.php?ID=269 (M. P. Shyshkina); http://irbis-nbuv.gov.ua/ASUA/0038843 (A. V. Dobryden) Education teacher is caused by a number of factors. Among the above mentioned factors, the following main ones can be singled out: the complexity and specificity of the issue; the insuficient understanding of its practical and technological significance; the need to study the neurological foundation of movement; domination of practical and technological training without proper consideration of the knowledge about the nature of movement; underestimation of the importance of the theoretical knowledge about the nature of movement for a professional and thus its insuficient operationalization (in the sense of transformation of theoretical concepts into practices and technologies) as well as targeted use in health preserving technologies and practices of physical education. The stated vector, which discloses the nature of movement activity, is primarily, even though incompletely, studied within the framework of formation and development of the professional competence.
In Ukraine, an important factor of insuficient actualization of knowledge about the nature of
movement activity, were the limitations to studying biomechanics, which existed in the former
Soviet Union. In the former Soviet Union,the foundations of biomechanics as a science that
discloses the nature of movement were made by an outstanding scientist Nikolai Bernstein
[
The current processes of European orientation and humanization of the Ukrainian education
as well as the active use of the child-centric, inclusive [16, 17], competence based and innovative
approaches, determine the new intellectualized and humane format of Physical Education [
The above mentioned tendencies determine professionalization and a central vector in
postgraduate training of a teacher. This creates a need for a practice oriented disclosure of the mature
of movement, both in the state of norm and pathology caused by certain motor disorders. An
important aspect of actualization of the stated problem is also the issue of primary diagnostics of
the state of the motor system, which includes the teacher’s understanding of the peculiarities of
its neurological foundations in order to personalize and optimize the motion activity at Physical
Education lessons [
The peculiarity of Nikolai Bernstein’s theory of the levels of movement construction [
The scientific pedagogical literature does not suficiently cover the issue of strengthening the health-preserving competence of a Physical Education teacher in conditions of post-graduate training, using the knowledge about the nature of movement, which is disclosed in Nikolai Bernstein’s theory of the levels of movement construction. The studies do not highlight the ways and methods of using virtual reality for a practically oriented representation of the stated theory in the course of post-graduate training of a Physical Education teacher. Together with the health preserving significance of Nikolai Bernstein’s theory of the levels of movement construction, which is being disclosed using augmented reality, it is relevant for the development of the professional competence of a Physical Education teacher as well as for working with children with special educational needs. All these factors put together prove this study to be relevant.
Purpose. Improvement of the methodology of development of the health-preserving competence of a Physical Education teacher in conditions of post-graduate training on the basis of Nikolai Bernstein’s theory of movement construction using technologies of virtual reality.
The following approaches were used in the study: analysis of the scientific literature; competence
based; systemic; morphological-functional; anthropological [23]; biomechanical [
The following concepts were applied: knowledge transfer (Takeuchi and Nonaka [26]) and anthropologization (Ushinskii [27]).
Digital technologies. Digital technologies were used [
Methods of mathematical statistics. Wilcoxon’s T-test [30]. In order to confirm the statistical significance of the diference in the results of solving the control problems of physical education teachers before and after the experiment, we used Wilcoxon’s T-test. The criterion is used to compare the indicators of the same sample in two diferent conditions. In this case, the “typical” shift is considered to be a shift in the direction of increasing the values of the studied feature.
We formulate hypotheses: 0: The values of the indicators after the experiment exceeds the values of the indicators before the experiment at the level of significance < . the experiment at the level of significance < .
1: The values of indicators after the experiment are less than the values of indicators before The calculation of the sum of the ranks of “atypical” shifts is carried out according to the formula where is a number of atypical shifts, is the ranks of atypical shifts ( = 1…) .
is found in the table for a given n (number of indicators) according to the level of significance . is determined in accordance with the problem 0.05 or 0.01, i.e. < 0.05 or < 0.01 .
If
≤ at the level of significance p< , the shift in the “typical” direction in intensity with high probability prevails, we accept hypothesis 0. If > , with an intensity with high probability is dominated by a shift in the “atypical” direction, we accept hypothesis 1 at the level of significance < .
