Developing health-promoting competence in learners through adaptive sports and active games

The relevance of this study stems from the need to enhance the effectiveness of developing students’ health-promoting competence through physical education, against the backdrop of the development of inclusive education, the implementation of accessibility principles, and declining levels of physical activity amongst young people. Of particular significance in this context is the use of adaptive sports games as a universal pedagogical tool that ensures accessibility, safety, variety and the active participation of all students, regardless of their level of physical fitness or functional abilities.Purpose. The aim of this article is to justify and develop a structural-functional model for fostering health-promoting competence in students through adaptive sports and active games.Material and Methods. Research methods: analysis and synthesis of scientific and methodological literature; systematisation of contemporary approaches to the development of students’ health-preserving competence; and the modelling method for developing a structural-functional model.Results. The results of the study showed that adaptive sports games have significant potential for developing students’ health-promoting competence, as they contribute to the development of motor skills and abilities, an increase in physical activity levels, and the fostering of motivation for a healthy lifestyle, social interaction, empathy, tolerance and an inclusive culture. A structural-functional model for developing students’ health-promoting competence has been proposed, which integrates conceptual-methodological, organisational-content, methodological and procedural components, as well as competence components, assessment criteria and expected outcomes. Methodological recommendations have been developed on the use of a range of adaptive sports games in the physical education of students.Conclusions. The use of adaptive sports games is an effective means of developing students’ health-promoting competence; it ensures the accessibility of physical education, fosters the development of physical, mental and social health, increases motivation for physical activity and contributes to the formation of an inclusive culture. The proposed model can be used as a theoretical and methodological basis for improving the organisation of physical education in higher education institutions.