- Саченко, Костянтин Сергійович (orcid.org/0000-0003-2353-1739) (2026) Formation of Health-Preserving Competence among Students of Children and Youth Sports Schools through Sport Games Doctoral thesis, Державний заклад вищої освіти «Університет менеджменту освіти».
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Abstract
Sachenko K. S. Formation of Health-Preserving Competence among Students of Children and Youth Sports Schools through Sport Games. – Qualifying scientific work on the rights of a manuscript. Dissertation submitted for the degree of Doctor of Philosophy in specialty 011 “Educational, Pedagogical Sciences.” – State Higher Educational Institution “University of Educational Management” of the National Academy of Educational Sciences of Ukraine, Kyiv, 2026. The dissertation addresses the topical problem of developing the health-preserving competence of students in children's and youth sports schools through game sports. The relevance of the study is driven by a set of objective factors. The global civilizational challenges of the early twenty-first century (pandemics, physical inactivity, the digitalization of children's everyday life, environmental risks), the systemic decline in the health indicators of Ukrainian school-age youth, and the unprecedented conditions of full-scale war have made the preservation and strengthening of the rising generation's health one of the priority concerns within the national education system. The strategic documents of the World Health Organization and the European Union, as well as Ukraine's legal and regulatory acts, proclaim a transition from a medicalized model of health to a socio-pedagogical one, grounded in developing in the child the ability to care for their own health independently. This problem takes on particular significance for the system of extracurricular education with a sports profile, specifically for children's and youth sports schools (CYSS), which perform a dual function – preparing a sports reserve and developing healthy-lifestyle skills. It is noted that intensive training loads, in the absence of purposeful pedagogical work, may not only fail to strengthen health but actually worsen students' condition as a result of overtraining, sports injuries, emotional burnout, and early specialization. Game sports possess particular pedagogical potential for developing health-preserving competence, combining a high health-promoting capacity with the well-rounded development of the student's personality. The aim of the study is to theoretically substantiate and experimentally verify a model for developing the health-preserving competence of students in children's and youth sports schools through game sports. The object of the study is the educational and training process in children's and youth sports schools; the subject of the study is the content, forms, and methods of developing the health-preserving competence of CYSS students through game sports. The scientific novelty of the results obtained lies in the fact that, for the first time: – a model for developing the health-preserving competence of students in children's and youth sports schools through game sports has been developed, theoretically substantiated, and experimentally verified. It constitutes a holistic, hierarchically organized, dynamic pedagogical system comprising the following blocks: the goal-oriented block (the aim and objectives of developing health-preserving competence across five components); the methodological-conceptual block (methodological approaches, principles, and the leading concept of physical literacy); the content block (the component structure of health-preserving competence and its content, implemented through general, specific, and individual modules); the technological-procedural block (forms, methods, means, and four stages of development – orientational-motivational, informational-activity, integrational-reflective, and creative-self-actualizing); and the diagnostic-resultative block (criteria, indicators, levels, and the outcome of developed health-preserving competence); – the concept of “the health-preserving competence of a children's and youth sports school student” has been specified as an integral, dynamic personal quality that is formed in the process of purposeful pedagogical activity within the system of extracurricular sports-profile education and reflects the student's ability and readiness to consciously preserve, strengthen, and renew their own physical, mental, social, and spiritual health under conditions of educational and training loads, sports competition, and contemporary sociocultural challenges, through a developed system of values, knowledge, skills, abilities, and experience of health-preserving activity; – the structure of the health-preserving competence of a children's and youth sports school student has been disclosed, comprising interconnected components (cognitive, motivational-axiological, practical-activity, social-communicative, and reflective-evaluative), and a criteria-and-diagnostic system for measuring it has been substantiated (five criteria, forty-one indicators, three levels of development – low, medium, high); – a set of pedagogical conditions for developing the health-preserving competence of CYSS students has been defined and substantiated: creating a health-preserving educational environment; reorienting coaches' and instructors' professional consciousness from a narrowly sport-oriented result toward the priority of health; integrating health-preserving content into all components of the educational and training process; ensuring subject-subject interaction among all participants in the educational process; and using modern health-preserving technologies and digital tools in combination with traditional methods of pedagogical interaction. The following have been clarified: – the theoretical foundations of developing the health-preserving competence of students in children's and youth sports schools on the basis of a