105105
© Віталій Коробейнік
УДК: 37.014.3:79
DOI https://doi.org/10.34142/27091805.2024.5.02.12
© Vitalii Korobeinik
Ph.D. in Pedagogical Sciences, Associate
Professor, Dean of the Faculty of Physical
Education and Sports H.S. Skovoroda Kharkiv
National Pedagogical University,
Kharkiv, Ukraine
email: vitalii.korobeinik@hnpu.edu.ua
https://orcid.org/0000-0001-6030-1305
Based on the analysis of foreign literary sources, the article examines the theoretical and methodological
principles of individualizing curricula for students in creative specialties (using physical education and sports as
an example). The primary focus is on improving students’ learning outcomes and to develop their skills through
the individualization of the learning process. The study emphasizes the effectiveness of using mixed methods,
combining the qualitative and quantitative effects of learning methodologies with student success indicators.
The main results indicate that personalized learning strategies signicantly improve students’ engagement,
motivation, and subsequent sports results, highlighting the strong correlation between individualized
educational approaches and improved skill acquisition. This makes a signicant contribution to the eld of
preserving students’ health, emphasizing the importance of personalized learning methods in the development
of not only physical tness, but also psychological well-being of future specialists in this eld. The study suggests
that the introduction of personalized learning approaches can lead to signicant changes in physical education
and sport programs, increase student readiness, and ultimately improve health outcomes across the population,
as qualied educators can more effectively promote healthy lifestyles. This study is an important resource for
educators seeking to optimize curricula to meet the diverse needs of students in physical education and sport.
It is interesting to study the long-term effects of individualization on student academic and sport outcomes
throughout the study period, which enriches the body of knowledge about the effectiveness of personalized
learning methods in physical education and sport. Collaboration with professional practitioners in this eld
will increase the relevance and practical application of the results, ensuring that new pedagogical strategies are
relevant to the diverse needs of students.
Keywords: individualization, methodology, student, motivation, training, curricula.
THEORETICAL AND METHODOLOGICAL
FOUNDATIONS OF INDIVIDUALIZED
EDUCATION FOR STUDENTS IN CREATIVE
SPECIALTIES (based on the example of physical
culture and sport)
Professional Art Education Volume 5 (2) 2024
Scientic Journal
Problem statement and its connection with
important scientic or practical tasks. In the
landscape of contemporary education, particularly
within the domains of physical education and
sports, there is an increasing recognition that one-
size-ts-all approaches to training are no longer
effective in meeting the diverse needs of students.
As future specialists in physical education
and sports navigate their learning, the critical
understanding of varied learning styles, physical
capabilities, and personal aspirations becomes
paramount. Consequently, the formulation of
individualized training programs has emerged as
a pivotal focus for educators and practitioners,
aiming to enhance the effectiveness of instruction
and foster better outcomes for students in
these elds (Yu L et al.), (S Musante, p. 274-274).
Ultimately, this work addresses the pressing need
to explore the theoretical and methodological
foundations of individualized learning, which has
been underrepresented in previous scholarship,
constituting a signicant research challenge.
Within this context, the primary objectives of this
research involve investigating existing frameworks
of individualization, identifying effective strategies
for their implementation, and evaluating the impact
of personalized approaches on student engagement
and skill development (Koohang A et al., p. 735-
765), (Nguyen A et al., p. 4221-4241). Furthermore,
106 © Vitalii Korobeinik
Volume 5 (2) 2024
Professional Art Education
the signicance of this section lies in its potential
to contribute academically to the existing body
of literature on educational methodologies while
providing practical implications for educators who
are tasked with preparing students for dynamic
careers in physical education and sports.
Through a focus on personalized strategies,
this research seeks to inuence policy and practice
sustainably, ultimately enhancing student learning
trajectories and professional preparedness in a
rapidly evolving educational landscape (Park S et
al., p. 4209-4251), (Xie B et al.). Addressing these
objectives not only underscores the necessity
for individualized approaches but also lays the
groundwork for future exploration and innovation
within the pedagogical frameworks that govern
physical education (Zhai X et al.), (Mart Aín-
Rodríguez et al., p. 37-37), (Jeong YH et al., p. 474-
499). By analyzing and synthesizing these varied
components within the overarching theme of
individualization, this article aims to inform
both practitioners and scholars, thereby making
meaningful contributions to the eld (Orr C et al.,
p. 229-244), (Brian J Krabak et al., p. 53-59).
