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 in the program of extracurricular classes in general physical training, education of physical culture and fundamentals of student health

Bibliographic Information

Title of the Publishing Source:

Ministry of Education and Science of Ukraine; Volodymyr Vynnychenko Central Ukrainian State Pedagogical University

Yeromenko, E., & Vekhtev, V. (2021). Combat Horting in Extracurricular General Physical Training and Student Health Education. Scientific Notes: Series: Pedagogical Sciences, 190, 66–75. https://doi.org/10.36550/2415-7988-2020-1-190-66-75

Author/Authors and Affiliations

Eduard Yeromenko

PhD in Pedagogical Sciences,

Professor at the Department of Special Disciplines and Organization of Professional Training, University of the State Fiscal Service of Ukraine;

Honored Worker of Physical Culture and Sports of Ukraine;

International Master of Sports of Ukraine

Honored Coach of Ukraine.
ORCID: https://orcid.org/0000-0002-8162-7539
E-mail: world.horting@gmail.com

Valeriy Vekhtev

President of the Kirovohrad Regional Federation of Combat Horting of Ukraine;

Master of Sports of Ukraine in Horting.
ORCID: https://orcid.org/0000-0003-3597-8829
E-mail: horting.bexteb@gmail.com

Abstract / Brief Description:

This article examines the content, organizational forms, and instructional methods of extracurricular combat horting classes in higher education institutions aimed at improving students’ general physical fitness, physical culture, and health fundamentals. The study identifies pedagogical guidelines for organizing combat horting programs and promoting a healthy lifestyle among student youth. A theoretical analysis was conducted of extracurricular training programs, student health promotion challenges, and the application of health-enhancing combat horting exercises. The findings demonstrate that combat horting can serve as an effective means of improving students’ physical condition, supporting health education, and fostering values of a healthy lifestyle through structured sports activities in higher education institutions.

Keywords:

combat horting, extracurricular classes, physical training, physical culture, health education, healthy lifestyle, students, pedagogical conditions.

Year of Publication:

2020

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

UDC: 37.015.31:614:796.817–057.87(043.3)
DOI: https://doi.org/10.36550/2415-7988-2020-1-190-66-75

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:

Editorial Board

Editor-in-Chief:
Volodymyr F. Cherkasov, Doctor of Pedagogical Sciences, Professor, Volodymyr Vynnychenko Central Ukrainian State Pedagogical University, Ukraine.

Deputy Editor-in-Chief:
Nataliia S. Savchenko, Doctor of Pedagogical Sciences, Professor, Volodymyr Vynnychenko Central Ukrainian State Pedagogical University, Ukraine.

Managing Secretary:
Svitlana V. Kulikova, PhD in Pedagogical Sciences, Senior Lecturer, Volodymyr Vynnychenko Central Ukrainian State Pedagogical University, Ukraine.

Editorial Board Members:

Yaroslav V. Haleta, Doctor of Pedagogical Sciences, Associate Professor, Volodymyr Vynnychenko Central Ukrainian State Pedagogical University, Ukraine.
N. Davydovych, Professor, University Center Samaria, Ariel, Israel.
Olena V. Yezhova, Doctor of Pedagogical Sciences, Professor, Volodymyr Vynnychenko Central Ukrainian State Pedagogical University, Ukraine.
E. Zhatan, Professor, University of Gdańsk, Poland.
Nataliia A. Kalinichenko, Doctor of Pedagogical Sciences, Professor, Volodymyr Vynnychenko Central Ukrainian State Pedagogical University, Ukraine.
Agnieszka Klim-Klimaszewska, Doctor of Pedagogical Sciences, Professor, Siedlce University of Natural Sciences and Humanities, Republic of Poland.
Iryna I. Kostikova, Doctor of Pedagogical Sciences, Professor, H. S. Skovoroda Kharkiv National Pedagogical University, Ukraine.
Volodymyr V. Radul, Doctor of Pedagogical Sciences, Professor, Volodymyr Vynnychenko Central Ukrainian State Pedagogical University, Ukraine.
Olena S. Radul, Doctor of Pedagogical Sciences, Professor, Volodymyr Vynnychenko Central Ukrainian State Pedagogical University, Ukraine.
Ostenda O., Professor, Silesian University of Technology, Katowice, Poland.
Anatolii M. Rastrigina, Doctor of Pedagogical Sciences, Professor, Volodymyr Vynnychenko Central Ukrainian State Pedagogical University, Ukraine.
Liudmyla T. Riabovol, Doctor of Pedagogical Sciences, Professor, Volodymyr Vynnychenko Central Ukrainian State Pedagogical University, Ukraine.
Liudmyla O. Savchenko, Doctor of Pedagogical Sciences, Professor, Kryvyi Rih State Pedagogical University, Ukraine.
Mykola I. Sadovyi, Doctor of Pedagogical Sciences, Professor, Volodymyr Vynnychenko Central Ukrainian State Pedagogical University, Ukraine.
Serhii I. Shandruk, Doctor of Pedagogical Sciences, Professor, Volodymyr Vynnychenko Central Ukrainian State Pedagogical University, Ukraine.

