ORGANIZATION AND STRUCTURE OF PHYSICAL EDUCATION LESSONS USING THE PANKRATION MODULE IN GENERAL SECONDARY EDUCATION INSTITUTIONS

Abstract

The article examines the peculiarities of organizing and structuring physical education lessons using the variable module “Pankration” in general secondary education institutions. This module serves as an effective means of improving the quality of the educational process and the level of students’ physical fitness. Pankration, as an ancient Greek martial art, combines elements of wrestling, boxing, and gymnastics, has a centuries-old history, and carries a profound cultural significance. Its adaptation to modern physical education conditions allows not only to diversify the educational process but also to form in senior students a systematic understanding of physical culture as a means of harmonious personal development. The problem of insufficient motivation of students toward physical education remains relevant. Traditional lessons, focused on standardized exercises, do not always ensure sufficient engagement and interest among students. In this context, pankration is not just a new type of physical activity but a pedagogically designed form of learning that integrates physical, psychological, and moralvolitional development. Its implementation in school practice corresponds to modern trends in the competence-based approach, aimed at developing key competencies and essential life skills. The “Pankration” learning module is based on a systematic organization of lessons aimed at the gradual mastery of technical and tactical elements, the development of basic physical qualities (strength, endurance, speed, agility, flexibility), and the cultivation of personal traits such as self-discipline, determination, and responsibility. The article provides a detailed analysis of the structure of lesson organization, which includes preparatory, main, and final stages, each with a clearly defined goal and pedagogical purpose.