INTEGRATING PHYSICAL EDUCATION IN SCHOOLS: LESSONS AND EXTRACURRICULAR SPORTS AS A UNIFIED DEVELOPMENTAL FRAMEWORK

Shalabayev Sultan Arturovich
MSI «Comprehensive school №9»,
Uralsk, Kazakhstan

Abstract. This article explores the potential of a comprehensive approach to physical education for schoolchildren through the integration of curricular and extracurricular activities. It presents the results of practical work conducted with 7th–8th grade students at the Municipal State Institution «Comprehensive School No. 9» in Uralsk. The study describes applied methods, the dynamics of physical fitness, and the impact of extracurricular sports activities on students’ motivation and development. Practical recommendations for educators are provided.

 Keywords: physical education, schoolchildren, volleyball, sports club, physical education lesson, motivation, development.

 Introduction.
In the context of modern updates to educational standards and the growing emphasis on the development of a well-rounded personality, physical education in schools is becoming increasingly relevant [1]. In this regard, physical education lessons and extracurricular sports activities should not exist as isolated episodes, but rather complement each other organically. Such integration fosters students’ sustained motivation for engaging in sports and contributes to the development of both physical and personal qualities. A comprehensive approach plays a crucial role in this process, in which physical education classes and sports clubs are viewed as a unified developmental environment. This approach ensures continuity in the formation of motor skills, promotes teamwork and self-discipline, and cultivates a positive attitude toward physical activity [2].

The aim of this article is to examine the effectiveness of a comprehensive approach to physical education among students, using the example of work with 7th–8th grade classes at the Municipal State Institution «Comprehensive school №9» in Uralsk, where both physical education lessons and volleyball club training sessions are implemented.

Задачи исследования:
1) to analyze the characteristics of physical education lessons and extracurricular sports activities for this age group;
2)   to identify the relationship between curricular and extracurricular forms of physical education;
3)   to assess the impact of the comprehensive approach on students’ physical development and motivation;
4)   to develop recommendations for integrating curricular and extracurricular activities into a unified system.

Methodology.
The study was conducted from September 2024 to February 2025 at the MSI «Comprehensive school №9» in Uralsk. Two groups of students, conditionally selected for the purposes of the research, took part in the study. Both groups consisted of 7th and 8th grade students.
The main research methods included observation of students during physical education lessons and training sessions, physical fitness testing (carried out in September 2024 and February 2025), and a questionnaire aimed at identifying students’ motivation levels and attitudes toward physical activity.
A comparative analysis was conducted between the results of students who combined lessons with training and those who participated only in physical education classes.
In addition, interviews were held with students and parents to assess the impact of extracurricular sports activities on students’ overall behavior and academic motivation. All data were collected and analyzed using both quantitative and qualitative methods.

Research Findings.
Analysis of the data obtained through observations, physical fitness testing, and questionnaires revealed a number of patterns indicating the positive impact of a comprehensive approach to physical education.
To assess the physical condition of students, testing was conducted at the beginning (September) and end (February) of the experimental period. The table below presents the average results for students in grades 7–8, divided into two groups:
1)  group A — students who attended only physical education lessons;
2) group B — students who attended both physical education lessons and extracurricular volleyball training sessions.

Table 1 — Comparative Indicators of Physical Fitness of 7th–8th Grade Students

The presented data allow for a comparative analysis of the physical fitness results of two groups of 7th–8th grade students from September 2024 to February 2025.

Analysis of the 30-meter sprint results shows that students in Group A improved their time by 0.2 seconds, whereas Group B showed an improvement of 0.4 seconds. This indicates a more intensive development of speed qualities among students who participate in extracurricular sports. Sprint and game-based exercises during training sessions contribute significantly to the development of explosive strength and reaction time.

In strength exercises (pull-ups/push-ups), the difference is even more pronounced: Group B improved by 2.2 repetitions, while Group A showed only a 0.5 repetition increase. This highlights the effectiveness of regular strength training during extracurricular sessions compared to the more basic workload provided in standard physical education classes.

In the standing long jump, Group A improved by 5 cm, while Group B showed a 12 cm increase. This can be attributed to the active engagement of leg muscles and the development of coordination, which is especially characteristic of volleyball training.

In terms of endurance (1000-meter run), Group A improved by 12 seconds, whereas Group B improved by 23 seconds. This dynamic is explained by the regular game-based load and repetitive exercises during training sessions, which contribute to overall muscle tone and respiratory endurance.

The integrated model of physical education (combining regular classes and extracurricular training) demonstrates a more stable and significantly pronounced positive dynamic across all measured indicators. Notably, the most substantial differences between the groups were observed in those physical qualities that are actively developed through volleyball training — namely, strength, endurance, and coordination. These findings confirm the effectiveness of systematic extracurricular sports activities when combined with in-class physical education.

The results of a survey on students’ motivation and attitudes toward physical activity (grades 7–8) are presented in Table 2 (in %).

Table 2 — Survey Results of 7th–8th Grade Students on Motivation and Attitudes Toward Physical Activity (in %)

The survey revealed significant differences in motivation and perception of physical activity between the two groups of students. For instance, 92% of students who attend the sports club reported enjoying physical education classes, compared to only 68% of those who participate solely in regular lessons. This indicates that regular practice and achievements during training sessions contribute to the development of a stable and positive emotional attitude toward physical activity.

Only 34% of students in Group A expressed a willingness to engage in additional physical activity outside of school, compared to an impressive 87% in Group B. This supports the assertion that consistent involvement fosters interest, and that positive experiences in extracurricular sports activities strengthen the intrinsic motivation for physical activity.

