Pathways for Improving the Management of University Student Sports Clubs from the Perspective of Student Cultivation Education

Topicality. Physical education of student youth is an important component of the higher education system of Ukraine. The traditions of the foundation of physical education in domestic universities of the first half of the 19th century have significant scientific and practical potential, therefore they require a more detailed study. The Purpose of the Research is to analyze the development of physical education in universities in the times, when Ukraine was a part of Russian Empire to use valuable historical experience. To solve it, we used a complex of general scientific (analysis, synthesis, generalization) and special-historical (historical-typological, source-scientific, chronological and historical-systemic) Research Methods. Results and Conclusions. In the first half of the 19th century, physical traіning had the status of «secular» exercises and had an entertaining character. With the appearance of the first universities at the state level, the need for physical and aesthetic education of students was confirmed. In addition to the main subjects, drawing, music, dancing, fencing, horse riding were taught as optional courses. The publications talk about the benefits of gymnastics, which at that time meant any physical exercises from sporting activity. Reputable teachers, many of whom received a European education, provided a high level of student training. Thanks to university teachers from the countries of Western Europe, progressive ideas about the benefits of fencing and horse riding for improving health and developing physical, willful and moral qualities of a young person were brought to the territory of Ukraine. The sports movement was born in the country during this period. The first sports clubs appear in large cities, the initiators of its creation mainly were former students of universities. The first impromptu competitions are held. Significant scientific and scientific-applied work is carried out by university teachers with the aim of spreading physical education, hardening children, young people, and the general population, prevention and treatment of various diseases.

The goal of learning in physical and health education (PHE) is for the student to improve physical abilities, motor skills and knowledge in physical and health culture, in order to preserve health and apply proper and regular physical exercise in modern living conditions and work. On the basis of the goal of the PHE teaching, the biological, pedagogical, and educational tasks are determined, the realization of which leads to the outcome of the PHE teaching. The biological tasks of physical education imply that a positive influence on students' proper growth and development is possible if the teacher is familiar with the structure and functions of the most important organic systems, the biological laws of development, and the impact of physical exercises on the organism. Pedagogical tasks include educational and learning tasks that intertwine and complement each other. Learning tasks should primarily contribute to the acquisition of motor skills and habits (sports-technical education), but also to the theoretical knowledge aiming to understanding the purpose of exercise, structure, method, and performance of certain exercises. Educational tasks, the teaching content, methods and forms of teaching are planned in accordance with their educational potential so that during the PHE classes, the students acquire the qualities and values contained in the PHE syllabus and at the same time represent universal human qualities and values that contribute to the development of the student's complete personality which is the ultimate ideal to strive for in education. By achieving the goals of the PHE syllabus, students acquire knowledge, skills, attitudes, and values about exercise (basic terms about exercise, how to perform an exercise and what a specific exercise is for), physical education, sports, recreation, and health. Specially planned and designed information about exercise and health is delivered immediately before, during, and after exercise in class. The goal, tasks, and outcomes of the course are achieved through the teaching of physical and health education (2 school hours per week) and compulsory physical activities for each student (1.5 school hours per week). This research is focused on the most frequent disruptive factors that lower the efficacy of implementation of PHE teaching in the higher grades of elementary school. The research was based on the general assumption that the teaching of physical and health education significantly contributes to the growth, development, health, upbringing, and education of students, but that it is not implemented as effectively as it could be. In contrast to many previous studies in which answers were collected from teachers or parents, in this research the answers were collected from the students in the higher grades of primary school themselves, since they are direct participants in the PHE classes and their development, education, and learning in PHE classes is the main outcome of teaching (Parkes et al, 2022; Amamou et al, 2021; Holden et al, 2020). It was interesting to analyse from the students' point of view what the most frequent disturbing factors are and whether some of the criterion variables affect it, such as the class the students attend; grade in physical education in the previous semester; and the general success of students in the previous semester. The research was conducted in January 2023 on a sample of 101 students at the Kirilo Savić Elementary School in Ivanjica. The data collected by the Scale - EE-MCDF-RPHET (a = 0,602) were processed by factor analysis, analysis of variance, and the Mann-Whitney U test. Factor analysis identified five factors that indicate educational efficiency and the most disruptive factors of PHE teaching. They are: 1) inconsistent practicing of different sports contrary to the student's assessment of the educational efficiency of the PHE teaching; 2) effectiveness of teaching; 3) the importance of active sports training; 4) football training contrary to the student's assessment of the educational efficiency of the PHE teaching; and 5) student safety. The analysis of variance showed that such assessments of students are not significantly influenced by the class they attend, success in physical and health education and education and general success in the previous semester, while the Mann-Whitney U test determined that such assessments of students are significantly influenced by actively playing a sport. Based on the results of the research, a proposal was made for an innovative approach to the implementation of physical and health education teaching in elementary schools, according to innovative teaching systems and innovative didactic-methodical teaching models. Teaching according to these models is planned, implemented, and evaluated in a multi-step and reverse design. In such a class, students are more involved in practicing, active learning, and participating in PHE classes. Based on the desired outcomes of the PHE classes, the goal is for as many students as possible, preferably all, to get involved in the work of sport clubs and in the future take up sports. In this way, the knowledge, skills, habits, and abilities the students develop in PHE classes and in sports clubs will be of fundamental importance for students outside the classroom and serve them in their daily activities in various situations in the family, school, local environment and wider social community. In order to achieve this, it is necessary to constantly strengthen the competences of teachers for planning, implementation, and evaluation of PHE teaching.

