Using immersive reality technologies to increase a physical education teacher's health-preserving competency


Educational Technology Quarterly, Vol. 2022, Iss. 4, pp. 276-306 https://doi.org/10.55056/etq.431

Using immersive reality technologies to increase a
physical education teacher’s health-preserving
competency
Oksana V. Klochko1, Vasyl M. Fedorets2

1Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University, 32 Ostrozhskogo Str., Vinnytsia, 21100, Ukraine
2Vinnytsia Academy of Continuing Education, 13 Hrushevskoho Str., Vinnytsia, 21050, Ukraine

Abstract. The article discusses the findings of study targeted at enhancing the methodology of augmented
reality use for the development of a physical education teacher’s competence in health preservation
under post-graduate educational settings. According to Umwelt phenomenology, augmented reality is
distinguished by its cognitive, metaphorical, varied, interactive, and anthropomorphic characteristics.
The article examines the potential applications of augmented reality in a physical education teacher’s
line of work, notably in the area of health promotion. The software that could be implemented for this
function has been described. The research determined that physical education teachers had a favorable
attitude toward using immersive reality to protect students’ health and foster the growth of their motor
skills, intelligence, and creativity. The survey’s findings indicate that the majority of teachers had a
favorable response to the notion of using augmented reality in their professional work. However, in
certain instances, there was a lack of a completely developed knowledge of this issue. The introduction
of augmented technology techniques into the post-graduate education process, taking into account
the anthropological, ethical, and cultural settings as well as instructor involvement in the mentioned
process, could be one way to solve the problem as described. The software application “Virtual Model
of Identifying the Risks for Locomotor Apparatus Caused by Ligament Stretching” has been developed
based on the usage of immersive reality technologies and comprises of 5 models. Specifically, the
anthropological-spatial systems that simulate joints and are utilized to help teachers grasp the dangers to
the locomotor apparatus. The positive dynamics of physical education teachers’ educational outcomes are
characterized as a consequence of study into the effectiveness of applying virtual models as a component
of a technique for developing the health-preserving competence of physical education teachers.1

Keywords: health-preserving competence, Physical Education teacher, post-graduate education, aug-
mented reality, virtual reality, Umwelt, pedagogy of health, preventive pedagogy, health risks, methodol-
ogy, digital technologies

1. Introduction

The need to use immersive reality in education [21] and, first and foremost, in practices and tech-
nologies of Physical Education is caused by its “congruence” to the “human reality”, particularly

1This is an extended and revised version of the paper presented at the 1st Symposium on Advances in Educational
Technology [20].
" klochkoob@gmail.com (O. V. Klochko); bruney333@yahoo.com (V. M. Fedorets)
~ https://sites.google.com/view/klochko-oksana-v (O. V. Klochko);
https://scholar.google.com/citations?user=sf jR5w0AAAAJ (V. M. Fedorets)
� 0000-0002-6505-9455 (O. V. Klochko); 0000-0001-9936-3458 (V. M. Fedorets)

© Copyright for this paper by its authors, published by Academy of Cognitive and Natural Sciences (ACNS).
This is an Open Access article distributed under the terms of the Creative Commons License Attribution 4.0
International (CC BY 4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided
the original work is properly cited.

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Educational Technology Quarterly, Vol. 2022, Iss. 4, pp. 276-306 https://doi.org/10.55056/etq.431

its correspondence to the peculiarities of a pupil’s motor activity and the multi-dimensional,
adaptable and diverse spectrum of tools that can be used within it. The use of augmented reality
in the educational process correlated with the disclosure of the value of human existence and
the anthropological-value reflection of life-world (Germ. Lebenswelt) [15] of a person may
form developing, intellectual and synergistic effects, which are the manifestation of digital
transformation of education and its shift to a new quality level. At the same time, the issue
of using augmented reality in the professional work of a Physical Education teacher, namely,
for health preservation, is an actively developed topic [9, 14, 19, 21]. We view the problem of
development of a methodology for using augmented reality for the development of a health-
preserving competence of a Physical Education teacher in conditions of post-graduate education
and on the basis of anthropological [4, 10, 24], ontological [1] and value paradigms, which
includes the need to consider the phenomenology of a person, his/her multidimensionality and
the peculiarities of this field of education (of physical culture and sport), creativity and potential
of a personality.

Considering the introduction of the augmented reality in an educational process, the necessity
of use of ontology-oriented comprehension of a person and his/her motion activity is actualized.
In the semantic framework of ontological understanding of a person, he/she is represented as a
multidimensional and polyontological creature. Experimental data received by Nosov [31] and
then used by him as the foundation for the development of the virtual psychology, prove the
polyontological nature of a person, view the person as place for integration of many realities.
Therefore, it is necessary to examine the augmented reality not only traditionally from the
“instrumental and technological” point of view but also from ontological positions. In such a
case, the augmented reality is considered as a relevant component of person’s ontology.

Accordingly, the methodological perception of the possibilities of using augmented reality
is carried out with the application of relevant from the point of biosemiotics Umwelt (“the
surrounding world”) concept [23, 39, 42]. This concept provides a holistically oriented reflection
of a special world or a specific reality of a living organism. The stated reality (Germ. Umwelt),
according to von Uexküll [42] is manifested through integration of the world of perception
(Germ. Merkwelt) and the world of action (Germ. Wirkwelt) [42]. Thus, in the course of its
existence, the body forms a “relevant zone”, which is that very fragment of reality, which seems
to be vitally significant for its perception and activity.

The application of Umwelt conception for the improvement of the use of the augmented
reality is a methodologically determined way of ontologization of Homo Educandus (A Person
who studies) and humanization of an educational process. Accordingly, the use of an Umwelt
idea can extend methodological and technological possibilities of application of the augmented
reality by the selection of the special “transitional reality” between a person’s reality and the
world. Therefore, we suggest to perfect the methodology of use of the augmented reality
in professional activity of a Physical Education teacher in the ontology oriented direction,
which considerably extends and anthropologizes traditional methodologies and technologies in
particular.

In addition, in order to broaden the possibilities of implementation of the existing potentials
of the motor and mental spheres of a person, an integrated “external” reality is needed. In this
respect, there occurs a need to integrate “corporal”, “motor” and “intellectual” realities and
“ontologies” (in the sense of reality) of health through the use of an external integrating factor (a

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“special” reality), which a priori must itself be intelligent. Such an “external reality” within the
framework of methodological comprehension presents itself as Umwelt and as the augmented
reality.

Accordingly, such an “external” reality must form an intellectualized, dialogic, activity
based and intentional (in the sense of targeted) anthropo-technical medium, capable of self-
development. A natural pre-condition of the indicated “corporal and intellectual” integration is
the phenomenon of Umwelt, and an artificial one is the augmented reality. Nowadays, such a
“new” and “integrating” reality may be formed using digital technologies [19, 21], namely, in the
form of augmented reality. The example of the indicated “corporal and intellectual” integration
is the use of the augmented reality for the development of emotional intellect of children with
disorders of autism spectrum [7]. In the work of Chen, Lee and Lin [7]. the augmented reality
was used to teach to recognize mimic patterns. Accordingly, in the indicated cases [7], while
forming mimic characters there will be present integration of corporal, emotional, intellectual
components and an “external” component as the augmented reality.

Thus, we determine the need to use augmented reality in the course of training a Physical
Education teacher, particularly, for improving his health-preserving competence [10], as a nature-
corresponding way of a person’s development, which correlates with a person’s transcendent and
polyontological essence. Augmented reality is a way of integrating the realities already existing
in a person (mental, corporal, motor) as well as a way of their improvement. Thus, the application
of augmented reality is an end-to-end anthropological project [1, 21, 32], which corresponds to
human nature and his/her motor being, and not a “local improvement”. Accordingly, in this
aspect, the concept of Umwelt can be applied.

