Eduard Yeromenko - Professor of the Department of Law Enforcement Activities of the USFSU; Ivan Kuzora. Combat horting as a factor in the formation of military-patriotic abilities, physical culture and the basics of student youth health

Excerpt from the Research Program of Professor Eduard Yeromenko

Professor, Department of Special Disciplines and Organization of Professional Training,
Faculty of Training, Retraining and Advanced Qualification of Tax Police Officers,
University of the State Fiscal Service of Ukraine

Academic and Professional Qualifications: PhD in Pedagogical Sciences; Honored Worker of Physical Culture and Sports of Ukraine; International Class Master of Sports of Ukraine; Honored Coach of Ukraine; Founder of Horting; President, World Horting Federation.

Professional Fellowships and Memberships: Fellow, European Scientific Society of Ukraine (UESU) — since 2017; Fellow, International Union of Martial Arts (IUMA) — since 2013; Professional Member, American College of Sports Medicine (ACSM); Professional Member, National Strength and Conditioning Association (NSCA); Individual Member, International Association for Physical Education in Higher Education (AIESEP)

Title of the scientific article:

Combat horting as a factor in the formation of military-patriotic abilities, physical culture and the basics of student youth health

Bibliographic Information

Title of the Publishing Source:

Scientific journal National Pedagogical Dragomanov University

Yeromenko, E. A., & Kuzora, I. V. (2020). Combat Horting as a Factor in the Formation of Military-Patriotic Abilities, Physical Culture, and Health Fundamentals among School-Age Youth. Scientific Journal of the National Pedagogical Dragomanov University. Series 15: Scientific and Pedagogical Problems of Physical Culture (Physical Culture and Sports), 8(128), 61–69.
https://doi.org/10.31392/NPU-nc.series15.2020.8(128).14

Author/Authors and Affiliations

Eduard Yeromenko

Professor, Department of Special Disciplines and Organization of Professional Training, Faculty of Training, Retraining and Advanced Qualification of Tax Police Officers, University of the State Fiscal Service of Ukraine; PhD in Pedagogical Sciences; Honored Worker of Physical Culture and Sports of Ukraine; International Class Master of Sports of Ukraine; Honored Coach of Ukraine.

Ivan Kuzora

Senior Lecturer at Borys Grinchenko Kyiv University; Higher Category Specialist; Teacher of the subject “Defense of Ukraine” at Vasyl Symonenko Specialized School No. 252, Obolonskyi District, Kyiv; Head of the Sports and Educational Club (Methodologist); President of the Federation of Military-Patriotic Horting of Ukraine; Master of Sports of Ukraine in Horting.

Abstract / Brief Description:

Yeromenko Eduard, Kuzora Ivan. Combat Horting as a Factor in the Formation of Military-Patriotic Abilities, Physical Culture, and Health Fundamentals among Student Youth

The purpose of the study is to determine the main characteristics of Combat Horting as a factor in the formation of military-patriotic abilities, physical culture, and health fundamentals among student youth, as well as to provide scientific justification for the positive educational potential of Combat Horting in developing military-patriotic skills, healthy lifestyle values, comprehensive personal development, and improving health indicators through the methodology of this sport.

The effectiveness of psychological and pedagogical conditions, organizational forms, and methods of Combat Horting training was experimentally verified. The study includes a theoretical analysis of the formation of physical qualities and military-applied abilities, as well as the conditions for implementing health-improving, applied, general developmental, and special physical exercises of Combat Horting aimed at enhancing the functional efficiency of body systems.

The article presents theoretical concepts and methodological approaches to the classification of physical exercises and Combat Horting training methods for student-age athletes.

The effectiveness of the implemented pedagogical system aimed at forming military-patriotic abilities, physical culture, health fundamentals, value-based attitudes toward health, and prevention of harmful habits among student youth through Combat Horting was experimentally confirmed.

The results of the study demonstrate the effectiveness of Combat Horting as an educational and sports discipline in developing military-applied abilities, promoting healthy lifestyle values, and improving organizational forms of sports training within the educational process of educational institutions.

