2313-8971Research result. Pedagogy and Psychology of Education2313-897110.18413/2313-8971-2026-12-2-1-14207PSYCHOLOGY<strong>Multidimensional physicality: a psychological discourse</strong><br /> &nbsp;<strong>Multidimensional physicality: a psychological discourse</strong><br /> &nbsp;SpiridonovaSvetlana BorisovnaSpiridonovaSvetlana Borisovnaunir@vspu.ruGrebnevaValentina ViktorovnaGrebnevaValentina Viktorovnagrebneva@bsuedu.ruKovtunenkoAlexey YuryevichKovtunenkoAlexey Yuryevichkovtunenko@bsuedu.ruMiroshnikovaOksana SergeyevnaMiroshnikovaOksana SergeyevnaMiroshnikova@bsuedu.ruBelgorod State National Research UniversityVolgograd State Social-Pedagogical University202612200

Introduction. The state of modern physicality studies testifies to the presence of a number of urgent problems and contradictions that require an understanding of the theoretical, scientific, experimental and empirical data relating to cultural, emotional and spatial aspects. Existing theoretical sources covering the problem of physicality as an anthropomorphic phenomenon are mostly limited by its systemic properties as a separate element. The main goal of the study is theoretical understanding, disclosure of the structure of physicality and the scientific justification of this phenomenon. The methodology and methods. The psychological discourse around physicality as a holistic multilevel system includes a wide range of theories and perspectives built in the projection of psychoanalytic, cognitive-behavioral, systemic and biological approaches. The most appropriate method for the study was the theoretical modeling method. Results. The structure and content of the phenomenon of physicality is presented. Within the framework of psychological discourse, the authors presented their model of multidimensional physicality, which includes emotive, mental-cognitive, and reflective levels. A spatio-temporal model of physicality was developed and substantiated. The system-forming role of the subject&#39;s relationship level and emotional background in relation to perceptual peculiarities is demonstrated. The significance of universal emotions for understanding the nature of physicality is described. Conclusion: The theoretical significance of the study lies in developing a holistic, multi-level model of physicality and defining physicality as a psychological phenomenon. The presented model can be used in practical psychology, including the field of educational psychology, where the main strategy is health-promoting technologies.

Introduction. The state of modern physicality studies testifies to the presence of a number of urgent problems and contradictions that require an understanding of the theoretical, scientific, experimental and empirical data relating to cultural, emotional and spatial aspects. Existing theoretical sources covering the problem of physicality as an anthropomorphic phenomenon are mostly limited by its systemic properties as a separate element. The main goal of the study is theoretical understanding, disclosure of the structure of physicality and the scientific justification of this phenomenon. The methodology and methods. The psychological discourse around physicality as a holistic multilevel system includes a wide range of theories and perspectives built in the projection of psychoanalytic, cognitive-behavioral, systemic and biological approaches. The most appropriate method for the study was the theoretical modeling method. Results. The structure and content of the phenomenon of physicality is presented. Within the framework of psychological discourse, the authors presented their model of multidimensional physicality, which includes emotive, mental-cognitive, and reflective levels. A spatio-temporal model of physicality was developed and substantiated. The system-forming role of the subject&#39;s relationship level and emotional background in relation to perceptual peculiarities is demonstrated. The significance of universal emotions for understanding the nature of physicality is described. Conclusion: The theoretical significance of the study lies in developing a holistic, multi-level model of physicality and defining physicality as a psychological phenomenon. The presented model can be used in practical psychology, including the field of educational psychology, where the main strategy is health-promoting technologies.

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