UDC 373.51

Shaikhullin T.D.¹ (Syzran, Russian Federation) – timol16@yandex.ru; Maltsev I.N.¹ (Syzran, Russian Federation) – igorekrb68@mail.ru; Astafiev A.N.¹ (Syzran, Russian Federation) – astafyev2022@mail.ru; Milash M.V.¹ (Syzran, Russian Federation) – milash.maxim@gmail.com; Larin A.N.² (Perm, Russian Federation) – larsan59@mail.ru

¹Military Educational Institution of Higher Education «Military Educational and Scientific Centre of the Air Force N.E. Zhukovsky and Y.A. Gagarin Air Force Academy» the Ministry of Defence of the Russian Federation

²Perm Military Institute of the Russian National Guard Federation

Abstract. This publication analyzes the imbalance between the volume of theoretical knowledge acquired during training and the actual need for its practical application. There is an objective need to implement educational technologies that will help smooth over or significantly reduce these discrepancies. Modern technological solutions in the field of physical self-improvement are designed to address key problem areas: a scientifically proven framework for organizing the educational process, a psychological and pedagogical perspective on the implementation of active learning methods and accompanying educational resources, and the provision of educational resources using modern technology. The teaching technology is based on the integration of methods, tools, and forms of organizing the educational process, which ensures productive interaction between the student and the instructor. The development of teaching technologies is carried out strictly in accordance with the didactic objective, relying on the principle of “knowledge for the sake of practice,” which gives the educational process an applied focus. Cadets’ training in physical self-improvement methodology requires a strictly ordered sequence of using various forms, methods, and tools of instruction, which guarantees the systematic and continuous development of competencies.To ensure high-quality training for military professionals, attention must be paid to both the quality of pedagogical methods and the level of preparedness of trainees. The only possible solution lies in taking into account the individual characteristics of the instructor, who implements active learning methods and computer technologies. Key thematic blocks in the study of physical self-improvement methods include: a target block, a comprehensive implementation block, and an assessment and correction block. The experiment was aimed at studying how specially designed pedagogical conditions and a set of physical exercises contribute to the development of self-regulation skills, improving physical development and functional status in cadets through specially designed pedagogical conditions and a set of physical exercises. The experiment was organized as a logically structured system, the purpose of which was to develop self-regulation skills in trainees. The primary focus was on the use of self-regulation methods based on survey instruments, which allow for an assessment of the development of individual regulatory processes in each individual. During the diagnostic study, tasks were developed to collect objective data for the analysis of self-regulation components. Data analysis at the final stage revealed significant improvement in self-regulation components in the control group, reaching medium and high levels, equivalent to the experimental group for all components classified as high.During the final phase of the study, a correlation coefficient was calculated, demonstrating a statistically significant improvement in the experimental group’s performance across the specified criteria. Data analysis revealed a weak correlation in the control group (negative correlation coefficient), while a strong correlation was observed in the experimental group (positive correlation coefficient). When developing an educational process, developers of teaching technologies should consider the characteristic features of pedagogical technology. The results of the pedagogical experiment clearly confirm the feasibility of integrating the developed pedagogical conditions and physical exercise programs into the educational process. The results of the study allow us to confidently confirm the effectiveness of the author’s approach to teaching cadets physical self-improvement methods.

Keywords: educational technologies, thematic blocks, regulatory processes, self-improvement, physical development, functional state, pedagogical conditions, complex of physical exercises.

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For citation: Shaikhullin, T. D., Maltsev, I. N., Astafyev, A. N., Milash, M. V., & Larin, A. N. (2026). On the problem of self‑improvement in the process of physical training. CITISE, 1, 592–602. (In Russian).