Using the Augmented/Virtual Reality Technologies to Improve the

Health-preserving Competence of a Physical Education Teacher

Oksana V. Klochko

1 a

, Vasyl M. Fedorets

2 b

, Mariya P. Shyshkina

3,4 c

Tetiana R. Branitska

2 d

and Nina P. Kravets

5 e

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

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

Institute for Digitalisation of Education of the National Academy of Educational Sciences of Ukraine, 9 M. Berlynskoho

Str., Kyiv, 04060, Ukraine

National University of Life and Environmental Sciences of Ukraine, 15 Heroyiv Oborony Str., Kyiv, 03041, Ukraine

National Pedagogical Dragomanov University, 9 Pyrohova Str., Kyiv, 01601, Ukraine

Keywords:

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

Virtual Reality, Umwelt, Pedagogy of Health, Preventive Pedagogy, Health Risks, Methodology, Digital

Technologies.

Abstract:

The article deals with the results of the research aimed at the improvement of methodology of use of aug-

mented reality for the development of health-preserving competence of a Physical Education teacher under

conditions of post-graduate education. From the point of Umwelt phenomenology, augmented reality is char-

acterized by correspondence to human nature, its cognitive, metaphoric, diverse, interactive, anthropomorphic

nature. The article analyzes the vectors of using augmented reality in the professional activity of a Physical

Education teacher, particularly the one that is aimed at health preservation. The software that may be used

with this purpose has been described. The positive attitude of Physical Education teachers to the use of the

augmented/virtual reality for preserving students’ health and development of their motion skills, intellect and

creativity was determined in the research. The results of the survey show that the majority of teachers posi-

tively react to the idea of using augmented reality in their professional activity. However, in some cases, not

a fully formed understanding of this issue was observed. The ways of solving the stated problem could be

the inclusion of augmented technologies’ techniques into the process of post-graduate education, taking into

consideration the anthropological, ethical, cultural contexts as well as teacher involvement in the stated pro-

cess. Based on the use of augmented/virtual reality technologies, the software application “Virtual Model of

Identifying the Risks for Locomotor Apparatus Caused by Ligament Stretching”, has been developed, which

consists of 5 models. Namely, the virtual models of joints used in order to shape a teacher’s understanding of

the risks for the locomotor apparatus, which are represented as an anthropological-spatial system. As a result

of research of efﬁciency of application of virtual models as a part of a methodology of development of the

health-preserving competence of the Physical Education teachers the positive dynamics of educational results

of the Physical Education teachers is deﬁned.

1 INTRODUCTION

The need to use augmented/virtual reality in edu-

cation (Osadchyi et al., 2020; Striuk et al., 2018;

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

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

https://orcid.org/0000-0001-5569-2700

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

https://orcid.org/0000-0002-1423-8533

Klochko et al., 2020b; Lavrentieva et al., 2020b; Kra-

marenko et al., 2020) and, ﬁrst and foremost, in

practices and technologies of Physical Education is

caused by its “congruence” to the “human reality”,

particularly 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-

726

Klochko, O., Fedorets, V., Shyshkina, M., Branitska, T. and Kravets, N.

Using the Augmented/Virtual Reality Technologies to Improve the Health-preserving Competence of a Physical Education Teacher.

DOI: 10.5220/0010927800003364

In Proceedings of the 1st Symposium on Advances in Educational Technology (AET 2020) - Volume 1, pages 726-746

ISBN: 978-989-758-558-6

value reﬂection of life-world (Germ. Lebenswelt)

(Husserl, 2001) of a person may form developing, in-

tellectual and synergistic effects, which are the mani-

festation 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 (Klochko

et al., 2020b,a; Hsiao, 2013; Enright et al., 2016). We

view the problem of development of a methodology

for using augmented reality for the development of

a health-preserving competence of a Physical Educa-

tion teacher in conditions of post-graduate education

and on the basis of anthropological (Bollnow, 1971;

Fedorets, 2017; Korablova, 2013), ontological (Alek-

sandrova, 2014) 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 re-

ality in an educational process, the necessity of use

of ontology-oriented comprehension of a person and

his/her motion activity is actualized. In the seman-

tic framework of ontological understanding of a per-

son, he/she is represented as a multidimensional and

polyontological creature. Experimental data received

by Nosov (Nosov, 1999) and then used by him as

the foundation for the development of the virtual psy-

chology, prove the polyontological nature of a person,

view the person as place for integration of many real-

ities. Therefore, it is necessary to examine the aug-

mented reality not only traditionally from the “instru-

mental and technological” point of view but also from

ontological positions. In such a case, the augmented

reality is considered as a relevant component of per-

son’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”) con-

cept (Knyazeva, 2014b; Stella and Kleisner, 2010;

von Uexk

ull, 1909). This concept provides a holisti-

cally oriented reﬂection of a special world or a spe-

ciﬁc reality of a living organism. The stated real-

ity (Germ. Umwelt), according to von Uexk

ull (von

Uexk

ull, 1909) is manifested through integration of

the world of perception (Germ. Merkwelt) and the

world of action (Germ. Wirkwelt) (von Uexk

ull,

1909). 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 im-

provement of the use of the augmented reality is a

methodologically determined way of ontologization

of Homo Educandus (A Person who studies) and hu-

manization of an educational process. Accordingly,

the use of an Umwelt idea can extend methodolog-

ical and technological possibilities of application of

the augmented reality by the selection of the spe-

cial “transitional reality” between a person’s reality

and the world. Therefore, we suggest to perfect the

methodology of use of the augmented reality in pro-

fessional activity of a Physical Education teacher in

the ontology oriented direction, which considerably

extends and anthropologizes traditional methodolo-

gies 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 oc-

curs a need to integrate “corporal”, “motor” and “in-

tellectual” realities and “ontologies” (in the sense of

reality) of health through the use of an external in-

tegrating factor (a “special” reality), which a priori

must itself be intelligent. Such an “external reality”

within the framework of methodological comprehen-

sion presents itself as Umwelt and as the augmented

reality.