Keywords:

Combat Horting; military-patriotic abilities; patriotic qualities; psychological and pedagogical conditions; military-patriotic education; physical culture; health fundamentals; ability formation; student youth; children; school; educational institution; teaching methodology; training system; schoolchildren; students; education; pedagogical system; sport; healthy lifestyle values; physical exercise; human body; value-based attitude toward health.

Year of Publication:

2020

Bibliographic Identifiers; DOI (Digital Object Identifier); UDC (Universal Decimal Classification):

DOI: https://doi.org/10.31392/NPU-nc.series15.2020.8(128).14
UDC: 796.817:159.947-053.6

Educational Description of the Scientific Article

The following text provides an English-language description of the article's main concepts, methodology, findings, and practical applications for coaches, athletes, and physical education professionals. It is intended as an informative summary rather than a literal translation of the original publication:

Introduction

The Law of Ukraine “On Education” defines the purpose of education as the comprehensive development of an individual as a personality and the highest value of society, the development of talents, intellectual, creative, and physical abilities, the formation of values and competencies necessary for successful self-realization, and the education of responsible citizens capable of making conscious social choices and directing their activities for the benefit of other people and society. On this basis, education contributes to the enrichment of the intellectual, economic, creative, and cultural potential of the Ukrainian people and to improving the educational level of citizens in order to ensure the sustainable development of Ukraine and its European integration aspirations [1–8; 10; 17].

The formation of military-patriotic abilities, physical culture, and health foundations among student youth through combat horting is also aimed at developing readiness for military service as a special type of public service. Patriotic education and the development of military-patriotic abilities, physical culture, and health foundations through combat horting are characterized by a specific orientation, a deep understanding by each citizen of their role and place in serving the Motherland, a high level of personal responsibility for fulfilling the requirements related to protecting the interests of Ukraine, and a strong conviction regarding the necessity of developing the qualities and skills required to perform civic and military duties within the Armed Forces of Ukraine.

In the process of forming military-patriotic abilities, physical culture, and health foundations among student youth through combat horting, the following educational methods were applied: personal example, imitation, persuasion, explanation, storytelling, positive perspective formation, creation of situations of success, contrast tasks, and other pedagogical approaches [9].

Background and Initial Premises

Educational programs, methodological approaches, and technologies aimed at forming military-patriotic abilities, physical culture, and health foundations among student youth through combat horting include theoretical and practical training sessions in combat horting. The theoretical foundations of combat horting can be communicated to students during practical training activities.

Programs for the formation of military-patriotic abilities, physical culture, and health foundations through combat horting include both specialized training sessions and integrated classes. These integrated sessions combine the fundamentals of military-applied combat horting techniques and acrobatics, striking combinations and throwing techniques, as well as applied self-defense techniques in standing positions and ground combat techniques involving the continuation of offensive and defensive actions.

Military-sports games are also used for school students. Training sessions are recommended to follow a person-centered educational approach, taking into account gender characteristics, individual physical development, personal needs, and abilities of children and young people. When necessary, separate training programs for boys and girls may be organized [18].

The development of the problem of forming military-patriotic abilities, physical culture, and health foundations among student youth through combat horting has been significantly influenced by the scientific works of I. D. Bekh, Z. M. Dikhtiarenko, N. Yu. Dovhan, S. I. Zhevaha, M. D. Zubalii, V. V. Ivashkovskyi, O. I. Ostapenko, M. V. Tymchyk, and other researchers.

However, in the scientific and methodological literature, recommendations of specialists regarding the development of patriotic qualities, physical culture, and health foundations among young people (M. I. Brykhtsyn, P. A. Rudyk, V. I. Selivanov) are mainly related to general sports activities and, as a rule, do not sufficiently consider age-related characteristics. They also lack a comprehensive methodology for forming military-patriotic abilities, physical culture, and health foundations among student youth through combat horting within educational institutions [11–16].

Therefore, in physical education classes and physical training programs for middle and high school students, the teaching of motor skills and functional physical loads are not always sufficiently coordinated with educational and character-building objectives. This highlights the relevance of the selected research topic and demonstrates the necessity for specialized studies aimed at determining and scientifically substantiating the psychological and pedagogical conditions for forming military-patriotic abilities, physical culture, and health foundations among student youth during combat horting training [19].

