PECULIARITIES OF THE METHODOLOGY FOR CONDUCTING PHYSICAL EDUCATION LESSONS WITH MIDDLE SCHOOL STUDENTS UNDER THE CONDITIONS OF THE NEW UKRAINIAN SCHOOL (NUS)

Abstract

The article examines the distinct methodology for conducting physical education lessons with middle school students under the conditions of the New Ukrainian School (NUS). The implementation of NUS in the field of physical education relies on a competency- based approach, focusing on the development of health-preserving, motor, social, and cognitive competencies, and long-term individualization variability, and modularity of educational programs.The normative-legal framework (the Law of Ukraine "On Education," the State Standard of Basic Secondary Education, the NUS Concept, and standard physical education curricula) and scientific-methodological literature have been analyzed, confirming the transition to personality-oriented learning with the integration of a differentiated approach, the development of divergent thinking, and the involvement of parents in physical education. The key principles of the NUS have been identified: adaptation of motor tasks to the individual characteristics of students, stimulation of creativity through problem-search situations and games, and ensuring the continuation of physical activity in the family environment.A methodology for conducting physical education lessons for 5-9th-grade students has been developed and experimentally substantiated in accordance with NUS requirements, contributing an increase in their theoretical knowledge, physical fitness, motivation for a healthy lifestyle, and the development of stable competencies. The effectiveness of the author's methodology is confirmed by the results of a pedagogical experiment, which included surveys among 5th-grade students and testing of their physical fitness levels.The conducted research has not exhausted all aspects of improving physical education under NUS conditions. Prospects for further scientific research lie in the development of digital tools for monitoring motor activity, the implementation of inclusive modules, and the investigation of the long-term effect of the updated methodology on students' health and physical development.