Accordingly, such an “external” reality must form

an intellectualized, dialogic, activity based and in-

tentional (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 (Klochko et al., 2020b,a),

namely, in the form of augmented reality. The ex-

ample of the indicated “corporal and intellectual” in-

tegration is the use of the augmented reality for the

development of emotional intellect of children with

disorders of autism spectrum (Chen et al., 2015). In

(Chen et al., 2015) the augmented reality was used to

teach to recognize mimic patterns. Accordingly, in

the indicated cases (Chen et al., 2015), 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 Educa-

tion teacher, particularly, for improving his health-

preserving competence (Fedorets, 2017), as a nature-

corresponding way of a person’s development, which

correlates with a person’s transcendent and polyonto-

logical essence. Augmented reality is a way of inte-

grating the realities already existing in a person (men-

Using the Augmented/Virtual Reality Technologies to Improve the Health-preserving Competence of a Physical Education Teacher

727

tal, corporal, motor) as well as a way of their im-

provement. Thus, the application of augmented real-

ity is an end-to-end anthropological project (Klochko

et al., 2020b; Aleksandrova, 2014; Savitskaya, 2014),

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 dedi-

cated to the use of digital technologies and, ﬁrst of

all, of augmented reality in the educational physi-

cal culture practices and technologies, the problem of

using augmented reality for the development of the

health-preserving competence of a Physical Educa-

tion teacher in conditions of post-graduate education

has not been sufﬁciently studied yet. Particularly, the

methodological, pedagogical, anthropological, prog-

nostic and psychological aspects of the stated prob-

lem haven’t been thoroughly studied. In the method-

ology 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 ed-

ucation development and perceiving the practical de-

mand for raising the effectiveness of pupils’ health

preservation during motor activity, as well as actual-

izing the issue of education professionalization, ped-

agogization, 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 inte-

grative use of an image of a person, as well as of

specialized biological and medical-biological knowl-

edge, particularly, the comprehension of a locomotor

apparatus, is a relevant vector of research. The stated

integration may be implemented on the basis of appli-

cation of the augmented/virtual 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 appli-

cation of the augmented/virtual 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 prac-

tical signiﬁcance. Thus, according to the competence

paradigm of education, is practically and technologi-

cally oriented.

Purpose of the research: the use if the aug-

mented/virtual reality technologies to improve the

health-preserving competence of a Physical Educa-

tion teacher in the course of post-graduate training,

which is implemented on the basis of the Umwelt con-

cept, 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 im-

provement of a health-preserving competence of a

Physical Education teacher using the Umwelt con-

cept and the anthropological paradigm, the follow-

ing approaches and concepts, methods and tech-

nologies are used: ontological; hermeneutical; axi-

ological; pathopedagogical (Fedorets, 2018); health-

preserving (Klochko et al., 2020b,a); phenomenolog-

ical (Husserl, 2001); life-world (Germ. Lebenswelt)

of Husserl (Husserl, 2001); biosemiotic (Millikan,

1984); anthropological (Bollnow, 1971; Fedorets,

2017; Korablova, 2013); anthropological practices

and “technologies of self” (Foucault, 1988); Umwelt

(von Uexk

ull, 1909; Knyazeva, 2014b; Stella and

Kleisner, 2010); of contact boundary developed in

gestalt psychology; of sense making (C. Lorenz)

(Knyazeva, 2014b); autopoiesis (Maturana Romes

ın

and Varela, 1984); of embodied mind (Lakoff and

Johnson, 2008); of cultural-historical theory of psy-

chic development (Vygotski, 1929); of C. Jung’s Self

(Germ. Selbst) (Jung, 1916); virtual reality tech-

nologies, digital modeling, in particular, 3D modeling

(Lavrentieva et al., 2020a); methods of mathematical

statistics (Student, 1908). We also used visions and

methodological approaches developed in the system

of embodied cognitive science (Shapiro, 2007), enac-

tivism (Knyazeva, 2014a) and virtual psychology &

virtual science (Nosov, 1999).

For the methodological perception, the follow-

ing Ancient Greek concepts were used: “human na-

ture” (Ancient Greek φυσιζ τoυ ανθρωπoυ) (Jaeger,

1986); “harmony” or “mixing” (Ancient Greek

κρασιζ) (Jaeger, 1986); “self-perception” (the Del-

phian principle “Perceive yourself” – gnothi sautou)

and “care of self” (epimel

esthai sautou) described in

(Foucault, 1988).

To develop the “Methodology of development of

the health-preserving competence of a Physical Edu-

cation teacher based on the knowledge of the nature of

the locomotor apparatus in the normal and pathologi-

cal 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

AET 2020 - Symposium on Advances in Educational Technology

728

the area of the unknown as well as the relevant area of

cognition) and outlined a system of practically signif-

icant problems, situations and phenomena; targeted –

deﬁnes and speciﬁes the problem and knowledge;

competence is aimed at the development of corre-

sponding competences and is reﬂected in the method-

ological system; knowledge transfer is used for a

selective inclusion into the methodological system

(and problems) of medical-biological, anthropologi-

cal, psychological and other knowledge. Hermeneu-

tic 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 rela-

tive 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 phenomenologi-

cal (Husserl, 2001) approach is aimed at the selec-

tion and consideration of normative and pathological

phenomena as well as at the development of a health-

preserving intentionality of an educator’s conscious-

ness. The ontological approach actualizes the con-

sideration of the issue of health as a manifestation of

existence, the corporal ontology manifested in mo-

tor activity and body comfort. The anthropological

(Bollnow, 1971; Fedorets, 2017; Korablova, 2013) ap-

proach is used with the purpose of anthopologization,

which includes a holistic and value oriented under-

standing of a person as an anthropological-cultural as

well as a biological phenomenon. The pathopedagog-

ical approach (Fedorets, 2018) is formed on the basis

of transfer of medical-biological knowledge aimed at

concretization and practical orientation of knowledge

through the disclosure of reasons, mechanisms and

consequences of ligament and tendon stretching. The

holistic approach is aimed at the formation of a com-

plex understanding of a person, namely, in the vir-

tual model we use the anthropic image and not only

study concrete problems of joints and tendons. The

psychological approach (Nosov, 1999; Jung, 1916)

is used in order to psychologize and psychologically

perceive the health of the locomotor apparatus and

corporality. Systemic, anthropological, pathopeda-

gogical, hermeneutic and axiological approaches are

the determining ones for forming the virtual model

and problems.

