INTEGRATING SAFETY, COMMUNICATION, AND SELF-REGULATION COMPETENCIES INTO ACROBATIC INSTRUCTION FOR 5–6-YEAR-OLD GYMNASTS

Abstract

This conference thesis proposes a model for integrating safety, communication, and self-regulation competencies with motor-technical instruction in acrobatic exercises for 5–6-year-old gymnasts. The model is derived from the competency-based programme implemented at the Nafis Sports School in Bukhara and combines progressive instruction, lead-up exercises, play and circuit methods, safe landing, protective rolling, verbal cueing, and child self-monitoring. In the experimental group, dynamic strength increased by 33.8%, speed-strength by 32.8%, and static strength by 31.4%. These descriptive findings indicate that safety and communication tasks need not compete with physical development; instead, they can help children understand, control, and reproduce movement more consciously. As the source study did not report injury-incidence data, the thesis argues for the programme’s pedagogical capacity to teach safe behaviour rather than claiming a demonstrated reduction in injuries.