Students in Group B were also more likely to report improvements in their physical abilities over the course of the year, with 78% indicating increased strength and endurance, compared to 51% in Group A. These findings suggest that tangible personal progress contributes to the development of self-confidence and encourages continued participation in physical training.

More than 80% of Group B students noted improvements in their mood and concentration following physical activity, whereas the same was true for only 56% and 39% of Group A students, respectively. This underscores the multifaceted impact of regular physical exercise on students’ overall psycho-emotional and cognitive well-being.

Furthermore, students in Group B demonstrated higher levels of physical activity beyond school and training sessions, with 84% reporting participation in outdoor games or informal sports, in contrast to less than half of Group A students. This may indicate that students who are more engaged in structured physical activity are more likely to develop stable habits of movement in everyday life.

Practical implications.
The implementation of a comprehensive approach to physical education at the MSI «Comprehensive school №9» in Uralsk was carried out through a close integration of curricular and extracurricular activities. The main focus was to ensure that training sessions in the volleyball club logically complemented and enhanced the content of physical education lessons — not by duplicating it, but by developing specific components of physical fitness.

The content of physical education lessons and volleyball training sessions was carefully coordinated: for instance, when the school curriculum focused on developing coordination and agility, the extracurricular practices concentrated on refining ball-passing techniques, group movement drills (in threes), as well as jumping and blocking skills.

Students with varying levels of physical fitness were given tasks appropriate to their individual abilities. During training sessions, particular attention was paid to individual technique, while physical education lessons focused on general physical development.

The organization of mini-tournaments, participation in competitions, and the awarding of certificates and letters of appreciation helped foster a sense of achievement and self-confidence among the students.

Volleyball served as a platform for developing students’ cooperation skills, respect for teammates, self-discipline, and the ability to follow rules — all of which had a positive impact on their behavior in academic settings.

After each training session, students engaged in brief reflections on what they had accomplished and what needed improvement. This practice fostered reflective thinking and increased their awareness in the learning process.

As a result of the implemented approach, an increase in students’ attendance at the sports club was observed: compared to the previous year, the number of participants grew by 30%. Students also became more proactive during physical education lessons — they suggested exercises and took part in demonstration performances. Parents noted that their children had become more organized, active, and reported improved overall well-being. Additionally, classroom discipline improved: according to observations, the number of remarks related to passive behavior or refusal to participate in activities decreased by 60%.

Recommendations.
Based on the conducted research and implemented practice, the following recommendations can be formulated for physical education teachers and coaches aiming to apply a comprehensive approach when working with schoolchildren:
Coordinate lesson and training content to ensure complementarity rather than duplication. For example, coordination exercises practiced during physical education classes can be reinforced with technical volleyball drills during extracurricular sessions [3].
Consistently create opportunities for students to experience success. Intrinsic motivation can be effectively fostered through participation in tournaments, praise, certificates of achievement, and collective goals — especially important during adolescence [4].
Encourage reflective practices. Engage students in discussions about what they achieved during training, how they felt afterward, and what they would like to improve. This increases engagement and fosters a sense of personal responsibility.
Use volleyball as a tool for developing communication skills, mutual support, and self-discipline, while focusing not only on performance outcomes but also on the team process [5].
Monitor students’ physical progress, gather feedback, and adjust the approach accordingly. Take into account age-specific characteristics, individual fitness levels, and group composition when planning activities.

Conclusion.
The comprehensive approach to physical education, implemented through the integration of curricular and extracurricular activities, has demonstrated high effectiveness in the context of the MSI «Comprehensive school №9», Uralsk.
The study confirmed that combining physical education lessons with volleyball training sessions not only supports the development of physical abilities but also contributes to the formation of students’ personal qualities — such as self-confidence, discipline, team spirit, and motivation for regular physical activity.
The results show that with well-organized instruction and consistent extracurricular work, it is possible to significantly increase students’ interest in sports, improve their physical fitness, and foster a healthy, active school environment.
This comprehensive approach requires teachers to be flexible, well-prepared, and willing to engage individually with students. However, the effort invested proves worthwhile, resulting in high levels of student engagement and stable positive outcomes.
In the future, this approach can be adapted to other sports and age groups and may serve as a foundation for more in-depth pedagogical research in the field of curricular–extracurricular integration.

References.

1. Sadykova, A. A. (2020). Methods of Teaching Physical Education in Secondary Schools. Almaty: Kazakh National Pedagogical University named after Abai. Retrieved from https://kaznpu.kz/ru/
2. Bakirova, Zh. K. (2019). Organization of Extracurricular Sports Activities for Schoolchildren: Theory and Practice. Nur-Sultan: Kazakh University. Retrieved from https://kazuniver.kz
3. Ospanov, M. T. (2018). Comprehensive Development of Physical Qualities of Students in School Settings. Almaty: Republican Publishing House. Retrieved from https://nabrk.kz
4. Akhmetova, L. E. (2022). The Impact of Team Sports on the Personal Development of Schoolchildren. Bulletin of Pedagogical Sciences of the Republic of Kazakhstan, (2)78, 45–49. Retrieved from https://journals.nis.edu.kz/index.php/pednauka
5. Yermekbayeva, Sh. N. (2021). Motivating Schoolchildren to Engage in Sports through Extracurricular Activities. Physical Culture and Sports in Modern Society, (4), 12–16. Retrieved from https://vestnik-sport.kz