WATER GAMES AS A MEANS OF DEVELOPING COMMUNICATIVE SKILLS IN MIDDLE SCHOOL CHILDREN

Abstract

Abstract. The aim of the study was to enhance the development of communicative skills among middle school children through a specially designed program incorporating water games. A pedagogical experiment was conducted involving 47 students (experimental group (EG) — 24 students, control group (CG) — 23 students), which lasted for the duration of the academic year. Materials and Methods of Research - the study employed sociometric methods developed by J. Moreno, specifically focusing on the evaluation of the level of favorable relationships (LFR), group cohesion index (GCI), and isolation index. The obtained results indicate a positive impact of water games on the formation of communicative skills in students from the EG. In particular, there was a significant increase in the high LFR from 25±0.86% to 45±0.62% (t=4.82; p<0.001), while the medium LFR slightly decreased from 40±0.91% to 35±0.32% (t=2.82; p<0.05), and the low LFR decreased markedly from 35±0.46% to 20±0.54% (t=4.12; p<0.001). Additionally, the GCI improved from 0.38±0.03 units to 0.62±0.06 units (t=2.314; p<0.05), indicating a transition from medium to high cohesion levels. The isolation index significantly decreased from 0.32±0.03 units to 0.18±0.01 units (t=2.314; p<0.05), reflecting a reduction in social isolation among the participants. In contrast, no statistically significant changes were observed in the CG, which continued to follow traditional physical education practices. The lack of progress in the CG highlights the effectiveness of the proposed water game program in promoting communicative cohesion and reducing social isolation within school groups. The positive dynamics observed in the EG demonstrate that structured and cooperative water-based activities not only foster physical development but also enhance social interaction and collaborative skills among middle school students. Conclusions. These findings confirm that integrating water games into the physical education curriculum can be an effective strategy for improving the social cohesion of school collectives, especially among students prone to isolation or low social engagement. The results also underline the importance of employing interactive and teamwork-based activities to create an inclusive and supportive educational environment. The proposed program, which combines physical activity with structured communication tasks, demonstrated significant benefits for the social integration of middle school students. Consequently, this approach can be recommended for broader implementation in educational institutions seeking to foster social cohesion through physical education.