Virtue Education in Judo-Philosophy-Based Physical Activities for 5–6-Year-Old Children in Preschool and Non-Formal Education. Summary of the Doctoral Thesis

Abstract

Introduction. Promoting virtue understanding in preschool age children is an essential pedagogical task that can be effectively implemented through physical activities incorporating elements of judo. A theoretically and practically grounded virtue education model was developed for sports pedagogy in preschool, aimed at fostering children’s moral qualities based on fundamental principles of judo philosophy. The model aligns with contemporary educational standards and supports children’s self regulation and active participation. The study highlights the importance of moral education within the preschool learning environment. Aim of the study – to promote virtue acquisition in children aged 5–6 by applying a movement activity model based on judo philosophy and a child-centred approach within the Health and Physical Activity learning area in preschool sports lessons and in a judo extracurricular education programme for preschoolers. Materials and Methods. The study employed theoretical research methods, including analysis of pedagogical, psychological and methodological literature on virtue education in preschool age children. Empirical methods included systematic observation of children’s behaviour during and outside physical activities to diagnose expressions of respect, friendliness, honesty and cooperation; structured conversations with children after judo philosophy based exercises to identify changes in their virtue understanding; and expert surveys to evaluate the usefulness of the developed exercise set and the virtue education model. A virtue education model JPBPA (Judo Philosophy Based Physical Activities) was developed for preschool education by evaluating the interrelationship between its objective and subjective components and testing the model in theory practice unity within the Health and Physical Activity learning area. Participants were children aged 5–6 from three groups of the Vsevolods Zeļonijs Sports School Judo Extracurricular Education Programme and from two groups of a Preschool Education Institution (PEI). Data were processed using mathematical statistical methods (correlation and regression analysis) and interpreted through quantitative and qualitative approaches. Results. The results obtained using the author’s virtue-observation scale and psychodiagnostic methods (Kaļinina, Dermanova, Košeleva) show significant differences in children’s virtue development depending on their experience in VZSS classes and on the frequency of JPBPA implementation in preschool settings. In the extracurricular education groups VZSS-1, VZSS-2 and VZSS-3, a pronounced positive trend was observed in the indicators of friendliness, respect, honesty and cooperation, as measured by the author’s observation scale. The Kruskal–Wallis test confirmed statistically significant differences between groups with different durations of training experience (p < 0.05). Children with two and three years of experience demonstrated higher levels of emotional self–regulation, social interaction and prosocial behaviour compared to beginners (VZSS-3), which was further supported by psychodiagnostic results. In preschool settings, the experimental group PIE-4 (JPBPA twice per week) was compared with the comparison group PIE-5 (JPBPA once per week). Data from the author’s observation scale showed a more pronounced improvement in all 11 criteria and 26 diagnostic indicators in the experimental group. Intra–group analysis using the Wilcoxon test revealed statistically significant progress in PIE-4 (p < 0.01), particularly in cooperation, empathy, honesty and behavioural self regulation. The Mann–Vitnija test confirmed statistically significant differences between PIE-4 and PIE-5, with the experimental group achieving higher scores in most indicators (p < 0.05). These findings are consistent with both observational and psychodiagnostic data. Overall, the study confirms that judo philosophy based physical activities (JPBPA) significantly promote virtue development in children aged 5–6, and that effectiveness increases with greater regularity and longer involvement (VZSS-2, VZSS-3; PIE-4). Conclusions. The study examined the research problem and its relevance and formulated scientific categories enabling important conclusions to be drawn. The theoretical part analysed the role of virtue education in preschool, particularly within sports activities, and its potential application in judo classes. It was established that the concept of virtues comprises a set of moral and ethical values that support the individual’s ability to live harmoniously with nature and society. Judo philosophical principles – such as respect, honesty and self-discipline – play an essential role in children’s upbringing by shaping character and moral stance. Observation results indicate that from the age of 5–6, judo-based activities foster virtue development and improve physical and emotional skills such as self-control and respect for others. The study demonstrated that games and playful competition are effective tools for promoting cooperation and self-regulation. Methods such as rei (greeting, expressing respect and bowing) help children acquire discipline, composure and politeness, which are essential in all areas of life. Experiments confirmed that regular judo classes strengthen children’s ability to form positive relationships and improve emotional well-being. Specific criteria and indicators were developed to monitor children’s development and systematically evaluate virtue-education outcomes. The study emphasised the need for teacher professional development to implement judo philosophy more effectively in preschool education.