A healthy lifestyle as a model of behavior and as a primary prevention of social deviations
One of the most significant factors affecting human health is the way of life, which is determined by historical, socio-economic factors, national and religious traditions, living conditions and personal characteristics.
Lifestyle is one of the biosocial categories that integrate the notion of a certain type of everyday life of people in the conditions of a given socio-economic formation. It characterizes the peculiarities of life and work, the use of free time, the satisfaction of material and spiritual needs, participation in public life, norms and rules of conduct.
When analyzing the way of life, its main parameters are singled out: social, labor and physical activity. In other words, the main thing in a person's way of life is how he (or a social group) lives, what are the main ways and forms of life activity, and also its direction. Moreover, each social group has its own differences in lifestyle, values, attitudes, standards of behavior, etc. Being conditioned mainly by social and economic conditions, the way of life depends on the motives of the activity of a particular person, the characteristics of his life, his state of health and his functional capabilities. This, in particular, explains the real diversity of lifestyle options for different people.
The human lifestyle includes three categories: level, quality and lifestyle.
The standard of living is the degree of satisfaction of material, cultural, spiritual needs (mainly economic category).
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Quality of life characterizes comfort in satisfying human needs (mostly sociological category).
Lifestyle is a behavioral feature of a person's daily life, i.e. a certain standard, under which the psychology and physiology of the individual is adjusted (socio-psychological category).
A special variety in the evaluation of lifestyle categories is the concept of quality. In constructing and analyzing this concept, the subjective principle in life approaches and the arbitrariness of the interpretation most of all. Among the most common elements considered on the qualitative side are: health, workplace conditions, opportunities for using free time, a sense of social confidence, population density, comfort of the home, the environment, food security, their usefulness, aesthetic pleasures, the number of divorces , stress density and its nature, etc.
Assessing the significance of each lifestyle category in the formation of health, it should be noted that with the comparable role of living standards, which are mainly of a public nature, human health largely depends on a lifestyle that is predominantly personified.
In the field of modern medical science, the way of life can be defined as the volume of a person's vital activity that is adequate to individual needs and the capabilities of his body, ensuring a certain level of his health.
At the same time, a person's way of life also means choosing a certain way of life, made by him himself, taking into account the social, economic opportunities provided by society, and the biological characteristics of his organism. This choice largely depends on the constitutional characteristics of the individual.
The concept of "healthy lifestyle" unites all that contributes to the fulfillment of professional, social, family and household functions in an environment that is optimal for health and determines the direction of the individual's efforts in preserving and strengthening individual and public health.
A healthy lifestyle (HLS) is a measure of civilization and humanity that characterizes both the individual and society as a whole. It consists of orientation to health as an absolute vital value, on the ideals of the individual, family, nation and nature, from effective measures of nutrition, education, physical education and sports, body and spirit hygiene. 
With regard to the definition of health in the WHO statement, a healthy lifestyle can be imagined as feasible, in accordance with the provided society and its own possibilities, the realization of one's way of life in order to achieve not only the absence of disease, but also the state of complete physical, mental and social well-being .
That is, a healthy lifestyle, being a concentrated expression of the relationship between a lifestyle and health, essentially acts as a positive derivative of a way of life.
A healthy lifestyle expresses the objective orientation of the personality in the direction of strengthening and developing personal and public health. A healthy lifestyle is associated with the person-motivational embodiment of a person's social, psychological, physical abilities and abilities.
The concept of "healthy lifestyle" implies such components as a favorable social environment, spiritual and moral well-being, optimal motor conditions, tempering the body, rational nutrition, personal hygiene, rejection of harmful attachments, positive emotions.
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These characteristics allow us to say that a healthy lifestyle is part of the overall culture of the individual, reflecting its systemic and dynamic state, conditioned by a certain level of special knowledge, physical culture, social and spiritual values acquired as a result of upbringing and self-education, education , motivational-value orientation and self-education embodied in practical life, as well as in physical and mental health.
The need to create a health culture through education as a social institution led to the emergence of various pedagogical technologies related to the formation of a value attitude toward one's health, summarizing the notions of health and a healthy lifestyle.
One of the main reasons for the need to introduce and introduce health-promoting technologies (formerly called health-saving) technologies in children's and other educational institutions that could help with their content, means and methods to address the acute problem of modernity is the sharp deterioration in the health of children and adolescents, especially in early ontogeny, associated largely with a low valeological culture of the population.
To solve this problem of education on the basis of a holistic approach to human health in the context of general education, it is possible through the purposeful formation of a culture of individual health as its integrative characteristic.
