Microsoft Word - Art 174

Journal of Physical Education and Sport

(JPES), Vol. 22 (issue 6), Art 174, pp. 1384 - 1395, June 2022

online ISSN: 2247 - 806X; p-ISSN: 2247 – 8051; ISSN - L = 2247 - 8051 © JPES

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Corresponding Author:IHOR POPOVYCH, E-mail:

[email protected]om

Original Article

Strengthening of student youth’s mental health using play sports

IHOR POPOVYCH

, NATALIIA HOI

, IRYNA KOVAL

, MARIIA VOROBEL

, OLEKSANDR

SEMENOV

, NATALIIA SEMENOVA

, ANTONINA HRYS

Kherson State University, Kherson, UKRAINE

Vasyl Stefanyk Precarpathian National University, Ivano-Frankivsk, UKRAINE

Bogomolets National Medical University, Kyiv, UKRAINE

Lviv State University of Physical Culture named after Ivan Boberskyi, Lviv, UKRAINE

5,6

Volyn National University named after Lesia Ukrainka, UKRAINE

Kostiuk Institute of Psychology of the NAPS of Ukraine, Kyiv, UKRAINE

Published online: June 30, 2022

(Accepted for publication June 15, 2022)

DOI:10.7752/jpes.2022.06174

Abstract:

The purpose of the article is to theoretically substantiate and empirically establish that health-preserving

technologies, such as play sports, may improve the mental health of student youth. Respondents were first-year

students who, on their initiative, participated in a university program to implement health technologies, regularly

attending sectional trainings in play sports (males – football; females – volleyball). The ascertaining stage of the

experimental study was attended by n = 122 respondents aged 18 to 20 years (M = 18.6), and the formative stage

was attended by n = 72 respondents. Football EGF (n = 24) and volleyball EGV (n = 12) were formed as

experimental groups, and football CGF (n = 24) and volleyball CGV (n = 12) as control groups. Research

methods: analysis, generalization; targeted observation using data recording protocols; valid methods with

standard questionnaires. Results. It was revealed that respondents’ psychological well-being (PW), which was

measured in the coordinates of positive self-esteem (.227; p≤.01), the general mood background (.321; p≤.01)

and the life satisfaction index (.301; p≤.01), was a predictor of mental health. Psychological well-being (PW)

was shown to have the greatest statistically significant correlation (p≤.05; p≤.01) with the self-regulation and life

satisfaction characteristics of student youth. The parameters “Self-acceptance” (р˂.01), “Psychological well-

being” (р˂.01), “Life Satisfaction Index” (р˂.01), “Evaluation of Performance” (р˂.01), “Integral Level of Self-

Regulation” (р

˂.01)

showed positive significant changes in both experimental groups (EGF – football, EGV –

volleyball). It is emphasized that positive changes in students’ self-perception of themselves are, in our opinion,

the most important positive changes that affect the general mood (.223; p≤.01) and is one of the most important

parameters of mental health of respondents. Conclusions. It is generalized that regular training and competitions

of student youth in football (males) and volleyball (females) during the academic year, contribute to statistically

significant changes in mental health parameters. The implemented practice is an effective health-preserving

technology that should be applied in college and higher education institutions’ instructional processes.

Key words: health-preserving technologies, psychological health, self-regulation, psychological well-being,

self-acceptance, life satisfaction index.

Introduction

Nowadays, strengthening the mental health of student youth is a major concern. Excessive mental and

psycho-emotional loads necessitate good mental health, psychological well-being, stress resistance, and the

capacity to handle peak loads throughout various tests. Individual mental health refers to a person’s ability to

reach his full potential, overcome stress and present obstacles, work efficiently, and achieve personal and social

goals. The psychological well-being of a person is essential to their mental health. The multi-component

structure of mental health factors can affect the overall psycho-emotional state of the individual, thereby

strengthening it.

The World Health Organization (WHO) defines “mental health” as a condition of social well-being, physical

and mental comfort. Mental health is characterized not only by the absence of sickness, disability, or physical

defect, but also by the existence of a well-organized healthcare system that encourages psychological well-being

(World Health Statistics, 2021). Globally, the issue of mental health has a significant impact on life expectancy

and is dependent on the healthcare system. For example, according to World Health Statistics (2021), a child

born in Sweden may live for more than 80 years, whereas a child born in Brazil can live for fewer than 72 years.

At the time, life expectancy is substantially lower in India, Afghanistan, and the African continent (Lesotho). Of

course, the decrease in life expectancy is related to the extremely high danger of loss of life and mental health.