Background: Understanding personality variables and other important psychological traits in the university population appears topical particularly with respect to personality, motivation, health as well as overall academic achievement. A significant role is played by correlations of the monitored variables in relation to selected study specialization. Objective: The main objective of the present study is to extend the knowledge on selected personality traits and the level of achievement motivation in a specific group of university students with respect to the diversity of their study specialization. Methods: The study included a total of 522 students from PalackĂ˝ University. These were students from the Faculty of Physical Culture (n = 118), Faculty of Education (n = 218) and Faculty of Science (n = 186). In terms of age, the study focused on young adults aged 19 to 26. In the research, psychodiagnostic methods were used to perform diagnostics and to fulfil the overall research plan. All diagnostic methods used are fully standardized and contain domestic normative values. We monitored variables such as personality, achievement motivation and achievement anxiety. Statistical result processing was conducted using the Statgraphics programme v. 9.0. Result processing was made using parametric as well as non-parametric statistical methods (Shapiro-Wilk, Mann-Whitney, Kruskal-Wallis, Spearman's correlation). Results: University students specialized in physical culture showed the highest values of extraversion and psychoticism, and clearly the lowest values of neuroticism compared to the students of education and natural sciences. The highest values of openness were observed in the students specialized in sports. In terms of the overall achievement motivation related to study specialization, almost identical values were observed. However, the students of physical culture showed significantly lower values of achievement debilitating anxiety than the students of education and natural sciences (p ≤ .001). Conclusion: The present study deals with a psychological analysis of personality traits and achievement motivation in a sample of university students based on various study specializations. It appears that there are variances in personality traits among students of physical culture, education and natural sciences. On the contrary, in case of achievement motivation, the differences are negligible. The study falls within the category of differential diagnostics and the results can be applied in university psychological counselling.

This research aimed to investigate the perception of higher education students on the following dimensions: their satisfaction with the current organization of physical education classes, as well as experience/involvement in physical activities, practicing physical exercises, and organization of physical activities within physical education classes. A sample of 896 students (n = 896), including both males (n=551) and females (n=345), aged between 18 and over 30 years, from 2 different Romanian universities voluntarily participated in the study. In order to understand students' perceptions regarding physical activities conducted during the physical education classes, a questionnaire was developed. It included 12 multiple-choice questions covering both theoretical and practical aspects. Quantitative statistical analysis was used to interpret the collected data. The results obtained from the study can help update and streamline the current physical education program for students in higher education. The study's findings provide valuable insights into student preferences and motivations regarding physical education. By incorporating structured planning, diverse and engaging activities, groupbased interactions, and recreational elements, teachers can create physical education classes that are not only enjoyable but also promote physical, mental, and social wellbeing. These enhancements can lead to higher student satisfaction, increased participation, and the development of lifelong healthy habits, ultimately contributing to a more effective and impactful physical education program.