Despite a considerable number of studies dedicated to the use of digital technologies and, first
of all, of augmented reality in the educational physical culture practices and technologies, the
problem of using augmented reality for the development of the health-preserving competence of
a Physical Education teacher in conditions of post-graduate education has not been sufficiently
studied yet. Particularly, the methodological, pedagogical, anthropological, prognostic and
psychological aspects of the stated problem haven’t been thoroughly studied. In the methodology
of use of the augmented reality, the presence of a “transitional zone” between a person and the
world (Umwelt) is not sufficiently taken into account.

Taking into consideration the digital trend of education development and perceiving the
practical demand for raising the effectiveness of pupils’ health preservation during motor activity,
as well as actualizing the issue of education professionalization, pedagogization, digitalization
and technologization, the stated research is defined as relevant.

From the point of applying the understanding of a person’s Umwelt, an innovation-oriented
and integrative use of an image of a person, as well as of specialized biological and medical-
biological knowledge, particularly, the comprehension of a locomotor apparatus, is a relevant
vector of research. The stated integration may be implemented on the basis of application
of the immersive reality technologies. The application of the stated digital technologies on a
new innovative level would facilitate the disclosure of the representative, axiological, health-
preserving and intellectual potential of the special knowledge about a person. Such an approach
that includes the application of the immersive reality technologies is aimed at the development
of the health-preserving competence of an educator through actualization of value, motivation
and technology oriented aspects, linked to a certain system of problems that are of practical

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significance. Thus, according to the competence paradigm of education, is practically and
technologically oriented.

Purpose of the research: the use if the immersive reality technologies to improve the health-
preserving competence of a Physical Education teacher in the course of post-graduate training,
which is implemented on the basis of the Umwelt concept, the anthropological paradigm and
virtual models of the locomotor apparatus.

2. Selection of methods and diagnostics

For the purpose of methodological perception and conceptualization of the possibility and
practices of introduction of AR/VR technologies for the improvement of a health-preserving
competence of a Physical Education teacher using the Umwelt concept and the anthropolog-
ical paradigm, the following approaches and concepts, methods and technologies are used:
ontological; hermeneutical; axiological; pathopedagogical [11]; health-preserving [19, 21];
phenomenological [15]; life-world (Germ. Lebenswelt) of Husserl [15]; biosemiotic [30]; an-
thropological [4, 10, 24]; anthropological practices and “technologies of self” (Foucault [13]);
Umwelt (von Uexküll [42]) [23, 39, 42]; of contact boundary developed in gestalt psychology; of
sense making (C. Lorenz) [23]; autopoiesis (Maturana Romesín and Varela [28]); of embodied
mind (Lakoff and Johnson [25]); of cultural-historical theory of psychic development (Vygotski
[43]); of C. Jung’s Self (Germ. Selbst) [17]; virtual reality technologies, digital modeling, in
particular, 3D modeling [5]; methods of mathematical statistics [40]. We also used visions
and methodological approaches developed in the system of embodied cognitive science [35],
enactivism [22] and virtual psychology & virtual science [31].

For the methodological perception, the following Ancient Greek concepts were used: “human
nature” (Ancient Greek 𝜑𝜐𝜎𝜄𝜁 𝜏o𝜐 𝛼𝜈𝜃𝜌𝜔𝜋o𝜐) [16]; “harmony” or “mixing” (Ancient Greek
𝜅𝜌𝛼𝜎𝜄𝜁) [16]; “self-perception” (the Delphian principle “Perceive yourself” – gnothi sautou)
and “care of self” (epimelēsthai sautou) described by Foucault [13].

To develop the “Methodology of development of the health-preserving competence of a
Physical Education teacher based on the knowledge of the nature of the locomotor appara-
tus in the normal and pathological state” and, accordingly, the pedagogical problems and the
above mentioned virtual model we used a complex of approaches: problematic with the help of
which we formed the problematic-sensible field and determined the scope of the problem (we
determined the area of the unknown as well as the relevant area of cognition) and outlined a
system of practically significant problems, situations and phenomena; targeted – defines and
specifies the problem and knowledge; competence is aimed at the development of corresponding
competences and is reflected in the methodological system; knowledge transfer is used for a
selective inclusion into the methodological system (and problems) of medical-biological, an-
thropological, psychological and other knowledge. Hermeneutic is aimed at the formation of an
ability of a teacher to interpret and understand the problematics of health. Axiological approach
facilitated the formation of the value component in the pedagogical problems (as well as in the
methodology in general) and a relative development of the hierarchal value-conceptual system
as a component of the personality-existential component of the health-preserving competence
of a Physical Education teacher. The phenomenological [15] approach is aimed at the selection

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and consideration of normative and pathological phenomena as well as at the development of
a health-preserving intentionality of an educator’s consciousness. The ontological approach
actualizes the consideration of the issue of health as a manifestation of existence, the corporal on-
tology manifested in motor activity and body comfort. The anthropological [4, 10, 24] approach
is used with the purpose of anthopologization, which includes a holistic and value oriented
understanding of a person as an anthropological-cultural as well as a biological phenomenon.
The pathopedagogical approach [11] is formed on the basis of transfer of medical-biological
knowledge aimed at concretization and practical orientation of knowledge through the dis-
closure of reasons, mechanisms and consequences of ligament and tendon stretching. The
holistic approach is aimed at the formation of a complex understanding of a person, namely,
in the virtual model we use the anthropic image and not only study concrete problems of
joints and tendons. The psychological approach [17, 31] is used in order to psychologize and
psychologically perceive the health of the locomotor apparatus and corporality. Systemic, an-
thropological, pathopedagogical, hermeneutic and axiological approaches are the determining
ones for forming the virtual model and problems.

Proceeding from the methodological understanding of peculiarities of the augmented reality
as well as Umwelt, we can point out that they are the phenomena that contribute to the
formation of meanings, semantic contexts, values, patterns of action, images of health, and
semantic images. Therefore, for the expansion of the education-oriented understanding of the
augmented reality, we determine the attitude of teachers to the necessity of using the augmented
reality for preserving health, development of creativity, intelligence, etc.

In order to determine the attitude of Physical Education teachers towards the idea of using
augmented reality in the educational process with the purpose of preserving pupils’ health and
development of their motor skills, intellect and creativity, we developed a questionnaire that
consisted of 6 questions.

The questions of the questionnaire were developed with the prevailing application of the
anthropological [4, 10, 24] and psychological [17, 31] approaches. Considering health as an
ability to create and a precondition for the disclosure of the intellectual potential of the person-
ality, the questionnaire actualizes the significance of the creative, intellectual, environmental,
anticipatory (ability to form forecasts) and other aspects. The questions of the questionnaire
cognition, which is presented as an important aspect of health, was viewed from the point of
a system of “corporal-cognitive” oriented concepts: the mind-body problem; embodied mind
of Lakoff and Johnson [25]; cultural-historical theory of psychic development of Vygotski [43]
and the methodological approaches developed within the system of the embodied cognitive
science [35]. Thus, in the questions of the questionnaire the motor activity was contextually
represented as a component of cognition, which may be actualized at a qualitatively new level
thanks to the use of AR/VR technologies.

The respondents were asked to choose one of the three possible answers – “Yes”, “No”,
“Cannot decide”. The survey contained 6 questions:

1. Does the use of augmented reality facilitate the development of critical thinking and
forecasting (anticipation) skills in pupils aimed at trauma prevention during lessons?
(“Yes”, “No”, “Cannot decide”)

2. Can the use of augmented reality facilitate the development of corporality, aesthetic and

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ethic orientation of a pupil as well as of the competence of self-health preservation?
(“Yes”, “No”, “Cannot decide”)

3. Can the use of augmented reality facilitate the formation of ergonomic lessons and the
creation of a comfortable, safe and health-preserving environment? (“Yes”, “No”, “Cannot
decide”)

4. Can the use of augmented reality facilitate the development of harmonious relations with
the environment, eco-consciousness, implementation of the sustainable development
concept and health preservation? (“Yes”, “No”, “Cannot decide”)

5. Can the use of augmented reality facilitate the development of motor skills, creativity,
existence and reflection in pupils? (“Yes”, “No”, “Cannot decide”)

6. Can the use of augmented reality facilitate the development of digital and learning
competences and intellect (motor intellect, in particular) in pupils? (“Yes”, “No”, “Cannot
decide”)

The study used AR/VR technologies to develop a software application “Virtual Model of
Identifying the Risks for Locomotor Apparatus Caused by Ligament Stretching” [12], which
consists of 5 models. To develop and view AR/VR applications, specialized software CoSpaces
Edu [27] is used, which can also be used in the educational process. Software application
CoSpaces Edu can be viewed both with the technical equipment for viewing AR/VR applications
and in the browser [27].

