Modeling Social and Communicative Behavior of Schoolchildren through Physical Education

Abstract

The article presents the results of a pedagogical study aimed at analyzing and testing methodological approaches to developing social interaction skills in the context of physical education lessons. The relevance of the problem is driven by the need for purposeful development of communicative competence, emotional resilience, and cooperation skills among modern students, particularly in the face of educational reform, social challenges, and increasing digital individualism. The theoretical foundation of the study draws on the principles of social constructivism (Vygotsky), cooperative learning (Johnson & Johnson), caring pedagogy (Mooney & Hickey), and social-emotional learning (Beard & Smith). The aim of the study is to substantiate the role of physical education as a means of forming social interaction skills and to propose effective pedagogical techniques for their development within the educational process. The object of the study is the physical education process of students in general secondary education institutions. The subject of the study is the development of students' social interaction skills during physical education lessons. The empirical part includes a survey of 42 physical education teachers, which helped identify pedagogical conditions that enhance the classroom climate and students’ level of communication. This was supplemented by an 8-week pedagogical observation program using adapted versions of René Gilles' and C. Batson's scales, which recorded an increase in positive social reactions in 76% of students in the experimental group. The article proposes a classification of effective teaching techniques (paired and team exercises, relays, “mirror” tasks, emotional circles) that activate prosocial mechanisms of interaction and presents pedagogical recommendations for implementing structured forms of group learning. Arguments are provided regarding the role of physical education as an environment for developing socially mature and responsible personalities. The research results can be integrated into educational programs to enhance the interpersonal potential of learning through movement-based activities.