Psychological well-being is analyzed in the dimensions of a person’s mental health problem. The

investigation of conceptual views on psychological well-being issues (Bradburn, 1969; Diener, 1984; Ryff,

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1995; Ryan & Deci, 2001; Voronina, 2002) enabled us to synthesize the most common: health-preserving,

eudemonic, hedonistic, and integrative. The health-preserving direction emphasizes the psychophysiological

component. Psychological well-being is an element of a person’s mental health. The key goal is to preserve all

its psychophysiological functions (Voronina, 2002). Furthermore, the eudemonic approach is quite similar to the

health-preserving approach. The fundamental components of which are self-realization, individualization, and a

desire to completely achieve one’s potential (Ryff, 1995). Unlike the previous approaches, the hedonistic

approach is built on the notion of pursuing pleasure while avoiding problems. This approach represents the

balance of human emotions’ negative and positive polarities (Bradburn, 1969; Diener, 1984). The integration

approach has been discovered to be formed from the eudemonic and hedonistic approaches. This combination

embodies the concept of psychological well-being as a multidimensional phenomenon combining life

satisfaction with personal self-actualization (Ryan & Deci, 2001). We conclude that psychological well-being is

an important aspect in the research of student youth mental health via play sports.

In Olympic sports, the sport of great victories, mental health is the foundation upon which an athlete’s long

and successful career is constructed (Cheban et al., 2020a; 2020b). Coaches and players may fail to see that the

quick increase in physical and mental stress, as well as the record performances, are the consequence of a variety

of underlying causes. One of these factors is strong mental health. The capacity to continuously enhance mental

health defines the athlete’s established physical culture, as well as a high degree of preparation for development

and new challenges. The athlete’s physical culture is an important component in the establishment of the

specialist’s general and professional culture (Morosanova, 2004). The capacity to handle change is defined by

readiness for continuous development and a desire to take on responsibilities. The capacity to manage change is

based on adaptability and a high level of personal self-regulation. The subjectivity of athletes’ competitive

actions is determined by their developed self-regulatory abilities in sports behavior. The subjectivity of

competitive action is complex that incorporates deliberate planning, design, organization, and progressive

attainment of the desired outcome in line with the major aim and actual needs (Boryshevsky, 2010).

It has been investigated the impact of student youth value attitudes on the quality of voluntary self-regulation

of conduct and the desire to succeed. It has been discovered that the attitude toward physical culture as a value is

an effective component affecting the establishment of a healthy lifestyle. It has been shown that systematic

physical exercise among student youth improves the development of intellectual capacities, shapes “Self”, and

influences the construction of general and special competencies (Blynova et al., 2020a; Popovych et al., 2021c;

2022d). In comparison to young people who are apathetic to physical activity, student youth who are routinely

successful in physical culture are able to effectively adjust to today’s new situations. Young people’s sports

activities are strongly influenced by their social position and peer reputation. The desire for prestige is important

for young athletes who want to express themselves and improve their social position (Bugulov & Sokaev, 2018).

In terms of social, economic, political, and epidemiological issues, sport has seen considerable

transformation in recent decades. The continued armed conflicts and the growth of the COVID-19

pandemic have motivated student youth to permanently adjust to remote study, as well as the desire to retain

physical health and participate in professional sports. It has been proven that excessive usage of social media

reduces young athletes’ physical activity (Hudimova et al., 2021). Reduced physical activity has been shown to

exacerbate feelings of loneliness and to have a detrimental impact on training, recuperation, and competitive

activities. It has been established that young athletes who are active users of social media suffer from systemic

manifestations of depression, which reduces psychological well-being and has a severe impact on their mental

health (Hudimova, 2021). Emotional stability in the structure of young athletes’ psychological health has been

investigated. Young athletes were shown to have a favorable emotional connection with their concept of life

purpose and belief in its achievement (Popovych et al., 2022c). The study of Popovych et al. (2021d) brought

attention to the significance of emotional intelligence in the structure of mental burnout in athletes. Significant

correlations have been identified between emotional intelligence and such self-regulation characteristics of the

athlete’s personality as self-esteem and demand level.

The authors believe that regular training and competitions for student youth in football (males) and volleyball

(females) will contribute to significant changes in the basic parameters of self-regulatory processes and

psychological well-being by strengthening the mental health of student youth through play sports.

Hypothesis. The authors suggest that regular training and competitions for student youth in football (males)

and volleyball (females) during the academic year will contribute to significant positive changes in mental

health.

Purpose of the research is to theoretically substantiate and empirically establish that health-preserving

technologies such as play sports may improve the mental health of student youth.

Material and methods

Methodology. A variety of conceptual provisions on self-regulation of behavior, psychological well-being,

and contentment with personal life are among the methodological principles of the experimental investigation of

strengthening the mental health of student youth using play sports. Systemic play sports, support of physical

activity contribute to the development of self-regulation of the individual. The development of human self-

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regulation behavior influences its formation as a sports activity subject (Boryshevsky, 2010). The key parameters

of the formation process are the development of planning, modeling, programming, and the formation of the

ability to objectively evaluate their results. Permanent work on oneself enables the development of a system of

perception of oneself and one’s mental state, which is a predictor of mental health (Ryff, 1995) and one of the

aspects of self-satisfaction (Neugarten, 1961). The given starting points and the outlined argumentation

influenced the choice of psychodiagnostic methods and the definition of the list of relevant factors.