Our own methodological concepts. The developed “Virtual Model Illustrating Nikolai
Bernstein’s Theory of Movement Construction” is the determining, conceptualizing and system
organizing part of the study. The stated virtual model is a part of the “Methodology of
development of the health preserving competence of a Physical Education teacher on the basis
of Nikolai Bernstein’s theory of the levels of movement construction”. This methodology is
formed on the basis of using pedagogical tasks, analysis of movements and movement modes
as well as on the study of practically all significant situations, issues and biomechanical and
anthropological phenomena in the normal and pathological states. A significant component
of the methodology is the implementation of tasks aimed at the development and correlation
analysis of physical exercises and movement modes based on the application of N. Bernstein’s
theory of movement construction [
Within the stated methodology, we use our own methodological technique “Wheels of problems and senses”. This technique represents a broadened and adapted to practical use “version” of the hermeneutic circle. In the course of its development we used the holistic and systemic approaches as well as ideas of contextual learning. The developed “Virtual Model Illustrating Nikolai Bernstein’s Theory of Movement Construction” [28, 29] was used throughout the stated methodology and represents its “central” and sense-forming component.
Methodology of control over the eficiency of application “Virtual Model Illustrating Nikolai Bernstein’s Theory of Movement Construction” as a part of the methodology. The basis of the control methodology is presented by 10 interrelated questions. The questions are given in the form of a test. A Physical Education teacher needs to choose one correct answer of the four suggested options. This is done to form a systemic and practically oriented understanding of this issue in a teacher as well as to develop his skill of conceptualizing relevant issues of motor activity in a practical way with the focus on health-preservation. Here is the list of the question.
Question: 1. From the list of movements select those in which level A is the leading one. 2. From the list of movements select those in which level B is the leading one. 3. From the list of movements select those in which level C is the leading one. 4. From the list of movements select those in which level D is the leading one. 5. From the list of movements select those in which level E is the leading one. 6. Which movement level (choose from A, B, C, D, E) domineers in dancing or physical exercises that have a relatively complex algorithm or scenario? How can this be used at the lessons of Physical Education from the point of health-preservation and personality development? 7. At which level of movements (choose from A, B, C, D, E) the movements are implemented with minimal energy losses? How can this be used from the point of health-preservation in organization of workout process at Physical Education lessons? 8. Development of which level of movements (choose from A, B, C, D, E) is the basis of praxis? How can this be used at the lessons of Physical Education from the point of health-preservation and personality development? 9. At which movement level (choose from A, B, C, D, E) basic motor disorders are formed in conditions of infantile cerebral paralysis? Is it possible to consciously and arbitrarily influence this level? 10. Which of the levels of movements (choose from A, B, C, D, E) is associated with orientation and search activity, and can be fully realized thanks to the visual analyzer. The formation of which thinking is facilitated by the actualization of this level of movements? How can this be used at the lessons of Physical Education from the point of health-preservation and personality development?
Improving the health-preserving competence of a physical education teacher in the conditions of postgraduate education is a defining and system-organizing educational precondition for the efective preservation of the health and life of children in the conditions of the educational process. Guided by the paradigm of competence approach and the ideas of inclusion, creativity, child-centeredness and humanization, we define the health-preserving competence of a physical education teacher as an integrative professional and personal ability of a teacher aimed at preserving the life and health of students with typical development and special educational needs in the educational process by forming a healthy lifestyle, prevention and correction of disorders; by promoting the formation of children’s competence in personal health-preserving, physical activity, corporeality, physical image, personal freedom, as well as the development of socially adapted, harmonious, ecophilic and life-creating personality through the use of physical culture means. A relevant component of improving the health-preserving competence of physical education teachers in postgraduate education is the use of virtual and augmented reality technologies to deepen and expand practical knowledge about motor activity as a manifestation of human nature and as a way to his or her health.
