Iryna Kryventsova

The article analyzes the effectiveness of formative assessment as a tool for improving students' academic performance in physical education classes. The aim of the study was to establish the effectiveness of formative assessment as a factor in improving students' academic performance in physical education in a general secondary education institution. The experimental study included 41 students in the 7th grade, divided into control and experimental groups. Theoretical methods of analysis of scientific sources, pedagogical testing of assimilation of theoretical material, assessment of physical fitness, pedagogical experiment and methods of mathematical statistics were used. The normality of the distribution of the obtained data was checked by the Shapiro-Wilk test. Parametric statistical methods (Student's t-test) were used for data processing (with a significance level of p < 0.05). The assessment of the probability of differences was carried out taking into account the time factor (before/after the experiment). The results indicate a significant improvement in academic performance and physical indicators in the experimental group, which introduced elements of formative assessment. The feasibility of using individualized approaches to assessment in the context of the New Ukrainian School was determined.

Background and purpose Traditional martial arts are increasingly recognized as powerful instruments for moral and character education. In Indonesia, Langga a traditional martial art from Gorontalo embodies core virtues such as discipline, respect, perseverance, humility, and spirituality, reflecting a strong ethnopedagogical foundation. However, empirical synthesis of its educational impact remains limited. This study aims to systematically analyze the influence of Langga martial arts values on character education by integrating global and local evidence through a Systematic Review and Meta-Analysis approach. Material and methods Following PRISMA 2020 guidelines, the study identified 256 initial records from major academic databases, of which 25 met the inclusion criteria. Seventeen studies were included in the qualitative synthesis and eight in the meta-analysis, representing approximately 3,000 participants across various martial arts contexts. Data extraction and quality assessment followed the Joanna Briggs Institute (JBI) checklist to ensure methodological rigor. Quantitative data were analyzed using a random-effects model with Comprehensive Meta-Analysis (CMA) software, while qualitative findings were synthesized thematically. Results The meta-analysis yielded a moderate overall effect size (Hedges’ g = 0.46, 95% CI [0.32–0.59], p < 0.001) indicating that martial arts values significantly enhance moral and social character development. Subgroup analysis revealed that traditional Indonesian martial arts, including Langga and Pencak Silat, demonstrated higher effects (g = 0.53) compared to modern Asian (g = 0.44) and mixed martial arts (g = 0.38). The results were robust, with moderate heterogeneity (I² = 62%) and no publication bias (Egger’s p = 0.21). Conclusions The findings affirm that Langga functions as a culturally grounded pedagogical model that harmonizes physical discipline with moral cultivation, supporting Lickona’s tripartite framework of moral knowing, feeling, and action. Integrating Langga into educational practice enriches character education curricula and strengthens cultural identity.

Purpose: justification for introducing elements of fencing and khortyng into physical education for sixth-grade students in general secondary education institutions. Material and methods: The study involved 19 6th grade students of a Kharkiv lyceum. Among them, 12 were boys and 7 were girls. During the study, all participants in physical education lessons held in a distance format studied the modules «Fencing», «Horting – fencing» and «Horting. Fencing section». Additionally, twice a week, they attended classes in the fencing section in a mixed format (according to the security conditions in the city). The following methods were used in the study: analysis of normative and special literature, Internet resources; pedagogical observations;educational testing; methods of mathematical statistics. Results: In order to determine the effectiveness of the developed program, physical fitness tests were selected. The paper presents an adapted program of variable modules of fencing and horting. The sequence of studying technical techniques and combat actions was determined. Testing was carried out in an offline format. Under the influence of fencing and horting training programs, positive changes occurred in all indicators of physical fitness of male and female students. The program, which was implemented in physical education classes and fencing club activities, showed positive results in the development of students' coordination and speed-strength abilities. Significant positive changes were observed in girls (n=7) and boys (n=12) in the experimental group of 6th grade lyceum students, with a significance of p<0,001 for all seven selected physical fitness tests. Conclusions: The data obtained during the work conducted allow us to assert that the systematic use of exercises of the variable modules of fencing and horting has a positive effect on the physical, intellectual and mental development of middle school students. This allows us to recommend the developed program for implementation in the physical education educational process, as well as sectional work.