The use of the formative strategy prompted the consideration of experimental study on self-regulatory

behavior (Nosov et al., 2020a; Plokhikh, 2021; Popovych, 2014; 2015; Popovych et al., 2020a; 2020c; 2022a),

adaptive processes (Blynova et al., 2019; 2022; Popovych et al., 2020d; 2021b), and psycho-emotional loads in

professional and sports activities (Mamenko et al., 2022; Popovych et al., 2021a; Zinchenko et al., 2020; 2021;

2022a; 2022c). In research relevant to our issues, emphasis is placed on the integration of intellectual and

physical components (Kobets et al., 2021a; 2021b; Nosov et al., 2020b; 2021a; 2021b; Popovych & Blynova,

2019a; 2019b). Since self-satisfaction is related to the subject’s mental state, the algorithm for constructing a

study of the dominant mental states of respondents is taken into account (Popovych et al., 2019c; 2020b). In

addition, research that take the sample’s age trends into consideration are examined (Blynova et al., 2020b;

Kozina et al., 2019; Ma et al., 2020; Marques et al., 2011; Popovych et al., 2019a; 2021g).

Participants. The participants of the study are first-year students of the faculties of psychology, history and

sociology (Kherson State University, Kherson, Ukraine), the faculty of business and law (Kherson State

University, Kherson, Ukraine), the faculty of pedagogical education and social work (Volyn National University

named after Lesia Ukrainka, Lutsk, Ukraine). The study involved n = 122 respondents, including males (n = 53;

43.44%) and females (n = 69; 56.56%). The sampled young students had no professional experience in sports.

Participants had an amateur level, among which were respondents (n = 25; 20.49%) who participated in regional

tournaments. The age of the respondents ranged from 18 to 20 years (M=18.6).

Organization of research. Students in their first year of study from randomly selected faculties were asked to

voluntarily attend sectional classes in sports after training. A football section was offered to males, while a

volleyball section was offered to females. This long-term practice will be carried out within the context of

university programs for the implementation of health-preserving technology from 2017 to 2022. Our

experimental research was carried out within the scope of this practice. Research on the formative strategy was

organized. The experiment lasted from September 2020 to June 2021, or the entire academic year. The

experiment’s ascertaining stage was scheduled for October 2020. At this stage, 43 observations were made with

the data being entered into the protocol. Standard forms of test methods were obtained, and empirical data was

processed. Then there was a formative stage, which included frequent participant training. The person in charge

of the section’s work managed the training and physical activity system on an advising basis. Participants

competed in competitions at the university and regional levels. The experiment’s control phase took place in

May and June of 2021. The parameters under investigation were recorded in the experimental and control groups

of football and volleyball samples. The control group included all other first-year students who did not train in

these classes, did not maintain individual physical fitness or were utterly uninterested in physical activity. The

organizers agreed to conduct an experiment with the Ethics Committees of universities. The organizers agreed to

do an experiment with the University Ethics Committees. The student youth were told about the data collection

in advance and consented to participate in the study. Confidentiality and voluntariness provided data

dependability and a responsible attitude toward test form completion. Researchers were guided by the Helsinki

Declaration’s (2013) ethical norms.

Procedures and instruments. The key psychodiagnostic method is the questionnaire “The Scales of

Psychological Well-being” (“SPW”) (Ryff, 1989). The questionnaire was adapted by T. Shevelenkova and

P. Fesenko, (2005). The questionnaire grouped eighty-four questions, which were divided into six main scales,

three additional ones, and one general scale. “SPW” Core Scales are: “Positive Relations with Others” (PRO),

“Autonomy” (A), “Environmental Mastery” (EM), “Self-Acceptance” (SA), “Personal Growth” (PG), “Purpose

in Life” (PL). Additional Scales: “Meaningfulness of Life” (ML), “Balance of Affect” (BA), “Human as an

Open System” (HOS). General or integral scale – “Psychological Well-being” (PW). The value of the reliability

of the obtained empirical data at the level of α-Cronbach αSPW = .845 (Gottsdanker, 1978).

Satisfaction with the life of student youth was measured by the questionnaire “The Measurement of Life

Satisfaction” (“MLS”) (Neugarten, 1961). The general psychological condition of the respondents was measured

using standardized questionnaires, as were the characteristics of their psychological comfort and level of social

and psychological adaption. The psychodiagnostic method has combined twenty questions, which are divided

into five main scales and one integral. The main scales of “MLS” are: “Interest in Life” (IL), “Consistency of

Achieving the Goal of Life” (CAGL), “Consistency of the Set and Achieved Goal” (CSAG), “Positive

Assessment of One’s Qualities” (PAOQ) and “General Mood Background” (GMB). Integrated scale – “Life

Satisfaction Index” (LSI). The recorded value of the reliability of the obtained empirical data was α-Cronbach

αMLS = .801 (Gottsdanker, 1978).

