COMPONENTS, CRITERIA, INDICATORS, AND LEVELS OF PUPILS’ READINESS FOR HEALTH-PRESERVING ACTIVITY THROUGH INTERDISCIPLINARY INTEGRATION IN PHYSICAL EDUCATION LESSONS IN GENERAL SECONDARY EDUCATION INSTITUTIONS

Abstract

The article explores the conceptual essence of “health-preserving activity” and “health-preserving competence”, emphasizing the role of interdisciplinary integration as an effective tool for implementing a competency-based approach in physical education. Key directions for integrating physical education with other school subjects are outlined, and the relevance of a holistic approach to developing pupils’ healthy lifestyle skills through the balanced combination of knowledge and practical experience is substantiated.The study identifies the main components, criteria, indicators, and levels of pupils’ readiness for health-preserving activity in physical education classes. Based on the analysis of integrating other disciplines into physical education and the application of an integrative approach, four components are distinguished: cognitive-knowledge, activity-behavioral, motivational-value, and emotional-volitional.The cognitive-knowledge component is defined by the system of knowledge about health, factors of its preservation, and the basics of anatomy, physiology, and life safety. The activity-behavioral component reflects the acquisition of skills and the ability to apply knowledge in everyday life, exercise, and daily routines. The motivational-value component is determined by the extent to which pupils demonstrate the need to cultivate a health culture, interest in theoretical issues, and motivation for practical actions in the field of health promotion. The emotional-volitional component refers to pupils’ capacity for self-control, self-regulation, volitional effort in achieving health-related goals, and the development of personal qualities such as organization, responsibility, duty, honor, and dignity. According to the degree of manifestation of these criteria and indicators, four levels of readiness are distinguished: high, sufficient, medium, and low. The findings suggest that the use of integrated methodologies in physical education significantly enhances the development of knowledge, motivation, and practical skills required for adopting and maintaining a healthy lifestyle.