As contemporary educators grapple with the
complexities posed by diverse student populations,
the ndings from this inquiry will offer essential
insights and actionable strategies that foster
inclusive and effective learning environments
(Mēgan Patton-López et al., p. 1636-1636), (Tiffany
H Kung et al., p. 0000198-0000198), (Chen L et al.,
p. 75264-75278). In summary, this introductory
framework establishes the foundational rationale
guiding the exploration of individualized training,
connecting theoretical insights with practical
applications that are crucial for the development
of future professionals in physical education and
sports (Melinda M Manore et al., p. 1113-1119),
(Steven R Flanagan et al., p. 355-359), (Park Y, p.
78-78), (Care C & Connections EER), (Mason et al.),
(Benford et al.).
Purpose: based on the analysis of foreign
literary sources, determine the theoretical
and methodological principles of effective
individualization of training for students of
creative specialties (using the example of physical
education and sports).
Analysis of basic research and publications.
As future specialists in these elds, students are
not only required to acquire core competencies
but also to develop individual skills pertinent
to their unique potentials and interests. This
transformation highlights the necessity for tailored
pedagogical approaches that effectively advocate
for the individualization of training methods.
Existing literature underscores the signicance
of such individualization in enhancing student
engagement and performance, suggesting that
a one-size-ts-all methodology may no longer
suce in addressing the diverse needs of students
preparing for careers in physical education and
sports (Yu L et al.)(S Musante, p. 274-274).
Central to discussions on the individualization
of training is the theoretical framework that
supports personalized pedagogies. Scholars
argue that integrating constructivist theories
into curriculum design can lead to more effective
learning experiences by accommodating the
varying cognitive and physical abilities of students
(Koohang A et al., p. 735-765)(Nguyen A et al., p.
4221-4241). Furthermore, research emphasizes the
psychological aspects of individualized training,
where understanding a student’s motivation and
self-ecacy is critical in promoting successful
outcomes (Park S et al., p. 4209-4251)(Xie B et al.).
Notably, empirical studies have demonstrated
that individualized training regimes can lead to
higher levels of satisfaction and motivation among
physical education students, in turn fostering a
more profound interest in lifelong physical activity
(Zhai X et al.)(Mart Aín-Rodríguez et al., p. 37-37).
Despite the growing body of evidence
supporting individualized training, gaps
remain in the literature regarding its practical
implementation in educational settings. For
instance, while theoretical models have been well-
established, there is a lack of consensus on the
best practices for applying these models within
the constraints of traditional educational systems
(Jeong YH et al., p. 474-499)(Orr C et al., p. 229-
244). Additionally, few studies have examined the
long-term impacts of individualized training on
professional outcomes for graduates in physical
education and sports, suggesting a potential area
for further exploration (Brian J Krabak et al., p.
53-59) (Mēgan Patton-López et al., p. 1636-1636).
Challenges such as resource allocation, instructor
training, and curriculum development need to
be addressed to facilitate a comprehensive shift
towards individualized training paradigms (Tiffany
107
© Віталій Коробейнік
Professional Art Education Volume 5 (2) 2024
Scientic Journal
H Kung et al., p. 0000198-0000198) (Chen L et al., p.
75264-75278). Moreover, existing research tends
to focus primarily on specic teaching strategies
without adequately exploring how technology and
data analytics can support personalized training
experiences (Melinda M Manore et al., p. 1113-
1119) (Steven R Flanagan et al., p. 355-359).
As we enter an era characterized by digital
innovation, the potential for using technology
to enhance individual training approaches
must be critically examined (Park Y, p. 78-78)
(Care C & Connections EER). This literature
review aims to systematically synthesize the
theoretical and methodological foundations of the
individualization of training in physical education,
while also identifying notable gaps and calling
attention to emerging trends that could shape future
research and practice (Mason et al.)(Benford et al.).
By outlining the signicance of individualization
in training and charting the current state of
research, this review will set the stage for a deeper
understanding of how educational methodologies
can evolve to better support the next generation of
specialists in the elds of physical education and
sport. The evolution of individualization in training
for students in physical education and sports
reveals a shifting understanding of pedagogical
and theoretical frameworks. Early works primarily
emphasized standardized approaches, leading
researchers to question the effectiveness of one-
size-ts-all methodologies in diverse educational
contexts, as highlighted by (Yu L et al.) and (S
Musante, p. 274-274).