In order to psychodiagnoses the parameters of self-regulation of student youth, a questionnaire “Style of Self-

regulation of Behavior” (“SSBM”) (Morosanova, 2004) was used. The questionnaire grouped forty-six questions

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divided into four main scales, two additional ones, and a general scale. A number of questions relate to more

than one scale. The statements in the standardized forms of the questionnaire outline the everyday life situations

of the respondents. Situations are well chosen, they are neutral and do not apply to any of the professional areas.

The main scales of “SSBM” are: “Planning” (P), “Modeling” (M), “Programming Activities” (PA), and

“Evaluation of Performance” (EP). Two additional scales reflect the regulatory and personal characteristics of

respondents: “Flexibility” (F) and “Independence” (I). The “Integral Level of Self-Regulation” (ІLSR) general

scale reflects the aggregate indication of the establishment of the personal self-regulation system. The personal

system of self-regulation reflects the arbitrary activity of man and is a measure of his subjectivity. The value of

the reliability of the obtained empirical data at the level of α-Cronbach αSSBM = .887 (Gottsdanker, 1978).

Statistical analysis. The empirical data collected during the ascertaining and control stages were processed

using “SPSS” v. 23. Descriptive frequency characteristics were determined and a correlation matrix was

constructed. Coefficients of reliability of the study: α-Cronbach, Student’s t-test, Spearman (rs). Significance

coefficients were taken into account – р≤.05 and р≤.01.

Results

The results of the research’s ascertaining stage are presented. The obtained data were evaluated using four

descriptive frequency characteristics key parameters: minimum value (min), maximum value (max), arithmetic

mean (M), and standard deviation (SD). Data on 10 scales of the method “SPW” (Shevelenkova & Fesenko,

2005) are shown in Tabl. 1.

Table 1. The results of the study’s ascertaining stage on the method’s scales “SPW” (n=122)

Scale

Minimum

Value

(min)

Maximum

Value

(max)

Arithmetic

Mean

(M)

Standard

deviation (SD)

Positive Relations with Others (PRO) 29.0 82.0 58.19 ±9.49

Autonomy (A) 26.0 74.0 57.48 ±8.92

Environmental Mastery (EM) 25.0 75.0 58.51 ±9.76

Self-Acceptance (SA) 44.0 81.0 53.38 ±10.12

Personal Growth (PG) 35.0 76.0 61.29 ±9.12

Purpose in Life (PL) 20.0 80.0 59.39 ±9.67

Balance of Affect (BA) 55.0 150.0 100.12 ±14.67

Meaningfulness of Life (ML) 49.0 127.0 94.45 ±11.98

Human as an Open System (HOS) 46.0 76.0 63.34 ±6.78

Psychological Well-being (PW) 189.0 441.0 351.19 ±49.33

The following scale deviations had the highest values in the sample: “A” (min=26.0; max=74.0; M=57.48;

SD=±8.92) and “EM” (min=25.0; max=75.0; M=58.51; SD=±9.76). The obtained “A” and “EM” measures were

less than those recommended by the authors who adapted the “SPW” method (Shevelenkova & Fesenko, 2005).

The differences on these scales were determined to be insignificant using the Student’s t-test (t=0.8-1.1; p>.05).

The remaining parameters were within the normative indicators proposed by T. Shevelenkova and P. Fesenko

(2005). The lower values of “Autonomy” and “Environmental Management” can be explained by the fact that

the sample consisted of students in their first year of study who were in the process of adaptation, namely at the

accommodation (passive) stage of adaptation. As a result, new testing, adaptability to study and living settings,

and youth patterns (Shevchenko, 2019) are legitimate explanations for the low levels of the analyzed parameters

“A” and “EM”. Table 2 shows the data on the six scales of the method “MLS” (Neugarten, 1961).

Table 2. The results of the study’s ascertaining stage on the method’s scales “MLS” (n=122)

Scale

Minimum

Value

(min)

Maximum

Value

(max)

Arithmetic

Mean

(M)

Standard

deviation (SD)

Interest in Life (IL) 1.0 8.0 4.59 ±1.75

Consistency of Achieving the Goal of

Life (CAGL)

1.0 8.0 5.23 ±1.81

Consistency of the Set and Achieved

Goal (CSAG)

1.0 8.0 4.28 ±1.65

Positive Assessment of One’s Qualities

(PAOQ)

2.0 8.0 4.49 ±1.74

General Mood Background (GMB) 1.0 8.0 4.65 ±2.01

Life Satisfaction Index (LSI) 1.0 8.0 23.32 ±6.84

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The sample data obtained using the “MLS” method exhibited slight deviations that were within the tolerances

(Neugarten, 1961) and were within the data obtained in previous investigations (Popovych et al., 2021f). It

should be noted that the created sample was characterized by a range of respondents who have achieved the life

goal of “CAGL” (min=1.0; max=8.0; M=5.23; SD=±1.81). Characteristics included characteristics such as

determination and focus on reaching a goal. It should be highlighted that the respondents’ agreement between the

specified tasks and the realized objective was the lowest “CSAG” (min=1.0; max=8.0; M=4.28; SD=±1.65). This

was supported by the fact that the student age is marked by high goals and youthful maximalist expressions, and

they may be unable to finish what they have begun. Tabl. 3 shows the data of seven scales of the method

“SSBM” (Morosanova, 2004).

