ОРГАНІЗАЦІЙНО-МЕТОДИЧНІ ЗАСАДИ БЕЗПЕЧНОГО ПРОВЕДЕННЯ ЗАНЯТЬ ІЗ ЧЕРЛІДИНГУ В ЗАКЛАДАХ ЗАГАЛЬНОЇ СЕРЕДНЬОЇ ОСВІТИ

The article substantiates and systematizes the organizational and methodological foundations for the safe delivery of cheerleading classes in general secondary education institutions. The relevance of the study is determined by the expansion of optional physical education modules, the coordination complexity of certain cheerleading elements, and the need to align educational goals with occupational safety requirements, medical and pedagogical supervision, and age-appropriate loads. Methods. The study employed analysis and synthesis of Ukrainian and international scholarly literature, content analysis of regulatory and curriculum documents, comparative analysis of sports injury prevention approaches, risk-factor systematization, and pedagogical modeling. Results. A safe cheerleading class is defined as a pedagogically managed system. The three risk groups were formed according to the primary source of danger, the main point of pedagogical control, and the type of preventive decision. The seven safety components were defined according to functional completeness and non-substitutability. The scientific novelty lies in the pedagogical integration of regulatory, staff-competence, medical-pedagogical, and spatial-material requirements with content-methodological, communication-discipline, and monitoring-correction management into a single risk-oriented model for a regular physical education lesson. The admission matrix was operationalized using observable indicators of technical stability, response to the “stop” command, landing control, role performance in pairs/groups, absence of symptoms, and the need for teacher profile training. A pedagogical safety-management cycle was developed, including preliminary assessment of conditions, student admission and grouping, methodological progression, ongoing monitoring, reflection, and correction. Conclusions. Safety in school cheerleading cannot be reduced to a one-time briefing; it should be implemented as a continuous process of pedagogical risk management. The findings can be used by physical education teachers to plan lessons, define admission criteria, and design a safe progression of learning content.