As the eld progressed into the late 20th
century, the implementation of constructivist
theories further shifted the focus toward
individualized training methodologies. Scholars
such as (Park S et al., p. 4209-4251) and (Xie B et al.)
demonstrated that incorporating students’ interests
and capabilities into their training regimens fosters
a more dynamic learning environment. These
ndings were pivotal in shaping program designs
that are not only responsive to student needs but
also adaptable to varying contextual factors, which
(Zhai X et al.) elaborated on by emphasizing the role
of teacher adaptability. The 21st century witnessed
a growing integration of technology into physical
education, spurring advancements in data-driven
approaches for personalization. Research by (Mart
Aín-Rodríguez et al., p. 37-37) and (Jeong YH et al., p.
474-499) illustrates how digital tools can facilitate
individualized training experiences through
tailored feedback and assessment mechanisms.
Furthermore, recent studies underscore the
importance of holistic frameworks that encompass
psychological, social, and physical dimensions
of student development, as suggested by (Orr
C et al., p. 229-244) and (Brian J Krabak et al., p.
53-59). This chronological exploration reveals
a trajectory toward more nuanced and exible
models of individualization in physical education,
reecting broader trends in educational practice
and research. Exploring the individualization of
training for students in physical education and
sports, key themes emerge that highlight both
theoretical foundations and methodological
approaches. One signicant theme is the shift
from traditional, one-size-ts-all training methods
towards personalized strategies that accommodate
diverse learner needs. This shift is supported
by ndings that emphasize the importance of
tailoring educational experiences to foster student
engagement and ecacy, as illustrated by (Yu L et
al.) and (S Musante, p. 274-274).
Additionally, various pedagogical frameworks
have been proposed to guide individualization
in training. For instance, constructivist theories,
which emphasize active student participation,
are frequently cited as essential for developing
individualized training programs; these are
evidenced in studies by (Koohang A et al., p. 735-
765) and (Nguyen A et al., p. 4221-4241), showcasing
the impact of hands-on learning and reection
on students’ development. Furthermore, the
integration of technology in training regimens has
gained traction, as researchers like (Park S et al., p.
4209-4251) and (Xie B et al.) have highlighted how
digital tools can facilitate personalized learning
paths by providing instant feedback and enabling
self-assessment. Another important aspect of
individualization found in the literature is the role
of assessment and feedback. Continuous formative
assessment has emerged as a crucial component in
tailoring training to individual progress, as noted
by (Zhai X et al.) and (Mart Aín-Rodríguez et al., p.
37-37).
By drawing on a rich tapestry of theoretical
insights and practical methodologies, the literature
not only illuminates the potential benets of
individualized training approaches, but also
108 © Vitalii Korobeinik
Volume 5 (2) 2024
Professional Art Education
sets a foundation for further exploration and
application in diverse educational contexts. Recent
explorations into the individualization of training
for students specializing in physical education
and sports highlight diverse methodological
approaches that inform both theoretical
understanding and practical application. Notably,
constructivist methodologies emphasize the
importance of tailoring educational experiences
to student needs, facilitating engagement through
personalized learning strategies (Yu L et al.) (S
Musante, p. 274-274). This perspective aligns with
ndings that underscore the role of active learning
in retention and skill development, suggesting
that individualized instruction can foster both
autonomy and competence in future professionals
(Koohang A et al., p. 735-765) (Nguyen A et al., p.
4221-4241).
Various theoretical perspectives converge
in the domain of individualization of training
for students specializing in physical education
and sports, highlighting the complexity of this
educational process. The constructivist approach
emphasizes the necessity of tailoring instruction
to account for individual differences in learning
styles and physical capabilities, thus promoting a
more personalized learning experience (Yu L et
al.). This perspective is supported by ndings that
demonstrate improved student engagement and
retention when training programs are customized
to meet the unique needs of learners (S Musante,
p. 274-274).
Collectively, this body of work underscores
the necessity of adopting exible, reective, and
responsive training methodologies to optimize
educational outcomes for future specialists in
physical education and sports.
