Formation of personal qualities and social competencies of teenagers by means of athletics in the framework of extracurricular activities

Abstract

Adolescence is a critical period of personality formation, during which values, social roles, and competencies develop intensively. In the context of declining physical activity and the digitalization of education, the issue of purposeful nurturing of personal qualities and social skills in adolescents becomes increasingly relevant. Physical education and sports, especially in the format of extracurricular activities, have significant potential for harmonious development, going beyond strengthening health and contributing to psychosocial progress. Track and field athletics, as an accessible and diverse sport, can serve as an effective means of cultivating willpower, perseverance, and teamwork. However, existing approaches are often spontaneous, which highlights the need for scientifically grounded methods. The aim of the study is to develop and test an extracurricular program based on track and field athletics for the formation of personal qualities (goal orientation, perseverance, self-control) and social competencies (communication skills, teamwork, leadership) in adolescents aged 14-15, as well as to assess its effectiveness compared to standard classes. The study was conducted in a general education school over the course of an academic year with the participation of 60 adolescents, divided into an experimental group (EG) and a control group (CG) of 30 people each. Participants had similar initial levels of physical fitness and psychosocial development, confirmed by an initial assessment. For the EG, a special program was implemented, including technical training, exercises for willpower development, game tasks, and team interaction training, with sessions three times a week for 90 minutes. The CG followed a standard general physical training program without emphasis on psychological and pedagogical work. Evaluation was carried out using questionnaires for personal qualities, the COS method, and sociometry for social competencies. Assessment was conducted twice: at the beginning and at the end of the experiment. Data were processed using mathematical statistics methods, including Student’s t-test and correlation analysis. The results showed a significant increase in EG in volitional qualities: goal orientation increased by 45,28%, perseverance – by 42,69%, self-control – by 49,49% (p 0.01), while in CG changes were minimal (less than 8%, p>0.05). In terms of social competencies, EG showed growth in communication skills by 49.54%, teamwork skills – by 75.90%, leadership qualities – by 69,83% (p 0.01), compared to 7-9% in CG. Sociometry revealed a doubling in the number of leaders in EG (from 13,33% to 26,67%) and a decrease in isolated adolescents from 16,67% to 3,33%. Correlation analysis found a strong inverse relationship between endurance and teamwork skills in EG at the final stage (r=-0.682, p 0.01). The discussion of the results confirms the effectiveness of the program, demonstrating a synergistic effect from the integration of physical and psychosocial components. Unlike standard classes, the targeted use of relays, group exercises, and reflection contributes not only to individual growth but also to the improvement of group dynamics and prevention of isolation. The data obtained emphasize the potential of track and field athletics as an educational tool, offering a basis for adaptation in school practice. Further research may focus on long-term effects and expansion to other sports, promoting the comprehensive development of adolescents.