Background and Study Aim. The prevention of postural disorders in schoolchildren is a component of maintaining health and functional development. Increased static, sensory, and informational loads during growth contribute to the formation of stable musculoskeletal deviations that affect health and quality of life. Despite the use of various exercise-based approaches, their effectiveness under constrained and safety-limited conditions remains of practical interest. The aim of the study was to evaluate the impact of specially selected exercises on posture indicators and physical fitness in 11–12-year-old schoolchildren under war conditions. Materials and Methods. Thirty-two 5th grade students aged 11–12 years (20 boys and 12 girls) participated in the study. A four-month pedagogical experiment was conducted in Kharkiv, Ukraine, under mixed learning conditions in a war-affected environment with safety-related restrictions and limited space. The physical education program was supplemented with specially selected strength and flexibility exercises implemented as part of an inclusive safe physical activity protocol and performed for 5–7 minutes three times per week. The exercises were adapted for confined spaces, absence of equipment, and different levels of physical and psycho-emotional readiness. Physical fitness was assessed using flexibility, strength, and balance tests. Posture deviations were evaluated using Mashkov’s rhombus method. A questionnaire survey was conducted among students and their parents to assess physical activity patterns and parental involvement. Statistical analysis included descriptive statistics, correlation analysis, and Student’s t-test. Results. Results. The survey results indicated low levels of extracurricular physical activity, with 23 out of 32 students demonstrating minimal activity and predominantly sedentary behavior. Moderate correlations were identified between posture deviations and flexibility and strength indicators (r = –0.54 to –0.62), while balance indicators showed no significant relationships. After the intervention, flexibility and strength indicators improved in both boys and girls. The number of students without posture deviations increased from 19 to 22. Conclusions. The integration of short strength and flexibility exercise complexes into physical education lessons within an inclusive safe physical activity protocol represents a feasible approach to organizing physical activity under conditions of limited space, safety restrictions, and increased psycho-emotional stress. In this context, inclusion is achieved through the adaptation of exercises to different levels of physical and psycho-emotional readiness, as well as by maintaining continuity of participation in unstable and potentially hazardous environments. Such exercise formats can be implemented in constrained educational settings as a means of maintaining functional capacity and supporting engagement in physical activity.

Background and Study Aim. Under conditions of wartime stress, the daily routine and patterns of physical activity of schoolchildren undergo significant changes, creating prerequisites for a decline in physical functioning. Limited access to habitual forms of movement, prolonged stays in shelters, and disruption of the stable educational process form an environment in which the maintenance of strength qualities becomes challenging. Although various forms of physical activity are used to compensate for these adverse effects, their relative effectiveness in maintaining and developing strength in adolescents remains of practical interest. The aim of the study was to analyze changes in strength indicators of schoolchildren aged 12–13 resulting from low-intensity external resistance exercises under conditions of wartime stress.Materials and Methods. The study involved schoolchildren aged 12–13 who were assigned to an experimental group and a control group. The duration of the intervention was eight weeks, with a training frequency of three sessions per week. The program for the experimental group included low-intensity external resistance exercises performed under conditions of restricted physical activity caused by the wartime stress environment. Strength indicators were assessed before and after the intervention using standardized tests, including push-ups, squats, trunk raises, plank hold, and standing long jump. Statistical data processing was carried out using comparative analysis methods within and between groups.Results. Following the eight-week intervention, students in the experimental group demonstrated improvements in strength indicators. In boys, the number of push-ups increased from 20.5 ± 7.5 to 23.0 ± 7.25, plank holding time increased from 98.5 ± 24.25 to 104.37 ± 25.62, and standing long jump performance improved from 155.0 ± 21.25 to 157.62 ± 21.03. In girls, the improvements were moderate: the number of push-ups increased from 16.0 ± 1.2 to 17.2 ± 1.84, plank holding time increased from 80.4 ± 12.48 to 82.4 ± 14.88, and standing long jump distance increased from 131.4 ± 2.32 to 132.6 ± 3.12. Statistically significant improvements (p < 0.05) were observed mainly in tests reflecting strength endurance and static strength, whereas no substantial changes were identified in the control group.Conclusions. The results obtained demonstrated that low-intensity external resistance exercises can contribute to the maintenance and moderate improvement of strength indicators in schoolchildren aged 12–13 under conditions of restricted physical activity caused by the wartime stress environment. The most pronounced changes were observed in tests for strength endurance and static strength, with the dynamics of improvement differing in magnitude and nature between boys and girls. The findings highlight the practical value of dosed strength training as an accessible means of maintaining physical fitness in students under external restrictions.

