THEORETICAL, METHODOLOGICAL AND EMPIRICAL APPROACHES IN SPORTS EDUCATION AS A FACTOR FOR DEVELOPING STUDENTS’ SCIENTIFIC ACTIVITY

Abstract

This article is devoted to analyzing the integrative role of theoretical, methodological, and empirical approaches in developing the scientific activity of students in the field of sports education. The primary objective of the study is to scientifically substantiate the effectiveness of a teaching model based on theoretical knowledge and methodological skills reinforced by empirical experience. The proposed model was tested through a pedagogical experiment involving control (n=28) and experimental (n=28) groups during the teaching of the subject “Theory of Physical Education and Sport.” Statistical analysis showed that the experimental group achieved significantly higher average results in terms of research skills, motivation level, and quality of scientific work compared to the control group (p<0.05; p<0.01). Additionally, a decrease in the coefficient of variation indicated increased stability in student knowledge and skills. The study concludes that this approach serves as an effective methodological foundation for training modern “researcher-practitioner” specialists in sports education.