Statement and Justification of the Relevance of the Problem

Improving general physical fitness, fostering physical culture, developing health competencies, and forming healthy lifestyle values among university students through extracurricular activities represent an integral component of the development of every student-age combat horting athlete who seeks to maintain good health and achieve high athletic performance [1; 9–14]. This process has contributed, continues to contribute, and will continue to contribute to young people’s ability not only to achieve success in sports but also to study, work, create, transform, and improve the world around them; to recover and strengthen their bodies; to enhance their physical capabilities; and to develop moral qualities. Therefore, combat horting athletes require not only professional knowledge and preparedness but also high levels of physical capacity, concentration, goal orientation, effective use of internal resources, and strong, sustainable health.

Taking responsibility for one’s own health is a direct obligation of every individual and cannot be delegated to others. Health is a state of the organism in which the functions of all organs and systems remain in dynamic balance with the external environment. The foundation of health consists of processes that maintain and develop physiological, psychological, and social functions. A student’s schedule should not be endlessly overloaded, as the primary purpose of daily activity is to complete urgent and essential tasks within reasonable and efficient time limits. Students should retain several hours of free time that can be used according to their personal needs. For students, free time represents an opportunity for self-improvement, self-development, and reflection on their personal and professional paths. The manner in which university students use their free time reflects whether they are developing healthy lifestyle values [2; 3; 5].

Today, almost every young person living in a technologically advanced society faces numerous responsibilities and daily challenges. As a result of constant exposure to routine life demands and technical pressures, individuals often forget their primary goals and values, particularly the preservation of their own health. Many people become concerned about their health only when visiting a physician, at a stage when diseases have already progressed, become chronic, or are difficult to treat. Preventing such consequences is possible only through continuous self-development, conscious formation and understanding of healthy lifestyle values, maintenance of an active and balanced daily routine, adherence to hygiene principles, regular prevention of dental and oral diseases [4], and systematic monitoring of overall well-being.

In this context, combat horting training represents an effective means of improving physical condition, regulating physiological processes, and maintaining an optimal functional state of the human body. Therefore, the efforts of the National Federation of Combat Horting of Ukraine are aimed at preserving and strengthening the health of young people [7; 22]. However, the organization of sports, mass participation, and health-promoting activities by the Federation does not always provide consistent and long-term results, which necessitates continuous research into optimal approaches for expanding the potential of combat horting as a positive influence on the formation of healthy lifestyle values among university students [8].

It is not accidental that in recent years researchers have increasingly focused on personal physical culture and healthy lifestyle as independent social phenomena, characterizing them as specific personal qualities and states (I. D. Bekh, Z. M. Dikhtiarenko, O. M. Dokukina, T. Yu. Krutsevych, V. B. Necherda, M. V. Tymchyk, T. Ye. Fedorchenko). However, the phenomenon of student physical culture remains insufficiently studied, despite the fact that the relationship between physical and spiritual development has been a subject of philosophical and educational reflection since ancient civilizations and continues to be relevant today.