To determine the efficiency of the “Virtual Model of Identifying the Risks for Locomotor Ap-
paratus Caused by Ligament Stretching”, which is an important component of the “Methodology
of development of the health-preserving competence of a Physical Education teacher based on
the knowledge of the nature of the locomotor apparatus in the normal and pathological state”,
we used tests consisting of two problems and four questions. In a somewhat extended form, the
stated tasks and questions were also used in the educational process in order to consider the
issue of ligament and tendon stretching and tear prevention.

Problems

1. On stretching the ligamentous apparatus.
2. On the significance of flexibility developing exercises.

Questions

1. About the stretching of the spine.
2. About the risks of deforming osteoarthritis development.
3. About mechanical energy accumulation in ligamentous and tendons.
4. About the structural organization of a joint.

The size of the sample 𝑛 (1) is determined with the help of Student’s t-test [40].

𝑛 =
𝑡2𝜎2𝑁

∆2𝑁 + 𝑡2𝜎2
, (1)

where:

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𝑁 is a size of general population;
∆ – the sampling margin of error (permissible deviation from the mean)

∆ = 𝑡𝑀;

𝑡 – the critical value of Student’s t-test, taking into account the number of degrees of freedom
𝑑𝑓 = 𝑁 − 1;
𝑀 – the representation error:

𝑀 =
𝜎√︃

3∑︀
𝑖=1

𝑛𝑖 − 1

;

𝑛𝑖 – the number of answers to the 𝑖-th question;
𝜎 – the standard deviation is calculated by the following formula

𝜎 =

⎯⎸⎸⎸⎸⎸⎸⎷
3∑︀

𝑖=1
(𝑥𝑖 − �̄�)2𝑛𝑖

3∑︀
𝑖=1

𝑛𝑖

;

�̄� – the expected value (arithmetic mean):

�̄� =

3∑︀
𝑖=1

𝑥𝑖𝑛𝑖

3∑︀
𝑖=1

𝑛𝑖

;

𝑥𝑖 – the answer option, (𝑖 = 1, 2, 3) (𝑥1 = 1 (no), 𝑥2 = 2 (cannot decide), 𝑥3 = 3 (yes)).

3. Results and discussion

The methodological search was carried out based on the ideas and intentions of integrity,
anthropologization [4, 10, 24] and humanization. Thus, the peculiarities of using augmented
reality with the aim of improving and implementing the health-preserving competence of the
Physical Education teacher in conditions of post-graduate education were studied using the
anthropological and biosemiotics approaches [30].

As of today, augmented reality has become an effective digital learning technology based on
the achievements in the sphere of artificial intelligence [33]; a way of reflection and effective
innovative methodology of actualizing emotional intelligence [7], intellect, storytelling activities
and creativity [44], 21st century skills [19], inclusive education [2], interaction of parents with
children [6] and potential of a personality.

The issue of using augmented reality in physical culture and sports has been studied by many
researchers [9, 14].

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While studying the use of augmented reality, we develop the methodological constructs based
on the idea of unconditional value of intellect development, creativity and motor activity, which
are being implemented due to physical culture. It is based on the fact that it helps the pupil to
unveil his/her corporality as well as the mental sphere in the form of a special motor being,
as well as through actualization of vitality, life-creativity and sense-creation. Thus, physical
culture is a particular motor reality, which corresponds with human nature. Movement and
motor being are interrelated with health, which is viewed as an authentic and anthropologically
specific way of human existence.

Corporal and motion reality are also the basis of the psychic and mental spheres of a person.
According to Vygotski [43] (the cultural-historical psychic concept), consciousness is the result
of interiorization (in the sense of shifting to the center, into the psychic reality) of the “history”
of a person’s interaction with the environment. Motor activity occupies the central role in this
interaction. At the same time, motor activity lies at the basis of the intellect, both during its
formation in ontogenesis (individual development) and during a person’s mental activity, as it
is in fact a specific motor reality and existence of a human being.

From methodological positions, following the ontological approach, accordingly, we present
health, motion and corporealness of a person as special realities. Therefore, they can be
purposefully perfected by cooperation with the augmented reality. Meaningful in this aspect
is sense-forming and intellectual dimensions of such cooperation. The use of the augmented
reality in health-preserving practices of physical culture is the way of opening of motion activity
in the formats of intellectual existence.

For the anthropological-value perception of the phenomenon of an intellect as an anthropo-
logically specific reality and ontology (being) it is important to understand that its beginnings
and currently relative components lie in the body, corporality and motor activity. This is
described by Lakoff and Johnson [25] in their classical work “Metaphors We Live By”. In his
embodied cognitive science, Lakoff and Johnson [25] points out that the notion and metaphors,
as system-organizing “elements” of the intellect are primarily formed as corporal phenomena.
Currently, embodied cognitive science is developed on the basis of the idea about a close and
interdependent connection between the mind, the body and the environment [39].

Schematically, the stated above ideas can be depicted as a sequence of a mutually determined
and mutually dependent phenomena, namely: body, motor activity and interaction with the
environment – intellect – adaptation, creativity, development. Thus, a person may be viewed as
a human being that consists of various ontologies (beings) and realities [31]. And the “way”
they are organized into a unity makes the very phenomenon of a person. The stated unity is
first and foremost carried out “from within” as this is determined by human nature. According
to Jung [17], such unity is perceived by a person as Self, which predominantly is perceived
by a personality as the highest harmony of the “internal” God. The idea of a polyontological
character of a person is the basis of virtual psychology worked out by Nosov [31].

Within the framework of the indicated approaches, as well as following the idea of integrity
of an organism and the environment and their dynamic cooperation we actualize the question
of the use of the conception of Umwelt [23, 39, 42] for the improvement of the methodology of
use of the augmented reality for the development of health-preserving competence of a physical
culture teacher. Umwelt is a special “perception and activity reality” of a living organism.

Thus, the reality is being “fragmented” and “channeled” into a countless number of “parallel”

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Umwelts “in” which certain biological species live and which they “carry around” with them.
This means that the existing reality is multi-dimensional and multi-aspect due to the formation
of specific individualized “perception-activity” worlds – Umwelts.

Thus, every biological species generates, masters, sees and somehow understands and in-
terprets the specific and significant for him/her personally spectrum of phenomena, which
together form Umwelts. According to Husserl [15], we comprehend being through perception
of relevant phenomena, which together reflect the reality in one’s consciousness. That’s why,
in the context relevant to our problematics, we may speak about the peculiarities of the living
world (Germ. Lebenswelt) [15], which is formed through a person’s unveiling, perceiving and
using the significant for him/her phenomena. In comparison we should note that apart from
Human, other biological species have quite a limited number of phenomena that form their
worlds and are presented and “narrowly” specific. These are the worlds of perception, action,
being, which primarily define the mode of existence. Quite strictly determined combinations
of specific phenomena form the Umwelts of biological species. Thus, all the biological species
except for humans are maximally adapted to “their” Umwelts.

Limitation in space and time of animals’ Umwelt is pointed out by Stella and Kleisner [39]. At
the same time, when an animal is transferred to a different environment the stated adaptation
possibilities drastically decrease and it is not always possible to for “new” Umwelts, even when
resources are available. In essence, living organisms form, support and “carry around” a certain
fragment of the reality, which is desired and to a considerable extent set for them. Thanks to the
use of the Umwelt concept, subjectivity and personalized differences are actualized alongside
with the significance of species peculiarities [23]. Every biological species, including man, has
their own Umwelt.

