Formation of soft skills in physical education through boxing and powerlifting

Theoretical The article presents a theoretical justification for the pedagogical feasibility of integrating martial arts and powerlifting into physical education as effective tools for developing soft skills, psycho-emotional resilience, self- regulation, communicative competence, and prosocial behavior among students. The aim of the article is to scientifically substantiate the expediency and pedagogical effectiveness of integrating martial arts (specifically boxing) and powerlifting into the physical education process of school and university students as instruments for forming soft skills, psycho-emotional stability, prosocial behavior, and communication skills in the context of an evolving educational paradigm. The role of physical education is explored within the framework of educational transformation, social challenges, and the humanization of the learning environment. The article summarizes scientific approaches to using boxing as a situational sport that facilitates intense emotional responses, the development of willpower, decision-making skills, aggression control, and self-esteem, particularly during adolescence. The educational potential of powerlifting is emphasized as a discipline that fosters self-discipline, stress resistance, responsibility, and internal motivation through overcoming physical and psychological limitations. The literature review highlights the importance of an individualized typological approach, particularly the consideration of nervous system types in organizing boxing sessions. The theoretical analysis confirms that physical education, under current educational conditions, should serve not only as a means of physical development but also as a powerful tool for cultivating personal, social, and emotional-volitional competencies. Training in boxing and powerlifting shows high potential in shaping soft skills, prosocial behavior, self-regulation, communicative maturity, and intrinsic motivation in youth. The article also outlines the methodological foundations of variable modules and extracurricular activities based on martial arts as a means of enhancing reflection, communication, and cooperative learning. The necessity of updating physical education curricula in line with educational changes and the formation of a holistic personality capable of adapting to socially challenging conditions is emphasized. The article concludes with recommendations for further research aimed at developing standardized pedagogical models for integrating martial arts into school and university education.