Purpose of the Study

The purpose of the study was to determine and scientifically substantiate the pedagogical conditions that contribute to the formation of military-patriotic abilities, physical culture, and health foundations among student youth in the process of combat horting training.

Main Text and Research Results

The changes currently taking place in Ukraine have determined new priorities in improving the health and physical development of the nation. Therefore, the problem of forming military-patriotic abilities, physical culture, and health foundations among student youth through combat horting is becoming increasingly important.

Combat horting as a sport represents a dominant form of physical culture among athletes. The term is often used as a synonym for the concept of “physical culture.” Combat horting as a sport can be considered a system of physical culture achievements of athletes, since this concept reflects the pursuit of physical excellence based on established norms and rules, systematic training, and competitive activities.

In the theory and methodology of combat horting, the term “sport” is used in relation to various areas depending on the goals pursued by an athlete or an individual participating in sports activities. These areas include children’s and youth combat horting, mass participation sports (sports activities during leisure time and outside academic studies), as well as high-performance combat horting, including amateur and professional levels (juniors, youth, and adult combat horting athletes). The increasing level of competition in the international sports arena has made combat horting one of the active areas of human activity among members of federations and clubs in different countries around the world.

Combat horting, as well as the physical culture of athletes engaged in training, objectively represents a form of mass participation activity. It serves as an important factor in the development of an active life position among students.

A number of studies have demonstrated that school students involved in systematic combat horting training and showing a high level of engagement develop effective daily routines, increased self-confidence, positive social attitudes, and a higher level of vitality. They tend to be more communicative, demonstrate greater readiness for cooperation, appreciate social recognition, and show less fear of criticism. They are characterized by higher emotional stability, self-control, optimism, and energy. Among such students, there is a greater number of persistent and determined individuals capable of leadership and effective teamwork. This group of students is also characterized by a stronger sense of responsibility, conscientiousness, discipline, and organization. They successfully perform tasks requiring consistency and psychological endurance, establish social contacts more easily, demonstrate creativity, and more frequently develop leadership qualities and self-regulation skills [20].

These findings indicate the substantial positive influence of systematic combat horting training on the personality traits and behavioral characteristics of athletes.

For high-level athletes, specialized methods are used to improve combat horting techniques and tactics. The development of advanced physical qualities is based on a continuous aspiration to overcome individual limits and achieve higher levels of performance. Highly qualified athletes are often capable of demonstrating abilities that exceed ordinary expectations. However, acquiring such advanced skills requires consistent and regular adherence to scientifically grounded principles of physical education and athletic training.

The key period for developing these qualities is the progressive stage of human development (17–25 years), during which essential educational and training experiences are consolidated for further application in professional activity and for achieving peak sports and physical preparedness.

Thus, the martial art of combat horting has become, for many people, a universal means of achieving various goals:

For Ukrainian scholars, philosophers, educators, psychologists, religious figures, and representatives of Slavic spiritual traditions, combat horting represents a method of harmonizing consciousness and the body, promoting personal development, longevity, and the pursuit of higher levels of self-awareness and perfection.
For military leaders and warriors, it represents a method of improving technical mastery and physical preparedness aimed at achieving superiority in combat situations.
For practitioners of traditional schools, it provides an opportunity for internal and spiritual self-improvement and connection with cultural and ancestral traditions, thereby contributing to personal transformation and development. For specialists who consider combat horting not only as a sport but also as a martial art, spiritual development may represent an important value that complements material well-being and provides psychological resilience in challenging external conditions.

In all three groups, improvement of martial art techniques occurs through both parallel and interdisciplinary approaches.

Combat horting as a martial art is a complex and multifaceted phenomenon. It demonstrates the vitality of its traditions and their adaptability to various socio-historical and cultural environments while maintaining relevance and attractiveness within modern society. When introduced internationally, combat horting develops several key directions, including the preservation of Ukrainian martial arts identity, health-oriented physical exercises, applied martial arts training, and hand-to-hand combat skills. Some elements related specifically to national defense traditions may be adapted differently depending on the cultural and legal context of each country.