Analyzing the Umwelt concept, Knyazeva [23] singles out some aspects that are significant
for our methodology: active influence on the environment; feedback between the environment
and the creature; selectivity of perception and action; sense making; existence of a dynamic
boundary between a creature and the environment; interactive unity of the environment and
the organism.

Clarifying the importance of the formative specificity of the Umwelt [23] as a manifestation of
life that is related to the semantic potential of augmented reality. Umwelt as well as augmented
reality can thus be regarded as environments (or worlds) of forming meanings and ways of
using them.

Concerning Umwelt, this is analyzed by the ethologist Conrad Lorenz [23]. That is, through
the mind-body, the living organism acquires meaning (living is sense making) [23], which can
be modified and enhanced or weakened by the use of augmented reality. The semantic sphere
of man, in turn, is connected with life, existence, images and symbolic reality. Therefore, the
Umwelt is the living condition or “transient” fragment of reality that contextually integrates or
correlates (according to the concept of autopoiesis by Maturana Romesín and Varela [28]) life is
represented as existence, as a given and semiotic-symbolic systems [22]. On the other hand,
semiotic systems are formed and exist precisely because of the specific formation of the Umwelt,
which is a transition zone or a contact boundary between man and environment. These effects
can to some extent be achieved through the use of augmented reality, which we consider as a
component of the mind of the modern man or as a way to compensate for disturbed natural
connections with the environment and by forming new ones. Similar understandings of the

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significance of boundary phenomena exist in Gestalt psychology in a system that is considered
by the psyche as the contact line between a person and a significant problem. Therefore, one
can say, metaphorically: whoever controls the Umwelt shapes meaning and influences life. To a
large extent, such an impact can be realized through the use of augmented reality.

Human Umwelts are qualitatively different from other living beings. Man, in the course of its
development has created a special environment that at this stage of its existence and development
becomes cognitive and cognitive-semantic. The Umwelt created by man actively interacts with
it, forming communicative-semantic and cognitive contexts and essentially “communicates”
with it. No wonder some creative people point out that the environment “speaks” to them
and they take ideas and forces from it. As a specific feature of a person, we distinguish his
ability to form “cognitively oriented” Umwelts. In this context it can be stated that by means
of professionally made advertising it is possible to form a “digistic Umwelt” through which
it is possible to “easily” gain 10 kg of body weight. Accordingly, through the use of physical
culture and augmented reality, which will form the “Umwelt of movement”, this process can be
reversed.

Let us present the methodologically and technologically significant characteristics of the
human Umwelt: historicism; cognitive, that is, it is an environment in which data is partially
processed and information and knowledge are contained; aesthetism (even the presence of
anti-aesthetic tendencies is the antithesis of illuminating aesthetism); ethics (or anti-ethics);
value character (in animals we can mostly talk about the hierarchy of needs and importance);
dynamism; anthropomorphism; ergonomics; comfort; interpretability; speech characteristic;
anticipation (predictive) nature and predictability; ecology (nowadays); promoting sustain-
able development (at this stage of humanity’s existence); harmony; educational; semiotic;
digital (currently); health-saving; humorous (only human inherent humor); existential – as
open, independent and self-sufficient being; multidimensionality; developmental and creative
character; polyontological character; psychologically significant; technological and technical;
characterization of relative autonomy. Our understanding of the human Umwelt is close to
the concept of the life-world (Germ. Lebenswelt) by Husserl [15]. That is, we do not reduce a
human’s Umwelt to a perceptual-activity phenomenon, but understand it a little more broadly –
based on the allocation of relatively autonomous other components or spheres. For example,
training, technology, creativity and more. This understanding of the human Umwelt is also
based on an understanding of the as yet undiscovered potential of using augmented reality
and digital technologies in general. Based on a methodologically and technologically oriented
understanding of the phenomenology of the human Umwelt, we interpret it as a significant
multidimensional cognitive and meaningful human reality that has a degree of autonomy and
significant contextual impact on humans. Based on the selected characteristics of the human
Umwelt, a questionnaire was developed for physical education teachers.

We consider it expedient to use purposefully or at least take into account the phenomenology
of human Umwelt when designing and implementing augmented reality technologies. That is,
the construction of augmented reality can be carried out not only on the basis of effective target,
needy, technological methodological installations, but also taking into account the “transition
zone” between man and the world – Umwelt. Digital technologies and approaches that take
into account the phenomenology of Umwelt, we call Umwelt oriented. Accordingly, augmented
reality can be shaped as Umwelt-oriented. The peculiarity of such technologies will be pri-

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marily the use of non-direct influences, cognitive, metaphorical, contextual, spatial, temporal,
variability, interactivity, anthropomorphism, individual orientation and other characteristics
that reflect the specificity of a person and his mind. This approach is contextually existent and
is still being implemented mostly intuitively. In order to maintain health and improve motor
activity, the importance of this Umwelt oriented approach is relevant because movement and
health are, in so far as they are, contextual values. Movement and health are completely shifted
to the actual area of consciousness when a person has certain problems, risks and threats.

Augmented reality allows you to “delicately” create “mental health”, “mental movement”,
“mental health and comfort” and more. Thanks to the use of the augmented reality, we can
create “tactfully” the “Umwelt of health”, “Umwelt of motion”, “Umwelt of safety and comfort”,
etc.

The indicated Umwelts are a special-purpose transformation or one of possible variants of a
person’s Umwelt. The purposeful Umwelt formation with desired qualities is a human specific
that, first of all, can be exposed due to the use of the augmented reality.

Considering the “multichannel” of human perception, it can be noted that the actual com-
ponent of “human Umwelts” that can be formed on the basis of augmented reality is their
“ability” to synthesize different sensory modalities, namely, sound, visual, tactile, motor. We
represent this as a “cognitive-environment synthesis” that facilitates the discovery of humans
as beings of “cognitive-motor”, intellectual, creative and polypotent. Similar synthesis occurs in
associative areas of the cerebral cortex. Artists dreamed of such a synthesis, namely of union,
music, light, visual images, movement, movements, odors, touches [18]. This is partly embodied
in contemporary art. Thus, augmented reality opens up new and special possibilities for a “new
cognitive synthesis”. For physical culture, the use of augmented reality, considered in relation
to the preservation of health, opens up innovative perspectives, which are first and foremost
related to the intellectualization of motor activity and to the ergonomic and natural disclosure
of the potentials of man, in particular motor, physical, cognitive, creative.

The actual contemporary direction that gives the opportunity to consider augmented reality
and Umwelt as an “active” “cognitive-activity” reality is the concept of autopoiesis by Matu-
rana Romesín and Varela [28]. Within the semantic sense of this concept, the phenomenon of
life, including the interaction of the organism with the environment, is presented as an active
autopoiesis and cognitive process. Also significant is the trend of enactivism [22], in which the
mind-body problem [22, 23]. The body and consciousness in this system of ideas are understood
in a holistic way. Defining in this aspect are also the ideas of Embodied Cognitive Science [35].
In the system of this direction, cognitive is represented as a phenomenon that is formed by the
interaction of consciousness, body and environment. The notion of cognition as a physical and
environmental phenomenon is significant for the professional activity of a physical education
teacher, because it works primarily with interdependent phenomena – movement, body, health,
which exist in a particular reality and form it. The above ideas about Umwelt and the concepts
of autopoiesis, enactivism and embodied cognitivism are considered as aspects that contribute
to the introduction of augmented reality, defining the latest understanding of physical culture
and sports as “body-cognitive-environmental” and “health-protective” not only as a traditional
development of strength, endurance, or other qualities. The key in these cognitively oriented
interpretations of motor activity is the phenomenon of augmented reality as one of the “paths”
of the autopoiesis of a person. Similar notions of bodily, motor, and mental perfection existed

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Figure 1: Organizing specialized online training using SGM SPORTS [34].

in the system of the Hellenistic tradition of the paidae (Greek Π𝛼𝜄𝛿𝜖𝜄𝛼) [16] and were realized
through “taking care of themselves” [13] and “self-knowledge” [13]. Thus, through the use of
augmented reality, we actualize the development of physical culture as a “body-cognitive” and
health-saving anthropopractic and promote intellectual activity of motor activity.