Let us consider the ways and peculiarities of using the virtual model (“Virtual Model
Illustrating Nikolai Bernstein’s Theory of Movement Construction”) as a system organizing model
within the “Methodology of development of the health preserving competence of a Physical
Education teacher on the basis of Nikolai Bernstein’s theory of the levels of movement
construction”. In this methodology, the virtual model is the central and sense-forming element,
representing a spatial image-semiotic system. We formed the stated methodology on the basis of
methodological idea of cyclic, repetitive, rhythmic, step-by-step development of knowledge and
senses as well as on the “panoramic” and holistic perception of reality. Together with knowledge
development, we actualize the formation of corresponding senses, values, intentions, reflections,
interpretations and professional health preserving attitudes. Cyclicity and repetitiveness, being
the determining structural and didactic ideas of knowledge representation and sense
shaping, are initially defined by systemic nature and a “multi-dimensional” and diverse specifics of
N. Bernstein’s theory of movement construction [
Highlighting the essence of N. Bernstein’s theory, we characterize each level of movements in the relation to other levels and thus disclose the phenomenology of movements activity as a whole. At the same time, we highlight one key determining aspect (vector) and a few additional ones. These additional aspects facilitate a deeper, widened and interpretation oriented disclosure of the key aspect by supplementing its senses. In this pedagogical system the key aspects (vectors) are presented as problem-conceptual lines. These lines difer from the aspects (in a narrow sense) as they are clearly directed, aimed at problem setting, interpretation and constructing of new knowledge. The orientation towards knowledge and sense construction, transfer and transformation includes the actualization of an individual problem as well as the formation of complex and general understandings about movement perceiving the peculiarities of all five levels. Thus, the consideration of the issue of movements activity is being actualized through its consideration within the “individual-general” system, which is one of the central correlations in hermeneutics [31]. The stated “individual-general” correlation is reflected in the concept of a hermeneutic circle. In our pedagogical system of didactic positions, the central and main diferences between the problem-conceptual line and aspect lie in the fact that it is primarily viewed and formed as a certain epistemiological, hermeneutic, value-conceptual and practically and technologically oriented subsystem with the corresponding orientations. The consideration of a certain problem-conceptual line (aspect) discloses the nature of all five levels of movement as a complex system and accentuates each of these levels as a particular “movement ontology”. By actualizing each next aspect as the previous one we “take it through” all A, B, C, D, E levels.
For instance, while disclosing the nature of movement through the representation of “Key manifestations of movement” and “Movement characteristics”, we analyze and illustrate it with the help of a virtual model. The movement is structured into subsystems represented by a certain level: A (tonic movements) – ensures muscle tonus, mimic movements, trembling from cold and stress, etc. (see figure 1); B (synergistic movements) – synergistic, economic, balancing, reciprocal (movements in which antagonist muscles contract and relax in turn), smooth, “round” movements etc. (e.g. body movements when a person stands, balances or does physical exercises without lifting the legs from the surface or changing his or her position) (see ifgure 2); C (level of spatial movements) – movements that ensure active spatial movements: jumps, walking, running, thrusts (see figure 3); D (level of concrete actions) – movements that ensure an efective and targeted work with objects, tools – praxis (see figure 4); E – intellectual movements: language movements and dances and “motion scenarios”, which have a complicated structure (see figure 5).
We briefly represent another important problem-conceptual line, which is a group of
interrelated aspects – “Movement as a manifestation of existence, movement as a body scheme,
movement as a spatial and orientation phenomenon”. Level A – level of tone – is a manifestation
of existence as a given; is “discloses” the space of the body as a self-suficient, self-referential and
self-reflective system; the level of tone (A) essentially “forms” the “vital body” as a self-referential
phenomenon both in the consciousness and in reality; this level ensures the formation of a
“primary” scheme of the body; discloses the corporal “self” as the one that is in the body in
general, actualizes it; existential of corporality; forms a certain orientation within one’s body,
which is relatively independent from the environment. Level B – level of synergy – swaying,
synergistic movements form: movement as such, which is characteristic of a body and the
movement of body parts relatively to the body as well as swaying shifts (sways, bends etc.) of a
body in space; discloses the corporal “self” as such exists in the body through synergistic
movements; actualized the existential of space [32], the existential of corporality as the existential of
movement [
Earth with the existing objects and perspectives; presents movement as a “spatial” existence
through spatial movement; discloses the existential of spatiality and temporality; actualizes the
existential of corporality and the existential of locomotion [
The presented brief overview of the three problem-conceptual lines (aspects) in the learning process discloses with the help of the “Virtual Model Illustrating Nikolai Bernstein’s Theory of Movement Construction” the essence of movements activity in a consecutive, “layer-by-layer”, cyclic way. In the course of this process the knowledge from various fields (knowledge transfer) is used, which is then naturally integrates into a certain epistemological system. Such a variety of knowledge facilitates the actualization of the hermeneutic potential of N. Bernstein’s theory, which accordingly launches the active formation of interpretations, reflections, understandings and senses. From the didactic point of view, the stated methodology of knowledge representation and perception allows to present the knowledge in various ways, not being limited to a fixed hierarchic model. Problem-conceptual lines may be represented in any order and combination. This creates a corresponding learning diversity, facilitates spontaneous manifestations and is a precondition for creativity and active dialogue-based interaction. Physical Education teachers can independently choose the aspect that needs to be analyzed in the context of N. Bernstein’s theory. This may further be used for a formal description of the methodology for the improvement this virtual reality model of the stated issue and creation of a corresponding interactive model.