Considering this profound cultural foundation underlying the sustainability of combat horting as a martial art, it is possible to identify the most distinctive features of this tradition. As a form of military profession and a system of hand-to-hand combat training, combat horting as a martial art is not an entirely unique phenomenon. Numerous historical analogues can be found among different peoples, including ancient Egyptians, Scythians, Slavs, Scandinavians, and others. However, the fact that combat horting has developed from a set of combat techniques into a comprehensive martial path has played a decisive role in the evolution of this martial art and has determined its broader cultural significance.

The key culture-forming role in this process belongs specifically to the educational potential of combat horting. Its influence has proven to be comprehensive and has manifested itself not only in worldview formation but also in methods of psychological preparation, as well as in specific approaches to teaching combat techniques and tactics based on effective combat horting methods.

The combat horting martial arts school has historically developed as a form of organized community led by master instructors. It includes a specific hierarchy determined by the level of technical mastery and personal maturity of its members: masters, senior students, and junior students. The origins of this hierarchy are rooted in traditional family and community structures that historically formed the basis of professional martial and sports organizations. The personalized nature of instruction in combat horting, its internal cohesion, and its organizational autonomy require the development of a comprehensive system for personal and professional selection of students, monitoring of the educational process, assessment of learning outcomes, and implementation of various forms of military-patriotic education [21].

Currently, a wide range of military-patriotic educational activities is used, including combat horting clubs, training groups, sports sections, patriotic months and thematic days, memorial events, research and search activities, meetings with veterans, reserve military personnel and active-duty servicemen, “Courage Lessons,” festivals, celebrations, competitions, quizzes, gatherings, games, training camps, and other activities. Given the diversity of these forms, there is a need to classify them into specific groups and rank each group and individual activity according to their level of effectiveness in achieving the goals of military-patriotic education among students of educational institutions.

For this purpose, an experimental evaluation of various forms of military-patriotic educational activities was conducted among teachers and students of Specialized School No. 252 named after Vasyl Symonenko in the Obolon district of Kyiv (the working group was supervised by I. V. Kuzora, a teacher of the subject “Defense of Ukraine”).

Analysis of the obtained results indicates the following. According to teachers, the most significant forms of military-patriotic education are educational-cognitive and activity-based forms, whereas students considered creative-game and activity-based forms to be the most important. Among research-oriented forms of military-patriotic activities, teachers prioritized the restoration of the memory of forgotten names of Ukrainian defenders and the search for information about missing soldiers and officers. Students, however, gave priority to research activities conducted at former battlefield locations.

Among educational-cognitive forms, teachers identified meetings with war and labor veterans, as well as excursions, hiking trips, and expeditions to places of Ukraine’s military glory, as the most significant activities. These forms were also highly valued by the majority of students.

Among creative-game forms of military-patriotic education, teachers ranked thematic meetings, scientific-practical conferences, and quizzes dedicated to the military history of the native region and the homeland as the most important activities. Students, in contrast, considered military-historical and military-sports games to be the most significant forms of such educational work.

The most important among the activity-based forms of military-patriotic education, according to both teachers and students, are training sessions on the fundamentals of military service. Among the ceremonial forms of military-patriotic education, teachers identified such activities as the “Day of Remembrance for the Fallen,” “Week of Military Glory,” “Month of Defense and Mass Military-Patriotic Activities,” “Memorial Watch,” and others as having priority importance. Students, in contrast, considered the celebration of the Days of Military Glory of Ukraine to be the most significant form.

In general, it should be noted that the obtained results regarding the evaluation of the significance of various forms of military-patriotic education represent average values and may vary depending on the region, educational conditions, level of material and technical resources of educational institutions, teaching staff, student population characteristics, and other factors.

An important aspect influencing the process of patriotic education of students is the determination and scientific justification of indicators for evaluating the effectiveness of patriotic activities.

An effectiveness indicator is understood as a quantitative characteristic that allows assessment of the degree to which the established goal has been achieved.

The increased attention to developing students’ readiness for military service, defense of the homeland, and protection of territorial integrity under modern conditions is determined by objective factors that establish higher requirements for the content and objectives of physical education and military-patriotic education.

A survey of school students was conducted to identify the formative factors influencing their overall readiness for service in the Armed Forces. The survey design included parameters that allowed a positive assessment from at least half of the respondents. Comparative evaluation of the significance of formative factors was carried out using conditional indices, which represented the sum of the percentages indicated in respondents’ answers.