Here are some avenues of using augmented reality for the purpose of developing health-
preserving and professional competences for physical education teachers:

1. To watch sports on video or visit the stadium. For example, overlaying content with
real-time commentary or recording of a given sport or team player, in particular using
face recognition technology and more (figure 1).

2. View matches and training while recording. Here, it is possible to overlay video comments,
discussions, graphics, graphic analysis on video; such as displaying trajectories, etc.

3. For training and sports, rehabilitation, inclusion. For example, analysis of data on in-
dividual stages of training, displaying the strengths and weaknesses of students in this
process, overlay training videos, graphics, comments, realistic 3D simulations, organizing
discussions in real time, evaluation of the training session, etc. (figure 2).

4. Development of training videos using augmented reality: commenting on individual stages
of training, monitoring the functioning of individual body systems during appropriate
physical activities, graphical analysis, discussions, displaying trajectories, etc.

5. Educational marketing. For example, advertising an educational institution, developing
links to your own training courses and training sessions, site pages, programs, and links
to other pages of academics, coaches, athletes, clubs, and more.

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Figure 2: Organization of individual training using SGM SPORTS [26].

6. Techno sport. The combination of augmented reality and the physical movement of a
player, such as competing with a virtual sport tool (this use is less traumatic than real
competition).

7. Simulation of sports competitions: conducting competitions and trainings, graphical
analysis, discussions, help, comments, etc.

The use of augmented reality increases the motivation of physical culture teachers to master
the complex of professional knowledge, promotes the humanization of the educational process,
develops intellectual, emotional and volitional spheres, improves critical thinking, promotes
professional reflection of practical experience. It is also aimed at the development of professional
subjectivity, the discovery of sports talents, the improvement of sports equipment, the regulation
of the volume and intensity of physical activity according to the state of health, etc. Considering
all the advantages of this technology, it should be noted that it cannot completely replace the
traditional technologies of organization of the educational process and will be the most effective
in combination with them.

Consider software that implements augmented reality technologies that can be used in
physical education. That software contributes to the formation of “human Umwelt”. The
specificity of “human Umwelt” is the preservation of health, in particular, through physical
activity. Opportunities for augmented reality make it possible to build a trajectory of learning
according to individual requirements and needs, and immersion in the audiovisual space makes
the theoretical learning experience interesting, engaging and motivating students.

SGM SPORTS by SGM Solutions & Global Media GmbH is designed to organize specialized
online training [34] (figures 1, 2). The basic idea behind this product is learning to generate
sports strategies through augmented reality experiences. One of the company’s products is a
prototype ARVolley volleyball strategy that can be downloaded for free and used on Android
and iOS platforms. The program demonstrates and explains the attack numbering system. With

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it, you can place a virtual interactive playground on the table. These tools are implemented
using virtual and augmented environments experience from brainshuttle™.experience [26].
Immersing students in the augmented reality environment of brainshuttle™.experience with
realistic simulations, activates them in the learning process, exploring their own opportunities
at an individual pace. Depending on the actions, students’ situations and outcomes change
dynamically, supporting the student to actively engage and achieve learning outcomes. With
realistic simulation, the student perceives and performs the task at any level. Playing situations
of realistic simulations can teach students some maneuvers, understanding of complex games,
which can also help prevent injury.

brainshuttle™.experience augmented reality environments are created using 3D video, 360
degree video, Combined 3D and 360 degree video, 3D animation, Virtual environments, Game
environments, Augmented environments (3D video, 360 degree video, Combined 3D and 360
Degree Video, 3D Animation, Virtual Environments, Game Environments, Enhanced Environ-
ments) [26].

DribbleUp offers software based on Augmented Reality Basketball (Smart Basketball), Soccer
(Smart Soccer Ball), Health Gymnastics with a Ball (Smart Medicine Ball) [29, 36–38] (figures 3,
4, 5): DribbleUp add-ons are designed for both phone and tablet. DribbleUp products provide the
ability to work with a virtual trainer, track the accuracy of the exercises performed, train muscle
memory, track workouts over time. DribbleUp Smart Ball allows you to combine different
cardio-strength exercises.

Figure 3: DribbleUp: Smart Basketball [36].

For techno sports (a new HADO sport format that combines augmented reality with players’
physical movement) from Japanese company Meleap Inc. developed hardware and software

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Figure 4: DribbleUp: Smart Soccer Ball [37].

based on augmented reality [29] (figure 6). To play the game, players must also wear a motion
sensor and specially designed HMD to track virtual balls and other players. This integration
of augmented reality into sports adds magical effects in a normal game, is health-friendly and
prevents injury.

In order to determine the attitude of physical culture teachers to the use of augmented
reality in the educational process, a survey was conducted by 36 Physical Education teachers.
The research was conducted in 2017–2018 at Drohobych Ivan Franko Pedagogical University,
Sumy Institute of Postgraduate Pedagogical Education, Mykolayiv Institute of Postgraduate
Pedagogical Education. The results obtained are presented in figure 7 and figure 8.

Having analyzed the results of the survey we can note that the majority of teachers (57%)
have a positive attitude towards this issue, 18% of the teachers demonstrate negative perception
of the idea and 25% were not able to provide a definite answer. Such response distribution within
the survey may be caused by the fact that the teachers are not sufficiently informed about the
potential possibilities, opened by the use of augmented reality in the educational process.

The analysis of the structure of the answers, provided by Physical Education teachers in
the questionnaires shows that so far, the teachers do not fully understand the possibilities
of augmented reality in forming ethical attitudes of the health-preserving environment, eco-
consciousness, comfort. This means that Physical Education teachers do not fully understand
the sense-forming, contextual and environmental influences of augmented reality.

The ways of solving the stated problem may include the inclusion of augmented reality
technologies into the process of post-graduate education taking into consideration the anthro-

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Figure 5: DribbleUp: Smart Strength Ball [38].

Figure 6: HADO Game Using Means by Meleap Inc. [29].

pological, ethical, cultural contexts and using the competence based and personally-oriented
paradigms; the involvement of Physical Education teachers to the development of educational
software applications using augmented reality technologies in the role of consultants, coaches,
experts etc.; improving the knowledge and skills of Physical Education teachers on concrete is-
sues and phenomena related to health preservation; involvement of Physical Education teachers

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Figure 7: Percentage distribution of responses of physical education teachers by the criterion of their
attitude to the use of augmented reality in the educational process to preserve the health of students and
develop their motor skills, intelligence and creativity.

Figure 8: Visualization of the structure of physical education teachers, responses to the questionnaire
aimed at determining attitudes toward the use of augmented reality in the educational process to preserve
students, health and develop their motor skills, intelligence and creativity (see questionnaire in “Selection
of methods and diagnostics”).

into the project work on introduction of the software that includes augmented reality.
Let us consider the example of applying virtual reality in order to develop a Physical Education

teacher’s practically oriented knowledge about the structure (morphology) and functioning
(physiology) of the locomotor apparatus and the cognitive schemes, intentions (aspirations of
consciousness) and technological values that are formed afterwards. When interiorized (in the
sense of transferring to the inside), the stated knowledge, cognitive schemes and values facilitate
the development of competence oriented “instrumental” intellectual capabilities of a Physical

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Education teacher. We believe that such intellectual-value capabilities include conceptualization,
understanding, interpretation, reflection and creative health oriented perception of certain
pedagogical situations, motion activities and mobility modes based on specialized knowledge
about human nature (in this case, an comprehension of syndesmology, the science of bone
connections). Together, the stated mental phenomena form a health-preserving way of thinking,
which is a significant and system-organizing component of the intellectual-value (cognitive)
component of the health-preserving competence of a Physical Education teacher.