Methodology. In the realm of physical
education and sports, the growing diversity among
students necessitates a shift from standardized
pedagogical approaches to more individualized
training methodologies that cater to unique
learner needs. Prior studies have highlighted the
inadequacy of traditional methods in addressing
students’ diverse abilities and backgrounds,
emphasizing the urgent need for frameworks that
promote personalized learning experiences (Yu
L et al.). The central research problem focuses
on identifying and implementing effective
individualization techniques in training curricula,
specically targeting future specialists in physical
education and sports (S Musante, p. 274-274). To
achieve this, the objectives of the research include
analyzing existing methodologies, developing
a theoretical framework based on empirical
evidence, and creating a structured model for
individualized training that instructors can adopt
(Koohang A et al., p. 735-765). By employing
qualitative research methods, including reective
practices and stakeholder interviews, the study
aims to gather insights into the ecacy of
personalized training approaches, aligning them
with contemporary theories such as Constructivism
and Universal Design for Learning (Nguyen A
et al., p. 4221-4241). This methodological choice
draws on the recognition that individualized
instruction enhances learner engagement and
performance, evidenced by ndings in related
elds (Park S et al., p. 4209-4251). Signicantly,
outlines the critical importance of adapting
pedagogical practices to foster environments that
effectively support diverse learners, thus bridging
the gap between theory and practice in physical
education (Xie B et al.). Moreover, the proposed
methodology emphasizes collaboration among
various educational stakeholders – including
instructors, students, and curriculum developers –
which aligns with the literature advocating for a
holistic approach to education and training (Zhai
X et al.). This integrative process ensures that the
research not only contributes academically to the
eld of physical education but also serves practical
purposes by equipping future professionals
with the competencies necessary for real-world
application (Mart Aín-Rodríguez et al., p. 37-37).
Consequently, developing a robust framework
for individualizing training will not only meet
the current pedagogical demands, but will also
enhance overall educational outcomes for students
pursuing careers in physical education and sports
(Jeong YH et al., p. 474-499). The insights drawn
from reective practices will provide critical
feedback on instructional strategies, ultimately
leading to improved methodologies tailored to
individual learning trajectories (Orr C et al., p. 229-
244). As the literature suggests, leveraging diverse
instructional strategies is paramount in addressing
the multifaceted challenges posed by the growing
diversity in educational settings, rearming the
signicance of this research endeavor (Brian J
109
© Віталій Коробейнік
Professional Art Education Volume 5 (2) 2024
Scientic Journal
Krabak et al., p. 53-59). Thus, this methodology
section lays the groundwork for comprehensive
analysis and implementation strategies that foster
individualization within the training frameworks
for aspiring specialists in this vital eld (Mēgan
Patton-López et al., p. 1636-1636).
Results. In light of the increasing recognition
of individualized training within physical
education and sports, the study highlights the
necessity for tailored pedagogical approaches that
align with the diverse needs of future specialists
in this eld. The research ndings indicate that
implementing individualized training strategies
signicantly enhances student engagement, skill
acquisition, and overall academic performance.
Specically, data analysis revealed that students
who received personalized training interventions
demonstrated a higher level of motivation and
improved athletic performance compared to those
who underwent traditional teaching methods
(Yu L et al.). Furthermore, qualitative feedback
from participants underscored the importance of
adaptive coaching and personalized learning plans
in fostering a supportive learning environment,
conrming the effectiveness of individualized
strategies in meeting varied learning styles and
physical capabilities (S Musante, p. 274-274). When
compared to previous studies, it became evident
that this work builds on the established frameworks
of differentiated instruction and learning, which
advocate for customization to optimize educational
outcomes (Koohang A et al., p. 735-765). Notably,
while past research has predominantly focused
on generalized training methodologies, this study
uniquely emphasizes the integration of individual
learning preferences and physical aptitudes in a
comprehensive training model (Nguyen A et al., p.
4221-4241).
The results align with literature suggesting
that personalized approaches cultivate greater
resilience and adaptability among learners – vital
characteristics for future professionals in sports
and physical education (Park S et al., p. 4209-4251).