Table 3. The results of the study’s ascertaining stage on the method’s scales “SSBM” (n=122)

Scale

Minimum

Value

(min)

Maximum

Value

(max)

Arithmetic

Mean

(M)

Standard

deviation

(SD)

Planning (P) 2.0 7.0 5.59 ±2.01

Modeling (M) 2.0 7.0 6.22 ±2.80

Programming Activities (PA) 3.0 8.0 4.89 ±1.83

Evaluation of Performance (EP) 3.0 8.0 6.12 ±2.23

Flexibility (F) 1.0 8.0 5.64 ±2.07

Independence (I) 3.0 9.0 4.59 ±1.86

Integral Level of Self-Regulation

(ІLSR)

17.0 41.0 29.39 ±4.75

A comparison of the obtained data with normative indicators (Morosanova, 2004) and the results of other

researchers (Blynova et al., 2020a) on all scales of the method is presented. We stated the average level of

manifestation on the scales “PA” (min = 3.0; max = 8.0; M = 4.89; SD = ± 1.83), “F” (min = 1.0; max = 8.0; M

= 5.64; SD = ± 2.07) and “I” (min = 3.0; max = 9.0; M = 4.59; SD = ± 1.86). The level above the average was

recorded in the scales “P” (min = 2.0; max = 7.0; M = 5.59; SD = ± 2.01), “M” (min = 2.0; max = 7.0; M = 6.22;

SD = ± 2.80) and “EP” (min = 3.0; max = 8.0; M = 6.12; SD = ± 2.23). We explain that respondents plan, model,

and analyze the outcomes of their activities rather effectively in the present circumstances and alter them

throughout activity organization. Average results on independence and flexibility were evidence of the sample’s

age patterns and the situations in which the individuals were.

The connections between the two-way correlation of the primary indicators of psychological well-being

“SPW” and the parameters of self-regulation and life satisfaction of the respondents have been established. Table

4 demonstrates the correlation matrix.

Table 4. Correlation matrix of key research indicators (n = 122)

Parameters

Indicators of psychological well-being

PRO SA

PW PL

Interest in Life (IL) .185* .122* .131* .076 .086*

Consistency of Achieving the Goal of Life (CAGL) .037 .086* .094* .132* .141*

Consistency of the Set and Achieved Goal (CSAG) -.052 .017 .086* -.088* .032

Positive Assessment of One’s Qualities (PAOQ) .133* .163* .227** -.078 .052

General Mood Background (GMB) .221**

.223** .321**

.077 .096*

Life Satisfaction Index (LSI) .098* .142* .301** .057 .091*

Planning (P) .029 -.025 .069 .087* .078

Modeling (M) -.019 -.035 .089* .097* .086*

Programming Activities (PA) .031 -.015 .071 .097* .044

Evaluation of Performance (EP) .097* -.041 .091* .057 .017

Flexibility (F) .101* .065 .019 -.212** -.075

Independence (I) .051 .086* .049 -.031 .023

Integral Level of Self-Regulation (ІLSR) .085* .145* .121*

.089*

.102*

Note: PRO – Positive Relations with Others; SA – Self-Acceptance; PW – Psychological Well-being; PL – Purpose in Life;

ML – Meaningfulness of Life; * – р<.05; ** – р<.01.

Significant bilateral correlation connections are graphically shown in the form of a correlation galaxy

between the key parameters of psychological well-being, which indicate the mental health of student youth, as

well as the parameters of self-regulation and life satisfaction (Fig. I).

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Note: negative connections at p≤.01; negative connections at p≤.05; positive connections at

p≤.05; positive connections at p≤.01; IL – Interest in Life; CAGL – Consistency of Achieving the Goal of Life;

CSAG – Consistency of the Set and Achieved Goal; PAOQ – Positive Assessment of One’s Qualities; GMB – General Mood

Background; LSI – Life Satisfaction Index; P – Planning; М – Modeling; PA – Programming Activities; EP – Evaluation of

Performance; F – Flexibility; I – Independence; ІLSR – Integral Level of Self-Regulation.