According to this approach, an individual component could not exceed 100%, the maximum index could not exceed 200, and the minimum index was within the range of 100 (50% + 50%). Based on this principle, a consolidated table was developed presenting the formative factors and their quantitative indicators.

The first row of the table presents the average statistical readiness index for service in the Armed Forces. To determine the relative importance of each formative factor, the final column of the table provides the relative weight of each factor, calculated as the ratio of the index of a specific factor to the average statistical index, which was assigned a value of 1.

For example, if the index of Factor 11, “Developed honesty,” equals 135, then the ratio of 135 to 147 results in a relative weight of 0.92.

In Table 1, all values below 50 are placed in parentheses, indicating the conditional nature of attributing these factors to the formative factors of students’ overall readiness for military service.

The survey involved 966 students from grades 10–11 of general secondary education institutions in Kyiv, Sumy, Brovary, and other regions of Ukraine in order to determine average indicators. Based on the obtained data, factors that positively influence the formation of young men’s readiness for service in the Armed Forces of Ukraine were identified (Table 1).

The table demonstrates that the formation of students’ readiness for military service within the framework of military-patriotic education is influenced not only by lessons in the subject “Defense of Ukraine”, but also by properly organized extracurricular and out-of-school activities, communication with older peers, classmates, relatives, military personnel, and the positive influence of mass media.

Table 1
Qualitative Indicators of Positive Factors Influencing the Formation of Senior Students’ Readiness for Service in the Armed Forces of Ukraine

No.	Formative factor	Grade 10 students (%)	Grade 11 students (%)	Index	Relative weight
1	Average statistical readiness for military service	66	81	147	1.00
2	Sufficient physical development and health status providing a sense of physical capability and positive emotional state	84	92	176	1.20
3	Sense of collectivism combined with expectations of personally significant socially important activity under extreme conditions	79	89	168	1.14
4	Positive influence of the family as an external personally significant factor contributing to the feeling of being a defender of Ukraine and strengthening a positive attitude toward defending against the enemy	73	89	162	1.10
5	Desire to participate in socially beneficial activities (social-personal orientation)	74	86	160	1.09
6	Desire for self-affirmation, including leadership aspirations – manifestation of emotional-volitional personality traits	79	81	160	1.09
7	Positive influence of military-patriotic education (acquisition of knowledge and skills) – development of confidence in the military-professional sphere	71	86	157	1.07
8	Concern about the potential possibility of external aggression (motivation to acquire military knowledge and skills)	71	84	155	1.05
9	Early continuation of preparation for military service – acquisition of qualities, traits, habits, and knowledge necessary for military activities, reducing adaptation difficulties during service	64	83	147	1.00
10	Correspondence of military service with personal life plans (actively positive attitude toward service based on preparedness)	51	89	140	0.95
11	Expectations of physical excellence during military service (personal interest and military-professional orientation)	75	63	138	0.94
12	Developed honesty (positive personal qualities)	66	69	135	0.92
13	Developed diligence and industriousness	58	77	135	0.92
14	Demonstrated positive attitude (interest) toward future service, transforming into a desire to be called up for military service	48	77	125	0.85
15	Positive influence of friends who are currently serving or have completed military service (external influence strengthening positive emotional attitudes and elements of military-professional knowledge)	46	77	123	0.84
16	Meetings with veterans (intergenerational connection, strengthening patriotic feelings, and searching for role models)	68	49	117	0.80
17	Desire to have personal answers to all questions (search for forms of self-expression and self-affirmation)	63	53	116	0.79
18	Developed sense of collectivism (one of the key conditions for adaptation in military groups)	53	59	112	0.76
19	Respectful attitude toward women (readiness to protect the foundations of family and home)	63	47	110	0.75
20	Developed courage (an element of military-psychological qualities)	50	56	106	0.72
21	Participation in physical education and sports activities (development of natural abilities and psychomotor skills) in sports sections	50	50	100	0.68
22	Expectation of acquiring good knowledge of military equipment (military-professional orientation and personal interest)	44	55	99	0.67
23	Positive influence of teachers, instructors, and coaches	47	50	97	0.66

However, senior students, as subjects of the educational process, are simultaneously influenced not only by positive but also by negative factors that hinder the successful formation of their readiness for Defense and service in the Armed Forces [22].

