Formation of communicative culture of students in physical culture lessons

Abstract

In the framework of the analysis of modern trends in physical education, the physical culture lesson appears as a special educational environment with significant potential for the development of students’ communicative culture, which is interpreted as a complex system of knowledge about the norms and rules of interaction in conditions of joint motor activity, emotional-value attitudes ensuring empathy and tolerance, practical skills of productive dialogue and reflexive mechanisms of self-assessment of communicative behavior. The specificity of this academic subject lies in the inseparable unity of bodily, motor and social experience, where students face the need for immediate coordination of actions, taking into account nonverbal signals from partners, resolving conflict situations under the influence of physical exertion and emotional tension, which contributes to the formation of competencies demanded in the structure of universal learning activities. The results of a comprehensive study indicate a predominance of low indicators across all components of communicative culture at the initial stage, particularly pronounced in the reflexive sphere, where over 56% of students demonstrate limited abilities to analyze their own behavior, while the cognitive component is characterized by relatively more favorable values. A comparative analysis of various forms of activity organization in the lesson reveals the superiority of the group form, which provides an average integral indicator of communicative skills manifestation at the level of 7.13 points on a ten-point scale due to the activation of negotiation processes, role distribution and collective decision-making, whereas frontal and individual forms yield substantially lower results. The critical factor is the strategy of pedagogical interaction: the transition to an interactive model that includes discussion of tactical decisions, rotation of leadership functions, reflexive conversations and mutual learning leads to an increase in the integral indicator of communicative culture to 7.64 points compared to 4.23 with a directive approach, while simultaneously reducing the variability of individual results. Dynamic observation confirms the high effectiveness of purposeful pedagogical influence, expressed in a multiple increase in indicators across activity, cognitive, emotional-value and reflexive components in experimental groups compared to control groups, which illustrates the systemic nature of changes in students’ communicative behavior. The obtained patterns emphasize the promise of integrating communicative and physical culture aspects of education, opening opportunities for developing methodological approaches that do not require additional time resources, and indicate the need to improve teachers’ professional competence in organizing interactive interaction to ensure that the educational process meets current social and personal demands.