THE LINK BETWEEN PHYSICAL CULTURE AND HEALTH

Physical education is sometimes a discipline that challenges the relationship between physical activity and health. The current training of physical ducation teachers usually emphasizes the link between physical activity and maintaining physical fitness to the detriment of the other components of health. This article enumerates four topics related to physical activity and health that could be included in more detail in the training of physical activity teachers based on a wealth of scientific literature. These topics could help to better analyze what people are looking for in physical activity classes. They could help teachers adjust their teaching to contribute not only to physical fitness but also to the health of students.

In the international literature, there are two concepts concerning the relationship between physical culture and health. The biomedical (pathogenic) model focuses only on physical health. It focuses on the frequency and intensity of physical activity as an indicator of health, regardless of the nature of physical activity. The model, which refers to a holistic, salutogenic concept of health, values taking into account psychological, emotional, and cognitive indicators in relation to physical activity. Recent studies of Russian physical education teachers show that it is difficult for them to take into account the goal of health in their training, which is promoted by physical education programs. This observation makes us doubt the high-quality training of physical education teachers [5, p. 527].

The initial training of physical education teachers at the university consists of two separate parts. During the Bachelor's degree, students take courses that are mostly taught by research teachers who are specialists in their fields, but sometimes less knowledgeable about physical education, for general multidisciplinary training. Courses related to physical practice are conducted by physical education teachers and physical activity specialists. In the year of preparation for the written examinations for military service, these courses are mainly conducted by secondary school teachers, who are considered specialists in written examinations. However, these teachers, a significant proportion of whom are professionals, have less in-depth knowledge of scientific data. In the annual reports, scientists regularly express regret over the inadequacy or even obsolescence of the scientific knowledge that is given to students. It seems that the conditions of preparation for competitive exams have led future teachers to neglect the current knowledge that they have on the diploma, in order to return to the knowledge that is often outdated or partial, to the knowledge of the so-called "field" teachers. The rest of their training focuses on specific forms of teaching in the classroom and in accordance with disciplinary programs. This no longer allows us to establish a connection between the behavior of students in relation to physical activity and the theoretical foundations (psychological, sociological, etc.), which allow us to analyze such phenomena as the presence or absence of interest in physical activity among students; motivation for physical activity; potential causes of different behavior of girls and boys; the specifics of adolescence in relation to physical activity, etc. In these conditions, health is sometimes put on the back burner, but the existing experience justifies such a choice of physical education teaching, content or teaching methods. The contribution of physical culture to health care is often limited to the contribution of physical activity to the cardiovascular system among both students and teachers of physical culture [1, p. 47].

First of all, the various components of health (physical, psychological, emotional, social, intellectual, spiritual) are usually limited to three (physical, mental, social) and do not function well.

As for the psychological literature on the relationship between physical activity and health, several topics are strategic for understanding the orientation of physical activity. These topics will have all the grounds for systematic teaching during the initial training of physical education teachers [3, p. 87].

The reasons for engaging in physical activity are identified: reduce stress, maintain weight, be energetic, be in good shape, feel good, get health benefits, prevent diseases, spend time with family, enjoy, improve your heart system, strength, endurance, have fun, lose weight, compete with others. These reasons are not just limited to physical fitness, they relate to all aspects of health. Moreover, the individual moves not in one, but in a "target cluster": several reasons for training are invested simultaneously with different intensities.

The pursuit of health and well-being through physical activity has become, according to some sociologists, a cultural law stemming from human responsibility and rationality. The law of health is combined with social pressure towards thinness and appearance. Studies among young people point to existing contradictions: a body that seems "healthy" may be the result of "bad causes", such as lifestyle distortions or feelings of guilt; it may also give rise to actions that are unfavorable to health (improper nutrition, excessive physical activity, etc.). Taking care of your body for functional reasons is a "good" reason, as long as it doesn't become intrusive.

Physical education programs provide a list of physical activities, without taking into account the fact that their choice varies depending on age. The activities most sought after by teenagers (such as team sports) are less and less practiced after students leave the education system. The issues that adults associate with their leisure time and physical activity are increasingly taking into account the struggle with stress and the need to refocus on themselves. However, the corresponding physical activity in physical culture is practically not considered. In addition, the pressure of disciplinary programs leads to the fact that the conditions for access to physical activity are ignored. In fact, the physical activity taught in physical education classes is practiced within a framework that is sometimes limited for wage-earning adults who are forced to work for long hours and need transportation. In addition, access to certain physical activity structures requires financial investment. Other activities, although free, are a hindrance: for example, running regularly after work sometimes involves running at night or in a not-so-safe place (public garden, forest, etc.; no lighting). These circumstances keep some women away from physical activities, even if they are "healthy". Thinking about how to get access to practice, and suggestions about ways to maintain their health, would allow a more reasonable approach to the choice of physical activities for students or the knowledge necessary for independent practice [2, p. 18].

In addition to the influence of work-based teaching programs, there is a significant influence of "male" attitudes to physical activity among coaches, such as an emphasis on fitness only. This leads to poor consideration of the specifics of different audiences and their attitudes to physical activity. There is an extensive literature that describes in detail the gender characteristics of ways to participate in physical activities. As a result of social pressures and ideologies in society, people assimilate gender norms, expectations of the body, its capabilities and resources that must be evaluated: men tend to associate health with physical fitness, emphasizing functional abilities; women associate health with thinness, managing body shape and combining physical activity with nutrition. However, coaches and teachers encounter "sports" through physical activity at the initial stage of their training; many of them continue to practice independently in order to be involved in the sports movement. For these reasons, physical education is viewed from a male perspective, evaluating confrontation, commitment, risk-taking, winning, and effectiveness. It is the concept of connection with physical activity that implies a certain type of health and attitude to the body: effort, not balance, spending, not well-being, confrontation, not listening. All these data contribute to the fact that physical education teachers, both men and women, are more sensitive and more easily understand the relationship between boys and physical activity (turbulent, intensely engaged) than girls (more restrained, less active). Physical culture and teaching methods with the choice and regulation of educational situations are more in line with the expectations of boys.

CONCLUSION AND RESULTS OF THE STUDY

The topics briefly mentioned here could contribute to a deeper analysis of what students are looking for through physical activity and the links between physical activity and health that they value. More importantly, they can help teachers model their teaching so that it promotes student health not only in terms of physical fitness, but also by providing them with the means to understand the types of links between health and physical activity and their diversity, both from the perspective of individuals and from the perspective of different life stages, social origin, age, and gender, provided that these topics are addressed in the course of the students ' studies.

References:

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2. Parkhaeva O. V., Sudakova Yu. E. Therapeutic physical culture as an element of physical culture of students // A Scientific Idea. - 2017. - No. 1. - pp. 15-20.
3. Pozdnyakov A. P., Balandyuk R. O., Dubrovsky V. Yu., Kadutsky P. A., Mikheev I. A. Teoriya fizicheskoy kultury [Theory of physical culture]. – 2016. – No. 6. - pp. 85-88.
4. Sevodin S. V., Tagaev E. S. Physical education as a part of physical culture / / Vestnik nauki i obrazovaniya. - 2019. - No. 3. - pp. 25-27.
5. Khasanov A. T. Physical culture and sport as an important aspect in the formation of personality. - 2017. - No. 11. - p. 527.