Figure I. A correlation galaxy of parameters that reflect the mental health of student youth (n=122)

We state that Psychological Well-Being (PW) had the most significant correlations – nine (p≤.05; p≤.01). All

of the correlations were positive. We explain this by noting that respondents’ psychological well-being is a

predictor of mental health, as measured by positive self-esteem (.227; p≤.01), mood (.321; p≤.01) and life

satisfaction index (.301; p≤.01). Likewise, psychological well-being was strongly associated with modeling, or

the ability to construct one’s own future (.089; p≤.05), evaluation of performance (.091; p≤.05) and integral level

of self-regulation (.121; p≤.05). Psychological well-being was found to have a high operational capacity and to

influence respondents’ self-regulatory preparation for effective educational, professional, and training activities.

General mood background, positive relations with others (.221; p≤.01), and self-acceptance (.223; p≤.01) had a

strong positive correlation. The favorable background of the respondents’ affective and volitional spheres

enriches interpersonal connections and fosters self-acceptance of each other as they are in reality, i. e. promotes

open, trusting relationships. Building such ties is beneficial to their mental health. We have identified the most

essential correlation highways upon which experimental research’s formative strategy was constructed.

The study’s formative strategy was for male respondents to routinely attend football training during the

academic year (September 2020 - June 2021), and for female respondents to routinely attend volleyball training.

Tournaments at the regional and university levels were attended by participants. The Experimental Football

Group (EGF) (n = 24) and the Control Football Group (SGF) (n = 24) were chosen, as were the Experimental

Volleyball Group (EGV) (n = 12) and the Control Volleyball Group (SGF) (n = 12). Empirical data of the

measured parameters were obtained at the control stage of the study. A comparison of the obtained data of

experimental and control samples was performed via Mean ± SD using the Student’s t-test. Tabl. 5 compares the

studied parameters of the male football sample before and after the experiment.

Table 5. Studied parameters of the male football sample before and after the experiment

Parameter

EGF (n=24)

CGF (n=24)

before after before after

Positive Relations

with Others (PRO)

57.98±9.22 58.19±9.38

t=.47;

р>.05

57.19±9.49 58.19±9.21

t=.61;

р>.05

Self-Acceptance

(SA)

52.79±9.98 56.43±10.21

t=3.44;

р˂.01

53.28±10.02 54.38±10.11

t=1.10;

р>.05

Psychological

Well-being (PW)

349.89±51.44 391.89±53.04

t=4.76;

р˂.01

351.19±49.33 371.65±51.33

t=1.43;

р>.05

Purpose in Life

(PL)

61.44±9.89 64.22±9.01

t=.97;

р>.05

59.56±9.68 59.89±9.59

t=.99;

р>.05

Meaningfulness of

Life (ML)

93.77±12.05 98.56±12.66

t=.55;

р>.05

94.45±11.93 95.11±11.56

t=1.28;

р>.05

Positive

Assessment of

One’s Qualities

(PAOQ)

4.89±1.89 4.99±1.74

t=.67;

р>.05

4.49±1.74 4.88±1.68

t=.78;

р>.05

General Mood 4.45±1.89 4.98±2.01 t=.59; 4.65±2.01 4.94±2.02 t=.79;

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Background

(GMB)

р>.05 р>.05

Life Satisfaction

Index (LSI)

22.89±6.56 27.32±7.84

t=4.82;

˂.01

23.30±6.89 26.32±7.69

t=2.82;

˂.0

Modeling (М) 6.78±2.77 8.22±2.98

t=3.59;

˂.01

6.22±2.67 6.98±2.82

t=.51;

р>.05

Evaluation of

Performance (EP)

6.19±2.19 7.12±2.28

t=4.79;

˂.01

6.12±2.23 6.59±2.27

t=1.67;

р>.05

Integral Level of

Self-Regulation

(ІLSR)

30.41±5.01 34.39±4.89

t=4.67;

р˂.01

29.39±4.75 31.30±4.91

t=1.06;

р>.05

Note: EGF – experimental football group; CGF – control football group; t – Student’s t-test difference; * – р<.05; ** – р<.01;

PRO – Positive Relations with Others; SA – Self-Acceptance; PW – Psychological Well-being; PL – Purpose in Life; ML –

Meaningfulness of Life; PAOQ – Positive Assessment of One’s Qualities; GMB – General Mood Background; LSI – Life

Satisfaction Index; М – Modeling; EP – Evaluation of Performance; ІLSR – Integral Level of Self-Regulation.

A comparison of the results of the study’s control stage in the football sample before and after the experiment

revealed significant statistical differences. Changes in parameters in the EGF experimental group were: “SA”

(t=3.44; р

˂.01), “PW” (t=4.76; р

˂.01), “

LSI” (t=4.82; р

˂.01), “M” (t=3.59; р

˂.01), “

EP” (t=4.79; р

˂.01),

“ІLSR” (t=4.67; р

˂.01).

