Wartości witalne w hierarchii wartości a styl życia studentów kierunków nauczycielskich

Vital values, including health, fitness and well-being, contribute to an active undertaking of activities, whose primary objective is to maintain, protect and enhance a psychophysical potential of a man. School, along with family, plays a special role in providing pupils with health education and creating appropriate conditions for the development of pro-health attitudes and realization of behaviors fostering their health. It should be noted that the health education of children and youngsters has been recognized and included in the education systems of all European countries. The aim of the study was to assess the position of vital values in the system of values and to analyze the correlation between the position of vital values and pro-health behaviours of  pre-service teachers. The study was conducted in a randomly selected group of 486 people, including 416 women (85.60%) and 70 men (14.40%), aged 22-28 years. Based on Juczynski’s (2009) Inventory of Pro- Health (IZZ) four categories of health behaviors were assessed: proper dietary habits, preventive health behaviours,  pro-health practices, and a positive mental attitude. In order to o evaluate the position of vital values in the hierarchy of the students’ value system, the The Scheler Values Scale  SWS (Polish adaptation: Brzozowski, 1995) was used. The low position of vital values and its two subscales (Physical Condition and Fitness, Resistance to Tiredness) in the system of students’ values – the future teachers and dominating in their lifestyle low and average level of pro-health behaviors indicate that prospective teachers do not show adequate readiness to promote pro-health lifestyle among children and teenagers.