Within this pedagogical system we present the repeated and multi-dimensional highlighting of the nature of movement, together with the actualization of its various aspects and with a corresponding subsequent formation of complex understanding of the movements field and a human being, as a methodology (methodological technique) of cyclic and layer-by-layer shaping of knowledge, values and senses, calling it the “Wheel of problems and senses”. The axis idea of this methodology is the cyclic and repetitive knowledge formation, reproduction, transfer and transformation in various aspects, contexts, formats and in correlation with various problems and aims of movements activity and corporality. This, in turn, determines the hermeneutic and sense forming potentials of the methodology as well as the existence of knowledge in the form of a problem. Accordingly, in the course consideration of various aspects and their analysis in correlation with the nature of various levels of motor activity organization, knowledge is being constantly updated. The very existence of knowledge in the form of problematization, as a problem and as interpretations, facilitates its preservation, development, growth and widens the opportunities for a value based and practical orientation of creativity. Using the ideas expressed by S. Frank, we may characterize such knowledge as “living knowledge” [34]. Thus, thanks to its multi-dimensional, systemic, representative nature, N. Bernstein’s theory allows to disclose the phenomenology of movement using the “Wheel of problems and senses” methodology, which is a practical and targeted application of the idea of a hermeneutic circle and which, speaking metaphorically, forms new knowledge and senses in the course of its “movement” within the “knowledge space”.
The “Virtual Model Illustrating Nikolai Bernstein’s Theory of Movement Construction” forms the foundation of the above presented practical implementation of the ideas of a layer-by-layer and cyclic shaping of knowledge and senses about movement with the help of the “Wheel of problems and senses” methodology (methodological technique). The stated model contains anthropic images, typical situation (e.g. a person is running – level C, or talking – level E) and “motion spaces” in which the peculiarities of every level of movements is being disclosed. The virtual spaces of the stated model as well as the corresponding anthropic images are used to study the peculiarities of various levels of movements and are also subsequently used as sense-forming contexts to highlight and particularize the relevant issues of the motion sphere, health preservation and disclosure of the human phenomenon as a whole.
Thanks to the use of the “Virtual Model Illustrating Nikolai Bernstein’s Theory of Movement Construction”, the “Wheel of problems and senses” and the problem-conceptual lines, which form it to a great extent, motor activity is disclosed as a manifestation of the polyontological human nature [35]. Accordingly, the motor activity is represented as a particular “existential-vital-movements-activity-intellectual ontology”, and is not reduced (simplified) to mechanic movements. Motion is viewed as a continuum of anthropological phenomena – from purely “biological-corporal” ones (levels A, B) and “corporal-spatial” (level C) and “corporalpraxeological” to “gnoseological-linguistic” and spiritual ones (level E).
For a “dialogue-based” “immersion” of course participants into the “biomechanical essence of movement”, the initial demonstration of the virtual model includes the actualization of maieutic and interactive practices. The idea of this aspect is to disclose movement as a complex, multi-level anthropic system. In the virtual model, the five levels are demonstrated in the form of anthropic images and are a spatial formation. Such a presentation is essentially a “spatial” as well as “anthropic” metaphorization. It creates the efects and levels of movements are presented using real examples and in real situations, which are considered with the relation to and together with the use of the virtual model.
While focusing the attention of course participants on the phenomena of complexity and
consistency as the determining ones in movement construction, we analyze when the stated
complexity is distorted by considering the virtual model. Therefore, the fine interaction between
the levels of movements is also distorted. The fact that probable distortions really exist, can be
modelled and thus “extracted” from N. Bernstein’s level theory poses a special methodological
interest [
Using the virtual model and, consequently, the “layer-by-layer and periodic consideration”, we present various aspects of movement, each time quickly analyzing the peculiarity of all five levels. In the course of this process, the movements, sport, life and professional experiences of Physical Education teachers are being actualized. As an example, we will consider the problem of sense as a significant component of organizing movements activity by analyzing three levels (A, B, C) of N. Bernstein’s theory.
A – “The level of tone” – reflects the sense of corporal existence. In this aspect we focus on the existentiality of corporality, remembering classical ideas of L. Binswanger [32]. We consider the stated aspect in the spirit of existential pedagogics (Bollnow [36]). Thus, it is significant for the humanization of the educational process and the formation of a kind attitude of a teacher towards a child, which corresponds to the child-centric ideas of the “New Ukrainian School”. While analyzing the “A” level, we indicate that the main “purpose” of a child is the existential perception of self as a possibility and a reality – “I AM” and “BE”.
