Improving the Health-Preserving Competence of a Physical Education

Teacher on the Basis of Spatial Value Interpretations of Nikolai

Bernstein’s Theory of Construction of Movements

Vasyl M. Fedorets

1 a

, Oksana V. Klochko

2 b

, Vitalii I. Klochko

3 c

, Tetiana R. Branitska

1 d

and

Liudmyla M. Dzyhalenko

1 e

Vinnytsia Academy of Continuing Education, 13 Hrushevskoho Str., Vinnytsia, 21050, Ukraine

Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University, 32 Ostrozhskogo Str., Vinnytsia, 21100, Ukraine

Vinnytsia National Technical University, 95 Khmelnytsky Hwy., Vinnytsia, 21021, Ukraine

Keywords:

Health-Preserving Competence, Physical Education Teacher, Post-Graduate Education, Virtual Reality,

N. Bernstein, Biomechanics, Methodology, Pedagogy of Health, Ecologization, Spatial Approach, Spatial

Value.

Abstract:

In the article, based on the integrative use of Nikolai Bernstein’s theory of movement construction, virtual real-

ity technologies, and spatial and ecological approaches, ways of improving the methodology of developing the

health-preserving competence of a Physical Education teacher in the conditions of postgraduate education are

considered. Based on the use of AR/VR technologies a software application “Virtual Model Illustrating Niko-

lai 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 ba-

sis 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 effective 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, correc-

tive 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 think-

ing”, “Use of movements with a complicated algorithm for intellect development”. In order to ecologize and

anthropologize and for the health-preserving oriented disclosure of human bodily-motor-spatial phenomenol-

ogy, a spatial approach was applied and positive results were obtained in the training of Physical Education

teacher.

1 INTRODUCTION

The application of digital technologies in education

is a priority vector of innovative development, which

gives the chance to disclose the potential of a person-

ality and education. Burov et al. (Burov et al., 2020)

speak of the signiﬁcance of digital technologies for

https://orcid.org/0000-0001-9936-3458

https://orcid.org/0000-0002-6505-9455

https://orcid.org/0000-0002-9415-4451

https://orcid.org/0000-0003-4503-3140

https://orcid.org/0000-0001-9844-7932

education, “. . . integration of virtual reality technolo-

gies into the educational process would facilitate the

increase of the quality of education”. These scien-

tists note that this would facilitate the achievement of

the “ﬂexibility of the educational process”. The stated

scientists emphasize that the use of modern digital

technologies in the ﬁeld of education can be viewed as

an opportunity for improving education accessibility

for children with disabilities as well as children with

special educational needs (Osadchyi et al., 2020). An

important idea of these authors is that “the described

technologies will allow to minimize the link of the ed-

ucational process to a certain place or time as well as

Fedorets, V., Klochko, O., Klochko, V., Branitska, T. and Dzyhalenko, L.

Improving the Health-Preserving Competence of a Physical Education Teacher on the Basis of Spatial Value Interpretations of Nikolai Bernstein’s Theory of Construction of Movements.

DOI: 10.5220/0012064000003431

In Proceedings of the 2nd Myroslav I. Zhaldak Symposium on Advances in Educational Technology (AET 2021), pages 303-325

ISBN: 978-989-758-662-0

 2023 by SCITEPRESS – Science and Technology Publications, Lda. Under CC license (CC BY-NC-ND 4.0)

303

enable the access to educational resources in a form

that would suit the learner. . . ” (Burov et al., 2020).

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 (Klochko et al., 2020a,b). This is

caused by the need of an educator to perceive a per-

son in conditions of movement activity at a qualita-

tively new level. The demand for such a perception,

apart from health preservation, is the importance for

prevention of various disorders as well as the need in

the improvement of the skills of a Physical Education

teacher related to working with the movement sphere

of a person (Klochko and Fedorets, 2022). We actu-

alize the need to use digital technologies, particularly,

of virtual reality technologies, to increase the quali-

ﬁcation level of a Physical Education teacher in con-

ditions of post-graduate education, ﬁrst of all, for the

study of complicated movements spatial and anthro-

pological phenomena and theories, which they dis-

close.

Movement as a manifestation of human nature and

a way of existence, personality formation and devel-

opment and its corporality in the professional activ-

ity of a Physical Education teacher is a central phe-

nomenon that he or she works with. Therefore, a per-

son’s health is also perceived and interpreted in the

format of movement activity (Klochko and Fedorets,

2022). At the same time, the nature of movement ac-

tivity, which includes the knowledge and the practi-

cally oriented perception of its in-depth, neurological

and systemic mechanisms is currently not fully under-

stood by a Physical Education teacher. Consequently,

the knowledge about movement as the essence of hu-

man existence is not fully used in the professional ac-

tivity, primarily, within the health preserving aspect.

The insufﬁcient understanding of the in-depth and

systemic physiological, neuro-physiological and psy-

chophysiological mechanisms of movement activity

by a Physical Education teacher is caused by a num-

ber of factors. Among the above mentioned factors,

the following main ones can be singled out: the com-

plexity and speciﬁcity of the issue; the insufﬁcient

understanding of its practical and technological sig-

niﬁcance; the need to study the neurological founda-

tion of movement; domination of practical and tech-

nological training without proper consideration of the

knowledge about the nature of movement; underesti-

mation of the importance of the theoretical knowledge

about the nature of movement for a professional and

thus its insufﬁcient 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 ed-

ucation. The stated vector, which discloses the na-

ture of movement activity, is primarily, even though

incompletely, studied within the framework of forma-

tion and development of the professional competence.

In Ukraine, an important factor of insufﬁcient ac-

tualization of knowledge about the nature of move-

ment activity, were the limitations to studying biome-

chanics, which existed in the former Soviet Union.

In the former Soviet Union,the foundations of biome-

chanics as a science that discloses the nature of move-

ment were made by an outstanding scientist Nikolai

Bernstein (Klochko and Fedorets, 2022; Bernstein,

1990; Devishvili, 2015; Latash and Latash, 1994;

Bernstein, 2020; Talis, 2015; Bongaardt and Meijer,

2000; Meijer and Bruijn, 2007) at the end of 1940-s.

One of the focal points of biomechanics is the the-

ory of the levels of movement construction developed

by Nikolai Bernstein. In the 1950-s, Nikolai Bern-

stein and his movement theory were severely criti-

cized and essentially forbidden, and the scientist was

persecuted (Klochko and Fedorets, 2022; Talis, 2015;

Meijer and Bruijn, 2007) because of the fact that so-

ciocultural processes, including the educational ones,

are somewhat inert, biomechanics as a science that

discloses the nature of movement and is even cur-

rently insufﬁciently used in the training a Physical

Education teacher and development of his health pre-

serving competence. Accordingly, this also applies to

the issues of insufﬁcient application of biomechanics,

namely, Nikolai Bernstein’s classic theory of move-

ment construction in the course of post graduate train-

ing of Physical Education teachers.

The current processes of European orientation and

humanization of the Ukrainian education as well as

the active use of the child-centric, inclusive (Fahr

et al., 2020; Safonicheva and Ovchinnikova, 2021),

competence based and innovative approaches, deter-

mine the new intellectualized and humane format of

Physical Education (Klochko and Fedorets, 2022; Ak-

sonova, 2010; Barnard, 2000; Bykhovskaya, 1991;

Dmitriev, 2014; Donskoy and Dmitriyev, 1999; Eﬁ-

menko, 2011) as a diverse creative anthropological

practice and as a variant of a “technology of self”,

improvement of both the movement sphere and cor-

porality as well as self-realization and personal de-

velopment and creativity. In this aspect the appli-

cation of a personality-oriented approach is relevant

as it includes the need to consider the personal and

age biomechanical peculiarities of a child. One of the

main aspects in setting this problem is the introduc-

tion of inclusive education. The inclusive paradigm

determines the need for a Physical Education teacher

to develop intellectual skills of taking into considera-

tion the sensor and motor capabilities of children with

AET 2021 - Myroslav I. Zhaldak Symposium on Advances in Educational Technology

304

special educational needs. Accordingly, in this aspect

it is important that an educator gains knowledge and

skills that make it possible to correct the sensor and

motor disorders with Physical Education (Fahr et al.,

2020; Safonicheva and Ovchinnikova, 2021).

The above mentioned tendencies determine pro-

fessionalization and a central vector in post-graduate

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 actualiza-

tion of the stated problem is also the issue of primary

diagnostics of the state of the motor system, which in-

cludes the teacher’s understanding of the peculiarities

of its neurological foundations in order to personalize

and optimize the motion activity at Physical Educa-

tion lessons (Klochko and Fedorets, 2022). Diagnos-

ing of the peculiarities and the state of the motor sys-

tem, based on the knowledge about its nature is signif-

icant for health preservation as it allows the teacher to

design and organize movement activities of the pupils

using a targeted, conceptual and nature correspond-

ing approach as well as correct those activities in the

course of the classes. In conditions of commercial-

ization and competition it is important for a Physical

Education teacher from the point of their professional

and social adaptation and self-realization.

The peculiarity of Nikolai Bernstein’s theory of

the levels of movement construction (Klochko and

Fedorets, 2022; Bernstein, 1990; Devishvili, 2015;

Latash and Latash, 1994; Bernstein, 2020; Bongaardt

and Meijer, 2000) is its systemic nature and the fact

that it is rather difﬁcult for perception as well as prac-

tical application. That is why, effective representa-

tion tools are needed in order to present this theory

in conditions of post-graduate education and with the

focus on its practical implementation. The possibility

of using the augmented reality technologies is one of

such effective tools. Apart from general tendencies

towards digitalization of education, the determining

reasons for choosing technologies of virtual and aug-

mented reality include the possibility to work with

spatial objects, which is important for biomechanics,

which studies mostly spatial changes and movement

of a human body; another important factor is the time

factor – the need to cover complex scientiﬁc theories

in the context of their practical application within a

short period of time, which is always the case in con-

ditions of post-graduate training; another signiﬁcant

factor is the representative and sense-forming poten-

tial of augmented and virtual reality.

The need to use a spatial approach in this method-

ology is determined by the visual turn and spatial

turn, which are important trends in modern science

and the socio-cultural sphere, including education.

An important factor in the actualization of the spatial

approach, in addition to the indicated paradigmatic

transformations, is the bodily-spatial, motor-spatial,

spatial-cognitive and visual-spatial of physical culture

and sports. This determines the need to know the mo-

tor sphere of a person not only as a being that moves

in a “neutral” space.

The application of the spatial understanding of a

person and his motor activity reveals ways to the de-

velopment of the student’s intentions, visions, inter-

pretations and understanding of himself as a person

who is spatial and is closely connected with the planet

Earth and its landscapes, which are considered as spe-

cial “spatial earthly values” and “value-meaning con-

texts”. Spatial understanding is also aimed at the stu-

dent’s awareness of himself as a person of culture.