Physical health is a state of physical, psychological, and social well-being and represents an essential component of success for university students engaged in combat horting. It is an important indicator of human productive potential and a social resource possessing both material and spiritual value. However, students who actively train and pursue high athletic achievements, including participation and victory in world and European championships, often include intensive workloads in their training programs while paying insufficient attention to disease prevention, particularly when symptoms or pain are absent [21].

Unfortunately, many young people begin to consider their health only after it has already been compromised. When health problems occur, other achievements and goals may lose their significance. Therefore, every university student involved in combat horting should focus not only on competitive success and athletic achievements but also on preserving health, work capacity, and physical activity to ensure a fulfilling life for many years after completing their sports career. One of the most important approaches to maintaining health, physical activity, and optimal psychophysical condition among university students is the formation of healthy lifestyle values [20]. The Ukrainian national professional-applied sport of combat horting provides effective and practical methodologies for addressing this issue [6, p. 124].

Analysis of Recent Research and Publications

The analysis of approaches aimed at using combat horting as a positive factor for improving general physical fitness, fostering physical culture, and developing healthy lifestyle values among university students demonstrates that the formation of these values as personal characteristics most often occurs spontaneously rather than through purposeful educational influence.

According to the results of a baseline study conducted at the Department of Special Disciplines and Professional Training Organization of the University of the State Fiscal Service of Ukraine (USFSU), which has an official cooperation agreement with the National Federation of Combat Horting of Ukraine (NFCHU), purposeful work aimed at developing and implementing effective methods for using combat horting to improve students’ general physical fitness, physical culture, health competencies, and healthy lifestyle values through extracurricular activities remains insufficient.

The study revealed that only 20% of instructors consistently focus on the development of these professional and health-related values, 50% address this issue occasionally, and 30% do not consider it a significant educational priority.

The issues of developing students’ attitudes toward healthy lifestyles have been investigated in the works of O. O. Yezhova, O. I. Ostapenko, Zh. V. Petrochko, S. O. Sychev, T. V. Tarasova, K. I. Chorna, and others.

The valeological aspects of this problem and issues related to optimizing students’ physical activity have been examined in the studies of M. D. Zubalii, O. A. Ostrianska, S. I. Prysiazhniuk, A. V. Khatko, and others. The value-based aspects of healthy lifestyles among university students have been addressed by I. D. Bekh, K. O. Zhurba, V. I. Kyrychenko, A. M. Lytvynenko, V. M. Orzhekhovska, T. Ye. Fedorchenko, and others.

However, the study and implementation of effective approaches for using combat horting as a means of developing healthy lifestyle values among university students have not yet been the subject of a comprehensive independent investigation by researchers, educators, and coaches.

The purpose of the article

The purpose of this article is to reveal the potential of combat horting methodologies implemented in sports sections of higher education institutions for improving students’ general physical fitness, developing physical culture and health fundamentals, and forming healthy lifestyle values among students through extracurricular activities. The study also aims to improve the effectiveness of monitoring physical training loads during combat horting sessions and to identify and scientifically substantiate the means of the positive influence of combat horting on students’ health.

Presentation of the main research material

Health enables student youth to successfully complete educational tasks, solve essential life challenges, overcome difficulties, and, when necessary, withstand significant physical and psychological stress [19]. Good health can be consciously maintained and strengthened by an individual, providing opportunities for a long and active life. Scientific evidence indicates that most people who follow basic hygiene principles have the potential to live to 100 years of age and beyond. Unfortunately, many individuals neglect health-preserving principles and become victims of sedentary lifestyles (hypodynamia). Others violate nutritional principles and dietary routines, which may lead to obesity, premature aging, cardiovascular disorders, atherosclerosis, and other health complications. Likewise, many young people exposed to harmful habits such as smoking and alcohol consumption significantly reduce their life expectancy.

