INTEGRATIVE DEVELOPMENT OF FUTURE PHYSICAL EDUCATION TEACHERS' POTENTIAL THROUGH COOPERATIVE PEDAGOGY

INNOVATIVE METHODS OF ORGANIZING THE PHYSICAL EDUCATION LEARNING PROCESS IN EDUCATIONAL INSTITUTIONS

DIAGNOSTICS OF MOTOR ABILITIES OF STUDENTS IN INCLUSIVE CLASSES BEFORE INTRODUCING BOCCIA

THE DIFFERENTIAL IMPACT OF NATIONAL FOLK GAMES ON THE STRUCTURAL COMPONENTS OF INTELLECTUAL ABILITIES IN PRIMARY SCHOOL STUDENTS

EFFECTS OF SHORT-TERM CYCLIC LOADS OF VARYING INTENSITY ON STUDENTS' MENTAL PERFORMANCE: students, mental performance, concentration and stability of attention, short-term cyclic load, intensity zones, heart rate, delayed effect.

This article examines the impact of incorrectly performed physical exercises on students’ psychological well-being. Although physical activity is an important means of improving physical and mental health, technically incorrect exercise performance may cause physiological risks as well as reduced self-confidence, increased anxiety, and weakened motivation for physical activity.The study aimed to determine the effects of incorrectly performed physical exercises on students’ self-esteem, anxiety, and intrinsic motivation and to propose a model for preventing the identified psychological consequences. The study involved 60 students aged 18–22. The participants were divided into experimental and control groups. The research included an initial assessment, a two-week experimental stage, and a final assessment. Data were collected using an author-developed 25-item questionnaire comprising three domains: self-esteem, anxiety, and motivation. Descriptive statistics and Pearson’s correlation analysis were applied.The results indicated that 17% of the participants had low self-esteem, 48% demonstrated high anxiety, and 37% reported decreased intrinsic motivation. A moderate negative correlation was found between self-esteem and anxiety: r=-0.54. The comparative analysis indicated that self-confidence and motivation remained relatively stable in the control group, in which timely technical correction and supportive feedback were provided.The scientific novelty of the study lies in identifying the psychological mechanism associated with incorrectly performed exercises and proposing the author-developed “QATE” psychological and pedagogical model. The model consists of four interconnected stages: safe identification of an error, assessment of the participant’s psychological state, correction of exercise technique through supportive feedback, and reinforcement of competence and self-efficacy. The model is intended to transform exercise errors from a source of anxiety into a safe learning experience.