This spatial approach is ecologically and anthropocul-

turally oriented. Accordingly, it represents human na-

ture through its value-oriented spatial interaction with

the planet Earth, which we consider as one of the cen-

tral intentions in maintaining health. In the system

of spatial and ecological interpretations of the phe-

nomenon of man, his corporeality and motor activ-

ity indicated above, human health is considered clas-

sically as agate (well-being), which includes eudae-

monia (happiness) (according to Aristotle). The im-

plementation of the indicated “health-well-being” and

“health-happiness” becomes possible under the con-

dition of harmonization of man and the Earth.

In the scientiﬁc pedagogical literature, the prob-

lem of the integrative application of N. Bernshtein’s

movement theory, augmented reality technologies,

and spatial and ecological approaches for the de-

velopment of the health-preserving competence of

the Physical Education teacher in the conditions of

postgraduate education is not sufﬁciently disclosed.

Together with the health preserving signiﬁcance of

Nikolai Bernstein’s theory of the levels of move-

ment construction, which is being disclosed using

augmented reality, it is relevant for the development

of the professional competence of a Physical Edu-

cation teacher as well as for working with children

with special educational needs. The mentioned as-

pects of problematization together with the scientiﬁc

and practical signiﬁcance of the problem presented

above aimed at preserving the health of students, envi-

ronmentalization and digitalization of the educational

process, as well as at the professional development of

the Physical Education teacher deﬁne this research as

relevant.

Purpose. Improvement of the methodology for

the development of the health-preserving competence

of a Physical Education teacher in the conditions of

Improving the Health-Preserving Competence of a Physical Education Teacher on the Basis of Spatial Value Interpretations of Nikolai

Bernstein’s Theory of Construction of Movements

305

postgraduate education based on the integrative use

of Nikolai Bernshtein’s movement construction the-

ory, virtual reality technologies, and spatial and eco-

logical approaches.

2 SELECTION OF METHODS

AND DIAGNOSTICS

The following approaches were used in the study:

analysis of the scientiﬁc literature; competence based;

systemic; morphological-functional; anthropologi-

cal (Tkhostov, 2002); biomechanical (Klochko and

Fedorets, 2022; Bernstein, 1990, 2020; Devishvili,

2015; Bongaardt and Meijer, 2000; Dmitriev, 2014;

Donskoy and Dmitriyev, 1999; Eﬁmenko, 2011); on-

tological, neurophysiological, spatial, pathopedagog-

ical (V. Fedorets); hermeneutic, inclusive (Klochko

and Fedorets, 2022; Fahr et al., 2020; Safonicheva and

Ovchinnikova, 2021).

The following concepts were applied: anthropol-

ogization Ushinskii (Ushinskii, 1950a,b) and knowl-

edge transfer Nonaka and Takeuchi (Nonaka and

Takeuchi, 1995).

Anthropologization. The methodologically deﬁn-

ing idea of anthropologization was formed by Ushin-

skii (Ushinskii, 1950b). He presents the essence of

anthropologization in his classic work “Man as a sub-

ject of education. Experience of pedagogical anthro-

pology” (Ushinskii, 1950a,b). In this book, Ushinskii

(Ushinskii, 1950a) reveals the fundamental system-

organizing methodological message, – “If pedagogy

wants to educate a person in all respects, then it must

ﬁrst of all get to know him in all aspects” (Ushinskii,

1950a). In the context of the ideas of anthropologiza-

tion, the teacher must know, understand the child and

interpret his nature and problems humanly and multi-

dimensionally. At the same time, the teacher should

consider the child as a special anthropic, biomechan-

ical, spiritual, psychological, cultural, age-related,

physiological, existential phenomenon. Anthropolo-

gization is considered as a determining factor in the

professionalization of the Physical Education teacher

and the development of his vision-saving and profes-

sional competences based on the actualization of a

multidisciplinary, multidimensional, holistic and sys-

temic vision of the child. This, ﬁrst of all, also

includes the teacher’s knowledge of certain speciﬁc

phenomena of a different nature (biomechanical, spa-

tial, psychological, etc.). In this study, we integra-

tively consider mainly biomechanical and spatial phe-

nomena. The indicated idea of anthropologization is

a way of both humanizing the teacher and the educa-

tional process, and it is also a way of implementing

the child-centered and humanistic ideas embedded in

the Concept of the “New Ukrainian School” (Anosov

and Stanishevska, 2018; Elkin et al., 2017; Ministry

of Education and Science of Ukraine, 2019; Zhorova

et al., 2022). Anthropologization, in addition to gen-

eral ideas about human nature, also includes knowl-

edge of certain speciﬁc anthropological phenomena

and private problems. Therefore, anthropologizing as

an idea and as a direction is one of the fundamental

methodological directions and, accordingly, it deter-

mines the logic of this research. Anthropologization

as a way of humanization and professionalization is

the methodological basis of this pedagogical system,

a fragment of which is presented in this study. An-

thropologization corresponds to the modern ideology

of the anthropological turn in philosophy, in educa-

tion, which includes humanistic and existential (Ab-

bagnano, 1969) transformations of educational prac-

tices and traditions.

Knowledge transfer. We apply the concept of

knowledge transfer as one of the central and cross-

cutting strategies. Knowledge transfer is applied in

two directions – “methodical professional-personally

oriented” and “methodological-innovative”. It is part

of the foundations of the methodology of this peda-

gogical system and, accordingly, of this study. The

ﬁrst “methodical professionally and personally ori-

ented direction” of applying knowledge transfer is

based on the SECI model (Nonaka-Takeuchi model)

(Nonaka and Takeuchi, 1995). This model reveals the

process of transition of implicit (tacit, implicit, back-

ground) knowledge (Chergui et al., 2020; H

elie and

Sun, 2010) into explicit (explicit, formalized, codi-

ﬁed) knowledge (Weinberger and Green, 2022). The

SECI model also represents the following transforma-

tion of explicit knowledge into implicit knowledge.

The indicated metamorphoses of knowledge consti-

tute one cycle or circle of knowledge, which is a

component of the spiral of knowledge. To clarify,

we note that the speciﬁed SECI model deﬁnes four

interrelated epistemological processes of knowledge

transformation: “S” – socialization, which consists

in the formation of collective implicit (tacit) knowl-

edge by a group of persons; “E” – externalization is

the transformation of implicit knowledge revealed in

the process of socialization into explicit knowledge;

“C” – combination consists in the fact that the formed

explicit knowledge through combination, systemati-

zation, categorization and integration acquires a new

qualitative level by being represented in understand-

able verbal formulations; “I” – internalization is man-

ifested by the fact that the formed explicit knowledge

is transformed into the implicit knowledge of a spe-

ciﬁc teacher, entering into his intellectual potential

AET 2021 - Myroslav I. Zhaldak Symposium on Advances in Educational Technology

306

(Nonaka and Takeuchi, 1995).

The SECI model is used in the educational process

for health-oriented understanding of N. Bernstein’s

movement theory. This model is used for the purpose

of deepening, expanding, updating, specifying knowl-

edge, as well as for the formation of new knowledge.

The SECI model is also used for health-preserving,

anthropologically valuable and ecologically valuable

interpretations and practical directions of knowledge,

as well as for their axiologisation, anthropologiza-

tion, phenomenology, aestheticization, existentializa-

tion, technologization, and psychologization. In the

context of the integrative application of N. Bershtein’s

theory of building movements and the spatial ap-

proach, a signiﬁcant and relevant aspect of knowledge

transfer is the growth of knowledge and its practical

orientation, direction and concretization. The indi-

cated epistemological transformations of knowledge

are, ﬁrst of all, necessary for the teacher to acquire the

ability to solve a certain amount of speciﬁc practical

problems of a biomechanical nature aimed at preserv-

ing the student’s health. The decisive factor in this

aspect is that the student’s speciﬁc “biomechanical”

problems, which are related to his motor sphere and

physicality, respectively, can be solved on the basis

of the optimal organization by the Physical Education

teacher of children’s motor activity based on his ap-

plication of N. Bershtein’s theory of building move-

ments.

As a result of the process of knowledge exter-

nalization, professional experiences and practically

directed personal knowledge of biomechanics and

health preservation are formalized and uniﬁed. Ac-

cordingly, such knowledge becomes available, com-

prehensive and understood by participants of the ed-

ucational process both for theoretical understanding

and for practical application. It is signiﬁcant that such

knowledge becomes conventional, that is, recognized

as relevant by the professional community. In turn, as

a result of the process of internalization, theoretical

knowledge of biomechanics and theoretically under-

stood professional experiences are included in the in-

tellectual potential of the teacher. Accordingly, the

speciﬁed internalized knowledge is included in the

cognitive-value component of the health-preserving

competence of the Physical Education teacher. In

this component, knowledge of human biomechan-

ics and preservation of health become the knowledge

base of health-preserving thinking. This includes the

teacher’s formation of metacognitive strategies (Fe-

dorets et al., 2022), as well as typical health preserva-

tion strategies and algorithms.

The second “methodological and innovative di-

rection” of the application of knowledge transfer,

which is the main one in this study and is innova-

tive in its essence, represents the process of trans-

formation of scientiﬁc (in this case, biomechanical)

and applied knowledge into educational and profes-

sional knowledge (Levchenko and Zhukova, 2011).

The considered educational and professional knowl-

edge is necessary for professional development in

the conditions of postgraduate education. This direc-

tion also includes the application of the SECI model

(Nonaka-Takeuchi model) (Nonaka and Takeuchi,

1995) for methodological and educational purposes.

The formed world-professional knowledge is directed

to the targeted use in the ﬁnal epistemological process

in postgraduate education and the professional activ-

ity of a teacher, which is the internalization of knowl-

edge, as a result of which it becomes personal (ac-

cording to Polanyi (Polanyi, 1964)). In this pedagog-

ical system, knowledge transfer is used for the forma-

tion of educational and professional health-preserving

knowledge, which is carried out using knowledge

of biomechanics, medicine, hygiene, neurophysiol-

ogy, psychophysiology, psychology, anthropology,

and systemic, existential, and spatial approaches.

The indicated “methodological and innovative di-

rection” of the application of knowledge transfer is

implemented within the framework of a signiﬁcant

modern trend – the knowledge triangle (Unger and

Polt, 2021). The concept of the triangle of knowl-

edge is aimed at effective innovative interaction, and

in fact the integration of science, education and inno-

vation. In this study, we reveal the scientiﬁc knowl-

edge of N. Bernstein’s theory of movement con-

struction and their educational and practically ori-

ented understanding in the conditions of postgradu-

ate education, representing it in an innovative aspect

with the use of digital technologies (AR/VR tech-

nologies) and a spatial approach. The innovative as-

pect consists in the creation of a new educational

product through the spatial-valued understanding and

practical-technological orientation of N. Bernstein’s

theory of building movements. Although the spec-

iﬁed theory is basic in biomechanics, at the same

time, it is not sufﬁciently applied in health pedagogy

and in the educational health-preserving practices of

the Physical Education teacher. From the innova-

tive and economic standpoint, the application of the

knowledge triangle concept in this study has the ﬁ-

nal economically and socially signiﬁcant goal of pre-

serving and forming the health of students. The im-

plementation of the indicated goal by improving the

health-preserving competence of the Physical Educa-

tion teacher contributes to the development of health

capital, which is a basic component of human capital

(Ogundari and Awokuse, 2018), which ensures inno-

Improving the Health-Preserving Competence of a Physical Education Teacher on the Basis of Spatial Value Interpretations of Nikolai

Bernstein’s Theory of Construction of Movements

307

vative development in which education and health are

important (Iacopetta, 2010).

