The formation of a healthy lifestyle among the educational process subjects is one of the main functions of health-saving educational space. This function can be implemented effectively only if the executive bodies in the sphere of education, other agencies, the public and the subjects of the educational process take active part in this process. Such cooperation requires a common understanding in the issues to promote health of all pedagogical process participants, but to date the concept “healthy lifestyle” has not been clearly defined and the effective and optimized pedagogical models for its formation, according to the cross-cutting principle, have not been elaborated. The article analyzes different points of view on this issue. A healthy lifestyle is considered as a complex pedagogical technology to create health culture. Taking into account the scholars’ attitudes to the concept “healthy lifestyle” the author identifies three main components of a healthy lifestyle: health culture, health-saving activity and conditions that ensure a healthy lifestyle. The article argues that health saving needs of a person predetermine his/her health-saving activities. It reveals the main strategic sub-components of a healthy lifestyle: physical, environmental, medical, psychological and spiritual-moral activities. The work presents the normative model of a healthy lifestyle and its structure. It defines a healthy lifestyle as a model of health-saving behavior model. The author proves that the proposed normative model of a healthy lifestyle can be successfully used for the formation of health-saving educational space on the principles of inter-sectoral collaboration
Keywords
healthy way of life, healthy lifestyle, health culture, health-saving needs, physical activity, environmental activity, medical activity, mental activity, spiritual-moral, health-saving educational space