In the current conditions of decreasing physical activity levels of students and increasing time spent on gadgets, the issue of forming a sustainable motivation for physical education is extremely acute. One of the promising directions for solving this problem is the introduction of formative assessment into the educational process. Formative assessment, which is focused on feedback, self-analysis and individual progress, has significant potential as a motivational tool in teaching physical education. The relevance of the research is due to the need to find pedagogical approaches that would effectively activate students, involve them in the educational process and contribute to the formation of internal motivation for physical exercise and a healthy lifestyle. The purpose of the study is to identify the effectiveness of formative assessment as a factor in increasing students’ motivation to participate in physical education lessons. Research material and methods. The study was conducted with students in the 7th grade (aged 12-13 years), who were divided into an experimental (22 people) and a control (19 people) group. To assess motivation, the PALMS questionnaire (Physical Activity and Leisure Motivation Scale) was used, which includes eight motivational scales: skill development, enjoyment, competition/ achievement, physical health, psychological benefits, external incentives, social interaction, weight control. During one semester, the experimental group used formative assessment, which included elements of self-assessment, peer assessment, individual feedback and digital means of recording progress. Data analysis was carried out using non-parametric statistical methods (Wilcoxon test), the significance level was defined as p < 0.05. Research results. The results obtained showed a statistically significant increase in motivation indicators in the experimental group on the following scales: skill development, competition/achievement, external incentives, social interaction, weight control. No significant changes were recorded in the control group. The most pronounced positive changes were observed in girls on the skill development and weight control scales, which may indicate a high sensitivity to personally oriented forms of assessment. It was found that the introduction of formative assessment activates the intrinsic motivation of students, increases interest in the educational process and contributes to the formation of a positive emotional attitude towards physical education classes. Conclusions. In conclusion, it can be stated that formative assessment is an effective pedagogical means of increasing learning motivation in the field of physical education. The results obtained are consistent with the provisions of the theory of self-determination, according to which the creation of conditions for the development of autonomy, competence and social interaction contributes to the growth of intrinsic motivation. In view of this, it is advisable to introduce formative assessment as a component of systematic innovative practice in the school course of physical education

Стаття присвячена експериментальній перевірці комплексної методики розвитку гнучкості в учениць молодшого шкільного віку, які відвідують гурток сучасного танцю, із використанням гімнастичних вправ та елементів хореографії. Оцінка ефективності методики відбувалась за порівнянням показників спеціальних тестів, що визначали гнучкість у різних м’язових групах та суглобах, до та після експерименту в експериментальній і контрольній групах. За результатами статистичних методів визначено ефективність впровадженої методики в навчальний процес учнів молодших класів. Мета ‒ експериментальна перевірка комплексної програми розвитку гнучкості у школярів молодших класів у процесі фізичного виховання. Методологія. Проведений в ході дослідження теоретичний аналіз літературних джерел дав змогу порівняти існуючи методики та підходи до розвитку гнучкості; обрати їх переваги та адаптувати запропоновану комплексну методику до вікових особливостей дітей молодшого шкільного віку. Експериментально впроваджено запропоновану методику в роботу позашкільного танцювального гуртка. Доведено, що поєднання гімнастичних вправ та елементів хореографії у навчально-тренувальному процесі дівчат 8-10 років сприяє розвитку гнучкості та позитивно впливає на інтерес до занять, покращує динамічну й статичну рівновагу, виховує почуття ритму. Наукова новизна полягає в розробці, обґрунтуванні та експериментальній перевірці комплексної методики розвитку гнучкості. Доведено, що впровадження елементів хорео­графії на заняттях підвищило у дівчат відчуття благополуччя та позитивного ставлення до рухової активності. Висновки. Комплексна програма розвитку гнучкості у молодших школярок із застосу­ванням гімнастичних вправ та елементів хореографії є ефективною. Визначено суттєві покра­щення показників в тестах на гнучкість у різних м’язових групах та суглобах, під впливом програми в експериментальній групі. Розроблена методика інтеграції різних видів фізичної активності може бути адаптована до навчального та навчально-тренувального процесу молодших школярів в різних освітніх установах.

Background and Study Aim. In the context of a military conflict, students’ health is subjected to significant stress and psychological challenges. Monitoring the health condition of this vulnerable group can provide important data for developing effective support measures. The aim of this study is to assess the level of stress and health condition of students in Ukraine during the war and to compare these indicators with those of students from neighbouring countries, Poland and Romania. Materials and Methods. The study used the Perceived Stress Scale (PSS-10) questionnaire to assess stress levels among students. A total of 443 students participated: 36 from Poland, 215 from Romania, and 179 from Ukraine. Factor analysis (PCA) was employed to test the validity and reliability of the PSS-10 questionnaire structure, with the number of factors determined using the Kaiser criterion. Reliability was assessed using Cronbach's alpha coefficient. The Python library in the PyCharm CE environment was used as the analysis tool. The Mann-Whitney test was applied for group comparisons. Correlation analysis was conducted between the overall PSS-10 score and measures of positive and negative affect. A logistic regression model was used to identify predictors of stress. Results. The results of the factor analysis showed that both factors significantly and reliably measure different aspects of stress. Cronbach's alpha values for Factor 1 (0.87) indicate high reliability, while for Factor 2 (0.79), they indicate good reliability. A correlation of 0.89 for Factor 1 indicates a very strong positive relationship between this factor and the overall level of stress. A correlation of 0.69 for Factor 2 indicates a strong positive relationship, though not as strong as Factor 1 (p=0.0000). The results confirm that the overall PSS-10 scores are closely related to both positive and negative emotional states, with a more pronounced impact on negative emotions. The highest number of students with a stress level of 2 is observed among students from Ukraine (32.65%) and Romania (35.60%), while in Poland this figure is 4.99%. Conclusions. The study showed that the military conflict in Ukraine significantly affects the psycho-emotional state of students, causing high levels of stress, anxiety, and depression. Younger students and women were found to be particularly vulnerable. These results underscore the need to develop targeted support programs to improve the mental health of students in the context of the war.