Ten basic principles for maintaining the health of university students engaged in combat horting:

Combat horting training, academic studies, professional activities, and rest should be properly alternated in order to prevent excessive physical and psychological overload of the body.
Students who live and train in urban environments should regularly engage in outdoor activities and recovery practices in natural environments, including trips outside the city, recreational areas, parks, and locations away from heavy traffic zones where air pollution levels are high.
Adequate physical preparation of a student engaged in combat horting requires sufficient and uninterrupted sleep, with approximately eight hours of sleep per night.
In accordance with their training schedule and overall lifestyle rhythm, students should plan their daily routines in advance and organize activities in a balanced and consistent manner.
Students should systematically apply body conditioning procedures for the prevention of respiratory and seasonal illnesses (including air exposure practices and contrast showers) and incorporate these methods into competition preparation programs.
The nutritional intake of students engaged in combat horting should correspond to their individual energy expenditure associated with training and daily activities.
Students should continuously monitor dental health and maintain proper oral hygiene.
Every student involved in combat horting should follow personal hygiene and sanitary standards.
Students should regularly allocate time for participation in other sports activities and general health-oriented physical exercise.
To achieve high athletic performance, students engaged in combat horting should consciously avoid all harmful habits.

Characteristics of Long-Term Student Training Within the System of Extracurricular Combat Horting Classes

The long-term training system for university students in combat horting consists of interconnected developmental stages, each of which creates the conditions necessary for progressive growth, athletic development, improvement of sport mastery, and achievement of high performance results. The first introduction to combat horting may also occur within higher education institutions.

The first stage

(the stage of preliminary preparation; university years 1–2; students aged 17–19 years)

The primary objectives of this stage include strengthening health, developing comprehensive motor abilities, particularly coordination skills, speed of movement execution, reaction speed, and general endurance. These objectives are achieved through the application of active and sports games, as well as non-specific physical exercises, including athletics, swimming, gymnastics, and acrobatic exercises.

The primary training methods at this stage are the continuous (uniform) method and the game-based method. This stage primarily serves to identify students’ abilities for combat horting participation, determine their potential for developing specific sport-related abilities, and establish prerequisites for successful specialization in this sport.

All training activities are focused on developing natural abilities, identifying athletic potential, providing orientation, and conducting appropriate selection procedures. Competitions at this stage are mainly organized to monitor the development of motor abilities and determine the level of physical performance capacity.

Competitions are conducted approximately every 1.5–2 months and have important educational and training value. They also serve as a motivational factor for students participating in combat horting.

The stage of combat horting athlete preparation within training groups

(university years 3–4)

This stage includes two phases of long-term athletic preparation:

The initial stage of sport specialization;
The stage of advanced combat horting training.

A distinctive characteristic of the initial sport specialization stage in combat horting athlete preparation is the formation of technical skills and adaptation of individual physiological systems and organs to sport-specific demands.

Therefore, one of the most important components of educational and training activities at this stage is general physical preparation (GPP), which ensures comprehensive physical development and contributes to reducing student fatigue.

The second stage

The second stage involves the preparation of athletes aged 20–23 years. During this period, students’ physical development approaches the level of adult athletes. Their adaptive capabilities expand not only in response to moderate- and high-intensity physical loads but also to submaximal workloads accompanied by significant oxygen debt.

This allows coaches to widely apply training methods and tools used in the preparation of highly qualified combat horting athletes and to conduct physical preparation primarily through specialized preparatory exercises and competitive-mode training formats.

Morphofunctional characteristics of the muscular system at this stage—including functional mobility and power capacity of muscles, as well as the structural characteristics of individual muscle fibers—approach adult athlete levels.

This allows broader implementation of both dynamic and static exercises within the training process, contributing to improved strength abilities and specialized endurance.

Athletes of this age group demonstrate a relatively high level of nervous system stability, functional capacity of cardiovascular and respiratory systems, and psychological resistance to fatigue sensations [15–18].

Therefore, one of the key directions of physical preparation at this stage should be the development of specialized endurance, which enables senior university-aged combat horting athletes to maintain explosive speed and acceleration intensity while performing combat techniques during bouts.

The main objectives of technical preparation at this stage include:

maximum adaptation of technical skills to individual athlete characteristics, particularly morphofunctional parameters and the level of development of physical qualities;
identification and improvement of the most effective technical actions;
expansion of variations in performing learned technical techniques;
improvement of the ability to smoothly transition between different technical actions;
increasing stability and reliability of technical performance under disruptive factors and active opponent resistance during combat bouts.

