DESIGNING COMPETENCY-BASED TASKS AS A PEDAGOGICAL TOOL FOR DEVELOPING STUDENTS’ HEALTH-PRESERVING SKILLS IN PHYSICAL EDUCATION LESSONS
DOI:
https://doi.org/10.54662/veresen.3.2026.04Keywords:
competence-based approach, competence-oriented tasks, health-preserving tasks, physical education, prevention of functional disorders of the footAbstract
This research article examines the theoretical, methodological, and practical foundations of a competence-based approach in physical education lessons for grades 5–6 of the New Ukrainian School (NUS), aimed at preventing static flatfoot in students. The scientific novelty lies in substantiating a didactic model for designing health-preserving tasks based on backward design principles, integrating competency-based and health-preserving content into lessons, and identifying the pedagogical conditions for adapting such tasks to in-person and remote formats. The article highlights the pedagogical potential of competence-oriented, health-preserving tasks that integrate physical activity with knowledge regarding foot function, risk factors, preventive measures, self-monitoring, and a responsible attitude toward health. Through a diagnostic survey of physical education teachers, the primary challenges in designing and implementing these tasks have been identified. Key issues include a shortage of necessary equipment, a lack of ready-made methodological materials, the complexity of integrating competence-based and health-preserving content into lesson structures, and a need for clear guidelines on designing practice-oriented tasks. The study substantiates the key pedagogical conditions for using competence-oriented, health-preserving tasks and offers practical examples adapted for in-person and remote formats. Methodological recommendations are provided for designing and implementing these tasks, taking into account expected learning outcomes, students' age-specific and individual capabilities, the safety of physical activity, reflection, and self-assessment. Ultimately, the paper highlights the potential of systematically using such tasks to foster students' conscious and responsible attitudes toward maintaining foot health.
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