Digital technologies. Digital technologies were

used (Prokhorov et al., 2022; Semerikov et al., 2022;

Osadchyi et al., 2020; Klochko et al., 2020b,a). The

study worked with the Internet-resources of the tech-

nology of virtual reality, namely the software appli-

cation “Virtual Model Illustrating Nikolai Bernstein’s

Theory of Movement Construction” (Fedorets &

Klochko, 2022; CoSpaces Edu, 2023). The CoSpaces

Edu software was used to develop and view the virtual

reality software application (CoSpaces Edu, 2023).

Methods of mathematical statistics. Wilcoxon’s

rank sum test (Wilcoxon, 1945; Wilcoxon et al.,

1963). In order to conﬁrm the statistical signiﬁcance

of the difference in the results of solving the control

problems of Physical Education teachers before and

after the experiment, we used Wilcoxon’s rank sum

test. The criterion is used to compare the indicators

of the same sample in two different 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:

: The values of the indicators after the experi-

ment exceeds the values of the indicators before the

experiment at the level of signiﬁcance p < ψ.

: The values of indicators after the experiment

are less than the values of indicators before the exper-

iment at the level of signiﬁcance p < ψ.

The calculation of the sum of the ranks of “atypi-

cal” shifts T

emp

is carried out according to the formula

emp

∑

i=1

, (1)

where k is a number of atypical shifts, r

is the ranks

of atypical shifts (i = 1. . . k).

is found in the table for a given n (number of

indicators) according to the level of signiﬁcance ψ. ψ

is determined in accordance with the problem 0, 05 or

0, 01, ie p < 0, 05 or p < 0, 01. If T

emp

≤ T

at the

level of signiﬁcance p¡ψ, the shift in the “typical” di-

rection in intensity with high probability prevails, we

accept hypothesis H

. If T

emp

> T

, with an intensity

with high probability is dominated by a shift in the

“atypical” direction, we accept hypothesis H

at the

level of signiﬁcance p < ψ.

Methodological concepts developed by V. Fe-

dorets and O. Klochko. The developed “Virtual

Model Illustrating Nikolai Bernstein’s Theory of

Movement Construction” is the determining, concep-

tualizing and system organizing part of the study.

The stated virtual model is a part of the “Method-

ology of development of the health preserving com-

petence of a Physical Education teacher on the basis

of Nikolai Bernstein’s theory of the levels of move-

ment construction” (developed by V. Fedorets). This

methodology is formed on the basis of using peda-

gogical tasks, analysis of movements and movement

modes as well as on the study of practically all sig-

niﬁcant situations, issues and biomechanical and an-

thropological phenomena in the normal and patholog-

ical states. A signiﬁcant component of the methodol-

ogy is the implementation of tasks aimed at the de-

velopment and correlation analysis of physical ex-

ercises and movement modes based on the applica-

tion of N. Bernstein’s theory of movement construc-

tion (Klochko and Fedorets, 2022; Bernstein, 1990,

2020; Devishvili, 2015; Bongaardt and Meijer, 2000;

Dmitriev, 2014; Donskoy and Dmitriyev, 1999; Eﬁ-

menko, 2011). The important approaches used within

the framework of this methodology include prob-

lem based learning and ﬂipped learning as well as

game-based teaching methods and Socratic (maieu-

tic) methods. The analysis and study of pedagogi-

cal, movement and sport experiences and practices of

Physical Education teachers seems important.

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 hermeneu-

tic circle. In the course of its development we

used the holistic and systemic approaches as well as

ideas of contextual learning. The developed “Vir-

tual Model Illustrating Nikolai Bernstein’s Theory

of Movement Construction” (developed by V. Fe-

dorets and O. Klochko.) (Fedorets & Klochko, 2022;

CoSpaces Edu, 2023) was used throughout the stated

methodology and represents its “central” and sense-

forming component.

Methodology of control over the efﬁciency of ap-

plication of “Virtual Model Illustrating Nikolai Bern-

stein’s Theory of Movement Construction” as a part

of the methodology (developed by V. Fedorets). The

basis of the control methodology is presented by 10

interrelated questions. The questions are given in the

form of a test (Yevtuch et al., 2021b). A Physical Ed-

ucation 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 (Yevtuch et al., 2021b):

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

AET 2021 - Myroslav I. Zhaldak Symposium on Advances in Educational Technology

308

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 organi-

zation 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 condi-

tions 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?

Spatial aspect of methodology. An important pro-

fessional aspect of considering a person as a spa-

tial being in relation to the earth’s space is both a

philosophical-methodological and a purely practical-

technological issue, which is determined by the com-

plex biomechanics of a person. Clarifying this provi-

sion, we focus on the phenomenon of spatiality, which

is contextually present both in biomechanics and di-

rectly in the practices and technologies of physical

culture and sports. In his professional activity, in the

process of organizing motor activity, a Physical Edu-

cation teacher constantly works with the spatiality of a

person, with the existentiality of space, with the exis-

tentiality of corporeality (Binswanger, 1942), and also

reveals for himself the phenomenology of cultural

space, physical space as the space of the Earth, pre-

sented in the format of its natural and anthropogenic

landscapes.

In this pedagogical system, for an ecologically

valuable, health-oriented and aesthetic understanding

of the phenomenology of the spatial organization of

the human body, its physicality and motor activity, as

well as the space of the Earth, terrestrial landscapes

as natural and anthropogenic, in particular, architec-

tural structures, the theory of construction is used

movements of M. Bernstein and its “digital illustra-

tion” “Virtual Model Illustrating Nikolai Bernstein’s

Theory of Movement Construction”. Accordingly,

the theory of M. Bernshtein is interpreted cultur-

ally, ecologically-valuably, aesthetically and health-

oriented.

The “Methodology for the development of the

health-preserving competence of the Physical Edu-

cation teacher based on M. Bernstein’s theory of the

level construction of movements” includes consider-

ation of environmental and health-preserving prob-

lems. These problems are considered based on the

application of a spatial approach. For this purpose,

appropriate health-preserving and ecologically ori-

ented narratives, “Virtual Model Illustrating Nikolai

Bernstein’s Theory of Movement Construction”, pho-

tographs, diagrams and images of people and natural

and anthropogenic landscapes, objects, as well as ar-

chitectural structures and works of art were used. The

use of images, architectural, works of art and images

of landscapes and landscapes also aims to aestheti-

cize the learning process and activate emotional in-

telligence and stimulate the emotional and aesthetic

factor of creativity and intellectual activity.

To diagnose the effectiveness of training, we used

the questionnaire developed by us “Fedorets Ques-

tionnaire for the deﬁnition of ecological value and

health-preserving reﬂection of the earth’s space and

human motor activity based on the spatial interpreta-

tions of M. Bernstein’s theory of movement construc-

tion”, which is presented below.

“Fedorets Questionnaire for the deﬁnition of eco-

logical value and health-preserving reﬂection of the

earth’s space and human motor activity based on

the spatial interpretations of N. Bernstein’s theory of

movement construction”.

When processing the questionnaire, it is necessary

to choose one of three answers.

1. A person’s own inner space and world in bodily-

motor representation can to some extent be repre-

sented by the level of tonic movements (level A)

according to N. Bernstein. Under the inﬂuence

of external conditions, social and psychological

factors of a person at the indicated level can be

Improving the Health-Preserving Competence of a Physical Education Teacher on the Basis of Spatial Value Interpretations of Nikolai

Bernstein’s Theory of Construction of Movements

309

formed (according to V. Reich) ... .

Variants of answers: muscle clamps and carapace

of the character, protrusion, blood circulation disor-

ders.

The correct answer: muscle clamps and armor of

character.

2. In a person, his inner space and world, which in

motor activity is represented by pendulum-like,

repetitive, balancing movements that create a spa-

tial effect of “mixing” and close interaction of the

inner human and outer earthly space, represented

by the level of synergistic movements according

to N. Bernstein, determines the relevant for health

preservation ... aspect.

Variants of answers: neuronal, recreational, voli-

tional.

The correct answer: recreational.

3. From an ecological and value point of view, the

implementation of “level C – Spatial movements”

according to N. Bernshtein, which deﬁnes the pos-

sibility of active movement of a person in space,

can be considered as a universal way ... .

Variants of answers: formation of stress resis-

tance; harmonization and knowledge of the Earth, the

world and man; development of entrepreneurial com-

petence.

The correct answer: harmonization and knowl-

edge of the Earth, the world and man.

4. Level D – substantive actions according to

N. Bernshtein, which determines the formation of

a special anthropogenic space of objects, tools,

buildings, which from the standpoint of the con-

cept of sustainable development should be ... to

the earthly world and space.

Variants of answers: ecophobic and competitive;

ecophilic and harmonized; active and enterprising.

The correct answer: ecophilic and harmonized.

5. The development of “level E – intellectual

(speech) movements”, according to N. Bernstein,

is an anthropogenic and mental prerequisite for

the formation of a special shell of the Earth, which

V. Vernadsky deﬁned as ... .

Variants of answers: lithosphere, hydrosphere,

noosphere.

The correct answer: noosphere.

Let’s consider the main ideas and meanings on the

basis of which the “Fedorets Questionnaire for the

deﬁnition of ecological value and health-preserving

reﬂection of the earth’s space and human motor ac-

tivity based on the spatial interpretations of N. Bern-

stein’s theory of movement construction” was devel-

oped. The questionnaire is based on a worldview

concept inherent in many secular and religious sys-

tems, namely, the ancient anthropocosmic idea of the

macrocosm – the harmonious world in which we ex-

ist, and the microcosm – the special inner world of

man, which is within us. The microcosm is essen-

tially seen as a version of the big cosmos (micro-

cosm). Therefore, by inﬂuencing the inner world, we

can change the outer world. The microcosm of a per-

son, as well as his essence as a whole, manifests itself

through motor activity.

The methodological and worldview value of

N. Bernstein’s theory of building movements lies not

only in its systematicity but also in its cosmos. It re-

veals the motor sphere of a person as a special har-

monized World – “Cosmos of movement”. Cosmos

in classical ancient Greek ideas is a harmonized, aes-

theticized, ordered, stable and living world. Ancient

ideas are indicated, which fully correspond to the cur-

rently dominant concept of sustainable development,

which is aimed at building a harmonious “anthropo-

earthly” world.

