Romanov V.A.
Tula State Lev Tolstoy Pedagogical University (Tula).
Email: romanov-tula@mail.ru

Kolosova N.N.
V.I. Vernadsky Crimean Federal University (Simferopol).

Keywords: educational work, civic identity, patriotism, sport as a tool, sports events, student youth, value orientations.

 

Objective of the study:to substantiate and experimentally verify the effectiveness of using sports activities as a tool for forming patriotism and civic identity among student youth.

 

Methodology and organization of the study, and conclusions. The study was conducted in 2024–2025 at the V.I. Vernadsky Crimean Federal University and the L.N. Tolstoy Tula State Pedagogical University. A control (CG, n=160) and an experimental (EG, n=160) group were formed, homogeneous in terms of gender, age, and baseline indicators (Student's t-test, p>0.05). 

Over a period of 9 months, EG participants were involved in a specially designed program "Integrative Module of Civic-Patriotic Education", which included: regular participation in competitions and holidays with elements of military-sports orientation, timed to coincide with memorable dates of Russian military history; meetings with famous athletes – participants of the Olympic Games and World Championships, and sports veterans; volunteer activities; viewing and discussion of sports and documentary films of a patriotic nature. Meetings with athletes who demonstrated high results under conditions of external restrictions became an effective form of work – they caused students to strengthen their sense of belonging to the sports heritage of Russia.

The CG was engaged in standard physical education programs without additional educational activities. The diagnostic toolkit included an adapted questionnaire "Assessment of the level of formation of patriotism and civic identity", M. Rokeach's "Value Orientations" methodology, and statistical analysis (Student's t-test).

 

Results of the study and their discussion.According to the baseline diagnostics, the medium (52%) and low (31%) levels of patriotism and civic identity prevailed in both groups; a high level was revealed in only 17%. The cognitive component (knowledge of facts) was the best developed, while the activity component (readiness for socially significant actions) was the least developed. As a result of the experiment, in the EG, the proportion of respondents with a high level increased from 18.1% to 67.5%, and in the CG – from 16.9% to 24.4%. The low level in the EG decreased from 30.6% to 4.4%. Significant differences were recorded in the distribution of ranks of terminal values in the EG (Mann-Whitney U-test, p<0.01): the rank median of "an active and vigorous life" increased from 12 to 5, and "social recognition" – from 14 to 4. 78.4% of students in the EG participated in volunteer projects at regional competitions, compared to only 12.5% in the CG.

 

References