The level of courage development among upper secondary school students in the process of applied physical training

The article presents the results of the diagnostic stage of a pedagogical experiment aimed at determining the levels of courage development among upper secondary school students in the process of applied physical training. Courage is defined as a moral and volitional quality manifested in the ability to overcome fear and difficulties, consciously assess danger, take justified risks, and act responsibly in challenging situations. The assessment of courage development among upper secondary school students was conducted according to cognitive, emotional and value-based, volitional readiness, and behavioral criteria. A comprehensive set of diagnostic methods was employed to determine the initial state of the quality under investigation, including tests, questionnaires, diagnostic interviews, situational tasks, self-assessment, pedagogical observation, and expert evaluation. Based on the research findings, high, medium, and low levels of courage development among upper secondary school students were identified and characterized. Based on the findings, appropriate forms and methods of fostering courage among upper secondary school students in the process of applied physical training were identified, including thematic discussions, debates, analysis of moral dilemmas, situational tasks, team-based exercises, obstacle course activities, simulation of challenging conditions, and reflective discussions of acquired experience. The study substantiates the need to combine physical activities with situations requiring independent choice, risk assessment, and responsible decision-making, while ensuring strict compliance with safety requirements.