UDС 37

Baykova L.A.¹ (Ryazan, Russian Federation) – larisa.baykova@gmail.com; Nelin M.M.¹ (Ryazan, Russian Federation) – mishanelin@yandex.ru

¹Ryazan State University named after S.A. Yesenin

Abstract. This article is devoted to the current problem of developing self-organization skills in primary school students, caused by the need to search for modern effective methods and means of organizing physical education classes and conducting sports training that stimulate the physical and moral-spiritual development of modern children and youth who have the capacity for self-realization. These objectives are set by the Federal Law “On Education in the Russian Federation,” the federal state educational standard for primary general education, and the National Project “Youth and Children.” Self-organization skills are an important foundation for personal development, independence, and the ability to realize oneself. Primary school age, characterized by a process of significant transformation in cognitive, socio-psychological, and behavioral spheres, when logical thinking, self-analysis, and self-assessment skills begin to actively develop, is an important period in the development of self-organization skills. Researchers emphasize the important role of physical education and sports in children’s physical and personal development during this period. Studying international experience in organizing physical education will help identify and, while taking into account certain risks, adapt effective methods for organizing physical education classes and sports training to create conditions that stimulate the development of self-management skills in elementary school children. Japan is a country that places special emphasis on the development of physical education and sports. Therefore, studying the experience of the Japanese educational system will provide a basis for such borrowing. This article presents the results of a theoretical analysis of regulatory documents and the work of Russian and international scholars on this issue. In particular, it has been established that the Japanese system of physical education for children aged 6-11 years includes both physical education classes at school and active training in various sports, including national ones, in numerous sections within the school, in sports schools and clubs, at traditional competitions, and undokai sports meetings, paying attention to the comprehensive development of the individual, uses both classical methods and means accepted in the international sports community, as well as unique ones (rituals, ceremonies, meditations, breathing techniques and exercises, national traditions of maintaining social hierarchy, respect for elders and teamwork, etc.), not only for the development of sports skills, skills for leading a healthy lifestyle, but also the development of socio-psychological qualities, including key ones based on the skills of self-regulation and self-organization (self-observation, self-analysis, self-assessment, goal-setting, planning, self-control, self-reporting, self-correction, self-management, etc.), which include hard work, conscientiousness, discipline, responsibility, perseverance, patience, collectivism, team spirit, respect for elders.

Keywords: physical education in Japan, self-organization skills, primary school students, sports organizations, national sports, traditions.

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For citation: Baikova, L. A., & Nelin, M. M. (2026). From the experience of Japanese schools and sports organizations in developing children’s self-organization skills. CITISE, 3, 716-725. (In Russian).