In the Slovakia are very many sports clubs that are civic associations. Within towns they are often as separate entity. Management of these sports clubs in the town is very specific. A town wants to have influence on these clubs, especially when the clubs are supported from municipal finance. In these paper we deal with possible management of clubs in the town within cooperation principle. We identified the main advantages, disadvantages, and points that are important for good established cluster of sports clubs in the town.
 
 Keywords: sport; club; cooperation; town; management
 
 

The advancement of European dress to the rest of the world was linked to the definition of civilization as “a stage of social development considered to be more advanced” and “polite and good-mannered”. The widespread of their fashion style in the 19th and 20th centuries influenced the way the rest of the world attire. The fashion trend and dressing style thus change the purpose of dressing through time. The dressing style in campuses especially in private institutions of higher learning is under particular scrutiny, as it is often said to be inappropriate for a learning environment. This study looked at the importance of moral education, and its role in implementing the dress code for students among university students especially between two types of university i.e. public university and private university. It looked on the dressing style of students, both male and female, and the factors that lead to their dressing pattern which is common among students. This study also advocated the students’ understanding of the content of dress codes in their learning institution and the role played by moral education in regard to dress code. The overall study highlighted students’ perception towards the implementation of the dress code and punishment in their learning institution. The methodologies used to carry out this study are questionnaires and interviews. This study will therefore ascertain the important of dress code among students at higher learning institution and the role of moral education in cultivating values in order to dress properly or decently.
 Key Words: moral education, dress code, higher learning institution, civilization.

The purpose of this study is to determine opinions of university students towards the student clubs in higher education. Also aimed to reveal why students join the student clubs and what is the contribution of student clubs to student in terms of ages, class (1th, 2th, 3th or 4th) and department of the university students and students’ suggestions on activities of student clubs. This research is a qualitative research revealed university students’ opinion about student clubs. For the purpose of the research an interwiev form was prepared by the researcher to determine students’ opinion about student clubs. Prepared form was applied to 30 students educated in the Kırklareli Universty in 2013-2014 academic year and interwieved with them related to topic. The data obtained after administration were analyzed by descriptive analysis method. According to the results university students join student clubs for work on their interest and becoming social or their friends want. Besides university students stated that student clubs allow them spend pleasant time, social media and self-development opportunities. Otherwise some students stated thet student clubs no contribution to them. University students' suggestions for student club activities can be listed as follows; student clubs should be more active, organize more much club trip and encouraging to students to participate funny activities and giving more funds to clubs.

The new goal and approach to physical education teaching in vocational colleges is to promote the development of students’ moral, intellectual, physical, artistic, and practical skills. To achieve this, physical education should be integrated with academics. Therefore, we analyzed the existing problems and their causes in our college’s physical education teaching and developed basic reform ideas that incorporated physical education into academic education, interspersed physical education with academic education, and co-constructed the physical and academic education based on actual teaching experiences. Besides, each school should be given adequate physical education resources, and the management methods and regulations for physical education courses should be optimized. The integrated physical education curriculum system and content should also be improved and various extracurricular activities should be carried out. In addition, a new course evaluation index should be established, which will be used to determine new teaching goals and methods.

