KIRISH: maqolada jismoniy tarbiya darslarida milliy o‘yinlardan foydalanishni oddiy “o‘yin” darajasida emas, balki pedagogik maqsadga yo‘naltirilgan texnologiya sifatida qo‘llash masalasi yoritiladi. Milliy o‘yinlar harakat faoliyati bilan bir qatorda tarbiyaviy mazmun, muomala madaniyati, hamkorlik qoidalari, odob-axloq me’yorlari va milliy qadriyatlar uzviyligini ta’minlaydi. Shu yo‘l bilan o‘qituvchining etnopedagogik kompetensiyalari - madaniy jihatdan mos dars loyihalash, o‘yin jarayonini tarbiyaviy boshqarish, kommunikativ ta’sirchanlik va qadriyatga tayangan yo‘naltirish ko‘nikmalari kuchayadi. MAQSAD: milliy o‘yinlarga asoslangan texnologiyaning jismoniy tarbiya o‘qituvchilarida etnopedagogik kompetensiyalarni rivojlantirishdagi samaradorligini aniqlash va empirik asoslash. Xususan: (1) kompetensiya indikatorlari va mezonlarini belgilash; (2) milliy o‘yinlar asosida bosqichma-bosqich texnologiyani sinovdan o‘tkazish; (3) tajriba va nazorat guruhlari natijalarini qiyoslash. MATERIALLAR VA METODLAR: tadqiqotda pre-test/post-test yondashuviga tayangan kvazi-eksperimental dizayn qo‘llanadi. Ishtirokchilar tajriba va nazorat guruhlariga ajratiladi. Texnologiya tarkibi: milliy o‘yinlar uchun metodik kartalar, darsni modellashtirish, mikro-dars, refleksiv muhokama, ekspert baholash. Ma’lumotlar pedagogik kuzatuv, kompetensiya rubrikalari, so‘rovnoma va o‘z-o‘zini baholash orqali to‘planadi. MUHOKAMA VA NATIJALAR: natijalar milliy o‘yinlar asosida tashkil etilgan texnologiya etnopedagogik kompetensiyalarni o‘sishiga xizmat qilishini ko‘rsatadi. Tajriba guruhida darsni milliy qadriyat va tarbiyaviy mazmun bilan uyg‘un loyihalash, o‘yin jarayonida hamkorlikni boshqarish, muomala madaniyatini shakllantirish hamda vaziyatga mos pedagogik qaror qabul qilish ko‘rsatkichlari kuchliroq dinamika beradi. Texnologiya “bir xil qolipdagi” darslarni kamaytirib, metodik rang-baranglik va mazmuniy chuqurlikni oshiradi. XULOSA: milliy o‘yinlar aniq bosqichlar va baholash mezonlariga tayanib texnologiya tarzida joriy etilganda, jismoniy tarbiya o‘qituvchilarining etnopedagogik kompetensiyalarini samarali rivojlantiradi. Taklif etilgan model o‘qituvchilarni tayyorlash va malaka oshirish tizimiga amaliy tarzda integratsiya qilish uchun tavsiya etiladi.
INTRODUCTION: this article examines the practical significance of integrating national games into Physical Education lessons as an educational technology for developing ethnopedagogical competencies in future and practicing PE teachers. The study focuses on how culturally rooted games enrich pedagogical thinking, strengthen value-based communication, and support culturally responsive lesson design. National games are treated not as entertainment, but as a structured didactic tool that links physical skills with cultural content, behavioral norms, cooperation rules, and ethical interaction patterns. AIM: the main aim of the study is to determine and empirically justify the effectiveness of a technology based on national games for improving ethnopedagogical competencies in the professional activity of Physical Education teachers. Specifically, the research seeks to: (1) define key competency indicators and assessment criteria; (2) test the impact of a staged instructional model using national games; (3) compare the dynamics of competency development in experimental and control groups. MATERIALS AND METHODS: the study applies a quasi-experimental design with pre-test/post-test assessment. Participants include PE teachers or pre-service teachers divided into experimental and control groups. The intervention is implemented during a semester cycle and includes a structured set of national games with methodological cards, reflective discussions, micro-teaching, and lesson modeling. Data collection tools include observation sheets, competency rubrics, expert assessment, and self-reflection questionnaires. DISCUSSION AND RESULTS: the findings show that the national-games-based technology supports measurable improvement in ethnopedagogical competencies. The experimental group demonstrates stronger progress in culturally grounded lesson planning, pedagogical communication, and value-oriented guidance during gameplay. The approach also enhances methodological flexibility and reduces stereotypical “mechanical” lesson formats by linking movement tasks with cultural meanings and cooperative norms. CONCLUSION: the results provide evidence-based justification that national games, when organized as a technology with clear stages and assessment criteria, effectively develop ethnopedagogical competencies in Physical Education teachers. The proposed model can be integrated into teacher training programs and in-service professional development as a practical mechanism for culturally responsive PE instruction.
ResearcherUz