ejcrEurasian Journal of Current Research in Psychology and PedagogyEurasian Journal of Current Research in Psychology and Pedagogy2959-39992959-4006Университет «Туран»10.46914/2959-3999-2026-1-2-68-78ejcr-367Research ArticleПрикладная психология и исследованияApplied Psychology and ResearchИнтеграция психологической поддержки в занятия физической культурой: пилотное интервенционное исследование в высшем образованииIntegrating psychological support into physical education classes: a pilot intervention study in higher educationhttps://orcid.org/0000-0002-1632-1330КуатбековШ. Н.KuatbekovSh. N.

Куатбеков Ш.Н., м.пс.н., ст. преподаватель,

г. Кызылорда.

Kuatbekov Sh.N., M.Ps.S., Senior Lecturer,

Kyzylorda.

kuatbekovsh@mail.ruhttps://orcid.org/0009-0001-2667-6856НагымжановаК. М.NagyimzhanovaK. M.

Нагымжанова К.М., PhD, профессор,

г. Астана.

Nagyimzhanova K.M., PhD, Рrofessor,

Astana.

karakat.nagymzhanova@mail.ruhttps://orcid.org/0000-0003-2053-5312БайбековаМ. М.BaibekovaM. M.

Байбекова М.М., к.п.н.,

г. Шымкент.

Baibekova M.M., C.P.S.,

Shymkent.

Kabdan94@mail.ruКызылординский университет им. Коркыт АтаКазахстанKorkyt Ata Kyzylorda UniversityKazakhstanЕвразийский национальный университет им. Л.Н. ГумилеваКазахстанL.N. Gumilyov Eurasian National UniversityKazakhstanУниверситет дружбы народов им. академика А. КуатбековаКазахстанPeoples’ Friendship University named after Academician A. KuatbekovKazakhstan202623062026026878Copyright © Куатбеков Ш.Н., Нагымжанова К.М., Байбекова М.М., 20262026Куатбеков Ш.Н., Нагымжанова К.М., Байбекова М.М.Kuatbekov S.N., Nagyimzhanova K.M., Baibekova M.M.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://ejcrpp.turan-edu.kz/jour/article/view/367

В высшем образовании физическая культура чаще всего связывается с физической подготовленностью и двигательной активностью. Однако опыт студентов на таких занятиях зависит также от общения, взаимодействия с одногруппниками, поддержки преподавателя и эмоционального комфорта. В данном пилотном исследовании рассматривалось, может ли краткий модуль психологической поддержки, включенный в обычные занятия физической культурой, способствовать улучшению воспринимаемой психологической поддержки, вовлеченности студентов и их эмоционального благополучия. Исследование проводилось в Кызылординском университете имени Коркыт Ата и имело квазиэкспериментальный дизайн с предварительным и итоговым измерением. Интервенция продолжалась шесть недель. В итоговый анализ были включены 72 студента бакалавриата, прошедшие оба этапа измерения. Модуль включал краткое определение эмоционального состояния студентов, парные и групповые задания, поддерживающую обратную связь преподавателя и небольшую рефлексию после занятия. После интервенции средние показатели повысились по всем трем направлениям: психологическая поддержка – с 3,18 до 3,76, вовлеченность – с 3,32 до 3,79, эмоциональное благополучие – с 3,21 до 3,68. Парный t-критерий подтвердил статистически значимые улучшения при умеренных размерах эффекта. Полученные данные показывают, что небольшие поддерживающие изменения в занятиях физической культурой могут усилить вовлеченность студентов и их эмоциональный комфорт.

Physical education in higher education is often associated with physical fitness, yet students’ experience also depends on communication, peer interaction, instructor support, and emotional comfort. This pilot study examined whether a brief psychological support module integrated into regular physical education classes could improve students’ perceived psychological support, engagement, and emotional well-being. A quasi-experimental pre-test/ post-test design was used at Korkyt Ata Kyzylorda University over six weeks. Seventy-two undergraduate students completed both measurements. The module included emotional check-ins, pair and group tasks, supportive instructor feedback, and short post-class reflection. Data were collected using a questionnaire covering three areas: psychological support, student engagement, and emotional well-being. After the intervention, mean scores increased in all areas: psychological support from 3.18 to 3.76, engagement from 3.32 to 3.79, and emotional well-being from 3.21 to 3.68. Paired-samples t-tests confirmed reliable pre-test to post-test improvements, with moderate effect sizes. The data suggest that small support-oriented changes in physical education may strengthen students’ engagement and emotional comfort, showing its psychological and pedagogical value.

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The authors declare that there are no conflicts of interest present.