Kharkiv State Academy of Physical Culture

Objectives. To synthesize contemporary scientific approaches to interpreting physical education of schoolchildren within the logic of a managed learning process and to clarify the role of pedagogical control, modelling, and age-related developmental regularities in shaping learning outcomes. Materials and Methods. The study was conducted as a narrative review of publications addressing physical education theory, pedagogical control, modelling of the learning process, age-related developmental regularities, and the teaching of physical exercises in general secondary education. The analysis was carried out from systems-based and learning-oriented perspectives on the organisation of physical education. Results. The review supports interpreting physical education of schoolchildren as a managed learning process in which learning outcomes emerge through the interaction of pedagogical control, modelling, and learners’ age-related developmental characteristics. Age-related regularities are best treated as parameters of learning models that define the boundaries for valid interpretation of pedagogical-control results. Pedagogical control acquires a regulatory function only when embedded within a model of the learning process. The synthesis also allows the learning of physical exercises to be interpreted as the formation and dynamics of learning states that can serve as objects of pedagogical control and regulation. Conclusions. The proposed synthesis enables interpreting outcomes of physical education as consequences of the organisation of the learning process rather than as autonomous normative indicators. This narrative review delineates theoretical and methodological frames for further research aimed at empirically testing models of managed physical education and refining tools of pedagogical control in general secondary education practice.

Purpose. The aim of the study was to determine the structure and frequency of musculoskeletal disorders in karate practitioners aged 8–12 in order to develop a correction program based on technical exercises from traditional Shotokan karate-do. Material & Methods. The study included 118 athletes (79 boys and 39 girls) from the Kharkiv Regional Shotokan Karate-do Federation with varying training experience. Data on musculoskeletal complaints, personal, and family history were collected via parent questionnaires. Foot arch condition was assessed using plantography with FreeStep software, calculating Weissflog and Stitzler-Godunov indexes, Clarke angle, hallux valgus, fifth toe varus deviation, and gamma angle with additional measurements of the heel valgus deviation. Posture deviations were assessed using scoliometry with MultiReha software, measuring asymmetry of spinal landmarks, shoulder line, posterior superior iliac spines, and spinous processes. Results. Complaints related to the musculoskeletal system were reported in 23 children, while only 6 were on preventive records. Valgus deviation of the heel was observed in 69.23% of cases, with symmetrical distribution and confirmed mobile flat-valgus deformity by tip-toe test. The gamma angle, reflecting longitudinal and transverse arch flattening, decreased with increasing training experience, from 41.54% (left foot) and 33.85% (right foot) in 1–2 years training to 36.92% and 26.15% in athletes training over 5 years. Stitzler-Godunov coefficient indicated longitudinal arch flattening in 25.64% of cases, predominantly on the left foot. Hallux valgus (alpha angle) was detected in 26.50% (left) and 25.64% (right) of athletes, while fifth toe varus (beta angle) occurred in 85.47% symmetrically. Scoliotic posture was found in 47.5% of children, with isolated spinal deviations in 30% and combined with flat-valgus foot deformity in 57.5%. Conclusions. Static musculoskeletal deformities, both isolated and combined, are common among 8–12-year-old karate practitioners, with prevalence consistent with literature data. Flat-valgus foot deformities, as the primary load-bearing component of the musculoskeletal system, can contribute to pathological posture development. In the context of war and distance learning, these conditions highlight the need for preventive measures and corrective-rehabilitation programs using technical exercises suitable for limited physical activity environments.

BackgroundThe ongoing conflict in Ukraine has forced higher education institutions in frontline regions to transition to long-term remote learning, significantly increasing the risk of sedentary behavior and psychological stress among undergraduate students. Consequently, traditional physical education programs face critical organizational and pedagogical challenges within this exclusively online format.ObjectivesThis study aimed to evaluate the effectiveness of a 15-week comprehensive online physical education course integrating digital platforms and interactive tools on the physical activity levels and psycho-emotional wellbeing of undergraduate students at a frontline university.MethodsA single-group pretest-posttest design was employed with 735 first-year volunteers (361 males, 374 females). The intervention utilized a multimodal approach via Zoom and Moodle, incorporating digital quizzes, social media challenges, and diverse practical modalities (e.g., Tabata, Pilates). Assessments included the International Physical Activity Questionnaire (IPAQ-SF), Body Mass Index (BMI), and the “Well-being, Activity, and Mood” (WAM) questionnaire.ResultsAfter 15 weeks, students showed a statistically significant increase in physical activity: females by 20.15 MET-min/week (p = 0.030) and males by 18.15 MET-min/week (p = 0.050). BMI values remained stable for the group. The most pronounced improvements were observed in the psycho-emotional sphere; notably, female students’ mood scores increased significantly by 1.2 points (p = 0.001). Overall, the group demonstrated positive dynamics across all WAM scales: wellbeing (+0.92%), activity (+1.33%), and mood (+1.56%).ConclusionThe integration of synchronous and asynchronous digital tools into physical education is associated with positive trends in counteracting hypodynamia and supporting mental health during periods of social isolation and conflict. This adaptive pedagogical approach could be recommended for universities and secondary educational institutions operating in distance or blended formats under crisis conditions.

