OLIY TA’LIM MUASSASASI PROFESSOR-O‘QITUVCHILARINI OMMAVIY SPORTGA JALB ETISHNING KOMPLEKS TASHKILIY-PEDAGOGIK MODELI (ALFRAGANUS UNIVERSITETI MISOLIDA)
Affiliation
Alfraganus University, “Sport faoliyati” kafedrasi mudiri, p.f.b.f.d (PhD), dotsent
Abstract
The article addresses the sustainable engagement of university teaching staff in mass sport from the perspectives of workplace health promotion, maintenance of professional capacity, and development of an active-living culture across the university. The study aimed to design a comprehensive organizational and pedagogical model for Alfraganus University based on voluntariness, personal choice, accessible opportunities, and continuous monitoring. The methodology combined a targeted integrative literature review, comparative analytical synthesis, V.I. Stolyarov’s concept of mass physical-culture and sports work, the COM-B behaviour model, and self-determination theory. Because no human participants or personal data were involved, the results are presented not as empirical effectiveness estimates but as a theory-informed practical product for implementation and subsequent evaluation. The resulting “AFU Active Teacher” model comprises five interconnected components: diagnosis of needs and barriers; a menu of activities adapted to different levels of readiness; brief active breaks and scheduled sessions integrated into the working day; autonomous motivation and group support; and assessment of implementation processes and qualitative outcomes. The synthesis indicates that effectiveness should not be reduced to the number of registered participants. It should also include attendance regularity, satisfaction, reduced sitting time, perceived vitality, and intention to continue. Leadership role-modelling, interdepartmental micro-groups, inclusive formats, family sport days, and lowthreshold activities are treated as priority mechanisms. A staged pathway is proposed: baseline diagnosis, a four-week launch, an eight-week expansion, and semester-level institutionalization. The model aligns entry-level activities with the World Health Organization’s adult physical-activity recommendations without turning them into coercive requirements. The article concludes that staff engagement in mass sport should be organized as a continuous pedagogical and managerial process that connects university policy, working schedules, supportive social relations, and the personal meaning of physical activity rather than as a sequence of isolated competitions.Keywords
mass sport, university teacher, higher education, physical activity, intrinsic motivation, active workplace, organizational and pedagogical model
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