According to the global “ideology” of professionalization, in order to effectively preserve
pupils’ health during motor activities, a teacher should understand the fine, “intimate” mecha-
nisms of the locomotor apparatus functioning. First of all, it concerns the system of connections
between the bones, which is represented by joints, semi-joints and other anatomical structures.
The central professional-value orientation, aimed at helping an educator master the above men-
tioned knowledge and interpretation of the joints’ phenomenology, is the problem of preserving
the health of the locomotor apparatus due to teacher’s understanding of the morphological
and physiological risk factors and restrictions that need to be taken into consideration while
planning motion activity. If the educator does not take into consideration the peculiarities
of human morphology and physiology, which are represented as risk factors for pathology
development, this may lead to pupil trauma and decrease of the efficiency of the training process.

This pedagogical system studies and analyses in detail the peculiarities of the locomotor
apparatus in the normal state as well as in the state of possible pathology, which may occur due
to non-physiological (in the sense of being unnatural) functioning of the joints during motor
activity.

In this pedagogical system the developed “Virtual Model of Identifying the Risks for Locomotor
Apparatus Caused by Ligament Stretching” was used as a teaching method. This model is
also a part of the set of tools of the “Methodology of development of the health-preserving
competence of a Physical Education teacher based on the knowledge of the nature of the
locomotor apparatus in the normal and pathological state”. The basis of the stated methodology
is the use of pedagogical problems and discussion of practically significant situations, issues and
anthropological phenomena, which disclose the nature of the locomotor apparatus in the normal
and pathological state as well as presents the possibilities for risk management in order to
ensure the health of this system. The stated virtual model is applied while solving the problems
for the analysis of the relevant issues and situations.

According to the developed “Virtual Model of Identifying the Risks for Locomotor Apparatus
Caused by Ligament Stretching” software application, which in its turn consists of 5 models,
which disclose the phenomenology of a joint in a normal as well as pathological state. The
conceptual-methodological basis of this model were formed by the ideas of Maturana Romesín
and Varela [28], who believed that life is a cognitive autopoetic process, as well as theory about
the functional systems by Anokhin [3] [41], by syndesmology – is the science of ligaments,
the pathopedagogical [11] and propedeutic approaches. Within the framework of this model,
a person is viewed simultaneously as semiotic-symbolic system as well as a complex image,
which integratively form the corresponding field of senses. At the same time, we believe that the
sense-forming potential of a complex human image is determining and primary. We know this
from life experience, self-reflection – bight images of familiar people “live” in the consciousness
of every person.

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In order to increase the efficiency of health preservation in conditions of an educational
process, primarily, in diagnostic and preventative aspects, we actualize the issue of using human
images. It is through actualization of a human image that the cognitive nature of human Umwelt
is disclosed. The define Umwelt as a multi-dimensional structure. One of the dimensions of
Umwelt is presented by a system of human images, which disclose human nature in its various
aspects in a complex, emotionally full, informationally exhaustive and, what’s most important,
quick way. Observation over professionals indicate that in addition to the ability to use logic
and cognitive schemes they are also able to identify and understand a certain problem “in
a flash of a lightning”, demonstrating the correct result almost right away. In our opinion,
this effect is achieved due to a formed ability to perceive and understand human images as
an idea of “Plato’s eidos” as well as a complex Gestalt (in the sense of a fragment of reality).
Let us particularize that the concept of “eidos” (Ancient Greek 𝜖𝜄𝛿o𝜁 – view, image), which
was understood as “visible”, as a primary image of a person, was primarily formed in the Elin
medical tradition. That means that a person in the professional intellectual tradition of Elin
medicine was perceived as a system of images or eidoses – normative ad pathological. Such
traditional concepts as “Norma” and “Patos” came to us from Ancient Greece. They respectively
reflect the idealized human images.

Taking into consideration the professional health-preserving significance and sense-forming
potential of human images, which we view as part of a person’s Umwelt, we actualize the
need of their systemic application in post-graduate education in the course of post-graduate
training of a Physical Education teacher. Projected onto the semantic reality, the images form
an “unparalleled” and unique “Umwelt of senses”. Thus, we determine (as it was stated above)
the presence of an image dimension in human Umwelt. This dimension is formed by a system
of images, more particularly, by a reality that consists of images. First and foremost, the images
reflect the phenomenology of a complexity of human existence and psychic. That is why we
view images as a part of the cognitive sphere as well as of value, emotional and existential
spheres. To some extent, they are present in human consciousness and Umwelt. That is why,
the work with anthropomorphic images, created within the framework of virtual reality, are
used in the educational process.

Let us study this on the example of forming practically oriented health-preserving knowl-
edge, cognitive schemes, thinking, attitudes, intentions in a Physical Education teacher. The
formation of the stated “competence toolkit” is based on the knowledge about the prevention of
development of typical locomotor disorders. In this example, we view the disorders, which may
occur due to “excessive” and non-physiological (in the sense of being unnatural) stretching of
ligaments and, to a lesser extent, of tendons. The risk of occurrence of such ligament stretching
is primarily linked with professional institutions and “fashion” (namely, doing yoga) that are
focused on the development of excessive flexibility without proper consideration of morpho-
functional and biomechanical basis of joints’ functioning, of individual peculiarities of a body
as well as of the appropriateness and necessity of this activity.

Thus, taking into consideration the fact that VR/AR technologies are rapidly developing, as
well as taking into consideration the epidemiological situation, we were given the task to prepare
a report on the possibility of development of VR/AR applications online. Let us start with a
simpler system, which is available to the teachers as well as pupils (of elementary, secondary
and specialized secondary schools). In the future, we are planning to conduct training sessions

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using more complex VR/AR technologies. So, les us start.
In this paper, to develop the “Virtual Model of Identifying the Risks for Locomotor Apparatus

Caused by Ligament Stretching” we used [27] by Delightex [8] – a technological start-up,
Munich, Germany, which was founded in 2012 by Yevhen Beliayev, the co-founder of JetBrains.
CoSpaces Edu have free plans, a free plan may have some limitation of user options (a set
of objects and tools, physical properties of an object, the extended language of scripts, etc.).
CoSpaces Edu have also created libraries of readymade VR/AR applications to help the user,
teacher, pupil.

It has a wide range of options to be used in education, some of them are [8, 27]: construction
of 3D objects with the help of the given toolkit, the creation of interaction elements with the
help of either block coding or an extended language of scripts, study of objects in virtual and
supplemented realities, use during classes, organization of cooperation between pupils and for
viewing together in the real-time mode.

The “Virtual Model of Identifying the Risks for Locomotor Apparatus Caused by Ligament
Stretching” software application is formed of five separate components, which contain the
following 5 models [12]: Model 1 – “Virtual Normative Model of a Joint”; Model 2 – “Anthropic-
Spatial Model of Risks for a Joint”; Model 3 – “Virtual Model of the Pathological Mobility of
a Joint”; Model 4 – “Virtual Model of a Joint Space Narrowing”, Model 5 – “Anthropic-Spatial
Model of Risk Distribution for the Ligament System of Joints”.

Using the “Virtual Normative Model of a Joint” (Model 1) (figure 9) [12], we present a joint as
a biomechanical system, in which the spatial dimension is important. In this system, the main
structural factor, which puts the boned forming joint together, is the ligaments (or a ligament
system, to be more exact). The model focuses the attention on ligaments and on the joint space,
which in the normal condition is relatively insufficient in size thus ensuring the optimal contact
of bones with one another.