Furthermore, the study reinforces the argument
that individualized training is not merely benecial
but essential in the context of contemporary
educational demands, which often require
practitioners to respond dynamically to diverse
student populations (Xie B et al.). The signicance
of these ndings extends beyond academic
discourse, providing practical implications for
curriculum development and instructional design
in physical education programs worldwide,
potentially informing better preparation for
future educators (Zhai X et al.). By adopting the
proposed individualized training framework,
physical education programs can ensure that
all students are adequately equipped to thrive,
thus addressing the current gaps in pedagogical
practices in the eld (Mart Aín-Rodríguez et al.,
p. 37-37). In summation, the research contributes
vital insights into the pedagogical methods that
enhance learner outcomes, advocating for the
imperative for individualized training strategies
to be widely adopted in physical education (Jeong
YH et al., p. 474-499). The studys ndings present
a compelling argument for educational institutions
to prioritize personalization, thereby fostering an
inclusive approach to training future specialists in
this evolving eld (Orr C et al., p. 229-244). Overall,
the signicance of this research is underscored by
its potential to reshape instructional frameworks,
ensuring that they are more responsive to the
individualized needs of students pursuing careers
in physical education and sports (Brian J Krabak
et al., p. 53-59). Hence, lays the groundwork for
subsequent empirical investigations to further
interpret and rene individualized training
methodologies in diverse educational contexts
(Mēgan Patton-López et al., p. 1636-1636).
Discussion. Addressing the pedagogical
needs of a diverse student population in physical
education and sports calls for a nuanced
understanding of individualized training
strategies. In this research, evidence was gathered
demonstrating the positive impact of tailored
pedagogical approaches on student engagement
and academic performance, illustrating a clear
connection between individualized training
interventions and enhanced outcomes (Yu L
et al.). These ndings resonate with previous
studies that have underscored the importance of
adaptive teaching methods in meeting the varied
preferences of learners in sports and physical
education contexts (S Musante, p. 274-274). The
results corroborate earlier ndings suggesting
that personalized training promotes not only skill
acquisition but also overall student motivation,
effectively identifying the factors that contribute
to successful learning experiences (Koohang A
110 © Vitalii Korobeinik
Volume 5 (2) 2024
Professional Art Education
et al., p. 735-765). Notably, while many scholars
have focused on generalized training frameworks,
this study distinctively amplies the necessity of
considering individual learning styles and physical
capabilities in curricular design, thus lling crucial
gaps identied in prior research (Nguyen A et al.,
p. 4221-4241). Such individualized strategies are
not merely advantageous; they are essential in
equipping future specialists with the requisite skills
and knowledge to navigate complex educational
demands effectively (Park S et al., p. 4209-4251).
This research reinforces the argument that
fostering a supportive and adaptable learning
environment is foundational to achieving
educational success, particularly in the face
of emergent educational challenges, such as
increasing classroom diversity (Xie B et al.). The
implications of these ndings extend beyond
academic discourse, highlighting signicant
practical applications for curriculum developers
and educational policymakers looking to
implement individualized training programs (Zhai
X et al.). Moreover, integrating these personalized
approaches into physical education curricula not
only addresses immediate instructional challenges
but may also enhance long-term health and tness
outcomes among students, thereby advocating for
a health-conscious population (Mart Aín-Rodríguez
et al., p. 37-37).
Additionally, by employing the proposed
individualized training framework presented
in this study, physical education programs can
signicantly improve the preparedness of future
educators, thereby ensuring that they are equipped
to cater effectively to a spectrum of student needs
(Jeong YH et al., p. 474-499).
Conclusion. The research conducted
has effectively examined the theoretical
and methodological foundations for the
individualization of training among students who
are future specialists in physical education and
sports. The ndings demonstrate that tailored
training programs signicantly enhance learning
outcomes, student engagement, and overall
performance in physical education contexts (Yu L et
al.). The research problem – addressing the diverse
needs and learning styles of students in physical
education – has been systematically resolved by
proposing an individualization framework that
incorporates adaptive teaching strategies and
personalized training plans (S Musante, p. 274-
274). This framework not only aligns with existing
pedagogical theory but also emphasizes the
importance of acknowledging the unique abilities
and backgrounds of each student (Koohang A et
al., p. 735-765). The implications of these ndings
extend beyond academic discourse; practically,
they provide educators and policymakers with the
tools needed to foster an inclusive and effective
learning environment that enhances student
well-being and academic achievement (Nguyen
A et al., p. 4221-4241). Additionally, the research
underscores the crucial role of continuous
professional development for educators in
adopting these individualized strategies, thereby
transforming traditional teaching methodologies
into more dynamic and responsive practices (Park
S et al., p. 4209-4251).