Organization of Students’ Educational and Training Activities During Extracurricular Combat Horting Classes at Higher Education Institutions

The main forms of educational and training activities within university combat horting sports sections include:

theoretical and practical training sessions;
participation in competitions and controlled combat bouts;
training camps;
activities in health and sports recreation camps;
medical and recovery procedures;
viewing and analysis of educational films and video materials featuring highly qualified athletes;
analysis of competition recordings involving leading Ukrainian and international combat horting athletes.

Duration of one extracurricular combat horting session:

preliminary preparation groups — no more than 2 academic hours;
training groups — 3 academic hours.

The number of weekly extracurricular combat horting training sessions is determined by the coaching council of the university sports section based on program requirements, competition preparation objectives, and other training-related goals.

Table 1

Training Methods for Student Athletes in Combat Horting

Training Method	Content
Continuous Method	Maintaining a constant exercise intensity over an extended period of time
Variable Method	Continuous variation of exercise intensity during performance
Repetition Method	Practicing a single technical element using different methodological approaches alternated with recovery periods
Interval Method	Alternation of high-intensity work with rest intervals; a system based on bout segments
Game Method	Increasing emotional engagement and high-intensity activity through games that develop agility and speed of thinking
Circuit Method	Sequential and relatively prolonged performance of a series of simple exercises with and without equipment in a circuit format
Competitive Method	Direct competition between athletes aimed at achieving high performance results

Table 2

Main Methodological Approaches for Learning Combat Horting Techniques

Methodological Approach	Practical Application
Group mastery of a technique (without a partner) according to the coach’s general commands while standing in a single line formation	Initial training of beginners. Practice of individual Combat Horting technical elements
Group mastery of a technique (with a partner) according to the coach’s general commands while standing in two-line formation	Second stage of beginner training. Practice of distance control, offensive and defensive actions
Independent mastery of a technique according to the coach’s assignment in pairs freely moving around the training hall (hort)	Foundation for technical-tactical proficiency (TTP)
Controlled bout with opponents’ actions limited by a specific task	Improvement of technical-tactical proficiency (TTP)
Individual mastery of techniques during work with the coach using focus pads, boxing gloves, training dummies, and other equipment	Practice of technical-tactical proficiency (TTP) and correction of technical errors
Free bout (a bout without restrictions on opponents’ actions)	Development of an individual style and personal manner of conducting a bout

Training and Instructional Tools for Students During Extracurricular Combat Horting Classes

The primary tools used for teaching and training Combat Horting athletes are physical exercises.

Table 3

Content of Physical Exercises in Combat Horting

Physical Exercises	Content
Special Combat Exercises	Improvement of technical-tactical proficiency (TTP) through pair exercises, controlled bouts, free bouts, and competitive bouts
Special Preparatory Exercises	Exercises characterized by similarities in the neuromuscular efforts developed during specialized striking, gripping, defensive, and other combat actions of athletes (including resistance exercises)
General Developmental Combat Exercises	Comprehensive effects on the athlete’s body that contribute to the development of a wide range of motor skills. Application of exercises from other types of physical and sport-specific preparation

Table 4

Annual Training Load Distribution

Training Content	1–2 Years of Training	3–4 Years of Training

Number of training hours per year	172	258
Number of training sessions per year	86	129
Number of training hours per week	4	6
Number of training sessions per week	2	3
Duration of one training session (hours)	2	2–3
Weekly cycle structure option	2–3	3–4

Note: The original table contained repeated values for parallel training groups (1–2 years and 3–4 years of training). The structure has been preserved while adapting the format to an English-language academic presentation.