Стрімкий розвиток кіберспорту, що передбачає професійну підготовку гравців, тренерську діяльність та супровідну економічну інфраструктуру, потребує науково обґрунтованого підходу до організації тренувального процесу. Відсутність єдиної системи контролю за показниками фізичного, психофізіологічного та психологічного стану кіберспортсменів обмежує можливості тренерів у плануванні навантажень і підвищенні результативності. У статті представлено результати дослідження, спрямованого на створення комплексної системи обліку та аналізу даних про підготовленість гравців, що враховує специфіку індивідуальних та командних дисциплін. На основі узагальнення наукових джерел, опитування тренерів і аналізу практики підготовки сформовано структуру контрольних показників, яку поділено на медико-біологічні, психологічні та педагогічні блоки. Визначено, що систематичний моніторинг цих параметрів є ключем до ефективного управління тренувальним процесом. Практичним результатом роботи стала розробка вебплатформи «Комплексний контроль», створеної на базі сучасних інформаційних технологій. Програмний продукт забезпечує централізоване управління даними про фізичний стан, рівень підготовленості, техніко-тактичні дії та результати виступів на змаганнях. Передбачено чіткий розподіл ролей між тренером і спортсменом: тренер здійснює планування, контроль і формування звітів, тоді як спортсмен має змогу самостійно вносити результати тестів і отримувати оперативний зворотний зв’язок. Унікальною особливістю розробки є універсальність: незалежно від обраної кіберспортивної дисципліни, платформа дозволяє зберігати й обробляти дані, релевантні для оцінки фізичної, психологічної та когнітивної готовності. Впровадження вебплатформи у навчальний процес студентів Харківської державної академії фізичної культури підтвердило її ефективність у підготовці майбутніх тренерів і гравців. Інструмент використовується для моніторингу показників спортивної майстерності у дисциплінах CS2 та DOTA2, що створює умови для більш гнучкого й персоналізованого тренувального процесу. Представлене рішення не лише підвищує якість управління підготовкою, але й відкриває перспективи стандартизації контролю в кіберспорті. Подальші дослідження спрямовані на вдосконалення функціоналу програми та розширення її інтеграції з аналітичними сервісами, що базуються на технологіях штучного інтелекту.

Purpose: to determine the specific features of the manifestation of psychophysiological functions in qualified athletes representing different combat sports. Material and Methods. The study involved 25 qualified combat athletes (Candidate Master of Sports of Ukraine, Master of Sports of Ukraine): freestyle wrestlers (n=11; 17.5±1.04 years) and taekwon-do athletes (n=14; 17.6±0.76 years). To assess psychophysiological functions, five mobile tests were used: «Visuomotor Choice Reaction» - choice reaction; «Reaction Go/No-go» - inhibitory reaction; «Test ST Memory» - short-term visual memory; «Spatial Perception» - spatial perception; and «Size Test» - reaction to changes in object size. The following integral indicators were analyzed for each test: reaction time (ms), standard deviation (SD, ms), percentage of errors (%), accuracy of task performance (%), and task duration (s). Statistical analysis was performed in RStudio (version 2026.01.0+392). Descriptive statistics were presented as mean (Mean), standard deviation (SD), median (Me), and the first and third quartiles (Q1, Q3). Between-group differences were assessed using the Mann-Whitney U test, with statistical significance set at p<0.05. Results: the results of psychophysiological testing in qualified combat athletes were obtained. It was found that the distributions of the integral psychophysiological indicators in taekwon-do athletes and freestyle wrestlers were generally similar. In taekwon-do athletes, the median reaction time values in the Go/No-Go, Spatial Perception, and VCR tests were slightly lower, indicating a tendency toward faster sensorimotor responses. At the same time, freestyle wrestlers demonstrated slightly higher median values of overall short-term visual memory accuracy. In general, the results showed substantial overlap of the interquartile ranges in the two groups, confirming the similarity of the studied indicators. According to the comparison of the integral psychophysiological indicators between taekwon-do athletes and freestyle wrestlers using the Mann-Whitney U test, no statistically significant between-group differences were found (p>0.05). This indicates an overall similarity in the level of development of the studied psychophysiological functions in athletes of both groups. Conclusions. The obtained results indicate the absence of statistically significant differences in the level of development of integral psychophysiological functions between qualified taekwon-do athletes and freestyle wrestlers (p>0.05), which points to their overall similarity. At the same time, a tendency toward higher sensorimotor response speed was observed in taekwon-do athletes, whereas freestyle wrestlers demonstrated slightly better short-term visual memory indicators. The substantial overlap of interquartile ranges confirms high individual variability of psychophysiological characteristics within each group. The identified features may be associated with the specificity of competitive activity and the nature of the training process in different combat sports. The obtained data should be taken into account when individualizing training and improving the system of pedagogical control of athletes.