SELF-REGULATION OF SCHOOLCHILDREN IN RESILIENT EDUCATION THROUGH KICKBOXING

Abstract

Purpose of the work is to theoretically substantiate schoolchildren’s self-regulation as a personal resource of resilient education and to determine the pedagogical potential of kickboxing in the formation of self-regulatory skills in the process of physical education. The relevance of the study is determined by the increasing psycho-emotional, social and educational load on schoolchildren, which requires strengthening the adaptive orientation of the educational process. In this context, self-regulation is considered as the ability of an individual to consciously control emotional states, behavior, motor activity and volitional efforts in accordance with the requirements of the educational environment.

Methodology of the study is based on systemic, personality-oriented, activity-based and interdisciplinary approaches. The methods of theoretical analysis, synthesis, comparison and generalization of scientific sources on resilient education, self-regulation, physical education, psycho-emotional stability of schoolchildren and the pedagogical potential of martial arts were used. Kickboxing is considered as a means of physical education that combines motor activity, coordination actions, discipline, self-control, emotional restraint and regulation of behavior in situations of tension.

Scientific novelty consists in clarifying the pedagogical content of schoolchildren’s self-regulation in the context of resilient education and in substantiating kickboxing as a means of forming regulatory skills that have adaptive, health-preserving and educational significance. Self-regulation is defined as a result of purposeful pedagogical influence implemented through specially organized motor activity.

Conclusions. Theoretical analysis has shown that kickboxing in the system of physical education has pedagogical potential for the development of schoolchildren’s self-regulation. Its use contributes to the formation of emotional stability, self-discipline, self-control, responsibility and the ability to orderly behavior under conditions of physical and psycho-emotional tension. In the framework of resilient education, these qualities contribute to strengthening pupils’ adaptive potential, supporting psychophysical health and forming readiness to overcome educational and social challenges.