N. Bershtein’s theory reveals to us a unique cos-

mos of motor activity, which is primarily based on

harmony between different levels of movements. Vi-

olation of this harmony forms pathologies. Thus, the

“internal” (anthropic) cosmism of the motor sphere of

man as a manifestation of his high “spiritual-motor”

nature revealed by N. Bershtein in the speciﬁcity of

the organization of certain levels (A, B, C, D, E)

must be correlated with the “external” anthropocos-

mism earthly world. We consider motor activity as

spatial and oriented towards the disclosure and for-

mation of ecological values and intentions. This is

realized through a person’s understanding of its spa-

tiality, spatial values in interaction with the disclosure

of the value of earthly spaces (landscapes). The ques-

tionnaire contains ﬁve questions, which corresponds

to the number of levels in N. Bernstein’s theory of

movement construction. Accordingly, in each ques-

tion, in addition to the characteristics of a certain level

of movements, the spatial, anthropological and eco-

logical aspects that it reveals are reﬂected.

Question № 1 – “A person’s own inner space and

world in bodily-motor representation can to some ex-

tent be represented by the level of tonic movements

(level A) according to N. Bernstein. Under the inﬂu-

ence of external conditions, social and psychological

factors of a person at the indicated level can be formed

(according to W. Reich) ...” (Gilbert, 1999) – the pres-

ence of changes at level A in the format determines

the “bodily-spatial” phenomenon, which is important

for the corrective and preventive work of a Physi-

cal Education teacher – muscle tension. The essence

of the phenomenon of muscle tension is that un-

AET 2021 - Myroslav I. Zhaldak Symposium on Advances in Educational Technology

310

der the inﬂuence of both external life (psychological-

physical-social) factors and conditions, tension zones

(muscle tension) may appear at the said level. The

speciﬁed tension zones are subsequently ﬁxed and

manifest outwardly over time in barely noticeable pe-

culiarities of a posture and motor activity. Internally,

a human feels discomfort in certain areas of the body.

In addition, bodily changes relate to certain psycho-

logical problems and affect a personality and the qual-

ity of life. The concept of the character armour, which

is formed by ﬁxing muscle tension, which was intro-

duced by an outstanding Austrian psychologist Wil-

helm Reich, is relevant in the practice of body psy-

chotherapy. The character armour is a bodily, psycho-

logical as well as spatial and motor phenomenon at

the same time. In the character armour, the peculiari-

ties of a human’s interaction between himself/herself

and the outside world are reﬂected to a signiﬁcant de-

gree. Therefore, we consider the said problem from

the standpoint of the need to harmonise a human with

himself/herself, terrestrial landscapes and other peo-

ple. Accordingly, the practices and technologies of in-

tellectualised, ecologised, and psychologised physical

culture can be ways of harmonisation. Motor activity

in this case is considered to be recreation, self-therapy

and reﬂection, which are implemented through “spa-

tial, bodily and motor” practices. Physical culture be-

comes a way of understanding and cognition of one-

self, and a way of restoration of harmony with one-

self, the Terrestrial world and social environment.

Question № 2 – “In a person, his inner space

and world, which in motor activity is represented by

pendulum-like, repetitive, balancing movements that

create a spatial effect of “mixing” and close interac-

tion of the inner human and outer earthly space, rep-

resented by the level of synergistic movements ac-

cording to N. Bernstein, determines the relevant for

health preservation ... aspect” – reveals important vi-

tal and motor features of synergistic movements (level

B) according to N. Bernstein. These movements are

economical, “pulsating”, rhythmic. These character-

istics determine their ability for recreation, which is

one of the important aspects of physical culture. At

the same time, synergistic movements can be “easy”,

rhythmic and have the “natural potential” of spon-

taneity. In turn, a person who is tired or who has

certain life and psychological problems that “lock”

him in the armor of his character partially loses light-

ness, ﬂuidity, rhythmicity and spontaneity. The rhyth-

micity of synergistic movements integratively reﬂects

the metaregularities of the human macrocosm and mi-

crocosm, which exist and develop as megasystems of

synchronized, harmonized rhythms. In this pedagog-

ical system, special attention is paid to the ability of

the Physical Education teacher to use the vital, recre-

ational and motor potential of synergistic movements,

as those that harmonize a person with himself and the

world through motor activity. An example of effective

movement for a person in which a synergistic compo-

nent is prominent is gait. Accordingly, walking has

powerful recreational and intellectual effects.

Question № 3 – “From an ecological and value

point of view, the implementation of “level C – Spa-

tial movements” according to N. Bernshtein, which

deﬁnes the possibility of active movement of a person

in space, can be considered as a universal way ... “ –

reveals ancient ontological and worldview-forming

ideas of movement and path (for example, there is the

Chinese tradition “Tao Te Ching”) as a manifestation

and formation of life, as ways of existence. Imple-

mentation of “Level C – Spatial movements” a pri-

ori requires movement in space. In physical culture,

purposeful motor activity within the speciﬁed level is

one of the main ones. This level C (spatial move-

ments) integratively ensures the development of both

the body and sensorimotor intelligence. From the

ecological and geopsychological point of view (Min-

dell, 2007), the actualization of this level is signiﬁcant

in the knowledge of the world and the harmonization

of man with the earth’s spaces (landscapes). Activ-

ity at this level is also a way to oneself, i.e., a way

of self-discovery through understanding oneself as a

part of the great earthly world, which occurs in the

process of moving in space and contemplating land-

scapes. The main movements in this level are walking

and running. Walking and running are also based on

synergistic movements (level B according to N. Bern-

stein).

Question № 4 – “Level D – substantive actions ac-

cording to N. Bernshtein, which determines the for-

mation of a special anthropogenic space of objects,

tools, buildings, which from the standpoint of the con-

cept of sustainable development should be ... to the

earthly world and space” – reveals the special space

of human activity and its results – objects of material

culture and the phenomenon of architecture. Empha-

sis is placed on the need to implement human activity

in an ecologically oriented manner in accordance with

the ideology of the Concept of Sustainable Develop-

ment.

Question № 5 – “The development of “level

E – intellectual (speech) movements”, according to

N. Bernstein, is an anthropogenic and mental prereq-

uisite for the formation of a special shell of the Earth,

which V. Vernadsky deﬁned as ...” – reveals deep

philosophical and worldview ideas about the special

shell of the Earth – the noosphere, which is con-

sidered as the highest manifestation of the spiritual-

Improving the Health-Preserving Competence of a Physical Education Teacher on the Basis of Spatial Value Interpretations of Nikolai

Bernstein’s Theory of Construction of Movements

311

mental and motor-metal nature of man. We inter-

pret the noosphere as a manifestation of human na-

ture integrated with planet Earth. In this case, man

is to some extent derived from her, from Terra Mater

(lat.) – Mother Earth. These ideas contribute to the

development of intentionality, values, and meanings

aimed at preserving the Earth as a planet, as a human

environment, and as its “cosmic” homeland. The ac-

tualization of the phenomenon of the noosphere con-

tributes to the development of anthropocosmic con-

sciousness and a holistic perception of the Earth as a

special and unique anthropoearthly world for humans

(Yevtuch et al., 2021a). In such a world, space is in-

terpreted and has a metric as “telus-existential – res

extenza”.

Thus, each level highlighted in N. Bernstein’s the-

ory of movement construction corresponds to its own

special “telus-anthropic” and cosmic understanding

of space. Each level reﬂects its speciﬁcity of inter-

action of the motor sphere of a person with space and

with itself, and forms a certain systemic multi-level

integrity in the perception of oneself and the world.

The actualization of different levels of human inter-

action with the earthly space is also a method of self-

reﬂection and physicality. In his imagination, a per-

son almost always imagines himself not separately,

but connected to some fragment of reality in which

there is a distinct spatial aspect. That is, a person al-

ways reﬂects a fragment of some artiﬁcial or natu-

ral landscape in his mental reality. Psychologically, it

is essentially inseparable from Terra Mater – Mother

Earth.

3 RESULTS AND DISCUSSION

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 effective

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 in-

clusion, creativity, child-centeredness and humaniza-

tion, we deﬁne the health-preserving competence of a

Physical Education teacher as an integrative profes-

sional and personal ability of a teacher aimed at pre-

serving the life and health of students with typical de-

velopment and special educational needs in the educa-

tional process by forming a healthy lifestyle, preven-

tion and correction of disorders; by promoting the for-

mation 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 cul-

ture 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 ex-

pand 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 Niko-

lai Bernstein’s theory of the levels of movement con-

struction” (Yevtuch et al., 2021b). In this methodol-

ogy, the virtual model is the central and sense-forming

element, representing a spatial image-semiotic sys-

tem. 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, val-

ues, intentions, reﬂections, interpretations and pro-

fessional 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. Bern-

stein’s theory of movement construction (Bernstein,

1990, 2020; Bongaardt and Meijer, 2000). Within the

framework of this theory ﬁve levels of movements are

deﬁned – A, B, C, D, E. Being interrelated and in-

terdependent, these levels represent a complex hier-

archic system. It is relevant that every level of mo-

tor activity is relatively autonomous and speciﬁc and

may be considered as a determining and deﬁning for

movements that are characterized by common fea-

tures. At the same time, a certain level is presented

as a necessary component or the basis for the next,

“higher” level of movements. According to the above

described understanding, movements activity may be

presented either by all levels or by one, two (e.g. bal-

ancing movements), three (e.g. walking) or more (up

to ﬁve) levels.

Highlighting the essence of N. Bernstein’s theory,

we characterize each level of movements in the rela-

tion to other levels and thus disclose the phenomenol-

ogy of movements activity as a whole. At the same

time, we highlight one key determining aspect (vec-

tor) and a few additional ones. These additional as-

pects facilitate a deeper, widened and interpretation

AET 2021 - Myroslav I. Zhaldak Symposium on Advances in Educational Technology

312

oriented disclosure of the key aspect by supplement-

ing its senses. In this pedagogical system the key as-

pects (vectors) are presented as problem-conceptual

lines. These lines differ from the aspects (in a narrow

sense) as they are clearly directed, aimed at problem

setting, interpretation and constructing of new knowl-

edge. 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 understand-

ings 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 hermeneu-

tics (Dilthey, 1996). The stated “individual-general”

correlation is reﬂected in the concept of a hermeneu-

tic circle. In our pedagogical system of didactic posi-

tions, the central and main differences 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 considera-

tion of a certain problem-conceptual line (aspect) dis-

closes the nature of all ﬁve levels of movement as a

complex system and accentuates each of these lev-

els as a particular “movement ontology”. By actu-

alizing each next aspect as the previous one we “take

it through” all A, B, C, D, E levels (Yevtuch et al.,

2021b).

For instance, while disclosing the nature of move-

ment through the representation of “Key manifesta-

tions of movement” and “Movement characteristics”,

we analyze and illustrate it with the help of a vir-

tual model. The movement is structured into subsys-

tems represented by a certain level: A (tonic move-

ments) – ensures muscle tonus, mimic movements,

trembling from cold and stress, etc. (ﬁgure 1); B

(synergistic movements) – synergistic, economic, bal-

ancing, reciprocal (movements in which antagonist

muscles contract and relax in turn), smooth, “round”

movements etc. (e.g. body movements when a per-

son stands, balances or does physical exercises with-

out lifting the legs from the surface or changing his

or her position) (ﬁgure 2); C (level of spatial move-

ments) – movements that ensure active spatial move-

ments: jumps, walking, running, thrusts (ﬁgure 3); D

(level of concrete actions) – movements that ensure

an effective and targeted work with objects, tools –

praxis (ﬁgure 4); E – intellectual movements: lan-

guage movements and dances and “motion scenar-

ios”, which have a complicated structure (ﬁgure 5)

(Yevtuch et al., 2021b).