Proceeding from the methodological understand-

ing of peculiarities of the augmented reality as well

as Umwelt, we can point out that they are the phe-

nomena 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 re-

ality for preserving health, development of creativity,

intelligence, etc.

In order to determine the attitude of Physical Ed-

ucation 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 devel-

oped with the prevailing application of the anthropo-

logical (Bollnow, 1971; Fedorets, 2017; Korablova,

2013) and psychological (Nosov, 1999; Jung, 1916)

approaches. Considering health as an ability to cre-

ate and a precondition for the disclosure of the intel-

lectual potential of the personality, 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

(Lakoff and Johnson, 2008); cultural-historical the-

ory of psychic development of Vygotski (Vygotski,

1929) and the methodological approaches developed

within the system of the embodied cognitive science

(Shapiro, 2007). Thus, in the questions of the ques-

tionnaire the motor activity was contextually repre-

sented 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 de-

cide”. 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 pre-

vention during lessons? (“Yes”, “No”, “Cannot

decide”)

2. Can the use of augmented reality facilitate the de-

velopment of corporality, aesthetic and ethic ori-

entation 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 for-

mation of ergonomic lessons and the creation of a

comfortable, safe and health-preserving environ-

ment? (“Yes”, “No”, “Cannot decide”)

4. Can the use of augmented reality facilitate the de-

velopment of harmonious relations with the en-

Using the Augmented/Virtual Reality Technologies to Improve the Health-preserving Competence of a Physical Education Teacher

729

vironment, 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 Identi-

fying the Risks for Locomotor Apparatus Caused

by Ligament Stretching” (CoSpaces Edu, 2021a),

which consists of 5 models. To develop and view

AR/VR applications, specialized software CoSpaces

Edu (CoSpaces Edu, 2021b) is used, which can also

be used in the educational process. Software applica-

tion CoSpaces Edu can be viewed both with the tech-

nical equipment for viewing AR/VR applications and

in the browser (CoSpaces Edu, 2021b).

To determine the efﬁciency of the “Virtual Model

of Identifying the Risks for Locomotor Apparatus

Caused by Ligament Stretching”, which is an impor-

tant component of the “Methodology of development

of the health-preserving competence of a Physical Ed-

ucation teacher based on the knowledge of the nature

of the locomotor apparatus in the normal and patho-

logical state”, we used tests consisting of two prob-

lems 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 ex-

ercises.

• Questions

1. About the stretching of the spine.

2. About the risks of deforming osteoarthritis de-

velopment.

3. About mechanical energy accumulation in lig-

amentous 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 (Student, 1908).

n =

∆

N +t

, (1)

where:

N is a size of general population;

∆ – the sampling margin of error (permissible de-

viation from the mean)

∆ = tM;

t – the critical value of Student’s t-test, taking into

account the number of degrees of freedom d f = N −

M – the representation error

M =

∑

i=1

− 1

;

– the number of answers to the i-th question;

σ – the standard deviation is calculated by the fol-

lowing formula

σ =

∑

i=1

−

∑

i=1

;

X – the expected value (arithmetic mean)

X =

∑

i=1

∑

i=1

;

– the answer option, (i = 1, 2, 3) (x

= 1 (no),

= 2 (cannot decide), x

= 3 (yes)).

3 RESULTS AND DISCUSSION

The methodological search was carried out based

on the ideas and intentions of integrity, anthropolo-

gization (Bollnow, 1971; Fedorets, 2017; Korablova,

2013) 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 an-

thropological and biosemiotics approaches (Millikan,

1984).

As of today, augmented reality has become an

effective digital learning technology based on the

achievements in the sphere of artiﬁcial intelligence

(Semerikov et al., 2019; Valko and Osadchyi, 2020;

Zelinska, 2020); a way of reﬂection and effective in-

novative methodology of actualizing emotional intel-

ligence (Chen et al., 2015), intellect, storytelling ac-

tivities and creativity (Yilmaz and Goktas, 2017), 21st

AET 2020 - Symposium on Advances in Educational Technology

730

century skills (Klochko et al., 2020a), inclusive edu-

cation (Alhamdi et al., 2019), interaction of parents

with children (Cascales et al., 2013) and potential of

a personality.

The issue of using augmented reality in physi-

cal culture and sports has been studied by many re-

searchers (Hsiao, 2013; Enright et al., 2016).

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 imple-

mented 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 mo-

tor being, as well as through actualization of vitality,

life-creativity and sense-creation. Thus, physical cul-

ture is a particular motor reality, which corresponds

with human nature. Movement and motor being are

interrelated with health, which is viewed as an au-

thentic and anthropologically speciﬁc way of human

existence.

Corporal and motion reality are also the basis of

the psychic and mental spheres of a person. Ac-

cording to Vygotski (Vygotski, 1929) (the cultural-

historical psychic concept), consciousness is the re-

sult 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 ac-

tivity 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 (in-

dividual development) and during a person’s mental

activity, as it is in fact a speciﬁc motor reality and ex-

istence of a human being.