The primary negative factors include insufficient attention from teaching staff to individual moral and psychological preparation, as well as the tendency to organize large-scale patriotic events without an established system for monitoring students’ participation and evaluating their effectiveness.

Secondly, there is insufficient involvement of young people in comprehensive forms of preparation that influence their readiness for military service, including participation in sections of the national martial art and sport of horting, competitions of various levels, quizzes, thematic evenings, and other activities that contribute to physical development, personal improvement, and the formation of military-applied skills.

During the formative stage of the pedagogical experiment, we attempted to eliminate as much as possible the causes contributing to the influence of negative factors. The main objective was to ensure a holistic, organized, gradual, continuous, and active influence of the entire educational process on students’ consciousness, emotions, and behavior in order to develop patriotic awareness, attitudes, beliefs, appropriate behavioral patterns, motivation, and readiness to defend the Motherland.

The scientific novelty of the obtained results lies in the fact that, for the first time, the pedagogical conditions for the military-patriotic education of school students through the means of combat horting were scientifically substantiated. These conditions are aimed at developing students’ interest in service in the Armed Forces and encouraging regular combat horting training in general secondary education institutions. They include:

formation of a system of students’ knowledge about the positive impact of combat horting training on human health, the influence of physical exercises on body development, and the development of skills for independent physical exercise based on interdisciplinary connections between physical education and biology lessons;
implementation of emotional and value-based influence on students aimed at developing interest in combat horting through the extensive use of game-based and non-traditional methods of military-patriotic and physical education;
influence on students’ consciousness aimed at forming personal values during systematic combat horting training and developing motivation for physical self-improvement through the application of methods and techniques of stimulation and motivation.

The essence of the concepts of “patriotic education of school students through the means of horting” and “interest in horting training” has been clarified. The latter is considered a complex personal formation that motivates senior school students to acquire knowledge, skills, and abilities in combat horting, master self-defense techniques, and perform physical exercises aimed at achieving physical perfection, improving posture, and strengthening health through awareness of the importance of combat horting training. This process satisfies students’ needs for cognitive, motor, and competitive activity and is accompanied by positive emotional experiences.

The content of the criteria and indicators, as well as the levels (high, medium, low) of patriotic education of school students through combat horting in general secondary education institutions, has been specified. The following components were identified:

Cognitive component – the level of knowledge forming a system of views on methods of physical improvement, cognitive interest, and cognitive activity;
Emotional-value component – attitudes toward combat horting training, satisfaction obtained from military-patriotic and educational-physical activities, and the dominance of motives for physical self-improvement;
Activity-based component – psychomotor abilities, motor skills, physical fitness, and stable participation in military-patriotic and educational-physical activities aimed at physical improvement through combat horting.

Further development was achieved in the scientific provisions concerning the integral unity of the components of patriotic education of school students through horting, their interest in combat horting training and physical culture, as well as the formation of a healthy lifestyle within the conditions of general secondary education.

Key Findings / Conclusions:

The results of the study demonstrate that the practical significance of the obtained findings lies in the implementation of a methodology for fostering schoolchildren’s interest in physical education within general secondary education institutions. This methodology includes various forms and methods of educational activities, as well as methodological recommendations aimed at increasing students’ motivation and sustained interest in physical education.

The obtained results may be useful for class teachers, physical education teachers, teachers of the subject Defense, and coaches of combat horting sports clubs and sections. They can also be applied by students of higher education institutions and faculty members specializing in physical education and sports when teaching courses on the theory and methodology of horting, physical education, and specialized teacher training programs within the system of postgraduate pedagogical education.

The research materials may be used in professional development courses for physical education teachers and sports section instructors within the postgraduate education system, as well as in the development of educational programs, methodological manuals, and practical recommendations.

Prospects for Further Research.
Further research will focus on a more detailed study of the key characteristics of combat horting as a factor in the formation of patriotic competencies, physical culture, and health foundations among schoolchildren during the process of pedagogical interventions, including both the ascertaining and formative stages of the experiment. The results of these studies will allow for further clarification and scientific substantiation of the role of horting in the physical and patriotic education of students.

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