We brieﬂy represent another important problem-

conceptual line, which is a group of interrelated as-

pects – “Movement as a manifestation of existence,

movement as a body scheme, movement as a spatial

and orientation phenomenon” (Yevtuch et al., 2021b).

Level A – level of tone – is a manifestation of exis-

tence as a given; is “discloses” the space of the body

as a self-sufﬁcient, 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 en-

sures 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 envi-

ronment. Level B – level of synergy – swaying, syn-

ergistic 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 (Besoli, 2017), the existential of corporality as

the existential of movement (Klochko and Fedorets,

2022) by shifting parts of the body (limbs and the

body itself) relatively to it; discloses the existential

of temporality through movements, which are repeti-

tive and periodical, forming a “temporal-biochemical-

swaying” process, which facititates the perception of

time; forms orientation within one’s body with re-

gard to and depending on the movement of parts of

the body (arms, legs) relatively to it and while mak-

ing swaying movements, also taking gravitation into

consideration; balancing movements give the real-

ization of gravitation and thus form a close connec-

tion with the Earth as a planet and the foundation of

life; these movements are a precondition for form-

ing spatial metaphors, which represent the basis of

the sensor-motoric thinking. Level of spatial move-

ments – C: represents and “unveils” the space, land-

scape and the Earth with the existing objects and per-

spectives; presents movement as a “spatial” existence

through spatial movement; discloses the existential

of spatiality and temporality; actualizes the existen-

tial of corporality and the existential of locomotion

(Klochko and Fedorets, 2022) through movement of

the body in space; forms an orientation and goal set-

ting in space; is a precondition of forming spatial

metaphors as the basis of thinking and values (Lakoff

and Johnson, 1980). Level of concrete actions – D;

“forms” a “world of things” in the consciousness (the

object domain); discloses the orientation within the

objects and actions; “creates” praxis as an ability for

Improving the Health-Preserving Competence of a Physical Education Teacher on the Basis of Spatial Value Interpretations of Nikolai

Bernstein’s Theory of Construction of Movements

313

Figure 1: Level A – Tonic movements (Fedorets & Klochko, 2022). The ﬁgure shows a man standing. This is provided

by the tonic level (A). A person can jump sharply. This is an example of changes in the tonic level – ballism. Movement:

muscle tone, statotonic, coordination-tonic, facial expressions, trembling in the cold, grouping when falling. Level basis (is

the “background level”) – B, C, D, E. Characteristic of movement: unconscious (automatic), the involvement of all muscles

of the body, basic and background for all levels, associated with the subconscious. Attitude to space and orientation: own

body (Yevtuch et al., 2021b).

Figure 2: Level B – Synergistic movements (Fedorets & Klochko, 2022). Movement: base walking and dancing (rhythmic),

maintaining balance and balancing, facial expressions. Level basis (is the “background level”) – C, D, E; rhythm of speech

and intonation. Characteristic of movement: movements without taking into account the spatial structure of the environment,

economical, balancing, stereotic, equilibrium, “pulsating”, rhythmic, repetitive, smooth and precise, partially automatic, the

basis of walking, may be partially automatic and unconscious. Attitude to space and orientation: own body and the immediate

surrounding space (Yevtuch et al., 2021b).

targeted, creative and “transformational” work with

objects, tools and the environment and to a certain

extent as a “speciﬁc” interaction with people and an-

imate objects (plants, animanls). Level of intellectual

movements – E: forms mental and corporal activity

as a semiotic-conceptual and intentionally-targeted,

in the formats of language and communication; dis-

closes the language and dialogue as existence and a

mental-communicative way of existing in it; deter-

mines the spaces and ﬁelds of concepts, senses and

values; discloses intellectual activity as a human way

of being; actualizes the existentials of love and health

AET 2021 - Myroslav I. Zhaldak Symposium on Advances in Educational Technology

314

Figure 3: Level C – Spatial movements (Fedorets & Klochko, 2022). Movement: movement based on orientation in space,

walking, running, throwing, jumping. Level basis (is the “background level”) – level D, E. Characteristic of movement: spa-

tially oriented, differentiated, precise, conscious, conscious movements. Attitude to space and orientation: Three-dimensional

Space (Yevtuch et al., 2021b).

Figure 4: Level D – Substantive action (Fedorets & Klochko, 2022). The ﬁgure shows the idea of movement of level D –

Substantive action. It is primarily formed through contact in the “man-man” system as a contact. In this case, the participation

of level A (tonic movements) is relevant – which forms the possibility of contact with another person, and later (in the

process of human development) with the object (tool). Movement: actions and work with objects, praxis. Level basis (is the

“background level”) – level E. Characteristic of movement: has a complex algorithm, is targeted, subject-manipulative and

meaningful, system-forming and meaning-forming factor is the goal and the result is focused on the action with the objects,

this level is semantic and objective, conscious movements. Attitude to space and orientation: “space” of objects and tools that

are in three-dimensional Space (Yevtuch et al., 2021b).

Figure 5: Level E – Intellectual (speech) movements (Fedorets & Klochko, 2022). Movement: intellectualized movements –

sign language and partly body language and dance (understood as complex choreographic actions), reading, spoken and writ-

ten language and reading. Characteristic of movement: characteristics related to speech, physical communication, complex

dances and motor scenarios, conscious. Attitude to space and orientation: for language – space of objects and ideas, ideal (vir-

tual) spaces of values, values; for dances and complex motor scenarios – three-dimensional space, space of speech, “space”

of tools and objects, space of ideas, values and meanings.

Improving the Health-Preserving Competence of a Physical Education Teacher on the Basis of Spatial Value Interpretations of Nikolai

Bernstein’s Theory of Construction of Movements

315

as a manifestation of human nature.

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 nat-

urally integrates into a certain epistemological sys-

tem. Such a variety of knowledge facilitates the ac-

tualization of the hermeneutic potential of N. Bern-

stein’s theory, which accordingly launches the active

formation of interpretations, reﬂections, understand-

ings 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 manifesta-

tions and is a precondition for creativity and active

dialogue-based interaction. Physical Education teach-

ers 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 re-

ality model of the stated issue and creation of a corre-

sponding 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 sub-

sequent formation of complex understanding of the

movements ﬁeld and a human being, as a methodol-

ogy (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 repet-

itive 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, de-

termines the hermeneutic and sense forming poten-

tials 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 lev-

els of motor activity organization, knowledge is be-

ing constantly updated. The very existence of knowl-

edge in the form of problematization, as a problem

and as interpretations, facilitates its preservation, de-

velopment, growth and widens the opportunities for a

value based and practical orientation of creativity. Us-

ing the ideas expressed by Frank (Frank, 2016), we

may characterize such knowledge as “living knowl-

edge”. Thus, thanks to its multi-dimensional, sys-

temic, representative nature, N. Bernstein’s theory al-

lows to disclose the phenomenology of movement us-

ing the “Wheel of problems and senses” methodol-

ogy, 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 Bern-

stein’s Theory of Movement Construction” forms the

foundation of the above presented practical imple-

mentation 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 vir-

tual spaces of the stated model as well as the corre-

sponding anthropic images are used to study the pe-

culiarities of various levels of movements and are also

subsequently used as sense-forming contexts to high-

light and particularize the relevant issues of the mo-

tion sphere, health preservation and disclosure of the

human phenomenon as a whole.

Thanks to the use of the “Virtual Model Illustrat-

ing Nikolai Bernstein’s Theory of Movement Con-

struction”, the “Wheel of problems and senses” and

the problem-conceptual lines, which form it to a great

extent, motor activity is disclosed as a manifesta-

tion of the poly-ontological human nature (Nosov,

1999). Accordingly, the motor activity is repre-

sented 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 phenom-

ena – from purely “biological-corporal” ones (levels

A, B) and “corporal-spatial” (level C) and “corporal-

praxeological” to “gnoseological-linguistic” and spir-

itual ones (level E).

For a “dialogue-based” “immersion” of course

participants into the “biomechanical essence of move-

ment”, the initial demonstration of the virtual model

includes the actualization of maieutic and interactive

practices. The idea of this aspect is to disclose move-

ment 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 forma-

tion. Such a presentation is essentially a “spatial” as

well as “anthropic” metaphorization. It creates the ef-

AET 2021 - Myroslav I. Zhaldak Symposium on Advances in Educational Technology

316

fects 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 in-

teraction between the levels of movements is also dis-

torted. The fact that probable distortions really exist,

can be modelled and thus “extracted” from N. Bern-

stein’s level theory poses a special methodological in-

terest (Klochko and Fedorets, 2022; Bernstein, 1990;

Devishvili, 2015; Latash and Latash, 1994; Bongaardt

and Meijer, 2000). We suggest that the course par-

ticipants model probable distortions on the basis of

knowledge about the nature of movement disclosed

with the help of the virtual model. The stated aspect

of decomposition with the subsequent “construction”

of movement is possible even after the basic familiar-

ization with N. Bernstein’s theory.

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 compo-

nent 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 cor-

poral existence. In this aspect we focus on the exis-

tentiality of corporality, remembering classical ideas

of Binswanger (Besoli, 2017). We consider the stated

aspect in the spirit of existential pedagogics (Bollnow

(Bollnow, 1955)). Thus, it is signiﬁcant for the hu-

manization of the educational process and the forma-

tion 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 move-

ments”), 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 pri-

marily disclosed through a possibility to shift the po-

sition in space, which is effectively 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 mani-

fested 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 (Klochko and

Fedorets, 2022; Besoli, 2017). This is the “source” of

motivation and not the fact that a child “must” work-

out.

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 per-

ception of his/her body. To a certain extent, it may

be called “corporal reﬂective”. It discloses the cor-

porality 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 (Fahr et al.,

2020; Safonicheva and Ovchinnikova, 2021), and also

to broaden the professional abilities of an educator in

terms of correction of sensor-motoric and other disor-

ders with the help of Physical Education tools.