From methodological positions, following the on-

tological approach, accordingly, we present health,

motion and corporealness of a person as special reali-

ties. Therefore, they can be purposefully perfected by

cooperation with the augmented reality. Meaningful

in this aspect is sense-forming and intellectual dimen-

sions of such cooperation. The use of the augmented

reality in health-preserving practices of physical cul-

ture 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 anthropologically

speciﬁc reality and ontology (being) it is important

to understand that its beginnings and currently rela-

tive components lie in the body, corporality and mo-

tor activity. This is described by Lakoff and Johnson

(Lakoff and Johnson, 2008) in their classical work

“Metaphors We Live By”. In his embodied cogni-

tive science, Lakoff and Johnson (Lakoff and John-

son, 2008) 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 connec-

tion between the mind, the body and the environment

(Stella and Kleisner, 2010).

Schematically, the stated above ideas can be de-

picted as a sequence of a mutually determined and

mutually dependent phenomena, namely: body, mo-

tor activity and interaction with the environment – in-

tellect – adaptation, creativity, development. Thus, a

person may be viewed as a human being that consists

of various ontologies (beings) and realities (Nosov,

1999). 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 (Jung, 1916), such unity is perceived by a per-

son 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 per-

son is the basis of virtual psychology worked out by

Nosov (Nosov, 1999).

Within the framework of the indicated ap-

proaches, 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 (Knyazeva, 2014b; Stella and

Kleisner, 2010; von Uexk

ull, 1909) for the improve-

ment of the methodology of use of the augmented re-

ality for the development of health-preserving com-

petence of a physical culture teacher. Umwelt is a

special “perception and activity reality” of a living or-

ganism.

Thus, the reality is being “fragmented” and “chan-

neled” into a countless number of “parallel” 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, mas-

ters, sees and somehow understands and interprets the

speciﬁc and signiﬁcant for him/her personally spec-

trum of phenomena, which together form Umwelts.

According to Husserl (Husserl, 2001), we compre-

hend being through perception of relevant phenom-

ena, which together reﬂect the reality in one’s con-

sciousness. That’s why, in the context relevant to

our problematics, we may speak about the peculiari-

ties of the living world (Germ. Lebenswelt) (Husserl,

2001), which is formed through a person’s unveiling,

perceiving and using the signiﬁcant for him/her phe-

nomena. In comparison we should note that apart

Using the Augmented/Virtual Reality Technologies to Improve the Health-preserving Competence of a Physical Education Teacher

731

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 primar-

ily deﬁne the mode of existence. Quite strictly deter-

mined combinations of speciﬁc phenomena form the

Umwelts of biological species. Thus, all the biologi-

cal 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 (Stella and Kleis-

ner, 2010). At the same time, when an animal is trans-

ferred 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, sup-

port and “carry around” a certain fragment of the re-

ality, which is desired and to a considerable extent set

for them. Thanks to the use of the Umwelt concept,

subjectivity and personalized differences are actual-

ized alongside with the signiﬁcance of species pecu-

liarities (Knyazeva, 2014b). Every biological species,

including man, has their own Umwelt.

Analyzing the Umwelt concept, Knyazeva

(Knyazeva, 2014b) 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 speci-

ﬁcity of the Umwelt (Knyazeva, 2014b) as a manifes-

tation of life that is related to the semantic potential of

augmented reality. Umwelt as well as augmented re-

ality can thus be regarded as environments (or worlds)

of forming meanings and ways of using them.

Concerning Umwelt, this is analyzed by the ethol-

ogist Conrad Lorenz (Knyazeva, 2014b). That is,

through the mind-body, the living organism acquires

meaning (living is sense making) (Knyazeva, 2014b),

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, im-

ages 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 Romes

ın

and Varela (Maturana Romes

ın and Varela, 1984)) life

is represented as existence, as a given and semiotic-

symbolic systems (Knyazeva, 2014a). 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 be-

tween man and environment. These effects can to

some extent be achieved through the use of aug-

mented reality, which we consider as a component of

the mind of the modern man or as a way to compen-

sate for disturbed natural connections with the envi-

ronment and by forming new ones. Similar under-

standings of the signiﬁcance of boundary phenomena

exist in Gestalt psychology in a system that is consid-

ered by the psyche as the contact line between a per-

son 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 de-

velopment has created a special environment that

at this stage of its existence and development be-

comes 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 pro-

fessionally 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 re-

ality, which will form the “Umwelt of movement”,

this process can be reversed.

Let us present the methodologically and tech-

nologically signiﬁcant characteristics of the human

Umwelt: historicism; cognitive, that is, it is an en-

vironment in which data is partially processed and in-

formation 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; com-

fort; interpretability; speech characteristic; anticipa-

tion (predictive) nature and predictability; ecology

(nowadays); promoting sustainable development (at

this stage of humanity’s existence); harmony; edu-

cational; semiotic; digital (currently); health-saving;

humorous (only human inherent humor); existential –

as open, independent and self-sufﬁcient being; mul-

tidimensionality; developmental and creative charac-

ter; polyontological character; psychologically sig-

niﬁcant; technological and technical; characterization

of relative autonomy. Our understanding of the hu-

AET 2020 - Symposium on Advances in Educational Technology

732

man Umwelt is close to the concept of the life-world

(Germ. Lebenswelt) by Husserl (Husserl, 2001).

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 rela-

tively 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 undiscov-

ered potential of using augmented reality and digi-

tal technologies in general. Based on a methodolog-

ically and technologically oriented understanding of

the phenomenology of the human Umwelt, we in-

terpret it as a signiﬁcant multidimensional cognitive

and meaningful human reality that has a degree of au-

tonomy 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 hu-

man Umwelt when designing and implementing aug-

mented reality technologies. That is, the construc-

tion of augmented reality can be carried out not only

on the basis of effective target, needy, technologi-

cal 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 pe-

culiarity of such technologies will be primarily 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 conscious-

ness when a person has certain problems, risks and

threats.

