Article
The educational impact of spiritual and moral values is often declarative in nature – the values are communicated, but they are poorly implemented in practice. The connection between the cultural code in the field of physical culture and sports and spiritual and moral values is realized through traditional forms of physical activity, where the norms of behavior are set by the activity, are fixed in role interactions, and are understood by students as personally significant bases for their actions.
The purpose of develop a model describing the cause-and-effect relationship between the normative framework of traditional forms of physical activity, observed communicative and behavioral strategies of students, axiological meaning, and the reflective consolidation of educational outcomes.
Methods and Organization of the Study. The theoretical and applied nature of the research determined the choice of methods: analysis of pedagogical approaches to spiritual and moral education and values-based education; modeling of the educational environment of ethnosport interaction; design of typical "value-testing" situations and their pedagogical support pathways; structuring of observation, pedagogical recording, and reflection tools.
Results and Discussion. A four-level theoretical and applied model for the sustainability of spiritual and moral educational effects in ethnosport is proposed: normative-cultural level – communicative-behavioral – axiological – reflective-value. The mechanism of sustainability is ensured by a translation cycle: from norm to action, from action to meaning, from meaning to a reflectively consolidated attitude. The practical significance of the model lies in the ability to construct repeatable educational situations where values become observable and discussable, and then consolidated through reflection. Research prospects are linked to expanding the types of ethnosport practices, refining observation criteria for different age groups, and subsequent empirical validation of the results.
Conclusion. The model establishes a cyclical process: the normative level creates the framework; the communicative-behavioral level ensures the experience of values in episodes; the axiological level explains the meaning of rules; and the reflective-value level consolidates the foundation.
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