PUBLIC SPORTS CLUBS’ ROLE IN SCHOOLCHILDREN’S COMPETENCY DEVELOPMENT: KAZAKHSTAN–CHINA EXPERIENCE

Abstract

The current reform of the education system requires not only improving the academic success of students, but also ensuring their comprehensive personal, social and civic development. In this context, it is of particular importance to study the educational and developmental potential of school-based learning spaces, including public sports clubs, using scientific methods. The purpose of this study is to compare the experiences of Kazakhstan and China, determine the role of public sports clubs in the educational and developmental potential of students, as well as assess their impact on indicators such as social adaptability and motivation to learn. The study assessed social adaptability and motivation to learn.

The study was conducted in 2024–2025 and was based on a mixed methodology. The research design used quantitative and qualitative methods in a complementary manner. Within the framework of the comparative analysis, the organizational structure, service content, management mechanisms and forms of school-based public sports clubs in Kazakhstan and China were studied. To collect empirical data, several internationally recognized diagnostic tools were used: the Youth Experience Survey (YES 2.0) – aimed at determining the level of personal development of students through sports experiences, and the Physical Activity Questionnaire for Adolescence (PAQ-A) – aimed at assessing the frequency of physical activity.

Qualitative research also confirmed this trend: teachers and coaches noted that students who regularly participate in sports are more responsible, interested in working in a team, and more actively involved in school life. The results of the study show that community sports clubs are not only an effective way for students to spend their free time in a meaningful way, but also a powerful pedagogical tool that supports their personal development, social skills, and a healthy lifestyle.