Augmented reality allows you to “delicately” cre-

ate “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 per-

son’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 percep-

tion, it can be noted that the actual component of “hu-

man Umwelts” that can be formed on the basis of aug-

mented reality is their “ability” to synthesize differ-

ent 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 associa-

tive areas of the cerebral cortex. Artists dreamed of

such a synthesis, namely of union, music, light, visual

images, movement, movements, odors, touches (Ka-

gan, 1972). This is partly embodied in contemporary

art. Thus, augmented reality opens up new and spe-

cial possibilities for a “new cognitive synthesis”. For

physical culture, the use of augmented reality, consid-

ered 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 poten-

tials 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 Maturana Romes

ın and

Varela (Maturana Romes

ın and Varela, 1984). 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 (Knyazeva, 2014a), in which the mind-

body problem (Knyazeva, 2014a,b). 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 (Shapiro,

2007). In the system of this direction, cognitive

is represented as a phenomenon that is formed by

the interaction of consciousness, body and environ-

ment. The notion of cognition as a physical and envi-

ronmental phenomenon is signiﬁcant for the profes-

sional activity of a physical education teacher, be-

cause it works primarily with interdependent phe-

nomena – 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 re-

ality, deﬁning the latest understanding of physical

culture and sports as “body-cognitive-environmental”

and “health-protective” not only as a traditional de-

Using the Augmented/Virtual Reality Technologies to Improve the Health-preserving Competence of a Physical Education Teacher

733

Figure 1: Organizing specialized online training using SGM

SPORTS (SGM Educational Solutions, 2020).

velopment 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 men-

tal perfection existed in the system of the Hellenis-

tic tradition of the paidae (Greek Παιδεια) (Jaeger,

1986) and were realized through “taking care of them-

selves” (Foucault, 1988) and “self-knowledge” (Fou-

cault, 1988). Thus, through the use of augmented re-

ality, we actualize the development of physical cul-

ture as a “body-cognitive” and health-saving anthro-

popractic and promote intellectual activity of motor

activity.

Here are some avenues of using augmented real-

ity 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 com-

mentary or recording of a given sport or team

player, in particular using face recognition tech-

nology and more (ﬁgure 1).

2. View matches and training while recording. Here,

it is possible to overlay video comments, discus-

sions, graphics, graphic analysis on video; such as

displaying trajectories, etc.

3. For training and sports, rehabilitation, inclusion.

For example, analysis of data on individual stages

of training, displaying the strengths and weak-

nesses of students in this process, overlay training

videos, graphics, comments, realistic 3D simula-

tions, organizing discussions in real time, evalua-

tion of the training session, etc. (ﬁgure 2).

4. Development of training videos using augmented

reality: commenting on individual stages of train-

ing, monitoring the functioning of individual body

systems during appropriate physical activities,

Figure 2: Organization of individual training using SGM

SPORTS (Brainshuttle™.experience, 2016).

graphical analysis, discussions, displaying trajec-

tories, etc.

5. Educational marketing. For example, advertis-

ing 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.

6. Techno sport. The combination of augmented re-

ality 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 moti-

vation of physical culture teachers to master the com-

plex of professional knowledge, promotes the human-

ization of the educational process, develops intellec-

tual, emotional and volitional spheres, improves criti-

cal thinking, promotes professional reﬂection of prac-

tical experience. It is also aimed at the development of

professional subjectivity, the discovery of sports tal-

ents, the improvement of sports equipment, the reg-

ulation of the volume and intensity of physical ac-

tivity according to the state of health, etc. Consid-

ering all the advantages of this technology, it should

be noted that it cannot completely replace the tradi-

tional technologies of organization of the educational

process and will be the most effective in combination

with them.

Consider software that implements augmented re-

ality technologies that can be used in physical ed-

ucation. That software contributes to the forma-

tion of “human Umwelt”. The speciﬁcity of “hu-

man Umwelt” is the preservation of health, in partic-

ular, through physical activity. Opportunities for aug-

mented 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, engag-

ing and motivating students.

AET 2020 - Symposium on Advances in Educational Technology

734

SGM SPORTS by SGM Solutions & Global Me-

dia GmbH is designed to organize specialized on-

line training (SGM Educational Solutions, 2020) (ﬁg-

ures 1, 2). The basic idea behind this product is learn-

ing 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 ex-

plains the attack numbering system. With it, you

can place a virtual interactive playground on the ta-

ble. These tools are implemented using virtual and

augmented environments .experience from brainshut-

tle™.experience (Brainshuttle™.experience, 2016).

Immersing students in the augmented reality environ-

ment of brainshuttle™.experience with realistic simu-

lations, activates them in the learning process, explor-

ing their own opportunities at an individual pace. De-

pending on the actions, students’ situations and out-

comes change dynamically, supporting the student to

actively engage and achieve learning outcomes. With

realistic simulation, the student perceives and per-

forms the task at any level. Playing situations of real-

istic simulations can teach students some maneuvers,

understanding of complex games, which can also help

prevent injury.

brainshuttle™.experience augmented reality en-

vironments are created using 3D video, 360 degree

video, Combined 3D and 360 degree video, 3D an-

imation, Virtual environments, Game environments,

Augmented environments (3D video, 360 degree

video, Combined 3D and 360 Degree Video, 3D An-

imation, Virtual Environments, Game Environments,

Enhanced Environments) (Brainshuttle™.experience,

2016).

DribbleUp offers software based on Augmented

Reality Basketball (Smart Basketball), Soccer (Smart

Soccer Ball), Health Gymnastics with a Ball (Smart

Medicine Ball) (DribbleUp, 2020a,b,c; Meleap, 2020)

(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 ac-

curacy of the exercises performed, train muscle mem-

ory, track workouts over time. DribbleUp Smart Ball

allows you to combine different cardio-strength exer-

cises.