Senses of the next level B (“Synergistic movements”), which is well represented in the virtual model, is also characterized by human corporality. At the same time, relevant senses of human existence in the environment are added. This level is directly linked with the Earth, namely with gravity. Balancing movements are also included into this level. Thanks to this level, the essential initial contact with the Earth is created. I this aspect, we actualize the ideas of Embodied Cognitive Science within the framework of which the relevant aspect of intellectual activity is the body and human corporality, which are “inscribed” and interact with the environment.
Senses of level C (“Spatial movements”) are primarily disclosed through a possibility to shift the position in space, which is efectively presented in the model. Thus, through the realization of this level, the orientation and search activity, which is one of the preconditions of the intellect and a manifestation of the vitality and spatial nature of a person, is manifested and developed.
The main reason for actualizing the idea of senses of motor activity is for the teacher to
understand the ways and possibilities for motivating the pupils to work out and lead a healthy
lifestyle. For instance, at level A (tonic movements) the educator works with the senses of
corporal being and being as such. This includes beauty, health, the sense of life [
Level B (“Synergistic movements”), just as the previous one, allows a person to understand himself in relation with “himself” and the “environment”, with the Earth. At this level, in order to form senses and influence a pupil, it is necessary to be congruent. In our opinion, this level is linked with a person’s perception of his/her body. To a certain extent, it may be called “corporal reflective”. It discloses the corporality dynamically, in synergistic movements and through rhythms (it is the basis of dances).
At level C (“Spatial movements”), it is important to use the informative-value and vital potential of the “Earth space” in order to form senses and motivations for motor activity and healthy lifestyle. A relevant point is the environmentally friendly application of landscape pedagogics, spatial metaphors etc.
In the course of implementation of this virtual model, we consider the issue of inclusion (as one of the central problem-conceptual lines) in order to give the teacher an understanding of the ways of improving pedagogical interaction with as well as teaching the children with special educational needs [16, 17], and also to broaden the professional abilities of an educator in terms of correction of sensor-motoric and other disorders with the help of Physical Education tools.
Motor health-preserving strategies are formed on the basis of M. Bernstein’s theory of construction of movements. Based on the practical and technological understanding of the features of biomechanics, psychology and neuronal foundations of diferent levels of movement revealed in M. Bernstein’s theory and through the reception of pedagogical and sports experiences of physical education teachers the strategies are developed that are considered as health-preserving and prophylactic ones. The very same strategies are to some extent corrective and developmental. These strategies can be used for health-preserving improvement of existing physical culture and health technologies and practices as well as for the development of new ones. We will briefly present the main aspects of motor health-preserving strategies.
Motor health-preserving strategy “Application of synergistic movements to adaptation to movement activity, and recreation” is developed on the basis of practically oriented understanding of synergistic movements – level B. The feature of these movements is economical, adjusting, pulsating, repetitive, rhythmic, balancing and to some extent “recreational” nature (see figure 2). This strategy can be applied to the formation of new motor actions (in the sense of physical exercises), as well as used in the already existing ones with the actualization of the synergistic component. That is, already known exercises can be performed in a “synergistic mode”. Such movements are balancing, rhythmic, repetitive and are realized with a sense of ease. The movements can also be performed partially in an automated mode, which creates the efect of rest, comfort of the movement itself, “comfortable” feeling of your body, as well as calming due to the actualization of the rhythmic component. The application of spatial and body-spatial motor metaphors is relevant, in which there is an orientation in the directions up/down, forward/backward, right/left, the movement around own axis. The application of this “synergistic strategy” is necessary for the “soft entry” into motor activity, which corresponds to human nature i.e. for warming-up and getting out of the load – for a hitch. “Entering” and “exiting” motor activity should be delicate and inconspicuously synchronize the work of the cardiovascular and respiratory systems and musculoskeletal system, taking the body to a qualitatively new level of functioning systematically, smoothly, rhythmically, not abruptly, quickly, “avalanche like” and not synergistically. Synergistic movements also play a setting and tuning role for a particular activity or other movements. Let’s remember the soft, delicate, oscillating and rhythmic movements when a woman shakes a baby. In the same semantic series there are synergistic (rhythmic, oscillating) combat or “marriage” (expressed in animal dances) movements, both in humans and in animals that have a corresponding reflection in dances.