competence-based approach, specifically in terms of substantiating the pedagogical potential of game sports and differentiating the means of its realization according to sport-specific characteristics. The following have received further development: – the forms, methods, and means of developing health-preserving competence through game sports, in particular the method of modified small-sided games, preventive warm-up protocols, psychological self-regulation training sessions, as well as propositions regarding the extrapolation of international experience in the functioning of specialized sports-training institutions to the Ukrainian CYSS system. The dissertation consists of an introduction, three chapters, conclusions to each chapter, general conclusions, a list of references, and appendices. The first chapter, “Theoretical Foundations of Developing the Health-Preserving Competence of Students in Children's and Youth Sports Schools through Game Sports,” examines the state of research on the problem. It traces the genesis of the health-preservation problem in Ukrainian pedagogical thought – from the ideas of K. Ushynsky and V. Sukhomlynsky, through the valeological paradigm of the late 1980s–1990s, to the establishment in the early twenty-first century of a health-preservation paradigm grounded in a competence-based approach and in Ukraine's integration into the European educational space. Based on an analysis of the foundational concepts (“health,” “healthy lifestyle,” “health preservation,” “competency,” “competence,” “key competence”) and a synthesis of the positions of Ukrainian and foreign researchers, five principal approaches to interpreting the concept of “health-preserving competence” have been identified (competence-based, value-and-worldview, activity-based, systemic-structural, and integrative). The essence of a CYSS student's health-preserving competence has been clarified and defined as an integral, dynamic personal quality that is formed in the process of purposeful pedagogical activity within the system of extracurricular sports-profile education and reflects the student's ability and readiness to consciously preserve, strengthen, and renew their own physical, mental, social, and spiritual health under conditions of educational and training loads, sports competition, and contemporary sociocultural challenges. A five-component structure of this competence has been determined, integrating the cognitive, motivational-axiological, practical-activity, social-communicative, and reflective-evaluative components. The methodological foundations of the study have been outlined, grounded in a complementary set of approaches – competence-based, systemic, personality-oriented, activity-based, axiological, environmental, and integrative. The pedagogical potential of game sports as a means of developing health-preserving competence has been substantiated: their essence and specific features have been established (the combination of various types of motor activity, emotional intensity, the social nature of interaction, and the variability of forms), and the integral character of the impact of game sports on all components of this competence has been demonstrated. The differentiation of tasks across the stages of long-term sports training has been characterized, along with the system of pedagogical principles, methods, forms, and innovative technologies, and the educative potential of team game sports, taking into account the psychological and pedagogical features of the various age stages. On the basis of a comparative analysis of international experience, five principal types of organizational models of specialized sports-training institutions – functional analogues of CYSS – have been identified (centralized state; elite sports school with a boarding facility; club academy attached to a professional club; private commercial boarding-type academy; and integrated school-club). The functional similarity of the Ukrainian system to the Chinese and Czech-Slovak models has been determined, and promising directions for extrapolating international experience to the Ukrainian CYSS system have been substantiated. The second chapter, “A Model for Developing the Health-Preserving Competence of Students in Children's and Youth Sports Schools through Game Sports,” substantiates the criteria-and-diagnostic system, analyzes the current state of development of this competence, and presents the author's model. On the basis of a terminological distinction among the concepts of “criterion,” “indicator,” and “level,” a criteria-and-diagnostic system has been developed that encompasses five criteria (cognitive, motivational-axiological, practical-activity, social-communicative, and reflective-evaluative), which are disclosed through a set of forty-one indicators. Three levels of competence development have been identified and characterized – low (reproductive-fragmentary), medium (productive-stable), and high (creative-systemic). Valid and reliable diagnostic instruments have been selected, and their adaptation has been substantiated across the four age stages of training and according to the sport-specific characteristics of five game sports (football, basketball, volleyball, handball, and water polo). According to the results of the ascertaining stage of the pedagogical experiment, conducted at five leading Ukrainian CYSS with the participation of 408 students and 47 coaches/instructors, an insufficient level of health-preserving competence was established: a low level was found in 46.4% of students, a medium level in 39.5%, and a high level in 14.1%. The most problematic proved to be the reflective-evaluative component (53.7% at the low level) and the practical-activity component (51.3%), which attested to a gap between students' knowledge about health and their health-preserving behavior. A model for developing the health-preserving competence of CYSS students through game sports has been developed and defined as a holistic, hierarchically