For techno sports (a new HADO sport format that

combines augmented reality with players’ physical

movement) from Japanese company Meleap Inc. de-

veloped hardware and software based on augmented

reality (Meleap, 2020) (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

Figure 3: DribbleUp: Smart Basketball (DribbleUp,

2020a).

Figure 4: DribbleUp: Smart Soccer Ball (DribbleUp,

2020c).

magical effects in a normal game, is health-friendly

and prevents injury.

In order to determine the attitude of physical cul-

ture teachers to the use of augmented reality in the

educational process, a survey was conducted by 36

Physical Education teachers. The research was con-

ducted in 2017–2018 at Drohobych Ivan Franko Ped-

agogical University, Sumy Institute of Postgraduate

Pedagogical Education, Mykolayiv Institute of Post-

graduate 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 pos-

itive 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 re-

sponse distribution within the survey may be caused

by the fact that the teachers are not sufﬁciently in-

formed about the potential possibilities, opened by the

use of augmented reality in the educational process.

The analysis of the structure of the answers, pro-

vided by Physical Education teachers in the question-

naires shows that so far, the teachers do not fully

understand the possibilities of augmented reality in

forming ethical attitudes of the health-preserving en-

Using the Augmented/Virtual Reality Technologies to Improve the Health-preserving Competence of a Physical Education Teacher

735

Figure 5: DribbleUp: Smart Medicine Ball (DribbleUp,

2020b).

Figure 6: HADO Game Using Means by Meleap Inc. (Me-

leap, 2020).

vironment, eco-consciousness, comfort. This means

that Physical Education teachers do not fully under-

stand the sense-forming, contextual and environmen-

tal inﬂuences of augmented reality.

The ways of solving the stated problem may in-

clude the inclusion of augmented reality technologies

into the process of post-graduate education taking

into consideration the anthropological, ethical, cul-

tural contexts and using the competence based and

personally-oriented paradigms; the involvement of

Physical Education teachers to the development of ed-

ucational software applications using augmented re-

ality technologies in the role of consultants, coaches,

experts etc.; improving the knowledge and skills of

Physical Education teachers on concrete issues and

phenomena related to health preservation; involve-

ment of Physical Education teachers into the project

work on introduction of the software that includes

augmented reality.

Let us consider the example of applying vir-

tual 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 techno-

logical values that are formed afterwards. When inte-

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 pre-

serve the health of students and develop their motor skills,

intelligence and creativity.

riorized (in the sense of transferring to the inside), the

stated knowledge, cognitive schemes and values fa-

cilitate the development of competence oriented “in-

strumental” intellectual capabilities of a Physical Ed-

ucation teacher. We believe that such intellectual-

value capabilities include conceptualization, under-

standing, interpretation, reﬂection and creative health

oriented perception of certain pedagogical situations,

motion activities and mobility modes based on spe-

cialized knowledge about human nature (in this case,

an comprehension of syndesmology, the science of

bone connections). Together, the stated mental phe-

nomena form a health-preserving way of thinking,

which is a signiﬁcant and system-organizing compo-

nent of the intellectual-value (cognitive) component

of the health-preserving competence of a Physical Ed-

ucation teacher.

According to the global “ideology” of profes-

sionalization, in order to effectively preserve pupils’

health during motor activities, a teacher should un-

derstand the ﬁne, “intimate” mechanisms of the lo-

comotor apparatus functioning. First of all, it con-

cerns 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 mentioned 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 physiologi-

cal risk factors and restrictions that need to be taken

into consideration while planning motion activity. If

the educator does not take into consideration the pecu-

liarities of human morphology and physiology, which

are represented as risk factors for pathology develop-

ment, this may lead to pupil trauma and decrease of

the efﬁciency of the training process.

AET 2020 - Symposium on Advances in Educational Technology

736

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”).

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 Appa-

ratus 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 Edu-

cation teacher based on the knowledge of the nature

of the locomotor apparatus in the normal and patho-

logical state”. The basis of the stated methodology

is the use of pedagogical problems and discussion of

practically signiﬁcant situations, issues and anthropo-

logical phenomena, which disclose the nature of the

locomotor apparatus in the normal and pathological

state as well as presents the possibilities for risk man-

agement 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 applica-

tion, which in its turn consists of 5 models, which

disclose the phenomenology of a joint in a nor-

mal as well as pathological state. The conceptual-

methodological basis of this model were formed by

the ideas of Maturana Romes

ın and Varela (Matu-

rana Romes

ın and Varela, 1984), who believed that

life is a cognitive autopoetic process, as well as theory

about the functional systems by Anokhin (Anokhin,

1968) (Sudakov, 2011), by syndesmology – is the sci-

ence of ligaments, the pathopedagogical (Fedorets,

2018) and propedeutic approaches. Within the frame-

work of this model, a person is viewed simultaneously

as semiotic-symbolic system as well as a complex im-

age, 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 deter-

mining and primary. We know this from life experi-

ence, self-reﬂection – bight images of familiar people

“live” in the consciousness of every person.

In order to increase the efﬁciency of health preser-

vation in conditions of an educational process, pri-

marily, in diagnostic and preventative aspects, we ac-

tualize 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, in-

formationally 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”, demon-

strating the correct result almost right away. In our

opinion, this effect is achieved due to a formed abil-

ity to perceive and understand human images as an

Using the Augmented/Virtual Reality Technologies to Improve the Health-preserving Competence of a Physical Education Teacher

737

idea of “Plato’s eidos” as well as a complex Gestalt

(in the sense of a fragment of reality). Let us par-

ticularize that the concept of “eidos” (Ancient Greek

ειδoζ – view, image), which was understood as “vis-

ible”, 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 tradi-

tional 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 per-

son’s Umwelt, we actualize the need of their sys-

temic application in post-graduate education in the

course of post-graduate training of a Physical Educa-

tion 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 ed-

ucational process.