The motor health-preserving strategy “Application of spatial movements for actualization of orientation-search activity and development of spatial thinking” is formed on the basis of actualization of orientation-search activity which has expressive spatial character (see figure 3). In the implementation of this activity, visual and auditory analyzers are activated as the main ones that provide adaptation in space. The development and active functioning of the mentioned analyzers (visual, auditory) is a sensory prerequisite for the formation of spatial thinking, orientation and imagination. To implement this strategy, we recommend using outdoor activities, the potential of landscape pedagogy and tourism, as well as the demonstration of landscapes and spatial objects and their discussion. It is important to use motor games with elements of orientation in space and complex-coordinated movements and movements on various including circular trajectories and their subsequent analysis and discussion. The application of spatial motor metaphors, elements of theatrical pedagogy, which includes reincarnation into various images in which the motor and spatial-motor components are expressive, is relevant.
The motor health-preserving strategy “Application of movements with a complex algorithm for the development of intellect” is formed on the basis of updating the intellectual potential of the level E – intellectual movements) (see figure 5). We recommend using relatively complex motor scenarios, including choreographic and those that can be performed both individually and collectively, as well as to teach to work with spatial images, routes and actions, thinking about their trajectory and method of implementation. An example is the performance of combat movements in martial arts combined into a special system (dance) – kata. The combat motor actions are integrated and transformed into a sequence of movements and a sequence of actions (if movements with objects or weapons) in kata. Motor actions are thus interconnected and “intercurrent” successive combat movements that are integrated into a system. They represent “motor-spatial algorithms” and a system of body-movements “tools” of influence and action. The spatial-temporal integration of motor actions is based on: principles and cultural traditions and experiences of combat, ideas about the enemy and the combat situation, modeling and reflexive understanding of the probable problem, concentration and meditation techniques, knowledge of biomechanics and human psychology. Thus, the kata from the standpoint of cognitivistics can be considered as a “body – space – activity” semiotic system defining characteristic, which is cognition. It is interesting to use the representative potential of movements, which includes the ability to communicate through motor activity and demonstrate complex ideas, feelings, which is also considered in the framework of theater pedagogy. The use of music and the arts in general, including poetry, is important. The use of elements of play, carnival, imitation of life scenarios, as well as narrative and communicative skills of a teacher is important for the actualization of this level.
We recommend using augmented and virtual reality technologies in the implementation of all these motor health-preserving strategies, which will allow implementing them at a new quality level.
One of the significant results of contemporary European centric transformations of the Ukrainian education is the formation of intellectualized, axiologized, “human-centric”, psychology driven and “humaniticized” physical culture [18, 22]. Such physical culture is considered as a relevant component of movements activity, development and existence of a child and not only as a school subject. Thus, it is represented as a system of personality-oriented and culturecorresponding techniques of the body, which we view in correlation with mental, spiritual and health preserving practices as well as, to a certain extent, their inseparable components. Judging from the anthropological-cultural and humanistic positions, it is important that the teacher perceives the cultural heritage and includes it into the value-conceptual contexts of the educational process, namely, for the organization of motor activity, development of corporality and the corporal image of the pupils.
In the light of such views, physical culture may be viewed not only as a corporal technique and a motion practice of a particular culture, but first and foremost as a culture forming unit. We believe that corporal techniques make up the basis of preserving physical as well as psychological, existential and spiritual health.
N. Bernstein [
An experimental study. To analyze the eficiency of using the “Virtual Model Illustrating Nikolai Bernstein’s Theory of Movement Construction” within the “Methodology of development of the health preserving competence of a Physical Education teacher on the basis of Nikolai Bernstein’s theory of the levels of movement construction” in the Communal Higher Educational Institution “Vinnytsia Academy of Continuous Education” and study was conducted in 2019 among 165 Physical Education teachers, who were taking the professional growth training course. The experimental group was made up of 85 people.
Let us prove the statistical confidentiality of the obtained results. The number of tasks that had to be completed by the Physical Education teachers before and after the The results showing the number of correct answers of Physical Education teachers to the question before and after using the methodology of development of health-preserving competence of a physical education teacher in the conditions of postgraduate education on the basis of N. Bernstein’s theory of construction of movements with the use of virtual reality technologies 1 = 10 and 2 = 10 (see ifgure 6).
Let us confirm the statistical significance of exceeding the values of the indicators of the results of solving control problems by physical education teachers after the experiment over the values of the corresponding indicators before the experiment using the Wilcoxon’s T-test [30].
We find the diference between the values of the corresponding indicators of the results of solving control tasks by physical education teachers before and after the experiment (table 1).