Background and Study Aim. The issue of quality of life, physical activity, and health of students is becoming increasingly relevant in the context of the ongoing conflict in Ukraine. Daily shelling of cities and settlements for over two years may have significantly affected the quality of life of Ukrainian students. While students in Poland and Romania do not experience the direct impact of military actions, regional instability and mass migration processes may also influence their health and well-being. In this context, the aim of the study is to identify key trends and issues related to the quality of life and health of students in Ukraine, Poland, and Romania. Materials and Methods. The study involved students from Ukraine (n=193), Poland (n=40), and Romania (n=215). The SF-36 questionnaire, adapted into three languages: Ukrainian, Polish, and Romanian, was used to assess quality of life. Data collection was conducted online. The results were processed using PyCharm CE and specialized Python codes with relevant libraries. Cronbach's alpha coefficient (α Cronbach's = 0.765) was used to assess the internal consistency of the questionnaire responses. Factor analysis was conducted, with the number of factors (8) determined using the Kaiser criterion. The Mann-Whitney U test was used. Mean values, standard deviations, and percentage ratios were calculated. The significance level was set at 0.05. Results. Data analysis revealed significant differences in quality of life, physical activity, and health of students depending on the country and gender. Ukrainian students, affected by the ongoing conflict, showed a substantial decrease in mental health indicators. The average mental health score for Ukrainian female students was 25.42%, and for male students, it was 23.92%. This indicates high levels of stress and anxiety caused by constant threats and instability. Polish students are older than Romanian and Ukrainian students, with the highest indicators of height and weight. In Poland, women reported better mental health (58.67±15.94) compared to men (55.09±12.82). Men demonstrated better physical health indicators (50.50±6.96) compared to women (47.58±6.57). In Romania, men showed better results in the psychological health component (42.79±8.61) compared to women (39.67±8.70) and higher physical functioning scores. Conclusions. The results of the analysis highlight that the war in Ukraine significantly impacts the physical and mental health of Ukrainian students. The considerable cross-country differences in student health indicators underscore the need to consider the specific conditions and challenges faced by students in different countries. These differences are particularly important for developing targeted programs that can effectively support students in wartime conditions.

Background and Study Aim. Considering the growing interest in high-intensity training (HIT) among the youth, it is crucial to explore its impact not only on improving physical fitness but also on the overall health of adolescents. The aim of this study was to assess how HIT can contribute to the development of physical qualities in adolescents while minimizing the risks of excessive strain. Materials and Methods. The study encompassed 28 students (14±0.9 years) from a lyceum in Kharkiv, Ukraine. The participants were divided into a control group (CG, n=14; including boys - n=7 and girls n=7) and an experimental group (EG, n=14; including boys - n=7 and girls n=7). The EG participated in high-intensity training sessions twice a week, with each session lasting 20 minutes. The program's effectiveness was evaluated using a series of physical ability tests. PyCharm Community Edition integrated development environment was used for the analysis and visualization of the obtained data. The software code was written in Python. The experiment was conducted in Kharkiv (Ukraine), located in a war zone since February 2022. The requirements of the military administration for ensuring the safety of experiment participants were observed. Results. After the training program, boys from the EG showed improvement in tests on speed, coordination, and motor skills (p<0.05). Girls in the EG demonstrated significant improvement in the "Sit-up from a sitting position in 30 seconds" test (p<0.05), as well as improvements in speed and coordination tests. Conclusions. High-intensity workouts can be effectively integrated into the physical education program for teenagers, provided that caution is exercised and the workload is monitored. The results confirm that such an approach contributes to the development of physical qualities and supports the health of teenagers. This suggests a nuanced understanding of how such programs can be optimized for different genders to enhance physical education outcomes.