Table 5

Educational and Thematic Training Plan

No.	Module (Topic)	TG–1 (1st Year of Training)	TG–2 (2nd Year of Training)	TG–3 (3rd Year of Training)	TG–4 (4th Year of Training)
I	Introductory Module (Theoretical Preparation)	6	7	8	9
II	Physical Preparation	100	90	132	100
III	Technical Preparation	30	34	50	60
IV	Tactical Preparation	24	26	50	68
V	Psychological Preparation	6	8	10	12
VI	Educational and Character Development Activities	6	7	8	9
	Total	172	172	258	258

CONTENT OF THE EXTRACURRICULAR COMBAT HORTING TRAINING PROGRAM

Table 6

Module 1. Theoretical Preparation

Course Content	TG–1 (1st Year of Training)	TG–2 (2nd Year of Training)	TG–3 (3rd Year of Training)	TG–4 (4th Year of Training)
Safety procedures, fire safety, and rules of conduct	1	1	1	1
Origins and history of Combat Horting development	1	1	1	1
Fundamentals of hygiene, sports regimen, and the importance of physical preparation	1	1	1	1
Combat Horting competition rules and terminology	1	1	1	2
Sports equipment, protective gear, and equipment maintenance rules	1	2	2	2
Fundamentals of first aid and sports injuries	1	1	2	2
Total	6	7	8	9

Table 7

Module 2. Physical Preparation

Training Content	TG–1 (1st Year of Training)	TG–2 (2nd Year of Training)	TG–3 (3rd Year of Training)	TG–4 (4th Year of Training)
General Physical Preparation
Strength Development Exercises
Bodyweight exercises	15	6	6	3
Partner resistance exercises	12	6	6	3
Resistance training exercises	–	–	6	3
Speed Development Exercises
Development of general speed	12	10	10	10
Development of special speed abilities	10	10	15	10
Endurance Development Exercises	12	10	12	8
Flexibility Development Exercises	15	10	12	8
Agility Development Exercises	10	10	12	8
Special Physical Preparation
Exercises using Combat Horting equipment (heavy bag, punching bag, wall pad, focus mitts, striking pads, training dummies)	5	20	33	35
Exercises using auxiliary equipment (jump rope, medicine ball, tennis ball, etc.)	9	18	20	12
Total	100	90	132	100

Table 8

Module 3. Technical Preparation

Combat Horting Technical Training Content	TG–1 (1st Year of Training)	TG–2 (2nd Year of Training)	TG–3 (3rd Year of Training)	TG–4 (4th Year of Training)
Stances	1	1	1	1
Movement techniques	1	1	1	1
Distance management in Combat Horting	1	1	1	1
Hand Strikes
Straight punch with the lead hand	1	1	1	1
Straight punch with the rear hand	1	1	1	1
Hook punch with the lead hand	1	1	1	1
Hook punch with the rear hand	1	1	1	1
Uppercut with the lead hand	1	1	1	1
Uppercut with the rear hand	1	1	1	1
Elbow strikes	1	1	1	1
Leg Strikes
Front kick with the lead leg	1	1	1	1
Front kick with the rear leg	1	1	1	1
Side kick with the lead leg	1	1	1	1
Side kick with the rear leg	1	1	1	1
Side kick	1	1	1	1
Downward kick	1	1	1	1
Back kick	1	1	1	1
Roundhouse kick with the lead leg	1	1	1	1
Roundhouse kick with the rear leg	1	1	1	1
Spinning heel kick	1	1	1	1
Knee strikes	1	1	1	1
Throws (according to the Combat Horting technical arsenal)
Sweeps	1	1	1	1
Trips (front, rear, and side variations)	1	1	1	1
Hooks and leg entanglements	1	1	1	1
Hip and back throws	1	1	1	1
Lifts and pickups	1	1	1	1
Reversals	1	1	1	1
Ground Fighting Techniques
Holds and positional control techniques	1	1	1	1
Arm joint locks	1	1	1	1
Leg joint locks	1	1	1	1
Choke techniques	1	1	2	2
Combination Actions
Defense against hand and leg strikes	1	1	1	1
Counter-techniques against throws	1	1	1	1
Striking–grappling combinations in standing and ground positions, offense and defense	1	1	1	1
Total	30	34	50	60