Being the basic value of a person, HLS as the basis of a culture of health provides the biological potential of the body's vital activity, creates prerequisites for the harmonious development of the personality, promotes the manifestation of a high level of social activity and creative attitude to learning activity.
The culture of schoolchildren's health needs to be shaped both during school hours (when studying such disciplines as physical education, LLL, literature, United States, mathematics, biology, etc.), and in extracurricular activities (parental education for parents, the vital values laid down in the family are important for the formation of an individual's HLS, sports and recreational activities help schoolchildren to ease fatigue after school day, promote physical development and promote health.)
Efforts in this direction, while providing the educational process, are more effective for teachers who use interactive methods and a variety of forms of instruction, including the problematic presentation of educational material; game forms of educational activity (solving crosswords, puzzles, role games and creating pedagogical situations that form a positive attitude towards one's health and a conscious desire to protect it).
In addition, in a number of schools there is a tradition of holding sports and health days with the invitation of a narcologist, psychotherapist, nutritionist, athletes, etc. That is, valeological education is not only a process of knowledge transfer, but also the organization of the students' healthy lifestyle in the system their leisure and life in the family, physical development in extracurricular activities.
When forming a culture of health (valeological culture) of schoolchildren, it is necessary to take into account its three components: valeological education, valeological consciousness and valeological behavior. Valeological education (cognitive component) involves the creation of an information environment that provides an opportunity to learn about their physical, physiological, psychological, social, moral, intellectual characteristics; creating conditions for free creative search, solving problems related to understanding the essence of health and healthy lifestyle. Valeological consciousness (emotional-evaluative component) is built on the teenager's personal attitude to HLS and is embodied in his ideas, attitudes, feelings, which are fixed in beliefs, their result becomes the ideal of health, the main component of which is the attitude towards it.
From the system of ideas, attitudes, orientations, beliefs of the individual follows its orientation as an integrative characteristic of the personality of a schoolboy, literate in health, HLS.
An important component of the valeological consciousness of learners is feelings in which they show their attitude to health, lifestyle, environment. In general, feelings activate the cognitive efforts of the individual and the will, preparation for action, perseverance in its fulfillment, which is especially evident in the struggle of some schoolchildren with their bad habits. Apparently, it is in the sphere of feelings that the evaluation and preference of the attitude, action, position taken by the person on the path to their health is formed. It is in the course of the development of schoolchildren's valeo-feelings that the appropriate conviction and outlook of their personality develops.
Valeological relations exist not only as an element of consciousness. They manifest themselves both as actions, actions of people (respect for another person, ability to resist stressful situation and help to deal with it in a different way, positive influence on people with bad habits, promotion of HLS among others with personal example and explanatory actions). In other words, when entering into relations with people, a person discovers a certain direction of his behavior.
Considering the needs of the individual as a psychological component of its orientation in a culture of health, some authors (AM Mityaeva, AV Potemkina, EV Rudenko) believe that they are the trigger mechanism of emotional states, interests, value orientations , habits for an appropriate way of life. However, valeological needs can not be formed without the conviction of the personal and social significance of the value of health.
On the basis of these needs there is the formation of stable motives of valeological activity.
Valeological behavior (behavioral component) consists of actions and actions. In actions reveals the relationship of the individual to their health and HLS. This is not only a unit of individual behavior, but also a necessary connecting moment of valeological relations between people. Systematically performing valeopostuiki, the child develops a habit, considered by psychologists as an automated action, the fulfillment of which in certain conditions becomes a necessity.
The sensation of pleasant pleasure, caused by the functioning itself, and connected with the decrease in the activity of the schoolchild's consciousness when the action of the same type is repeatedly performed by habit, becomes decisive. The process of formation of valeological habits, when their fulfillment is a matter of course, characterizes the highest level of development of the culture of health of the individual. This behavior involves the unity of the word and deed, the motive and deed, the existence of an active life position.
A healthy lifestyle has a multifaceted character. First of all, this is the pursuit of physical perfection, the achievement of mental harmony in the world around them, the provision of adequate nutrition, the elimination of many aspects of self-destructive behavior, the observance of personal hygiene, the tempering of the body, its purification, the establishment of adequate modes of activity and rest.
However, in presenting the material, we will focus only on certain factors and conditions for a healthy lifestyle, which, on the one hand, would be feasible for implementation, and on the other hand, would be universal, transit for temporary, national, religious, state barriers and conventions, a character that is effective for maintaining health.
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