Let us study this on the example of forming practi-

cally oriented health-preserving knowledge, cognitive

schemes, thinking, attitudes, intentions in a Physical

Education teacher. The formation of the stated “com-

petence toolkit” is based on the knowledge about the

prevention of development of typical locomotor dis-

orders. In this example, we view the disorders, which

may occur due to “excessive” and non-physiological

(in the sense of being unnatural) stretching of liga-

ments and, to a lesser extent, of tendons. The risk

of occurrence of such ligament stretching is primar-

ily linked with professional institutions and “fashion”

(namely, doing yoga) that are focused on the develop-

ment of excessive ﬂexibility without proper consider-

ation 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 sit-

uation, 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 elemen-

tary, secondary and specialized secondary schools).

In the future, we are planning to conduct training ses-

sions 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 (CoSpaces

Edu, 2021b) by Delightex (Delightex, 2021) – 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 ap-

plications to help the user, teacher, pupil.

It has a wide range of options to be used in edu-

cation, some of them are (Delightex, 2021; CoSpaces

Edu, 2021b): construction of 3D objects with the help

of the given toolkit, the creation of interaction ele-

ments with the help of either block coding or an ex-

tended language of scripts, study of objects in virtual

and supplemented realities, use during classes, orga-

nization of cooperation between pupils and for view-

ing together in the real-time mode.

The “Virtual Model of Identifying the Risks for

Locomotor Apparatus Caused by Ligament Stretch-

ing” software application is formed of ﬁve separate

components, which contain the following 5 models

(CoSpaces Edu, 2021a): Model 1 – “Virtual Norma-

tive 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) (CoSpaces Edu, 2021a), 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 ensur-

ing the optimal contact of bones with one another.

”Virtual Normative Model of a Joint” in “com-

bination” with an image of a person transform into

the “Anthropic-Spatial Model of Risks for a Joint”

(Model 2) (ﬁgure 10) (CoSpaces Edu, 2021a). In

AET 2020 - Symposium on Advances in Educational Technology

738

Figure 9: “Virtual Model of Identifying the Risks for Locomotor Apparatus Caused by Ligament Stretching”: Model 1 –

“Virtual Normative Model of a Joint” (CoSpaces Edu, 2021a).

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 (ﬁg-

ure 10). Thus, by integrating the human image and

specialized knowledge about the joints, we transform

the stated knowledge into technological values, inten-

tions, attitudes as well as develop their spatial and mo-

tion 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 orga-

nizing motion activity.

Like any other professional a teacher in his profes-

sional 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 re-

lated intentions and attitudes, does not always make it

possible to apply them directly and formally in the

educational practices and health preservation tech-

niques. 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

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”

(CoSpaces Edu, 2021a).

image of a person. We call this methodological

technique the “anthropological-graphic technologi-

cal and value oriented transformation of specialized

knowledge”. With time, the stated technique may be

presented as a speciﬁc “pedagogical-epistemological

Using the Augmented/Virtual Reality Technologies to Improve the Health-preserving Competence of a Physical Education Teacher

739

technique” aim at increasing the efﬁciency of form-

ing competences related to the phenomenon of a per-

son. In this particular methodological system, this

methodological technique, when specialized knowl-

edge gains an “anthropic image”, is ﬁrst of all aimed

at forming the health-preserving intentionality (vec-

tor) of an educator, at the development of correspond-

ing 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 peculiar-

ities of application of health preserving technologies

in the course of organizing motion activity, may com-

pete 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 cogni-

tive component of the health-preserving competence,

we use a comparative approach, which has a sig-

niﬁcant methodological and graphic potential. That

is why, in order to compare with the norm, which

is presented in (ﬁgure 9), we demonstrate the “Vir-

tual Model of the Pathological Mobility of a Joint”

(Model 3) (ﬁgure 11) (CoSpaces Edu, 2021a). 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 de-

picted) 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 analyzing this model we in-

dicate that in conditions of signiﬁcantly widened joint

gap and of stretched ligaments, the normative biome-

chanics 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 mo-

bility of the joints and the absence of sufﬁcient ﬁxa-

tion 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)

(CoSpaces Edu, 2021a). In this model, the joint space

is narrowed. Under typical (normative) human devel-

opment this variant does not occur. It 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 physiologi-

cally acceptable and optimal ﬁxation of joint bones.

The next important knowledge aspect of the stud-

ied above models oriented at health-preservation is

the demonstration (with the help of these models)

of ways of optimizing motion strategies on the ba-

sis of Anokhin (Anokhin, 1968) studies about func-

tional systems. One of the basic practically oriented

conclusions of the study about functional systems is

that the locomotor apparatus adapts and “tunes” to

different motion activities and workout modes iner-

tially. 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 ten-

dons. 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 pre-

supposes readjustment of the body from one motion

mode and activity to another.

In the “Anthropic-Spatial Model of Risk Distribu-

tion for the Ligament System of Joints” (Model 5)

(ﬁgure 13) (CoSpaces Edu, 2021a) two images of a

person are presented, which visualize and broaden the

understanding of risk zones for the locomotor appara-

tus. In this case the risk zones actualize the signiﬁ-

cance of not only true joints, as is the case in Model

2 (ﬁgure 10). Presenting the risks in an anthropomor-

phic, spatial and graphic way discloses the value and

signiﬁcance of the ligament system in relation to lo-

comotor apparatus.

The “Virtual Model of Identifying the Risks for

Locomotor Apparatus Caused by Ligament Stretch-

ing” is ﬁrst of all conceptual, it’s application allows

to disclose the essence of many normative and patho-

logical phenomena. The clarity, visual presentation

and meaning-forming potential make this model valu-

able. In conditions of limited time of advanced train-

ing 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 (Foucault, 1988; Jaeger, 1986) and

were realized through “taking care of themselves”

(Foucault, 1988), which is aimed at making a teacher

AET 2020 - Symposium on Advances in Educational Technology

740

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” (CoSpaces Edu, 2021a).