Table 9

Module 4. Tactical Preparation

Tactical Training Content	TG–1 (1st Year of Training)	TG–2 (2nd Year of Training)	TG–3 (3rd Year of Training)	TG–4 (4th Year of Training)
Forms of bout management (reconnaissance, offense, defense)	4	4	10	15
Long-distance combat	4	4	5	5
Medium-distance combat	4	4	5	5
Close-distance combat and clinch fighting	4	4	5	5
Movement tactics and standing combat	2	2	2	2
Feints, deceptive actions, and tactical maneuvers	4	3	3	9
Ground fighting tactics	2	3	8	18
Combat against a “tempo-based fighter”	–	–	2	4
Combat against a “power-based fighter”	–	–	2	4
Combat against a “technical/game-style fighter”	–	–	2	5
Combat against an “all-around fighter”	–	–	2	5
Combat against a southpaw opponent	–	2	4	6
Total	24	26	50	68

Table 10

Module 5. Psychological Preparation

Psychological Training Content TG–1 (1st Year of Training) TG–2 (2nd Year of Training) TG–3 (3rd Year of Training) TG–4 (4th Year of Training)

General psychological preparation 2 2 2 2

Development of essential personality traits and volitional qualities in athletes 2 2 2 2

Preparation of athletes for prolonged physical loads 1 2 2 2

Preparation of Combat Horting athletes for productive performance under extreme conditions of sports competitions

Autogenic training 1 2 2 2

Analysis of the opponent’s strengths and weaknesses – – 1 2

Development of psychological readiness for a bout – – 1 2

Total 6 8 10 12

Table 11

Module 6. Educational and Character Development Activities

Educational Activity Content TG–1 (1st Year of Training) TG–2 (2nd Year of Training) TG–3 (3rd Year of Training) TG–4 (4th Year of Training)

National symbols, the flag, and the National Anthem of Ukraine 1 1 1 1

History of the club and sports section. Students of educational institutions who died while performing military duties 1 1 1 1

Stories about the lives and achievements of outstanding Combat Horting athletes 1 1 1 1

Discussions on the topic of “Harmful habits” 1 1 1 1

Participation in activities promoting a healthy lifestyle 1 1 1 1

Participation in sports hall maintenance and territory improvement activities 1 1 1 1

Teamwork, formation of a representative team, traditions, and mentoring activities – 1 3 3

Participation in socially significant events – – 2 3

Individual educational work As needed As needed As needed As needed

Total 6 7 8 9

Concluding paragraph

The requirements of the extracurricular training program were developed based on the standard Combat Horting curriculum, specialized educational manuals prepared by recognized experts in the field of Combat Horting, as well as the authors’ extensive personal experience in coaching and higher education pedagogy.

The wide range of combat techniques performed at all distances using hands, legs, elbows, and knees provides Combat Horting with a high level of visual appeal combined with practical effectiveness. The absence of excessively complex technical elements creates opportunities for athletes of different age groups to participate, develop their abilities, and achieve personal athletic goals. The reliability of protective equipment and the universal nature of competition rules allow representatives of various martial arts disciplines to participate in Combat Horting tournaments.

Combat Horting is becoming increasingly widespread every year, particularly among university students in Ukraine, as an effective means of improving general physical preparation and providing comprehensive personal development.

Training in Combat Horting has a positive impact on the nervous system. Improvements in nervous system functioning are reflected in faster reaction and orientation abilities, increased speed of perception, improved attention shifting, emotional balance, and self-control.

Combat Horting requires athletes to demonstrate a high level of not only physical but also intellectual development. In a bout, the athlete who “thinks quickly” prevails — the athlete who is capable of creatively analyzing constantly changing situations on the hort, and who possesses a high level of technical and tactical preparation.

Currently, Ukraine is one of the leading countries in the development of Combat Horting. The Ukrainian national teams are multiple-time winners and medalists of World and European Championships. Emphasizing these achievements serves as a powerful stimulus for patriotic education and the formation of national identity among students. As a nationally developed professional-applied martial arts discipline, Combat Horting serves as a means of applied physical preparation for service in the Armed Forces of Ukraine, law enforcement agencies, and other state security structures.

The acquired skills enable young people to adapt quickly and successfully perform their military duties.

The main objectives of implementing this program are:

broad involvement of university students in Combat Horting training activities;

acquisition of knowledge, skills, and competencies according to the Combat Horting educational program;

achievement of sports ranks and qualifications;

preparation of university-age athletes for participation in sporting events and achievement of high athletic performance.