We arrange the obtained absolute values of the diferences in the indicators of the studied trait before and after the experiment in ascending order. Rank them in ascending order of absolute diferences with using average ranks (because there are related ranks) from 1 to 10 (table 1). (1)
Analysis of the table data showed that there are no “atypical” shifts. So, calculated by formula Find the critical value for the Wilcoxon’s T-test for = 10 , using the data in table 1: for < 0, 05 the = 10, for < 0, 01 the = 5.
The empirical value = 0 < = 5 at the significance level < 0.01 .
Hypothesis 0 is accepted. The values of the indicators of the results of solving control tasks by physical education teachers after the experiment statistically with a high probability exceed the values of the indicators before the experiment at the level of significance < 0.01 . 3.1. Conclusion The application of virtual reality technologies for health and practically oriented perception of the phenomenology of movement activity, the essence of which is disclosed in Nikolai Bernstein’s theory of movement construction, is an important innovative tool for improvement of the health preserving competence of a Physical Education teacher in conditions of postgraduate education. Based on the use of AR/VR technologies a software application “Virtual Model Illustrating Nikolai Bernstein’s Theory of Movement Construction” was developed. This virtual model is an efective tool for the development of the stated competence.
The results of the analysis of the research aimed at the study of the eficiency of the virtual model within the “Methodology of development of the health-preserving competence of a Physical Education teacher on the basis of Nikolai Bernstein’s theory of the levels of movement construction” using the Wilcoxon’s T-test prove the statistical significance of the eficiency of application of the given methodology, namely, a statistically viable positive dynamics of the educational achievements of Physical Education teachers have been determined. With the help of the virtual model the health-preserving, intellectual, gnoseological, hermeneutic, representative, axiological, praxeological, technological and sense forming potentials of Nikolai Bernstein’s theory are being disclosed. This facilitates the formation in a teacher of systemic views and structural-functional, holistic and value-conceptual understandings of movement as the basis of life and health as well as the “existential-vital-movement-activity-intellectual ontology”.
Disclosing the theory of movement construction through the application of the virtual model and other tools as viewed as a gnoseological precondition of fundamentalization of the healthpreserving knowledge and the corresponding competence and it is also a cognitive factor of the health-preserving oriented professionalization and axiologization of the work of a Physical Education teacher. The use of a virtual model for the representation of Nikolai Bernstein’s theory in the methodology of the health-preserving competence of Physical Education teachers is a necessary condition for the development of the stated competence both in the context of its integration with the professional competence as well as to raise the scientific, fundamental and technological level. This also facilitates the efective practically oriented application of the state theory by a Physical Education teacher for the analysis and improvement of physical and recreational technologies as well as of concrete physical exercises and movement modes.
Accordingly, a Physical Education teacher gains professional opportunities for the application of Nikolai Bernstein’s theory in the health preserving and correction-development work with children with special educational needs as well as in inclusive education practices. On the basis of the health-preservation oriented disclosure of the nature of movement, health-preserving, preventative, corrective and developmental strategies are being formed among which the significant ones are: “Application of synergistic movements to adaptation to movement activity, and recreation”, “Application of spatial movements for actualization of the orientation and search activities and development of spatial thinking”, “Use of movements with a complicated algorithm for intellect development”. [14] R. Bongaardt, O. G. Meijer, Bernstein’s theory of movement behavior: Historical development and contemporary relevance, Journal of Motor Behavior 32 (2000) 