Creation of the Czecho-Slovak Republic after the WWI, in 1918, was a milestone also in the development of physical education and sport in Slovakia. New Czecho-Slovak government tried, within the new constitutional conditions, to enforce the Czechoslovak character of the state and to withhold the Hungarian influence in individual towns. Following its multi-national, multi-cultural and multi-confessional history, Slovakia had to get over long-time Hungarian wrongdoing and Hungarization also in the area of sport. Before 1918, the Hungarian and partially also German sport clubs prevailed and any efforts to establish Slovak sport clubs were more platonic than realistic. However, the conditions and circumstances changed and were adapted to the new state layout after 1918.Because of the tense military-political situation at the Czech borders and in Slovakia during 1918–1920, arrival of the Czech and also German sport organizations was postponed until 1921. The Sokol (Falcon) organization started to organize its advertising tours in Slovakia in 1921. Sim-ilarly, the German organizations DTV came to Bratislava in 1921 and to Spis in 1922. In 1920, the Sokol organization had 93 units with 18 494 members, the RTJ organization had 31 units with 4139 members and the Orol(Eagle) organization had 149 units with 15 772 members. Nationally conscious members of Slovak intelligence were entering the Sokol organization independently of their party membership or political orientation. Bratislava was a typical example of such attitude. The long-time rival of the (originally Czech) Sokol organization was the Orol organization, which formally belonged to the Czecho-Slovak Orol but had also an autonomous management in Slovakia. Physical education in the Orol was only secondary, because the organization was mostly religiously focused. All relevant national physical education, sport, scout or touristic organizations gradually established themselves. Particularly the physical education organizations were ideologically closely connected with political parties. Football, volleyball, basketball, tennis, swimming, wrestling, box and table tennis became the most popular sports during 1918–1924. However, Slovakia lagged behind when talking about the material and technical equipment, swimming pools or gyms. Czech sport enthusiasts, who originally came during 1918–1920 to protect the new republic, often helped with the development and management of the sport clubs as well.

Developing academic literacies is becoming an important research topic in TESOL and has received increasing scholarly attention. One of the difficulties in developing university students' academic literacy in English language speaking is the lack of an authentic English language learning environment and the way to help students more effectively develop their language competence. To address this issue, this study seeks to explore the academic literacy development of 24 non-English major students in an 8-week-long integrated English class at a Chinese university from late 2022 to early 2023. Based on a production-oriented approach (POA) action research design, this study follows the typical framework of driving, enabling, and assessing phases to chain together the teaching and learning actions. Quantitative data from questionnaires were analyzed via SPSS software, whereas thematic analysis and content analysis were adopted in examining the qualitative data including classroom observations, teacher reflection journals, and semi-structured interviews. Based on our data analysis, this study finds that POA can have a positive effect on improving students' participation, performance, and task completion, which improves their academic literacies. Implications on how POA helps in facilitating EFL students' academic literacies development are discussed along with the acquisition model and future research directions like students' identity issues and teachers' perceptions of pedagogical approaches in teaching academic literacy within university settings.

The article examines the content of the unity of physical and military-patriotic education of primary and high school students. It is noted that the relevance of the study is due to the need of society for a decisive, self- sufficient, self-confident, responsible personality who is able to participate in public life and is ready to defend Ukraine with arms. It is noted that general secondary education institutions do not pay enough attention to the physical and military-patriotic education of primary and high school students under martial law. In many general secondary education institutions, military-patriotic and physical education is organized and conducted at a low scientific and methodological level. In the course of the study, we found out that, given the age characteristics of primary and high school students, teachers should develop their physical fitness and foster readiness to defend Ukraine as a value and motivational fitness for military and patriotic activities.We believe that teachers should adhere to the following tasks and recommendations during educational activities: to conduct lectures, trainings on physical and military-patriotic education aimed at forming the basic components of patriotism, physical and military-patriotic education in students; to involve students in intellectual competitions; to involve students in physical education and sports activities, sports competitions with military- patriotic themes; to involve students in creative games-quests aimed at physical and military-patriotic education. Based on the generalization of the achievements of scientists and practitioners on the problem of physical and military-patriotic education of students, we have identified criteria and indicators of physical and military-patriotic education of primary and high school students, which should be used to determine the levels and more.

The current emphasis on women's health and gender egalitarianism in Taiwan means that urban women are joining sport and health clubs in pursuit of self-development. The aim in this study was to develop and analyze the motivations, constraints, and methods of lifestyle adjustment in regard to urban women's use of sport and health clubs in Taiwan. Participants were 373 women from 5 cities in Taiwan and tests were conducted using structural equation modeling. The results indicated that the motivations, constraints, and lifestyle adjustments with regard to leisure sports positively affected women's participation in sports clubs. Specifically, although participation constrains acted as crucial antecedent variables influencing motivations to participate, they did not have any influence on lifestyle adjustments. Based on the results of this study, suggestions are made about management and policies of sport and health clubs.

