Formation of self-education in adolescents 12-13 years old by means of physical culture

Abstract

The problem of forming self-education in adolescence becomes particularly significant in the context of reduced physical activity and high information load on schoolchildren. At the age of 12-13, favorable psychological prerequisites for developing self-regulation and conscious self-improvement emerge; however, the spontaneous development of these qualities often proves ineffective. The purpose of the study was to develop and experimentally substantiate a methodology for fostering self-education in adolescents through physical culture. The sample consisted of 43 seventh-grade students (12-13 years old), divided into control and experimental groups. The diagnostic toolkit included the "Responsibility" questionnaire by V.P. Pryadein, the Self-Attitude Test Questionnaire by V.V. Stolin and S.R. Pantileev (OSO), the "Self-Regulation Behavior Style" questionnaire (SSPM), as well as methods for self-assessment of persistence, patience, and tenacity by E.P. Ilyin and E.K. Feshchenko. The developed methodology comprised three blocks: diagnostic-motivational, project-content, and reflective-corrective, implemented through a system of physical education lessons. The experimental results demonstrated significant positive dynamics in the experimental group: the level of responsibility increased by 18 points (from 61 to 79), global self-attitude - by 31 points (from 49 to 80), and overall level of self-regulation - by 14 points (from 24 to 38). The identified improvement in self-acceptance, self-confidence, and self-guidance indicates a transition of adolescents from external discipline to intrinsic motivation. The developed methodology proved its effectiveness and can be recommended for implementation in school physical education practice.