Motor health-preserving strategies are formed on

the basis of N. Bernstein’s theory of construction of

movements. Based on the practical and technological

understanding of the features of biomechanics, psy-

chology and neuronal foundations of different levels

of movement revealed in N. Bernstein’s theory and

Improving the Health-Preserving Competence of a Physical Education Teacher on the Basis of Spatial Value Interpretations of Nikolai

Bernstein’s Theory of Construction of Movements

317

through the reception of pedagogical and sports expe-

riences 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 improve-

ment of existing physical culture and health technolo-

gies 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, rhyth-

mic, balancing and to some extent “recreational” na-

ture (ﬁgure 2). This strategy can be applied to the

formation of new motor actions (in the sense of phys-

ical exercises), as well as used in the already existing

ones with the actualization of the synergistic compo-

nent. That is, already known exercises can be per-

formed 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 ef-

fect of rest, comfort of the movement itself, “comfort-

able” feeling of your body, as well as calming due to

the actualization of the rhythmic component. The ap-

plication of spatial and body-spatial motor metaphors

is relevant, in which there is an orientation in the di-

rections 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 na-

ture i.e. for warming-up and getting out of the load –

for a hitch. “Entering” and “exiting” motor activ-

ity should be delicate and inconspicuously synchro-

nize the work of the cardiovascular and respiratory

systems and musculoskeletal system, taking the body

to a qualitatively new level of functioning systemat-

ically, 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 remem-

ber the soft, delicate, oscillating and rhythmic move-

ments when a woman shakes a baby. In the same

semantic series there are synergistic (rhythmic, os-

cillating) 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 “Appli-

cation 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 spa-

tial character (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 men-

tioned analyzers (visual, auditory) is a sensory pre-

requisite for the formation of spatial thinking, ori-

entation and imagination. To implement this strat-

egy, we recommend using outdoor activities, the po-

tential of landscape pedagogy and tourism, as well

as the demonstration of landscapes and spatial ob-

jects and their discussion. It is important to use mo-

tor games with elements of orientation in space and

complex-coordinated movements and movements on

various including circular trajectories and their sub-

sequent analysis and discussion. The application of

spatial motor metaphors, elements of theatrical peda-

gogy, which includes reincarnation into various im-

ages in which the motor and spatial-motor compo-

nents are expressive, is relevant.

The motor health-preserving strategy “Applica-

tion 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) (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, think-

ing about their trajectory and method of implemen-

tation. 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 move-

ments 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 sit-

uation, modeling and reﬂexive understanding of the

probable problem, concentration and meditation tech-

niques, knowledge of biomechanics and human psy-

chology. Thus, the kata from the standpoint of cogni-

tivistics can be considered as a “body-space-activity”

semiotic system deﬁning characteristic, which is cog-

nition. It is interesting to use the representative po-

tential of movements, which includes the ability to

communicate through motor activity and demonstrate

complex ideas, feelings, which is also considered in

AET 2021 - Myroslav I. Zhaldak Symposium on Advances in Educational Technology

318

the framework of theater pedagogy. The use of mu-

sic and the arts in general, including poetry, is impor-

tant. The use of elements of play, carnival, imitation

of life scenarios, as well as narrative and communica-

tive skills of a teacher is important for the actualiza-

tion of this level.

We recommend using augmented and virtual re-

ality 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 Eu-

ropean centric transformations of the Ukrainian ed-

ucation is the formation of intellectualized, axiolo-

gized, “human-centric”, psychology driven and “hu-

maniticized” physical culture (Aksonova, 2010; Eﬁ-

menko, 2011). Such physical culture is considered

as a relevant component of movements activity, de-

velopment and existence of a child and not only as a

school subject. Thus, it is represented as a system of

personality-oriented and culture-corresponding tech-

niques of the body, which we view in correlation with

mental, spiritual and health preserving practices as

well as, to a certain extent, their inseparable compo-

nents. 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, devel-

opment 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 mo-

tion practice of a particular culture, but ﬁrst and fore-

most as a culture forming unit. We believe that corpo-

ral techniques make up the basis of preserving phys-

ical as well as psychological, existential and spiritual

health.

N. Bernstein (Klochko and Fedorets, 2022; Bern-

stein, 1990; Devishvili, 2015; Talis, 2015; Bongaardt

and Meijer, 2000; Meijer and Bruijn, 2007) deﬁned

a person and his/her locomotor sphere as a set of su-

per complex integratively functioning intentional sys-

tems, which have a certain potential for autonomy

(in a modern auto-poetic understanding). This made

his views radically different from the views of a sim-

ple person (lat. Homo simplex) and a reﬂex person,

mechanic person, automated person. N. Bernstein’s

ideas are disclosed and have undergone value based

comprehension with the help of virtual reality and

they lead us to an idea that movement is a manifes-

tation of the higher nature of human existence as well

as to an understanding of metaphysical and ontologi-

cal for mans of motor activity.

An experimental study. To analyze the efﬁciency

of using the “Virtual Model Illustrating Nikolai Bern-

stein’s Theory of Movement Construction” within the

“Methodology of development of the health preserv-

ing 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 Con-

tinuous 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 using the methodology of development

of health-preserving competence of a Physical Educa-

tion teacher in the conditions of postgraduate educa-

tion on the basis of N. Bernstein’s theory of construc-

tion of movements with the use of virtual reality tech-

nologies. The results showing the number of correct

answers of Physical Education teachers to questions

before and after using this methodology are consid-

ered at n

= 10 and n

= 10 (ﬁgure 6) (Yevtuch et al.,

2021b).

Let us conﬁrm the statistical signiﬁcance of ex-

ceeding 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 us-

ing the Wilcoxon’s rank sum test (Wilcoxon, 1945;

Wilcoxon et al., 1963).

We ﬁnd the difference between the values of the

corresponding indicators of the results of solving con-

trol tasks by Physical Education teachers before and

after the experiment (table 1) (Yevtuch et al., 2021b).

We arrange the obtained absolute values of the dif-

ferences in the indicators of the studied trait before

and after the experiment in ascending order. Rank

them in ascending order of absolute differences with

using average ranks (because there are related ranks)

from 1 to 10 (table 1) (Yevtuch et al., 2021b).

Analysis of the table data showed that there are no

“atypical” shifts. So, calculated by formula (1)

emp

∑

i=1

= 0.

Find the critical value for the Wilcoxon’s rank sum

test for n = 10, using the data in table 1:

for p < 0,05 the T

= 10,

for p < 0,01 the T

= 5.

The empirical value T

emp

= 0 < T

= 5 at the sig-

niﬁcance level p < 0,01.

Hypothesis H

is accepted. The values of the indi-

cators of the results of solving control tasks by Phys-

Improving the Health-Preserving Competence of a Physical Education Teacher on the Basis of Spatial Value Interpretations of Nikolai

Bernstein’s Theory of Construction of Movements

319

Figure 6: 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 (Yevtuch et al., 2021b).

Table 1: The value of the corresponding indicators of the results of solving control tasks by Physical Education teachers

before and after the experiment, their difference and ranks of absolute values of differences.

Order Before the After the Difference, The absolute Ranks of

number of experiment, experiment, x

a f ter

− x

be f ore

value of the absolute values

the task, n x

be f ore

(%) x

a f ter

(%) (%) difference (%), of differences, r

a f ter

− x

be f ore

1 21 77 56 56 3,5

2 25 81 56 56 3,5

3 35 98 63 63 7,5

4 17 61 44 44 1

5 13 75 62 62 6

6 15 82 67 67 9

7 16 89 73 73 10

8 10 68 58 58 5

9 8 71 63 63 7,5

10 43 97 54 54 2

Sum total - - - - 55

ical Education teachers after the experiment statisti-

cally with a high probability exceed the values of the

indicators before the experiment at the level of signif-

icance p < 0,01.

We will present the results of research on edu-

cational effectiveness “Methodology for the devel-

opment of the health-preserving competence of the

Physical Education teacher based on N. Bernstein’s

theory of the level construction of movements” using

a spatial approach (ﬁgure 7). The speciﬁed spatial ap-

proach was aimed at the ecological-value and spatial-

value understanding of human motor activity based

on N. Bernshtein’s theory of movement construction.

The study was conducted at the Communal Institution

AET 2021 - Myroslav I. Zhaldak Symposium on Advances in Educational Technology

320

of Higher Education “Vinnytsia Academy of Continu-

ing Education” in 2022. The studied sample consisted

of 32 Physical Education teachers.

Let us prove the statistical conﬁdentiality of the

obtained results. The number of questions that had

to be completed by the Physical Education teacher

before and after the introduction of the “Method-

ology for the development of the health-preserving

competence of the Physical Education teacher based

on N. Bernstein’s theory of the level construction of

movements” with the use of the “Fedorets Question-

naire for the deﬁnition of ecological value and health-

preserving reﬂection of the earth’s space and human

motor activity based on the spatial interpretations of

N. Bernstein’s theory of movement construction” is

n = 5 (ﬁgure 7).

We ﬁnd the difference between the values of the

corresponding indicators of the results of solving con-

trol questions by Physical Education teachers before

and after the experiment in table 2.

Analysis of the table 2 data showed that there are

no “atypical” shifts. So, calculated by formula (1)

emp

∑

i=1

= 0.

Find the critical value for the Wilcoxon’s rank sum

test for n = 5, using the data in table 1:

for p < 0,05 the T

= 0,

The empirical value T

emp

= 0 ≤ T

= 0 at the sig-

niﬁcance level p < 0,05.

Hypothesis H

is accepted. The values of the indi-

cators of the results of solving control tasks by Phys-

ical Education teachers after the experiment statisti-

cally with a high probability exceed the values of the

indicators before the experiment at the level of signif-

icance p < 0,05.

Theoretical and conceptual understanding of the

use of the spatial approach. The “Concept of tellus-

existential – res extenza” was developed (V. Fedorets,

O. Klochko). In this space-value understanding of

man, the consideration of space and spatiality not only

as the “res extenza” (lat.) of Descartes or the ideal

space of physicists, in which, or against the back-

ground of which motor activity is realized, is a rel-

evant direction. Understanding space as a special

earthly spatial reality and as a cultural space with

which people interact becomes signiﬁcant. Accord-

ingly, a person is presented as a “bodily-motor-spatial

being”. Space is considered not only as physical,

but above all as earthly and as human and cultural

space. With such an “anthropo-telus” (in the sense

of “human-terrestrial”) representation of space, in ad-

dition to its 3 physical dimensions, additional “di-

mensions” – earthly and human – are also actualized.

The speciﬁed humanitarian-aesthetic, ecological and

anthropocultural understanding of space translates it

into the category of living objects. Accordingly, the

physical space is transformed into the world or cos-

mos, as it was imagined by the ancient Greek philoso-

phers, namely, into a harmonious, balanced, aestheti-

cized, stable, anthropologically oriented. We present

the above methodologically oriented interpretations

of physical space as the “tellus-existential” (res ex-

tenza, lat.) educational concept. To clarify, let’s note

that the word “telus” is used in the “tellus-existential”

(res extenza, lat.) concept, which comes from the

name of the ancient Roman goddess Mother Earth –

Tellus (lat.). The educational meaning of the speci-

ﬁed methodological metamorphoses is the disclosure

to man of high meanings and signiﬁcance, ontological

meanings and the beauty of space, as a harmonized

anthropo-earthly world. This is the basis for deter-

mining the ways of preservation and harmonious ex-

istence in the Earthly world. The “tellus-existential”

(res extenza, lat.) concept reveals the deep existential

meanings of the existential of spatiality and the exis-

tential of corporeality (according to L. Binswanger)

(Binswanger, 1942). This concept also at the level of

methodology represents the deep meanings and per-

spectives of the anthropological and valuable under-

standing and reception of the concept of sustainable

development.

