THEORETICAL AND METHODOLOGICAL FOUNDATIONS OF CREATIVE PEDAGOGY IN THE CONTEXT OF PHYSICAL EDUCATION

Abstract

The article analyzes ways of introducing the didactic arsenal of creative pedagogy into physical education lessons; provides statistical data on the correlation between the level of creativity development and the level of student success and the level of physical fitness; provides methodological recommendations for physical education teachers on the introduction of creative pedagogy into the educational process; provides examples of creative tasks in a physical education lesson.

The purpose of the article is to identify and describe the theoretical and methodological foundations of creative pedagogy in the context of physical education.

Methodology. Theories and concepts: values (S. Anisimov); formation of a system of values in children, adolescents and youth (O. Sukhomlynska); formation of personality (K. Jung, Z. Freud, A. Maslow, J. Kelly).

The scientific novelty lies in the fact that the features of implementing the didactic arsenal of creative pedagogy in physical education lessons have been analyzed.

Conclusions. The described creative approaches to physical education lessons can help increase students' motivation to engage in physical exercises, when physical education classes become interesting and diverse, children attend lessons with greater pleasure. By performing non-standard exercises and tasks, children learn to think outside the box, to look for new solutions. Creative exercises and movements require students to coordinate different muscle groups, which contributes to the development of motor skills and coordination abilities. Joint creative tasks unite children, help them learn to work in a team, and promote their socialization. Despite their entertaining nature, creative exercises contribute to improving health, increasing the level of physical fitness, and indirectly to the overall success of students (proven by the results of correlation analysis).