Keywords

project activity, sports-oriented physical education, primary school students, sport, wrestling, badminton.

Abstract

Introduction. The relevance of the methodology for teaching project activity in badminton is due to the high variability of game situations, complex coordination actions, and the need for instant tactical decision-making. Project activity allows the student to consciously manage their physical development and sports results. Effective organization of extracurricular work using badminton requires a synthesis of knowledge about the age-specific characteristics of students, the features of the sport, and modern pedagogical approaches [1-3].

Objective of the study – to reveal the mechanisms of integrating the sports-oriented approach and project activity for updating extracurricular work at school using badminton.

Methods and structure of the study. An analysis of scientific-methodological literature and regulatory documents (FSES OOO, "Shuttle Time" program) was carried out. The experiment was conducted in the 2025 academic year on the basis of MBOU "Secondary School No. 21" (Kolomna). In the control group (CG), training was based on a traditional technique-centered methodology. In the experimental group (EG), the author's project methodology was implemented, including a 15–20-minute block of exercises after warm-up: sensory exercises, motor exercises for speed, integrative game tasks. The principles of dosing (8–12 repetitions), rest, and a positive background (1.5–2 min) were observed. The methodology was implemented through three modules (sensory-motor, integrative-coordination, game) and three stages (introductory-familiarization, main technical-tactical, competitive-control). Differentiation ("difficulty ladder"), problem-based learning, and a "Success Screen" were applied.

Results of the study and their discussion. In the EG, an increase in lesson anticipation by 34% and in the attractiveness of badminton by 59% was recorded. 83% of students in the EG often experience success in lessons, compared to 29% in the CG. The number of people wishing to play badminton outside school hours increased in the EG from 25% to 71%, indicating the formation of a stable interest and need for physical activity of this type.

Conclusions. The mechanisms of integrating the sports-oriented approach and project activity for updating extracurricular work using badminton are presented. The developed methodology can be used by coaches and physical education teachers to increase the effectiveness of the educational process in the "Sports Games" section.

References

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2. Mitusova E.D., Mitusov V.V., Andrianov M.V. Programmno-metodicheskoye obespecheniye realizatsii vneurochnoy deyatelnosti po predmetu «Fizicheskaya kultura» [Program-methodological support for the implementation of extracurricular activities in the subject "Physical Education"]. Fizicheskaya kultura: vospitaniye, obrazovaniye, trenirovka. 2017. No. 5. Pp. 55-58.
3. Mitusova E.D., Zolotova M.Yu. Skorostno-silovaya podgotovka sportsmenov-badmintonistov [Speed-strength training of badminton athletes]. Teoriya i praktika fizicheskoy kultury. 2022. No. 12. P. 98.