AN INTEGRATIVE INNOVATIVE MODEL OF TEACHING AEROBICS AND COMPREHENSIVE PHYSICAL TRAINING IN HIGHER EDUCATION: EFFECTS ON STUDENTS’ PHYSICAL ACTIVITY AND PSYCHOLOGICAL WELL-BEING

Abstract

Contemporary university students demonstrate reduced physical activity levels and increased psycho-emotional stress, negatively affecting health and academic performance. This study aims to theoretically substantiate and experimentally evaluate the effectiveness of an integrative innovative model of teaching aerobics and comprehensive physical training in enhancing students’ physical activity and psychological well-being.

Thirty first-year students of the Faculty of Geography and Environmental Management at Kazakh National University named after al-Farabi participated in a 30-day pedagogical experiment. The model included four components: (1) aerobic exercise; (2) psychophysical practices (breathing exercises, meditation, stretching); (3) digital feedback and video analysis with individualized recommendations; and (4) a gamified educational marathon with personalized tasks. Research methods included a pedagogical experiment, systematic observation, questionnaires assessing emotional state, anxiety, and motivation, and content analysis of written feedback and video reports (Instagram, with participant consent). Descriptive statistics were applied.

All participants (100%) completed the program tasks. Improvements were reported in emotional state (78%), anxiety reduction (72%), motivation increase (84%), and willingness to continue training (88%). Content analysis revealed high frequencies of positive evaluations related to emotional support, individualized approach, motivation, and psychological comfort.

The integrative model demonstrated effectiveness in enhancing students’ physical activity and psychological well-being. The study confirms the value of combining aerobic training, psychophysical regulation, and gamified motivation within a unified pedagogical system.