Competency-Based Physical Education in Small-Sized School Classes

Abstract

Abstract: Objective. The study aims to provide a theoretical substantiation of the specific features of competency-based physical education in small-sized school classes and to identify the pedagogical determinants that influence the effectiveness of the educational process. The relevance of the research is associated with contemporary transformations in educational paradigms emphasizing competency development, as well as with the need to consider the organizational and social characteristics of small learning groups. Methods. The research employs theoretical methods, including analysis, systematization, and generalization of scientific and pedagogical literature. Conceptual modeling was applied to construct a structural cause-and-effect framework describing the interaction between pedagogical determinants, mediating mechanisms, and educational effects within competency-based physical education. Results. The study clarifies the conceptual understanding of competency-based physical education as an integrative pedagogical strategy extending beyond physical fitness outcomes. It is established that small-sized classes represent a distinct educational context characterized by specific interaction patterns, instructional dynamics, and learner variability. The effectiveness of competency-oriented physical education is shown to depend on a system of interrelated pedagogical determinants, including structural and content-related adaptability, differentiation of educational influences, progress-oriented assessment, facilitative teacher positioning, and consideration of socio-psychological group characteristics. A conceptual model is proposed to explain the relationships between these determinants and the resulting educational effects. Conclusions. The effectiveness of competency-based physical education in small-sized classes is determined by the systemic interaction of pedagogical conditions and mediating mechanisms. The theoretical generalizations expand the understanding of instructional design and learner engagement in physical education and provide a conceptual basis for further empirical investigation.