HEALTH-PRESERVING PARADIGM IN THE TRAINING OF STUDENTS OF THE FACULTY OF PHYSICAL EDUCATION AND SPORTS IN THE CONTEXT OF INTENSIFICATION OF SPORTS ACTIVITIES

Abstract

In contemporary scientific discourse, the issue of preserving the health of students in faculties of physical education and sport is increasingly emphasized, particularly under conditions that combine academic and training activities. The educational environment of higher education institutions is considered as a space for the implementation of student sport – a socially adapted form of physical activity that integrates elements of athletic training with priorities of health preservation, personal development, educational relevance, and the formation of sustainable motivation for physical activity. At the same time, the intensification of academic and training loads may cause an imbalance between adaptation and recovery, increase fatigue and psycho-emotional stress among students, and reduce their level of functional readiness. In this context, the study substantiates a health-preserving paradigm as a systematic approach to organizing the educational process, aimed at harmoniously combining academic and training activities with the support of students’ physical, psycho-emotional, and functional health. The paradigm integrates the principles of individualization, systematization, comprehensiveness, preventive orientation, and reflexivity, ensuring the effectiveness of pedagogical interaction. Materials and Methods. The theoretical study used systemic and content analysis of scientific and regulatory sources, a comparative method, and review of scholarly publications, methodological guidelines, and regulatory legal documents of Ukraine. This allowed the generalization of contemporary health-preservation approaches and identification of directions for their implementation in student training. Results. The essence of the health-preserving paradigm is substantiated as a systematic approach to organizing the educational process, aimed at combining professionally oriented athletic training with the preservation of students’ physical, psycho-emotional, and functional health. Its principles are defined as individualization, systematization, comprehensiveness, preventive orientation, and reflexivity. The key components include the individualization of training interventions, pedagogical monitoring of functional status, restorative-compensatory and psycho-pedagogical components, and the development of health-preserving competence