Key Findings / Conclusions:

Conclusions and Prospects for Further Research in This Area

The results of the conducted research provide grounds for concluding that Combat Horting contributes to improving the general physical preparation of university students, provides effective means of positively influencing the development of physical culture and health-related foundations, and promotes the formation of healthy lifestyle values among student youth. Furthermore, the athletic performance of students engaged in Combat Horting is positively influenced, which confirms the achievement of the research goal and the resolution of the main objectives of this scientific study.The main conclusions are as follows:1. The main risk factors associated with behavioral habits of university students participating in Combat Horting sports sections during extracurricular activities were identified, along with their potential negative consequences for health. These factors include:

Smoking, which may lead to reduced life expectancy, cardiovascular diseases, lung cancer, chronic lung diseases, chronic inflammation of the respiratory tract (from the nasal cavity to pulmonary alveoli), sclerotic damage to vascular walls, blood vessel narrowing (hypertension), impaired memory, dizziness, anemia, weakened immune system function, destruction of bone and cartilage tissue, suppression of vascular and respiratory centers, development of necrotic processes caused by thrombosis resulting from vascular inflammation, deterioration of the autonomic nervous system, impaired functioning of body organs and systems, negative effects on reproductive processes and maturation of germ cells, complications of fetal development, childbirth complications, and hereditary diseases.
Insufficient physical activity, which may result in sleep disorders, increased visceral fat accumulation around internal organs, development of osteoarthritis, cardiovascular diseases, muscle atrophy, increased cancer risk, osteoporosis, diabetes, impaired elimination of toxins through sweating, difficulty maintaining normal body weight, reduced resistance to infectious diseases, impaired brain function, and deterioration of overall physical condition.
High-calorie nutrition with reduced fiber content and increased salt intake, which may contribute to reduced life expectancy and active lifespan, impaired adaptation of the human body to environmental conditions, cardiovascular diseases, disruption of normal body growth processes, increased cancer risk, impaired nutritional metabolism, diabetes development, negative changes in eating behavior patterns, delayed recovery of physical working capacity, impaired reproductive function, reduced resistance to unfavorable environmental, occupational, and household factors, and decreased preventive capabilities of the organism.
Alcohol and drug dependence, which may cause cardiovascular diseases, nervous system disorders, impaired memory, sleep disturbances, decreased motor coordination, reduced cognitive abilities, gait disturbances, loss of appetite, weight loss, cancer development, liver damage, psychological disorders including depression, fear, anxiety, aggression, panic attacks, emotional numbness, destructive changes in the skeletal system, injuries, suicidal thoughts, weakened immunity, osteomyelitis, parenterally transmitted viral hepatitis, and respiratory system paralysis.

Additional health risks identified among student youth include tuberculosis, hepatitis, cancer, sexually transmitted infections, threats to sexual and reproductive health, infertility risks, difficulties in personality development, and the formation of harmful habits such as smoking, alcohol consumption, and drug use.

2. A classification system of physical exercises aimed at improving students’ general physical preparation, ensuring harmonious physical development, developing physical culture, and forming healthy lifestyle values among student youth was tested and adapted according to the age characteristics of Combat Horting practitioners.

The classification includes the following characteristics:

Exercise intensity level: low, moderate, and high;
Age category: university students aged 18–23 years;
Gender: male and female students;
Predominant development of volitional qualities: one or several personality traits developed through Combat Horting training, including goal orientation, initiative, independence, persistence, discipline, determination, self-control, organization, responsibility, courage, and bravery.

Further research will focus on the development and scientific substantiation of methods aimed at improving students’ general physical preparation, developing physical culture and health-related competencies, and forming healthy lifestyle behaviors among university students through Combat Horting extracurricular training.

The continuation of this research, including diagnostic, formative, and control experiments, will provide more detailed evidence regarding the effectiveness of Combat Horting training methods and will be presented in future research findings published in specialized scientific journals.

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Eduard Yeromenko - Professor of the Department of Special Disciplines and Organization of Professional Training; Valeriy Vekhtev. Combat Horting in Extracurricular Physical Education and Health Promotion Programs