Significant changes in one parameter were observed in the CGF control group – “LSI”

(t=2.82; р˂.05). Significant changes in respondents’ self-acceptance were observed, which obviously affected

their evaluation of their own performance and increased their self-regulatory capacity. Of course, changes in

such powerful psychological formations of the athlete’s personality have had an impact on the psychological

well-being of the football experimental sample under study.

Table 6 presents a comparison of the studied parameters of the female volleyball sample before and after the

experiment.

Table 6. Studied parameters of the female volleyball sample before and after the experiment

Parameter

EGV (n=12)

CGV (n=12)

before after before after

Positive Relations

with Others (PRO)

58.18±9.51 61.05±9.56

t=2.49;

р˂.05

59.19±9.40 60.45±9.48

t=2.12;

р˂.05

Self-Acceptance

(SA)

53.39±10.14 56.39±10.19

t=3.39;

р˂.01

54.38±10.11 56.76±10.65

t=1.10;

р>.05

Psychological Well-

being (PW)

351.21±49.37 393.34±52.93

t=5.04;

р˂.01

349.18±49.39 369.54±51.87

t=1.43;

р>.05

Purpose in Life (PL) 59.41±9.69 63.22±8.98

t=.58;

р>.05

58.09±9.44 59.49±9.55

t=.79;

р>.05

Meaningfulness of

Life (ML)

94.49±11.87 97.76±12.44

t=.53;

р>.05

95.43±11.56 96.17±11.57

t=1.29;

р.>.05

Positive Assessment

of One’s Qualities

(PAOQ)

4.51±1.68 4.87±1.78

t=.69;

р>.05 4.51±1.56 4.32±1.34

t=-.08;

р>.05

General Mood

Background (GMB)

4.63±2.05 4.87±2.09

t=.44;

р>.05

4.45±1.89 4.89±2.13

t=.79;

р>.05

Life Satisfaction

Index (LSI)

23.29±6.79 27.21±7.56

t=4.44;

р˂.01

24.39±6.34 26.78±7.34

t=2.45;

р˂.05

Modeling (М) 6.19±2.68 7.78±2.98

t=1.09;

р>.05

6.09±2.45 6.78±2.68

t=.59;

р>.05

Evaluation of

Performance (EP)

6.09±2.18 7.01±2.24

t=3.44;

˂.01

6.08±2.12 6.53±2.28

t=1.86;

˂.05

Integral Level of

Self-Regulation

(ILSR)

29.41±4.67 33.51±4.56

t=3.78;

˂.01

29.87±4.32 31.06±4.67

t=1.79;

˂.05

Note: EGV – experimental volleyball group; CGV – control volleyball group; t – Student’s t-test difference; * – р<.05; ** –

р<.01; PRO – Positive Relations with Others; SA – Self-Acceptance; PW – Psychological Well-being; PL – Purpose in Life;

ML – Meaningfulness of Life; PAOQ – Positive Assessment of One’s Qualities; GMB – General Mood Background; LSI –

Life Satisfaction Index; М – Modeling; EP – Evaluation of Performance; ILSR – Integral Level of Self-Regulation.

A comparison of the study’s control stage results in the volleyball sample before and after the experiment

revealed significant statistical differences. EGV parameter changes in the experimental group were: “PRO”

(t=2.49; р˂.05), “SA” (t=3.39; р˂.01), “PW” (t=5.04; р˂.01), “LSI” (t=4.44; р˂.01), “EP” (t=3.44; р˂.01),

“ILSR” (t=3.78; р˂.01). Significant changes were observed in two parameters in the CGV control group: “PRO”

(t=2.12; р˂.05) і “LSI” (t=2.82; р˂.05). In contrast to the male football sample, an interesting scientific fact

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revealed significant changes in the parameter of positive correlations in both groups: EGV (t=2.49; р

˂.05) and

CGV (t=2.12; р

˂.05).

Clearly, changes in females’ attitudes change rapidly quantitatively and qualitatively

throughout the year, in contrast to the same period in the male sample. It should also be noted that at the end of

the year, CGV recorded a decrease in the parameter “Positive Assessment of One’s Qualities”. Obviously,

focusing exclusively on studying, apathy toward physical activity, and a lack of social mobility all lower self-

esteem and, as a result, had a negative impact on females’ mental health. Males, it has been observed, were more

focused on the main goal and frequently strive to win at any cost. Females were better at controlling their

emotions and adhering to rules and responsibilities in sports. Females experienced emotions more subtly,

whereas males expressed them openly. We did not rule out the possibility that football, as opposed to volleyball,

is a more contact and injury-prone sport.

The study’s experimental and control groups were tested for significant differences. A chart comparing the

mental health parameters of student youth before and after the experiment was created to visualize the results of

the formative experiment (Fig. II).