Objective: The increasing prevalence of mental health issues among university students has prompted a growing recognition of physical education (PE) as a critical factor in promoting both physical and mental well-being. While existing research highlights the positive effects of physical activity on physical fitness and stress alleviation, there remains a lack of a systematic understanding of the underlying mechanisms through which physical education influences students’ mental health. This study aims to explore how physical education can enhance university students’ mental health through a multidimensional educational model, considering not only individual-level factors but also indirect influences such as curriculum design, teacher quality, and the campus sports environment. Methods: This study employs bibliometric analysis using tools such as CiteSpace and Bibliometrix to quantitatively examine recent research on the relationship between physical education and university students’ mental health. A detailed bibliometric approach is adopted to construct knowledge maps that identify key research themes, trends, and academic debates within this field. The analysis focuses on publications related to physical education’s role in mental health, emphasizing the mechanisms through which physical activity may impact students’ emotional regulation and stress levels. Results: The bibliometric analysis reveals several key research hotspots, including the role of physical education in reducing academic stress, improving emotional regulation, and enhancing overall mental well-being. The study highlights the significance of factors such as curriculum design, teacher engagement, and the campus sports environment in shaping the mental health outcomes of students. Emerging trends indicate a growing emphasis on the holistic integration of physical education within university life to promote mental wellness. Conclusion: This study provides valuable theoretical insights into the pathways and mechanisms through which physical education can enhance university students’ mental health. The findings offer guidance for policymakers and educators in designing more effective physical education programs that address both physical and mental health needs. Furthermore, the study identifies gaps in existing research and suggests directions for future investigation, contributing to the development of evidence-based strategies for promoting student well-being through physical education.

The purpose of university students' physical training (PT) is to make university students have a good exercise habit and improve their willpower while enhancing their immunity. However, because many university students are not active in physical exercise, who worry about sweating during exercise, with low requirements for physical exercise, the subjective motivation of university students in PT is poor. Music education (MUE) is a new educational model. Through the correct guidance of university students' psychology, the inner health of university students can be enhanced, so that university students can carry out PT with a positive attitude. MUE is applied to university students' PT to cultivate the subjective initiative of university students' PT by shaping the psychology of university students. This paper evaluates the influence of the psychological shaping of MUE on the subjective initiative of university students' PT through the analytic hierarchy process (AHP). The experimental results showed that the top three weights of the evaluation indicators were the effect of MUE, the effect of university students' music learning, and the psychological state of university students. Comparing and analyzing the three indicators of MUE and traditional education, the average values of the two education methods in the subjective initiative of university students' PT were 61.3% and 34.2%. Compared with traditional education, MUE can effectively improve the effect of PT. Therefore, MUE can improve the subjective initiative of university students' PT through the psychological guidance of university students, so that university students can exercise actively, improving the effect of PT.

The background of big data has developed deeply, the application of the field has been broadened, and the value of data has been vigorously manifested. In order to study the interaction between physical culture education and exercise in universities in this era, this paper uses Clementine 12.0 data mining software to build a data mining model of association rules of university physical culture education courses and mine the course feature vectors. Based on the mining results, we designed the second classroom physical culture education courses with different physical culture characteristics. Constructing a scoring method and rating scale for the effectiveness of physical exercise among college students, and the physical exercise index scores are obtained through fuzzy operations. Finally, the interaction between physical culture education and exercise in universities in this context is analyzed according to the relationship between physical culture education courses and physical exercise performance. After the physical culture education course began, the physical exercise intensity score of the experimental group of first-year college girls increased by 8%, the physical exercise time score increased by 10%, the physical exercise frequency score increased by 15.2%, and the total physical exercise score increased by 7% after the physical culture education course. This shows that university physical culture education is positively correlated with college students’ physical activity, and campus physical culture has a significant predictive effect on students’ subjective performance of physical activity behavior. Optimizing university physical culture education not only improves students’ physical quality and promotes the development of their physical and mental health but also provides a reference for strengthening students’ physical education.