“Virtual Normative Model of a Joint” in “combination” with an image of a person transform
into the “Anthropic-Spatial Model of Risks for a Joint” (Model 2) (figure 10) [12]. In this model,
the image of a person is demonstrated, in which the joints are represented not as anatomic
structures (joints), but as relevant and professionally significant “professional” spatial zones
that are “put over” the anthropomorphic image of a person (figure 10). Thus, by integrating the
human image and specialized knowledge about the joints, we transform the stated knowledge
into technological values, intentions, attitudes as well as develop their spatial and motion sense.
The corresponding sum of human joints is represented as a spatially organized system of risks.
At the same time, the stated system of risks is the sum of technological values that form the
basis for organizing motion activity.

Like any other professional a teacher in his professional activity relies on technological
values. Quite often, they exist not in the actual, but rather in a “contextual-conceptual” format.
Such a contextual format of technological values, as well as of the related intentions and
attitudes, does not always make it possible to apply them directly and formally in the educational
practices and health preservation techniques. That is why, the methodological idea is to
actualize certain knowledge by shifting it from the contextual to the actual form. This is
done through representation of this knowledge using the complex image of a person. We call
this methodological technique the “anthropological-graphic technological and value oriented
transformation of specialized knowledge”. With time, the stated technique may be presented as a

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Figure 9: “Virtual Model of Identifying the Risks for Locomotor Apparatus Caused by Ligament Stretch-
ing”: Model 1 – “Virtual Normative Model of a Joint” [12].

specific “pedagogical-epistemological technique” aim at increasing the efficiency of forming
competences related to the phenomenon of a person. In this particular methodological system,
this methodological technique, when specialized knowledge gains an “anthropic image”, is
first of all aimed at forming the health-preserving intentionality (vector) of an educator, at the
development of corresponding visions and technological values. One of the central technological
values in this case is a healthy joint in which the ligament system is “preserved” and not
overstretched. The stated intentions and values, which determine professional strategies and
peculiarities of application of health preserving technologies in the course of organizing motion
activity, may compete with the currently fashionable idea of the more flexible the child is, the
healthier and fit he or she is.

In order to effectively include the specialized knowledge about the nature of joints in the
normal and pathological state into the structure of the cognitive component of the health-
preserving competence, we use a comparative approach, which has a significant methodological
and graphic potential. That is why, in order to compare with the norm, which is presented in
(figure 9), we demonstrate the “Virtual Model of the Pathological Mobility of a Joint” (Model
3) (figure 11) [12]. In this case, the bones of a joint are at a considerable distance from one
another, which is a precondition for development of pathologies and state preceding it. The
model demonstrated a joint in a pathological condition with stretched and thinned (graphically
depicted) ligaments can be formed very “simply”, by an inappropriate, excessive and most
often determined stretching of ligaments and tendons in the course of workout sessions. While

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Figure 10: “Virtual Model of Identifying the Risks for Locomotor Apparatus Caused by Ligament
Stretching”: Model 2 – “Anthropic-Spatial Model of Risks for a Joint” [12].

analyzing this model we indicate that in conditions of significantly widened joint gap and of
stretched ligaments, the normative biomechanics undergoes pathological changes. First of all,
this is manifested in motor disorders, while doing the ballistic components of movements, under
static load and in motor actions with objects. The reason for this is that in order to effectively
perform movements that have a ballistic component, a relatively hard fixation in the joints is
required. In addition, the increased mobility of the joints and the absence of sufficient fixation of
joint bones is the artificially created “anatomic and physiological precondition” for development
of such a pathology of joints as deforming osteoarthritis and other disorders at a relatively
young age.

We also demonstrate another extreme variant, which is opposite to Model 3 – the “Virtual
Model of a Joint Space Narrowing” (Model 4) (figure 12) [12]. In this model, the joint space
is narrowed. Under typical (normative) human development this variant does not occur. It

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Figure 11: “Virtual Model of Identifying the Risks for Locomotor Apparatus Caused by Ligament
Stretching”: Model 3 – “Virtual Model of the Pathological Mobility of a Joint” [12].

can develop, strange as it may seem, by stretching the ligaments (figure 11), as one of non-
physiological positions of a joint characterized by the absence of the physiologically acceptable
and optimal fixation of joint bones.

The next important knowledge aspect of the studied above models oriented at health-
preservation is the demonstration (with the help of these models) of ways of optimizing motion
strategies on the basis of Anokhin [3] studies about functional systems. One of the basic practi-
cally oriented conclusions of the study about functional systems is that the locomotor apparatus
adapts and “tunes” to different motion activities and workout modes inertially. This determined
the strategies for forming the recreational physical training systems not arbitrarily, but rather
taking into consideration of inertiality of the locomotor apparatus. Different motion activities
functionally determine a different size of a joint space as well as different stretching of ligaments
and tendons. Metaphorically speaking, this looks like tuning the strings of a violin for different
tunes. That is why, if the inertiality factor is not taken into consideration, other competing
strategies may occur. The example may be playing the violin and lifting heavy objects. Thus, a
teacher needs to shape motion strategies with the consideration of the inertiality factor, which
presupposes readjustment of the body from one motion mode and activity to another.

In the “Anthropic-Spatial Model of Risk Distribution for the Ligament System of Joints”
(Model 5) (figure 13) [12] two images of a person are presented, which visualize and broaden the
understanding of risk zones for the locomotor apparatus. In this case the risk zones actualize
the significance of not only true joints, as is the case in Model 2 (figure 10). Presenting the risks

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Figure 12: “Virtual Model of Identifying the Risks for Locomotor Apparatus Caused by Ligament
Stretching”: Model 4 – “Virtual Model of a Joint Space Narrowing” [12].

in an anthropomorphic, spatial and graphic way discloses the value and significance of the
ligament system in relation to locomotor apparatus.

The “Virtual Model of Identifying the Risks for Locomotor Apparatus Caused by Ligament
Stretching” is first of all conceptual, it’s application allows to disclose the essence of many
normative and pathological phenomena. The clarity, visual presentation and meaning-forming
potential make this model valuable. In conditions of limited time of advanced training courses
it allows to relatively quickly disclose the essence of many practical problems and situations
that a Physical Education teacher works with.

This model is used in correlation with the idea of self-perception [13, 16] and were real-
ized through “taking care of themselves” (Foucault [13]), which is aimed at making a teacher
comprehend the peculiarities of biomechanics of certain motion activities through their own
motion experience. In order to do this, the bio-mechanic, and, in some cases, also the possible
pathological processes and risks of motor activities, are disclosed o through a virtual model and
illustrations and a teacher is offered a chance to self-test their influence.

To disclose the stated problematics of preserving the health of a locomotor apparatus, tasks
in the form of questions are used:

1. Among the physical exercise known to you, find those which have a clear aspect of
non-physiological joint functioning.

2. Analyze the biomechanical peculiarities of the non-physiological physical exercises using
the virtual model.

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Figure 13: “Virtual Model of Identifying the Risks for Locomotor Apparatus Caused by Ligament
Stretching”: Model 5 – “Anthropic-Spatial Model of Risk Distribution for the Ligament System of Joints”
[12].

3. Present you pedagogical experience of using the stated exercises.

In most cases, the issue is discussed at the class after Physical Education teachers have worked
with it on their own.

In order to determine the efficiency of the teaching in accordance with the “Methodology
of development of the health-preserving competence of a Physical Education teacher based
on the knowledge of the nature of the locomotor apparatus in the normal and pathological
state” we used a system of problems and questions. Accordingly, within the framework of the
analysis of the influence of the above mentioned methodology we also assess the efficiency
of the “Virtual Model of Identifying the Risks for Locomotor Apparatus Caused by Ligament
Stretching”, which is a part of the stated methodology.

Experimental study. We studied the efficiency of the application the “Virtual Model of Identi-
fying the Risks for Locomotor Apparatus Caused by Ligament Stretching” as a component of
the “Methodology of development of the health-preserving competence of a Physical Educa-
tion teacher based on the knowledge of the nature of the locomotor apparatus in the normal
and pathological state”. The research was conducted in 2019 in Public higher educational
establishment «Vinnytsia academy of continuing education».