organized, dynamic pedagogical system. Structurally, the model is represented by five interconnected blocks: the goal-oriented block (the aim and a system of objectives across five dimensions); the methodological-conceptual block (methodological approaches, principles, and the leading concept of physical literacy); the content block (five content components implemented through general, specific, and individual modules); the technological-procedural block (forms, methods, means, and four stages of development – orientational-motivational, informational-activity, integrational-reflective, and creative-self-actualizing); and the diagnostic-resultative block. The effective functioning of the model is ensured by a set of five pedagogical conditions: creating a health-preserving educational environment; reorienting coaches' and instructors' professional consciousness from a narrowly sport-oriented result toward the priority of health; integrating health-preserving content into all components of the educational and training process; ensuring subject-subject interaction among all participants in the educational process; and using modern health-preserving technologies and digital tools in combination with traditional methods of pedagogical interaction. The third chapter, “Experimental and Research Work on Developing the Health-Preserving Competence of Students in Children's and Youth Sports Schools through Game Sports,” presents the methodology for implementing the model and analyzes the results of its experimental verification. The formative stage was carried out under the conditions of a natural pedagogical experiment during the 2024–2025 academic year at two experimental institutions, with the participation of 152 students in the experimental groups and 23 coaches/instructors who completed special methodological training. The content of the model was provided through a system of innovative methodological components that develop all five components of this competence, including the case analysis “The Sporting Longevity of World Stars,” the method of modified small-sided games, the FIFA 11+ and ACL Prevention Program preventive protocols, psychological self-regulation training sessions, mini-training sessions on rational nutrition, and practical drills in pre-medical first aid. A distinctive feature of the implementation was that it took place under conditions of martial law, which necessitated supplementing the model with components of the psycho-emotional rehabilitation of internally displaced children, psychological preparation for action during air-raid alerts, and psychological support for the coaching and teaching staff. The analysis of the results of the formative stage was carried out using a comparative approach, by comparing the indicators of the experimental groups (152 students) and the control groups (156 students), whose statistical equivalence was confirmed at the outset of the study. According to the results of the final diagnostics, a statistically significant positive dynamic was found in the development of health-preserving competence among students in the experimental groups across all five components. The integral indicator showed a reduction in the share of students with a low level from 46.4% to 11.7%, and an increase in the share with a high level from 14.0% to 42.0%, whereas in the control groups the corresponding changes were considerably smaller. The share of students with a sufficient (medium and high) level in the experimental groups rose from 53.6% to 88.3%. An objective confirmation of the model's effectiveness was a 41.9% reduction in the level of sports injuries in the experimental groups compared with the control groups, as well as an improvement in students' objective physiological indicators. The differences between the final indicators of the experimental and control groups across all components and the integral indicator are statistically significant (χ² from 38.21 to 59.46 at df = 2; t from 7.23 to 9.87; p < 0.001), which constitutes empirical confirmation of the developed model's effectiveness. On the basis of a synthesis of the experience of implementing the model, methodological recommendations were developed for CYSS administrators, coaches/instructors, students, and parents. The practical significance of the obtained results lies in the fact that the findings of the dissertation research can serve as a basis for updating the content of the training process in Children and Youth Sports Schools (CYSS). Innovative methodological components were developed and tested, including: analysis of case studies of athletic longevity; the psychological self-regulation training programme "Stress in the Game"; the training session "How to Keep a Self-Monitoring Diary"; the mini-training "How to Adjust Your Diet During the Competition Period?"; practical exercises "First Aid for Common Sports Injuries"; the "Anti-Stress" exercises performed during a time-out in competitive activity; "Comic-Strip Talks about Little Basketball Players"; "Fairy-Tale Talks featuring the characters 'The Strong Bogatyr', 'The Quick Little Fox', and 'The Wise Owl'"; and self-monitoring and reflection diaries. Practical recommendations were also developed for the administration of Children and Youth Sports Schools, coaching staff, students, and parents. The results of the research can be applied in the practice of children and youth sports schools, in the system of professional development of coaching and teaching staff, as well as in the process of professional training of specialists in physical culture and sports. Promising directions for further research include developing specialized methodological components of the model for other game sports, as well as substantiating the possibilities of applying artificial-intelligence, virtual-reality, and augmented-reality technologies in the process of developing the health-preserving competence of CYSS students.
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