4 CONCLUSION

The application of virtual reality technologies for

health and practically oriented perception of the phe-

nomenology 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 compe-

tence of a Physical Education teacher in conditions of

post-graduate education. Based on the use of AR/VR

technologies a software application “Virtual Model Il-

lustrating Nikolai Bernstein’s Theory of Movement

Construction” was developed. This virtual model is

an effective tool for the development of the stated

competence.

The results of the analysis of the research aimed

at the study of the efﬁciency of the virtual model

within the “Methodology of development of the

health-preserving competence of a Physical Educa-

tion teacher on the basis of Nikolai Bernstein’s the-

ory of the levels of movement construction” using the

Wilcoxon’s rank sum test prove the statistical signif-

icance of the efﬁciency of application of the given

methodology, namely, a statistically viable positive

Improving the Health-Preserving Competence of a Physical Education Teacher on the Basis of Spatial Value Interpretations of Nikolai

Bernstein’s Theory of Construction of Movements

321

Table 2: The value of the corresponding indicators of the results of solving control tasks by Physical Education teachers

before and after the experiment with the use of the “Fedorets Questionnaire for the deﬁnition of ecological value and health-

preserving reﬂection of the earth’s space and human motor activity based on the spatial interpretations of N. Bernstein’s theory

of movement construction”, their difference and ranks of absolute values of differences.

Order Before the After the Difference, The absolute Ranks of

number of experiment, experiment, x

a f ter

− x

be f ore

value of the absolute values

the task, n x

be f ore

(%) x

a f ter

(%) (%) difference (%), of differences, r

a f ter

− x

be f ore

1 7 95 88 88 5

2 11 71 60 60 3

3 32 81 49 49 2

4 13 88 75 75 4

5 76 98 22 22 1

Sum total - - - - 15

Figure 7: The results showing the number of correct answers of Physical Education teachers to the questions of the “Fedorets

Questionnaire for the deﬁnition of ecological value and health-preserving reﬂection of the earth’s space and human motor ac-

tivity based on the spatial interpretations of N. Bernstein’s theory of movement construction” before and after the introduction

of the “Methodology for the development of the health-preserving competence of the Physical Education teacher based on

N. Bernstein’s theory of the level construction of movements”.

dynamics of the educational achievements of Physi-

cal Education teachers have been determined. With

the help of the virtual model the health-preserving,

intellectual, gnoseological, hermeneutic, representa-

tive, axiological, praxeological, technological and

sense forming potentials of Nikolai Bernstein’s the-

ory are being disclosed. This facilitates the forma-

tion in a teacher of systemic views and structural-

functional, holistic and value-conceptual understand-

ings 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 health-preserving knowl-

edge 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 nec-

essary 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 effective practically oriented ap-

plication 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.

Nikolai Bernstein’s theory of movement construc-

tion, virtual reality technology, and spatial and eco-

logical approaches were used integratively for ecolo-

gization, anthropologization, and for the health-care-

oriented disclosure of human bodily-motor-spatial

phenomenology.

AET 2021 - Myroslav I. Zhaldak Symposium on Advances in Educational Technology

322

“Methodology for the development of the health-

preserving competence of the Physical Education

teacher based on N. Bernstein’s theory of the level

construction of movements” includes the representa-

tion of environmental and health-preserving issues us-

ing a spatial approach. The “Virtual Model of the

Illustration of N. Bernstein’s Theory of Movement

Construction” and photographs, diagrams and pic-

tures of people and natural and anthropogenic land-

scapes, objects, and architectural structures were used

to implement the indicated methodology. As a re-

sult of studies of the educational effectiveness of the

speciﬁed methodology, the positive dynamics of edu-

cational results were determined using the “Fedorets

Questionnaire for the deﬁnition of ecological value

and health-preserving reﬂection of the earth’s space

and human motor activity based on the spatial inter-

pretations of N. Bernstein’s theory of movement con-

struction”.

Accordingly, a Physical Education teacher gains

professional opportunities for the application of Niko-

lai Bernstein’s theory in the health preserving and

correction-development work with children with spe-

cial educational needs as well as in inclusive educa-

tion practices. On the basis of the health-preservation

oriented disclosure of the nature of movement, health-

preserving, preventative, corrective and developmen-

tal strategies are being formed among which the sig-

niﬁcant ones are: “Application of synergistic move-

ments to adaptation to movement activity, and recre-

ation”, “Application of spatial movements for actual-

ization of the orientation and search activities and de-

velopment of spatial thinking”, “Use of movements

with a complicated algorithm for intellect develop-

ment”.

REFERENCES

Abbagnano, N. (1969). Critical existentialism. Anchor

Books, Garden City, N.Y. https://archive.org/details/

criticalexistent0000abba.

Aksonova, O. P. (2010). Nova ﬁzychna kultura abo shkola

rozumnoho rukhu [New physical culture or school of

intelligent movement]. Physical Education Theory

and Methodology, (12):29–34. https://tmfv.com.ua/

journal/article/view/678.

Anosov, I. and Stanishevska, T. (2018). Osobystisno-

profesiinyi rozvytok uchytelia Novoi ukrainskoi

shkoly v konteksti antropolohizatsii osvity [Personal-

professional development of the teacher of the New

Ukrainian school in the context of anthropologiza-

tion of education]. Naukovyi visnyk Melitopolskoho

derzhavnoho pedahohichnoho universytetu. Seriia :

Pedahohika, (1):17–22. http://nbuv.gov.ua/UJRN/

Nvmdpu 2018 1 4.

Barnard, S. (2000). Construction and Corporeality: The-

oretical Psychology and Biomedical Technologies of

the Self. Theory & Psychology, 10(5):669–688. https:

//doi.org/10.1177/0959354300105005.

Bernstein, N. A. (1990). Fiziologiya dvizheniy i aktivnost

[Physiology of movements and activity]. Nauka,

Moskva.

Bernstein, N. A. (2020). Biomechanics for Instruc-

tors. Springer Cham. https://doi.org/10.1007/

978-3-030-36163-1.

Besoli, S. (2017). On the Emergence of Thymic Space

in Ludwig Binswanger. In Catena, M. T. and

Masi, F., editors, The Changing Faces of Space, vol-

ume 39 of Studies in Applied Philosophy, Epistemol-

ogy and Rational Ethics, pages 35–55. Springer Inter-

national Publishing, Cham. https://doi.org/10.1007/

978-3-319-66911-3 3.

Binswanger, L. (1942). Grundformen und Erkenntnis men-

schlichen Daseins [Basic Forms and Knowledge of

Human Existence]. Max Niehans Verlag, Zurich.

Bollnow, O. F. (1955). Neue Geborgenheit: Das Problem

einer

Uberwindung des Existentialismus. Kohlham-

mer Stuttgart.

Bongaardt, R. and Meijer, O. G. (2000). Bernstein’s

Theory of Movement Behavior: Historical Develop-

ment and Contemporary Relevance. Journal of Mo-

tor Behavior, 32(1):57–71. https://doi.org/10.1080/

00222890009601360.

Burov, O. Y., Kiv, A. E., Semerikov, S. O., Striuk, A. M.,

Striuk, M. I., Kolgatina, L. S., and Oliinyk, I. V.

(2020). AREdu 2020 - How augmented reality helps

during the coronavirus pandemic. In Burov, O. Y. and

Kiv, A. E., editors, Proceedings of the 3rd Interna-

tional Workshop on Augmented Reality in Education,

Kryvyi Rih, Ukraine, May 13, 2020, volume 2731 of

CEUR Workshop Proceedings, pages 1–46. CEUR-

WS.org. https://ceur-ws.org/Vol-2731/paper00.pdf.

Bykhovskaya, I. (1991). Sports, New Way of Thinking and

Human Values. International Review for the Sociol-

ogy of Sport, 26(3):193–201. https://doi.org/10.1177/

101269029102600304.

Chergui, W., Zidat, S., and Marir, F. (2020). An approach

to the acquisition of tacit knowledge based on an on-

tological model. Journal of King Saud University -

Computer and Information Sciences, 32(7):818–828.

https://doi.org/10.1016/j.jksuci.2018.09.012.

CoSpaces Edu (2023). Make AR & V R in the classroom.

https://cospaces.io/edu/.

Devishvili, D. M. (2015). N. A. Bernshteyn – osnova-

tel sovremennoy biomekhaniki [N. A. Bernstein –

the founder of modern biomechanics]. Natsionalnyy

psikhologicheskiy zhurnal, 4:74–78. https://doi.org/

10.11621/npj.2015.0407.

Dilthey, W. (1996). Wilhelm Dilthey: Selected Works,

Volume IV: Hermeneutics and the Study of His-

tory. Princeton University Press. http://www.jstor.org/

stable/j.ctv39x6db.

Dmitriev, S. (2014). Alternativnaya biomekhanika

“Zhivykh dvizheniy” v sfere sporta i adaptivnoy

ﬁzicheskoy kultury [Alternative biomechanics “Live

Improving the Health-Preserving Competence of a Physical Education Teacher on the Basis of Spatial Value Interpretations of Nikolai

Bernstein’s Theory of Construction of Movements

323

movements” in the sphere of sports and adaptive phys-

ical culture]. Visnyk Chernihivskoho natsionalnoho

pedahohichnoho universytetu. Ser.: Pedahohichni

nauky. Fizychne vykhovannia ta sport, 118(2):10–

14. http://nbuv.gov.ua/UJRN/VchdpuPN 2014 118%

282%29 4.

Donskoy, D. D. and Dmitriyev, S. V. (1999). Psikhose-

manticheskie mekhanizmy upravleniia dvigatelnymi

deistviiami cheloveka [Psychosemantic mechanisms

of human motor actions control]. Teoriia i praktika

ﬁzicheskoi kultury, (9):2–6.

Eﬁmenko, N. N. (2011). Nauchnoye naslediye N.

A. Bernshteyna v svete sovremennykh problem

korrektsionnogo ﬁzicheskogo vospitaniya detey s

narusheniyami oporno-dvigatelnogo aparata (Scien-

tiﬁc heritage of N. A. Bernshtein in the light of mod-

ern problems of correctional physical education of

children with musculoskeletal disorders). Naukovyi

chasopys natsionalnoho pedahohichnoho universytetu

im. M. P. Drahomanova. Seriia 19. Korektsiina peda-

hohika ta spetsialna psykholohiia, 19:68–73.

Elkin, O., Hrynevych, L., Kalashnikova, S., Khobzey,

P., Kobernyk, I., Kovtunets, V., Makarenko, O.,

Malakhova, O., Nanayeva, T., Shiyan, R., and

Usatenko, H. (2017). The New Ukrainian School:

conceptual principles of secondry school reform.

https://mon.gov.ua/storage/app/media/zagalna%

20serednya/Book-ENG.pdf.

Fahr, A., Keller, J. W., and van Hedel, H. J. A. (2020).

A Systematic Review of Training Methods That May

Improve Selective Voluntary Motor Control in Chil-

dren With Spastic Cerebral Palsy. Frontiers in Neurol-

ogy, 11. https://doi.org/10.3389/fneur.2020.572038.