Figure 12: “Virtual Model of Identifying the Risks for Locomotor Apparatus Caused by Ligament Stretching”: Model 4 –

“Virtual Model of a Joint Space Narrowing” (CoSpaces Edu, 2021a).

Using the Augmented/Virtual Reality Technologies to Improve the Health-preserving Competence of a Physical Education Teacher

741

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” (CoSpaces Edu, 2021a).

comprehend the peculiarities of biomechanics of cer-

tain motion activities through their own motion expe-

rience. 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 of-

fered 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.

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 Ed-

ucation teacher based on the knowledge of the nature

of the locomotor apparatus in the normal and patho-

logical state” we used a system of problems and ques-

tions. Accordingly, within the framework of the anal-

ysis of the inﬂuence of the above mentioned method-

ology we also assess the efﬁciency of the “Virtual

Model of Identifying the Risks for Locomotor Appa-

ratus 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 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 nor-

mal and pathological state”. The research was con-

ducted in 2019 in Public higher educational establish-

ment “Vinnytsia academy of continuing education”.

Based on the results of studying these character-

istics 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 Appara-

tus” course to 62 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

AET 2020 - Symposium on Advances in Educational Technology

742

size of general population.

The value o Student’st-test for the probability of

0, 95 (95%) t ≈ 2 (Student, 1908). We calculate the

size of the sampling using formula (1). n ≈ 48.

In the course of preparation to conducting a re-

search on the use of the developed “Virtual Model

of Identifying the Risks for Locomotor Apparatus

Caused by Ligament Stretching” software app, tak-

ing 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 (ta-

ble 1).

The data received before and after the implemen-

tation of the methodology with the use of the “Virtual

Model of Identifying the Risks for Locomotor Appa-

ratus Caused by Ligament Stretching” software app

gave the results shown in table 1 (ﬁgure 14).

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 Ap-

paratus Caused by Ligament Stretching” software app.

As can be seen from table 1 and ﬁgure 14, the

results of answers to problems and questions are in-

creased signiﬁcantly after the experiment than before

of the application the “Virtual Model of Identifying

the Risks for Locomotor Apparatus Caused by Lig-

ament Stretching” as a component of the “Method-

ology of development of the health-preserving com-

petence of a Physical Education teacher based on the

knowledge of the nature of the locomotor apparatus

in the normal and pathological state”. The most ef-

fective application of this methodology was for the

problem “1. On stretching the ligamentous appara-

tus” (+52%) and the questions “2. About the risks

of deforming osteoarthritis development” (+56%), “3.

About mechanical energy accumulation in ligamen-

tous and tendons” (+73%). Because the implementa-

tion on the basis of the Umwelt concept, the anthropo-

logical paradigm and virtual models of the Locomo-

tor apparatus, provides an opportunity to implement

indirect and contextual inﬂuences, cognitive, interac-

tive, anthropomorphic, image-based and personalized

nature as well as others characteristics of Umwelt ori-

ented technologies of AR/VR.

4 CONCLUSION

The use of AR/VR technologies is an effective in-

novative technologies of development of a health-

preserving competence of a Physical Education

teacher under conditions of post-graduate educa-

tion. 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 anthropologi-

cal 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, di-

verse, 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 com-

petence of a Physical Education teacher include the

combination of the content with real time or recorded

comments, graphic images, graphic analysis; realis-

tic 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 compe-

titions and workout sessions, educational marketing

etc. As for a Physical Education teacher the applica-

tion of AR/VR in the educational process facilitates

professionalization, technologization, axiologization

and humanization of his/her professional activity, in-

cluding its health-preserving component, technolo-

gies 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, con-

tributes to the formation of meanings, semantic con-

Using the Augmented/Virtual Reality Technologies to Improve the Health-preserving Competence of a Physical Education Teacher

743

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%

texts, values, patterns of action, images, semantic im-

ages, motor images, and images of health. This de-

termines possibilities for extended and innovative use

of the augmented reality for the development of a

health-preserving competence of a Physical Educa-

tion teacher in particular.

A survey was conducted to reveal the understand-

ing 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 mo-

tion skills, intellect and creativity was determined.

Analysis of the results of the questionnaire was per-

formed, the aim of which was to determine the at-

titude 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 deter-

mined 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 Edu-

cation teachers of an educational potential of the aug-

mented 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 per-

son’s Umwelt, as they disclose the anthropic essence

of a person in a value oriented, informationally ex-

haustive and emotionally ﬁlled way. The study uses

the representation of special knowledge using a com-

plete image of a person. The use of anthropomorphic

images created with the help of the AR/VR technolo-

gies is actualized.

In order to improve the health-preserving compe-

tence of a Physical Education teacher in the course of

post-graduate training the “Virtual Model of Identi-

fying 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 Ap-

paratus Caused by Ligament Stretching” in the sys-

tem of tools “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 patholog-

ical state” was used for solving and analyzing peda-

gogical problems and questions, analysis of anthro-

pological phenomena. As a result of the conducted

experiment the positive dynamics of results of train-

ing 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 Stretch-

ing” 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 dis-

closes the phenomenology of a joint both in the nor-

mal and pathological state in a representative and

practically oriented way. Thanks to this model, a

teacher forms the understanding of risks for the lo-

comotor apparatus as well as of the anthropic-spatial

system. On the basis of the innovative and practically-

oriented disclosure of special knowledge about the lo-

comotor apparatus, the virtual model facilitates the

development of health oriented mental tools of an ed-

ucator, i.e. of knowledge, thinking, visions, orienta-

tion, 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 Phys-

ical Education teacher are more active bringing spe-

cialists to the development of software additions of

the AR/VR technologies as well as its introduction

into an educational process. Important in this aspect

is the use of the anthropology oriented approaches

that assist humanization of an educational process and

AET 2020 - Symposium on Advances in Educational Technology

744

technological adaptation of the AR/VR technologies

to the nature of a person.

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