57–71. doi:10.1080/00222890009601360. [15] O. G. Meijer, S. M. Bruijn, The loyal dissident: N. A. Bernstein and the double-edged sword of Stalinism, Journal of the History of the Neurosciences 16 (2007) 206–224. doi:10.1080/ 09647040600720979. [16] I. S. Perkhurova, Regulyatsiya pozy i khotby pri detskom tserebralnom paraliche i nekotoryye sposoby korrektsii (Regulation of posture and walking in infantile cerebral palsy and some methods of correction), Knizhnaya palata, Moskva, 1996. [17] N. Stepanchenko, I. Hrybovska, M. Danylevych, R. Hryboskyy, Aspects of psychomotor development of primary school children with hearing loss from the standpoint of bernstein’s theory of movement construction, Pedagogy of Physical Culture and Sports 24 (2020) 151–156. URL: https://sportpedagogy.org.ua/index.php/ppcs/article/view/1341. doi:10.15561/26649837.2020.0308. [18] O. Aksonova, Nova fizychna kultura abo shkola rozumnoho rukhu (New physical culture or school of intelligent movement), Teoriia ta metodyka fizychnoho vykhovannia 12 (2010) 29–34. [19] I. M. Bykhovskaya, ”Chelovek telesnyy” v sotsiokulturnom prostranstve i vremeni : (Ocherki sotsialnoy i kulturnoy antropologii) (”Bodily man” in socio-cultural space and time: (essays on social and cultural anthropology)), Fizkultura, obrazovaniye i nauka, Moskva, 1997. [20] S. V. Dmitriyev, Alternativnaya biomekhanika ”zhivykh dvizheniy” v sfere sporta i adaptivnoy fizicheskoy kultury (Alternative biomechanics of ”live movements” in the field of sports and adaptive physical culture), Visnik Chernigivskogo natsionalnogo pedagogichnogo universitetu. Seriya: Pedagogichni nauki 18 (2014) 10–14. [21] D. D. Donskoy, S. V. Dmitriyev, Psikhosemanticheskiye mekhanizmy upravleniya dvigatelnymi deystviyami cheloveka (Psychosemantic mechanisms of human motor actions control), Teoriya i praktika icheskoy kultury 9 (1999) 2–6. [22] N. N. Efimenko, Nauchnoye naslediye N. A. Bernshteyna v svete sovremennykh problem korrektsionnogo fizicheskogo vospitaniya detey s narusheniyami oporno-dvigatelnogo aparata (Scientific heritage of N. A. Bernshtein in the light of modern problems of correctional physical education of children with musculoskeletal disorders), Naukoviy chasopis natsionalnogo pedagogichnogo universitetu im. M. P. Dragomanova 19 (2011) 68–73. [23] A. S. Tkhostov, Psikhologiya telesnosti (Psychology of corporality), Smysl, Moskva, 2002. [24] V. M. Fedorets, M. B. Yevtuch, O. V. Klochko, N. P. Kravets, R. S. Grynyov, Development of the health-preserving competence of a physical education teacher based on the knowledge about influenza and bronchitis prevention, SHS Web of Conferences 104 (2021) 02006. doi:10.1051/shsconf/202110402006. [25] M. B. Yevtuch, V. M. Fedorets, O. V. Klochko, N. P. Kravets, T. R. Branitska, Ecological and axiological reflection of the concept of sustainable development as a basis for the health-preserving competence of a physical education teacher, SHS Web of Conferences 104 (2021) 02008. doi:10.1051/shsconf/202110402008. [26] H. Takeuchi, I. Nonaka, Hitotsubashi on knowledge management, Wiley, 2004. [27] K. Ushinskii, Chelovek kak predmet vospitaniia. Opyt pedagogicheskoi antropologii (Man as a subject of education. An attempt at pedagogical anthropology), volume 8, Izdatelstvo Akademii pedagogicheskih nauk RSFSR, Moscow, Leningrad, 1950. URL: https: //imwerden.de/pdf/ushinsky_sobranie_sochineny_tom08_1950_text.pdf. [28] CoSpaces Edu, Fedorets VM, Klochko OV: Model of Identifying the Risks for MuscularSkeletal Apparatus Caused by Ligament Strain 1, 2021. URL: https://edu.cospaces.io/ HCC-WNR. [29] CoSpaces Edu, Make AR & VR in the classroom, 2021. URL: https://cospaces.io/edu/. [30] E. D. Sidorenko, Methods of mathematical processing in psychology, Rech, 2003. [31] W. Dilthey, Wilhelm Dilthey: Selected Works, Volume IV: Hermeneutics and the Study of
History, Princeton University Press, 1996. URL: http://www.jstor.org/stable/j.ctv39x6db. [32] S. Besoli, On the Emergence of Thymic Space in Ludwig Binswanger, Springer International
Publishing, Cham, 2017, pp. 35–55. doi:10.1007/978- 3- 319- 66911- 3_3. [33] G. Lakof, M. Johnson, Metaphors we live by, University of Chicago Press, Chicago, 1980. [34] S. L. Frank, Predmet znaniya (Subject of knowledge), Directmedia, 2016. [35] N. A. Nosov, Virtual’naya real’nost’: Filosofskie i psihologicheskie aspekty (Virtual reality:
Philosophical and psychological aspects), Voprosy filosofii 10 (1999) 152–154. [36] O. F. Bollnow, Neue Geborgenheit: Das Problem einer Überwindung des Existentialismus, Kohlhammer Stuttgart, 1955.