ORGANIZED MOTOR ACTIVITY IN THE FORMATION OF STUDENTS’ SOCIAL-EMOTIONAL COMPETENCE

Abstract

Purpose of the work is to theoretically substantiate organized motor activity as a pedagogical means of forming students’ social-emotional competence and to determine innovative theoretical and methodological approaches to its development in the system of physical education of higher education institutions. The relevance of the study is determined by the need to strengthen the competence-oriented focus of the educational process, in which physical education is considered as a factor in the development of motor preparedness, self-regulation, communicative interaction, emotional stability and responsible behavior of students. Social-emotional competence is defined as an integrative personal characteristic that includes the ability to understand one’s own emotional states, regulate behavior, build constructive interaction, make responsible decisions and act in accordance with the norms of the educational and social environment.

Methodology of the study is based on competence-based, systemic, activity-based, personality-oriented and interdisciplinary approaches. The methods of theoretical analysis, synthesis, comparison, systematization and generalization of scientific sources on social-emotional learning, soft skills, emotional intelligence, self-regulation, physical education and organized motor activity of students were used.

Scientific novelty consists in clarifying the pedagogical content of students’ social-emotional competence in the context of organized motor activity and in substantiating its formative potential in the system of physical education of higher education institutions. Organized motor activity is considered as a structured pedagogical process that combines motor activity, interaction, self-control, emotional regulation, reflection and social responsibility.

Conclusions Theoretical analysis has shown that organized motor activity has significant potential for the formation of students’ social-emotional competence. Its pedagogical effectiveness is related to the possibility of creating situations of cooperation, mutual support, control of emotional reactions, decision-making, compliance with rules and responsibility for the result of joint activity. In the system of higher education, physical education can function as an environment for students’ social-emotional development, provided that the means, methods and forms of organized motor activity are purposefully selected.