Note: M – arithmetic mean; SPW – questionnaire “The Scales of Psychological Well-being”; MLS – questionnaire “The

Measurement of Life Satisfaction”; SSBM – questionnaire “Style of Self-regulation of Behavior”; PRO – Positive Relations

with Others; SA – Self-Acceptance; PW – Psychological Well-being; PL – Purpose in Life; ML – Meaningfulness of Life;

PAOQ – Positive Assessment of One’s Qualities; GMB – General Mood Background; LSI – Life Satisfaction Index; М –

Modeling; EP – Evaluation of Performance; ILSR – Integral Level of Self-Regulation.

Figure II. Comparing diagram of mental health parameters before and after the experiment

Significant statistical differences in the experimental group after the experiment were recorded in the following

parameters: “SA” (р

˂.0

5), “PW” (р

˂.01),

“PL” (р

˂.05), “ML” (р

˂.05),

“LSI” (р

˂.0

5), “ІLSR” (р

˂.0

5). This

result supports the conclusion that an organized formative experiment in the form of a university program for the

implementation of health technologies through play sports, particularly for males – training and football

competitions, and females – volleyball competitions, is effective.

Discussion

The problem of athlete health and the introduction of health-preserving technologies is one of the most

relevant in sports science, particularly in major sports. There are several aspects to this problem that are relevant.

The most important of which is to maintain the athlete’s resourcefulness at a high level in order to win and

record results. As a guarantee of the development of sports activities, contradiction is a combination of the

intensity of high achievements and the duration of these achievements over time. Such a long symbiotic

relationship is nearly impossible to achieve. All rapid record results are set in part once, and if exceeded, it is

done during the athlete’s short peak ascent. In our study of student youth, the next aspect of the outlined problem

is the introduction of health technologies as a mass phenomenon in order to improve mankind’s health. We

recorded the results of significant statistical changes (р

˂.05; р

˂.01)

in the self-regulation parameters according

to method “SSBM” (Morosanova, 2004) in the experimental groups (EGF, EGV): “M”, “EP”, “ІLSR”, were

confirmed in a study of student youth value attitudes toward physical culture and sports (Blynova et al., 2020).

The interdependence between students’ level of physical activity, the parameters of their self-regulation, and the

need to succeed was stated in the aforementioned study. The parameters of self-regulation and motivation to

succeed are statistically significant in physically active students (р

˂.01).

Tóth et al. (2019) discovered that a high

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level of student motivation to participate in regular sports improves physical performance and effectiveness in

educational and professional activities. This confirms the findings of our formative experiment in football and

volleyball experimental groups. As a result, the correlation established by Tóth et al. (2019) regarding

respondents' involvement in physical activity and anxiety as a determinant of physical “Self-concept” in our

dimension is confirmed. It is worth noting that in studies of the dominant mental states of play sports athletes,

the most relevant state that provides a successful outcome is “Value-sense self-regulation” (Popovych et al.,

2019b; 2021e). At all stages of sports activities, it is obvious that the self-regulatory component is at the core of

the respondents’ subjectivity.

We consider it an important scientific fact to discover statistically significant changes in the respondents’ self-

acceptance of themselves in both experimental samples (р˂.01). Of course, this parameter was related to

respondents’ mental health, self-esteem, and self-satisfaction. Other research has found that young athletes’

psychological well-being is determined by their awareness of their life purpose, self-acceptance, and

understanding of their own life position (Popovych et al., 2022b). Positive changes in students’ self-perception

were considered to be the most important positive changes that affect not only the overall mood (.223; p≤.01) but

were also one of the most important parameters of respondents’ mental health. This parameter had a high

assimilation capacity, and positive changes occurred after long-term targeted exposure (Boryshevsky, 2010),

which only added to the value of the result.

Conclusions

1. It is theoretically substantiated and empirically clarified that the psychological well-being (“PW”) of

respondents was a predictor of mental health, which was in the coordinates of positive self-esteem (“PAOQ”)

(.227; p≤.01), general mood background (“GMB”) (.321; p≤.01) and life satisfaction index (“LSI”) (.301;

p≤.01).

2. A correlation matrix of key research indicators was created. It was stated that psychological well-being

(PW) had nine (most) statistically significant correlations (p≤.05; p≤.01) with the parameters of self-regulation

and life satisfaction of student youth.

3. The research formative strategy was organized. Positive significant changes in the parameters were observed

in both experimental groups (EGF and EGV): “Self-Acceptance” (р

˂.01), “

Psychological Well-being” (р

˂.01),

“Life Satisfaction Index” (р˂.01), “Evaluation of Performance” (р˂.01), “Integral Level of Self-Regulation”

(р˂.01).

4. Statistically significant changes in respondents’ self-acceptance of themselves (р˂.01) were discovered

during the control stage of the study. These positive changes in students’ self-perception were regarded as the

most important positive changes that affect general mood background (.223; p≤.01) and were one of the most

important parameters of respondents’ mental health.

5. Regular students’ football (males) and volleyball (females) training and competitions during the academic

year have been shown to contribute to statistically significant changes in mental health. It is practical to

incorporate health-preserving technology into the educational processes of college and higher education

institutions.

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