THE PEDAGOGICAL POTENTIAL OF PHYSICAL EDUCATION MEANS IN DEVELOPING VOLITIONAL SELF-REGULATION AMONG STUDENTS IN GRADES 5-7
Keywords:
physical education, students in grades 5-7, adolescence, volitional qualities, volitional self-regulation, goal-orientation, persistence, self-control, physical activity, pedagogical conditions.Abstract
This article examines the pedagogical potential of physical education activities in fostering volitional self-regulation among students in grades 5-7. It highlights the importance of goal-orientation, persistence, composure, independence, responsibility, and self-control during early adolescence. The study substantiates the role of physical exercises, active and sports games, relay races, gymnastics and track-and-field tasks, and competitive methods in creating situations that require the conscious overcoming of challenges. It demonstrates that the developmental impact of physical education depends not merely on the physical activity itself, but on the pedagogical structuring of tasks-specifically through the gradual increase of workload intensity, consideration of individual capabilities, provision of choices, encouragement of independent decision-making, and reflection on outcomes. The article concludes that physical education lessons serve as an effective, systematically organized environment for cultivating volitional behavior and self-regulation skills in schoolchildren.
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