Integrative model of physical education organization for students in special medical groups: implementation experience at a medical university

Abstract

This paper presents an integrative model for organizing physical education for special medical groups (SMG) at Astana Medical University. The study addresses systemic challenges in SMG physical education, including insufficient student motivation, limited variability in adapted programs, and predominance of formalistic teaching approaches. Survey data highlights the necessity for interdisciplinary collaboration and adapted physical activities to enhance SMG students' quality of life. Consequently, the model's implementation is grounded in principles of interdisciplinary cooperation and professional synergy, ensuring comprehensive support for SMG students. The integrative model comprises four components: diagnostic, goal-setting, procedural, and reflective-evaluative, enabling physical activity adaptation based on medical indicators and student needs. Implementation results demonstrated a 40 % increase in motivation and 25.9 % improvement in satisfaction with course organization, confirming the model's effectiveness in enhancing SMG physical education quality.