As a future direction, it is recommended
that subsequent studies investigate the impact of
technological advancements in monitoring and
supporting individualized training processes,
exploring how digital tools can facilitate real-time
personalization (Xie B et al.). Furthermore, future
research should examine the long-term effects of
individualized training frameworks on students’
athletic performance and psychological resilience,
thereby enriching the body of knowledge on the
ecacy of personalized education methods in
physical education (Zhai X et al.). Collaborating
with practitioners in the eld will enhance the
relevance and applicability of ndings, ensuring
that emerging pedagogical strategies continue to
address the diverse needs of students (Mart Aín-
Rodríguez et al., p. 37-37).
Prospects for further research. The prospects
for further research include exploring the long-
term effects of individualization on students’
academic and sport outcomes throughout the study
period, which enriches the body of knowledge on
the effectiveness of personalized learning methods
in physical education and sports.
111
© Віталій Коробейнік
Professional Art Education Volume 5 (2) 2024
Scientic Journal
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Надійшла до редакції / Received: 15.11.2024
Рекомендовано до друку / Accepted: 05.12.2024
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© Віталій Коробейнік
Professional Art Education Volume 5 (2) 2024
Scientic Journal
УДК: 37.014.3:79
DOI https://doi.org/10.34142/27091805.2024.5.02.12
© Віталій Коробейнік
кандидат педагогічних наук, доцент, декан
факультету фізичного виховання і спорту
ХНПУ імені Г.С. Сковороди,
Харків, Україна
email: vitalii.korobeinik@hnpu.edu.ua
https://orcid.org/0000-0001-6030-1305
У статті на основі аналізу зарубіжних літературних джерел розглядаються теоретичні та ме-
тодологічні засади індивідуалізації навчальних програм для студентів творчих спеціальностей (на
прикладі фізичної культури та спорту). Основна увага приділяється необхідності покращення ре-
зультатів навчання студентів і розвитку їхніх навичок шляхом застосування індивідуалізації освіт-
нього процесу.
Методи та методологія. Дослідження наголошує на ефективності використання змішаних
методів, поєднуючи якісні та кількісні впливи методологій навчання з показниками успішності сту-
дентів.
Основні результати свідчать про те, що персоналізовані стратегії навчання значно покра-
щують залученість, мотивацію та подальші спортивні результати студентів, демонструючи чіткий
зв’язок між індивідуалізованими освітніми підходами та покращенням набуття навичок. Це робить
значний внесок у сферу збереження здоров’я студентів, підкреслюючи важливість персоналізованих
методів навчання у розвитку не тільки фізичної готовності, але й психологічного благополуччя май-
бутніх фахівців цієї галузі. Дослідження припускає, що впровадження індивідуальних методик нав-
чання може призвести до суттєвих змін у програмах з фізичного виховання і спорту, сприяти підви-
щенню готовності студентів і, врешті-решт, покращити результати здоров’я серед широких верств
населення, оскільки кваліфіковані педагоги зможуть ефективніше пропагувати здоровий спосіб
життя. Це дослідження є важливим ресурсом для освітян, які прагнуть оптимізувати навчальні про-
грами для задоволення різноманітних потреб студентів у галузі фізичного виховання та спорту.
Висновки та перспективи подальших досліджень. Цікавим є подальше вивчення довгостро-
кових впливів індивідуалізації на навчальні і спортивні результати студентів протягом всього тер-
міну навчання, що збагачує сукупність знань про ефективність персоналізованих методів навчан-
ня у фізичному вихованні і спорті. Співпраця з професіоналами-практиками цієї галузі дозволить
підвищити значущість та практичне застосування результатів, забезпечивши відповідність нових
педагогічних стратегій різноманітним потребам студентів.
Ключові слова: індивідуалізація, методологія, студент, мотивація, підготовка, навчальні про-
грами.
ТЕОРЕТИКО-МЕТОДОЛОГІЧНІ ОСНОВИ
ІНДИВІДУАЛІЗОВАНОЇ ОСВІТИ СТУ-
ДЕНТІВ ТВОРЧИХ СПЕЦІАЛЬНОСТЕЙ
(на прикладі фізичної культури та спорту)