Based on the results of studying these characteristics in a trial study (figure 8, figure 7), in
which 36 Physical Education teachers took part, we determine the size of the sample. In 2019
it was planned to teach the “Preserving the Health of the Locomotor Apparatus” course to 62

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Physical Education teachers.
The size of the sample 𝑛 is determined with the help of Student’s t-test by formula (1). 𝑁 = 62

is the size of general population.
The value o Student’st-test for the probability of 0, 95 (95%) 𝑡 ≈ 2 [40]. We calculate the

size of the sampling using formula (1). 𝑛 ≈ 48.
In the course of preparation to conducting a research on the use of the developed “Virtual

Model of Identifying the Risks for Locomotor Apparatus Caused by Ligament Stretching”
software app, taking into consideration the theoretical knowledge on the given topic that the
Physical Education teachers were supposed to study, we have outlined questions the risks for
locomotor apparatus caused by ligament stretching, that have to be mastered. For example, “On
stretching the ligamentous apparatus” etc (table 1).

Table 1
The data received before and after the implementation of the methodology with the use of the “Virtual
Model of Identifying the Risks for Locomotor Apparatus Caused by Ligament Stretching” software app.

Tasks Before After Deviation (+/-)

Problems
1. On stretching the ligamentous apparatus 35% 87% +52%
2. On the significance of flexibility developing exercises 41% 82% +41%
Questions
1. About the stretching of the spine 23% 67% +44%
2. About the risks of deforming osteoarthritis development 15% 71% +56%
3. About mechanical energy accumulation in ligamentous and
tendons

9% 82% +73%

4. About the structural organization of a joint 57% 86% +29%

The data received before and after the implementation of the methodology with the use
of the “Virtual Model of Identifying the Risks for Locomotor Apparatus Caused by Ligament
Stretching” software app gave the results shown in table 1 (figure 14).

As can be seen from table 1 and figure 14, the results of answers to problems and questions
are increased significantly after the experiment than before of the application the “Virtual
Model of Identifying the Risks for Locomotor Apparatus Caused by Ligament Stretching” as
a component of the “Methodology of development of the health-preserving competence of a
Physical Education teacher based on the knowledge of the nature of the locomotor apparatus
in the normal and pathological state”. The most effective application of this methodology
was for the problem “1. On stretching the ligamentous apparatus” (+52%) and the questions
“2. About the risks of deforming osteoarthritis development” (+56%), “3. About mechanical
energy accumulation in ligamentous and tendons” (+73%). Because the implementation on
the basis of the Umwelt concept, the anthropological paradigm and virtual models of the
Locomotor apparatus, provides an opportunity to implement indirect and contextual influences,
cognitive, interactive, anthropomorphic, image-based and personalized nature as well as others
characteristics of Umwelt oriented technologies of AR/VR.

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Figure 14: Visualization of data received before and after the implementation of the methodology with
the use of the “Virtual Model of Identifying the Risks for Locomotor Apparatus Caused by Ligament
Stretching” software app.

4. Conclusion

The use of AR/VR technologies is an effective innovative technologies of development of a
health-preserving competence of a Physical Education teacher under conditions of post-graduate
education. Improving the methodology of use of the AR/VR technologies for the development
of health-preserving competence of a Physical Education teacher under conditions of post-
graduate education was carried out on the basis of the anthropological paradigm and the
concept of Umwelt. Umwelt represents a “perceptive-acting” world of a person. A person’s
Umwelt has a sense-forming potential. Such features as correspondence to nature, indirect
and contextual influences, cognitive, metaphoric, diverse, interactive, anthropomorphic, image-
based and personalized nature as well as other characteristics, which take into consideration
the anthropological and personalized peculiarities should be characteristic of Umwelt oriented
technologies of AR/VR.

The relevant forms of AR/VR representation with the purpose of improving the health-
preserving competence of a Physical Education teacher include the combination of the content
with real time or recorded comments, graphic images, graphic analysis; realistic 3D simulations,
assessment of the training session, etc. the important vectors of using augmented reality with
this purpose is the development of study videos, techno sport, simulation and watching sports
competitions and workout sessions, educational marketing etc. As for a Physical Education
teacher the application of AR/VR in the educational process facilitates professionalization,
technologization, axiologization and humanization of his/her professional activity, including its
health-preserving component, technologies into the educational process in order to conduct
Physical Education lessons, workout sessions, sports competitions, rehabilitation activities etc.

Based on the analysis of the currently available areas of use of the AR/VR technologies,
as well as through its methodological understanding, we point to the significant innovative,
educational potential of this digital technology. From a methodological point of view, the use of
the augmented reality correlates with the application of the concept of Umwelt, contributes

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to the formation of meanings, semantic contexts, values, patterns of action, images, semantic
images, motor images, and images of health. This determines possibilities for extended and
innovative use of the augmented reality for the development of a health-preserving competence
of a Physical Education teacher in particular.

A survey was conducted to reveal the understanding of a value potential of the augmented
reality. The attitude of Physical Education teachers to the use of the augmented reality in an
educational process to preserve their students’ health and develop their motion skills, intellect
and creativity was determined. Analysis of the results of the questionnaire was performed,
the aim of which was to determine the attitude of Physical Education teachers to the use
of the augmented reality in an educational process for preserving their students’ health and
development of their motion skills, intellect and creativity. It is determined that most teachers
(57%) treat positively this problem, 18% – negatively and 25% were not sure about this question.
We can explain such a division of answers by not sufficient awareness of Physical Education
teachers of an educational potential of the augmented reality.

Umwelt of a person is viewed as a multi-dimensional phenomenon. A system of images of a
person is presented as a relevant dimension of a person’s Umwelt, as they disclose the anthropic
essence of a person in a value oriented, informationally exhaustive and emotionally filled way.
The study uses the representation of special knowledge using a complete image of a person. The
use of anthropomorphic images created with the help of the AR/VR technologies is actualized.

In order to improve the health-preserving competence of a Physical Education teacher in
the course of post-graduate training the “Virtual Model of Identifying the Risks for Locomotor
Apparatus Caused by Ligament Stretching” software application has been developed. The
developed virtual model “Virtual Model of Identifying the Risks for Locomotor Apparatus
Caused by Ligament Stretching” in the system of tools “Methodology of development of the
health-preserving competence of a Physical Education teacher based on the knowledge of the
nature of the locomotor apparatus in the normal and pathological state” was used for solving
and analyzing pedagogical problems and questions, analysis of anthropological phenomena. As
a result of the conducted experiment the positive dynamics of results of training of the physical
education teachers on the basis of the given methodology with use of virtual model is defined.

The “Virtual Model of Identifying the Risks for Locomotor Apparatus Caused by Ligament
Stretching” consists of 5 models: Virtual Normative Model of a Joint, Anthropic-Spatial Model
of Risks for a Joint, Virtual Model of the Pathological Mobility of a Joint, Virtual Model of a
Joint Space Narrowing, Anthropic-Spatial Model of Risk Distribution for the Ligament System
of Joints. The stated model discloses the phenomenology of a joint both in the normal and
pathological state in a representative and practically oriented way. Thanks to this model, a
teacher forms the understanding of risks for the locomotor apparatus as well as of the anthropic-
spatial system. On the basis of the innovative and practically-oriented disclosure of special
knowledge about the locomotor apparatus, the virtual model facilitates the development of
health oriented mental tools of an educator, i.e. of knowledge, thinking, visions, orientation,
technological values, which, together with other components, form the health-preserving
competence of a teacher.

The ways of effective introduction of AR/VR technologies in health-preserving activity
of a Physical Education teacher are more active bringing specialists to the development of
software additions of the AR/VR technologies as well as its introduction into an educational

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process. Important in this aspect is the use of the anthropology oriented approaches that assist
humanization of an educational process and technological adaptation of the AR/VR technologies
to the nature of a person.

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	1 Introduction
	2 Selection of methods and diagnostics
	3 Results and discussion
	4 Conclusion