FORMATION OF SELF-REGULATION AND SELFESTEEM IN STUDENTS THROUGH TARGETED SWIMMING INSTRUCTION

Abstract

This article examines the psychological and pedagogical mechanisms of developing self-regulation and selfesteem in students through systematically organized swimming instruction. Swimming is viewed not only as a physical activity, but as a means of fostering personal development, emotional stability, and cognitive flexibility. The structured and emotionally enriched nature of swimming lessons facilitates self-observation, control over physical and emotional states, and the formation of adequate self-evaluation. The article emphasizes the importance of an individualized approach and the integration of feedback mechanisms, including biofeedback, into swimming training programs. Attention is also paid to the potential of swimming in inclusive education for students with special educational needs.