Peculiarities of Teaching Physical Culture to Junior Schoolchildren in the Conditions of the New Ukrainian School

Abstract

Topicality. One of the key tasks of modern education is to create conditions for the development of a competent, active and physically fit personality. Game activities in physical education lessons contribute to the achievement of these goals, but their effectiveness largely depends on the methods used by teachers in their daily practice. In this regard, the study of the state of implementation of game methods in physical education lessons in primary school is of particular relevance, as it allows to identify trends, barriers and outline ways to improve the educational process in accordance with the requirements of the NUS. The Purpose of the Research to identify and summarise the effectiveness of using game methods in primary school physical education lessons in the context of the NUS. Methods of the Research. The study revealed leading trends in the use of game methods in primary school physical education lessons. Teachers note the significant potential of team, role-playing and outdoor games in developing students' leadership skills, cooperation, communication and creative thinking. The most commonly used practices are joint games with students, creation of game situations and role-playing activities. At the same time, key difficulties were identified: limited class time, lack of material and technical resources, reduced motivation among some students, and the need for methodological support from teachers. The results emphasise the importance of further integration of game-based approaches into physical education of primary school children in accordance with the requirements of the NUS. Results of the Research. The study analysed survey data from 97 physical education teachers in the Lutsk territorial community, which made it possible to assess the specifics of using game methods in primary school. The respondents noted the importance of developing leadership skills, cooperation, communication and creative thinking through team, role-playing and outdoor games. The most common forms were joint games with students, creation of game situations and role-playing games. At the same time, a number of difficulties were identified: lack of time, limited resources, low motivation of some students and the need for methodological support. The results of the study confirm the relevance and expediency of integrating game methods into the educational process in accordance with the requirements of the NUS. Conclusions. The article highlights modern approaches to the use of game methods in physical education lessons; the difficulties and prospects of their implementation in primary school are outlined.