Fedorets & Klochko (2022). Scene 2, ”Fedorets VM,

Klochko OV: Virtual model of the illustration ”Niko-

lai bernstein’s theory of construction of movements”.

Fedorets, V. M., Klochko, O. V., Klochko, V. I., Berezhna,

T. I., and Ivanytsia, H. A. (2022). Methodologi-

cal aspects of revealing the metacognitive potential

of a teacher in the context of the development of his

health-preserving competence. In SHS Web of Con-

ferences, volume 142, page 03007. EDP Sciences.

https://doi.org/10.1051/shsconf/202214203007.

Frank, S. L. (2016). Predmet znaniya [Subject of knowl-

edge]. Directmedia.

Gilbert, C. (1999). Breathing: the legacy of Wilhelm Re-

ich. Journal of Bodywork and Movement Therapies,

3(2):97–106. https://doi.org/10.1016/S1360-8592(99)

80029-1.

elie, S. and Sun, R. (2010). Incubation, insight, and cre-

ative problem solving: a uniﬁed theory and a con-

nectionist model. Psychological review, 117(3):994–

1024. https://doi.org/10.1037/a0019532.

Iacopetta, M. (2010). Phases of economic develop-

ment and the transitional dynamics of an innova-

tion–education growth model. European Economic

Review, 54(2):317–330. https://doi.org/10.1016/j.

euroecorev.2009.06.011.

Klochko, O., Fedorets, V., Maliar, O., and Hnatuyk, V.

(2020a). The use of digital models of hemodynam-

ics for the development of the 21st century skills

as a components of healthcare competence of the

physical education teacher. E3S Web of Confer-

ences, 166:10033. https://doi.org/10.1051/e3sconf/

202016610033.

Klochko, O. V. and Fedorets, V. M. (2022). Using immer-

sive reality technologies to increase a physical educa-

tion teacher’s health-preserving competency. Educa-

tional Technology Quarterly, 2022(4):276–306. https:

//doi.org/10.55056/etq.431.

Klochko, O. V., Fedorets, V. M., Uchitel, A. D., and

Hnatyuk, V. V. (2020b). Methodological aspects

of using augmented reality for improvement of the

health preserving competence of a Physical Education

teacher. In Burov, O. Y. and Kiv, A. E., editors, Pro-

ceedings of the 3rd International Workshop on Aug-

mented Reality in Education, Kryvyi Rih, Ukraine,

May 13, 2020, volume 2731 of CEUR Workshop Pro-

ceedings, pages 108–128. CEUR-WS.org.

Lakoff, G. and Johnson, M. (1980). Metaphors

We Live By. The University of Chicago Press,

Chicago and London. https://archive.org/details/

metaphorsweliveb00lako.

Latash, L. P. and Latash, M. L. (1994). A New Book by N.

A. Bernstein: “On Dexterity and Its Development”.

Journal of Motor Behavior, 26(1):56–62. https://doi.

org/10.1080/00222895.1994.9941662.

Levchenko, O. M. and Zhukova, V. O. (2011). Trans-

fer suchasnykh znan yak chynnyk zabezpechennia

vysokoi yakosti pidhotovky kadriv z vyshchoiu os-

vitoiu v umovakh formuvannia innovatsiinoi modeli

ekonomiky [Modern knowledges transfer as a fac-

tor of high quality graduates studying process un-

der conditions of innovation based economy form-

ing]. Naukovi pratsi Kirovohradskoho natsional-

noho tekhnichnoho universytetu. Ekonomichni nauky,

19:127–131. http://nbuv.gov.ua/UJRN/Npkntu e

2011 19 22.

Meijer, O. G. and Bruijn, S. M. (2007). The Loyal Dis-

sident: N.A. Bernstein and the Double-Edged Sword

of Stalinism. Journal of the History of the Neuro-

sciences, 16(1-2):206–224. https://doi.org/10.1080/

09647040600720979.

Mindell, A. (2007). Earth Based Psychology: Path Aware-

ness from the Teachings of Don Juan, Richard Feyn-

man, and Lao Tse. Lao Tse Press.

Ministry of Education and Science of Ukraine (2019).

New Ukrainian School. https://mon.gov.ua/eng/tag/

nova-ukrainska-shkola.

Nonaka, I. and Takeuchi, H. (1995). The knowledge-

creating company: How Japanese companies create

the dynamics of innovation. Oxford University Press.

https://archive.org/details/knowledgecreatin00nona.

Nosov, N. A. (1999). Virtual’naya real’nost’: Filosofskie i

psihologicheskie aspekty [Virtual Reality: Philosoph-

ical and Psychological Aspects]. Voprosy ﬁlosoﬁi,

10:152–154.

Ogundari, K. and Awokuse, T. (2018). Human capital con-

tribution to economic growth in Sub-Saharan Africa:

Does health status matter more than education? Eco-

nomic Analysis and Policy, 58:131–140. https://doi.

org/10.1016/j.eap.2018.02.001.

AET 2021 - Myroslav I. Zhaldak Symposium on Advances in Educational Technology

324

Osadchyi, V. V., Varina, H. B., Osadcha, K. P., Prokoﬁeva,

O. O., Kovalova, O. V., and Kiv, A. E. (2020). Fea-

tures of implementation of modern AR technologies

in the process of psychological and pedagogical sup-

port of children with autism spectrum disorders. In

Burov, O. Y. and Kiv, A. E., editors, Proceedings of

the 3rd International Workshop on Augmented Re-

ality in Education, Kryvyi Rih, Ukraine, May 13,

2020, volume 2731 of CEUR Workshop Proceedings,

pages 263–282. CEUR-WS.org. http://ceur-ws.org/

Vol-2731/paper15.pdf.

Polanyi, M. (1964). Personal Knowledge: Towards

a Post-Critical Philosophy. Harper Torchbook,

New York and Evanston. https://archive.org/details/

personalknowledg0000mich.

Prokhorov, O. V., Lisovichenko, V. O., Mazorchuk, M. S.,

and Kuzminska, O. H. (2022). Implementation of

digital technology for student involvement based on

a 3d quest game for career guidance and assessing

students’ digital competences. Educational Technol-

ogy Quarterly, 2022(4):366–387. https://doi.org/10.

55056/etq.430.

Safonicheva, O. G. and Ovchinnikova, M. A. (2021). 15

- Movements and development. Art-therapy approach

in the complex rehabilitation of children with intel-

lectual disorders, including autism spectrum disor-

der. In Papaneophytou, N. L. and Das, U. N., edi-

tors, Emerging Programs for Autism Spectrum Disor-

der: Improving Communication, Behavior, and Fam-

ily Dynamics, pages 243–264. Academic Press. https:

//doi.org/10.1016/B978-0-323-85031-5.00019-0,.

Semerikov, S., Teplytskyi, I., Yechkalo, Y., Markova, O.,

Soloviev, V., and Kiv, A. (2022). Using spread-

sheets as learning tools for neural network simulation.

Ukrainian Journal of Educational Studies and Infor-

mation Technology, 10(3):42–68. https://doi.org/10.

32919/uesit.2022.03.04.

Talis, V. L. (2015). New Pages in the Biography of Nikolai

Alexandrovich Bernstein. In Nadin, M., editor, Antic-

ipation: Learning from the Past: The Russian/Soviet

Contributions to the Science of Anticipation, pages

313–327. Springer International Publishing, Cham.

https://doi.org/10.1007/978-3-319-19446-2 18.

Tkhostov, A. S. (2002). Psikhologiya telesnosti [Psychol-

ogy of corporality]. Smysl, Moskva.

Unger, M. and Polt, W. (2021). Knowledge Tri-

angle Between Research, Education, and Innova-

tion: A Conceptual Discussion. In Meissner, D.,

Gokhberg, L., Kuzminov, Y., Cervantes, M., and

Schwaag Serger, S., editors, The Knowledge Trian-

gle: Changing Higher Education and Research Man-

agement Paradigms, pages 33–61. Springer Inter-

national Publishing, Cham. https://doi.org/10.1007/

978-3-030-81346-8 3.

Ushinskii, K. D. (1950a). Chelovek kak predmet vospi-

taniia (Opyt pedagogicheskoi antropologii) [Man as

an object of education: An attempt of pedagogical an-

thropology], volume 1, volume 8 of Sobranie sochi-

nenii. Izdatelstvo Akademii Pedagogicheskikh Nauk

RSFSR, Moscow. https://imwerden.de/pdf/ushinsky

sobranie sochineny tom08 1950 text.pdf.

Ushinskii, K. D. (1950b). Chelovek kak predmet vospi-

taniia (Opyt pedagogicheskoi antropologii) [Man as

an object of education: An attempt of pedagogical an-

thropology], volume 2, volume 9 of Sobranie sochi-

nenii. Izdatelstvo Akademii Pedagogicheskikh Nauk

RSFSR, Moscow. https://imwerden.de/pdf/ushinsky

sobranie sochineny tom09 1950 text.pdf.

Weinberger, A. B. and Green, A. E. (2022). Dynamic de-

velopment of intuitions and explicit knowledge dur-

ing implicit learning. Cognition, 222:105008. https:

//doi.org/10.1016/j.cognition.2021.105008.

Wilcoxon, F. (1945). Individual Comparisons by Ranking

Methods. Biometrics Bulletin, 1(6):80–83. https://doi.

org/10.2307/3001968.

Wilcoxon, F., Katti, S. K., and Wilcox, R. A. (1963). Criti-

cal values and probability levels for the Wilcoxon rank

sum test and the Wilcoxon signed rank test. American

Cyanamid, Pearl River, N.Y.

Yevtuch, M. B., Fedorets, V. M., Klochko, O. V., Kravets,

N. P., and Branitska, T. R. (2021a). Ecological and

axiological reﬂection of the concept of sustainable de-

velopment as a basis for the health-preserving com-

petence of a physical education teacher. SHS Web

of Conferences, 104:02008. https://doi.org/10.1051/

shsconf/202110402008.

Yevtuch, M. B., Fedorets, V. M., Klochko, O. V., Shyshk-

ina, M. P., and Dobryden, A. V. (2021b). Develop-

ment of the health-preserving competence of a phys-

ical education teacher on the basis of N. Bernstein’s

theory of movements construction using virtual real-

ity technologies. In Lytvynova, S. H. and Semerikov,

S. O., editors, Proceedings of the 4th International

Workshop on Augmented Reality in Education (AREdu

2021), Kryvyi Rih, Ukraine, May 11, 2021, volume

2898 of CEUR Workshop Proceedings, pages 294–

314. CEUR-WS.org. https://ceur-ws.org/Vol-2898/

paper16.pdf.

Zhorova, I., Kokhanovska, O., Khudenko, O., Osypova,

N., and Kuzminska, O. (2022). Teachers’ training

for the use of digital tools of the formative assess-

ment in the implementation of the concept of the New

Ukrainian School. Educational Technology Quarterly,

2022(1):56–72. https://doi.org/10.55056/etq.11.

Improving the Health-Preserving Competence of a Physical Education Teacher on the Basis of Spatial Value Interpretations of Nikolai

Bernstein’s Theory of Construction of Movements

325