METHODOLOGICAL SYSTEM FOR IMPROVING THE PROCESS OF KINESTHETIC DEVELOPMENT IN PREPARING STUDENTS FOR PROFESSIONAL ACTIVITY

SCIENCE AND INNOVATION INTERNATIONAL SCIENTIFIC JOURNAL VOLUME 4 ISSUE 11 NOVEMBER 2025 ISSN: 2181-3337 | SCIENTISTS.UZ 10 METHODOLOGICAL SYSTEM FOR IMPROVING THE PROCESS OF KINESTHETIC DEVELOPMENT IN PREPARING STUDENTS FOR PROFESSIONAL ACTIVITY U.R. Akhunov Andijan State Pedagogical Institute, Associate Professor of the Department of Preschool Education https://doi.org/10.5281/zenodo.17655241 Abstract. This article analyzes the role of developing kinesthetic abilities in preparing students for professional activity, its didactic and methodological foundations, and the components of a methodological system aimed at improving this development process. The importance of practical learning, motor learning and sensorimotor experience is substantiated. Key words: professional training, kinesthetic development, methodological system, motor activity, sensorimotor skills, practical training. Introduction In the modern education system, the formation of practical skills and competencies, along with theoretical knowledge, plays an important role in preparing students for professional activity. Kinesthetic development—in other words, learning and understanding through body movements—is especially important in such fields as engineering, medicine, and pedagogy. Through kinesthetic learning, a student not only automatizes professional actions but also develops professional reflexes, coordination, accuracy, and the ability to concretize. Kinesthetic development is the process of learning through movement, body awareness, and the development of spatial perception, which is necessary for many types of professions. Research shows that 3040% of students belong to the kinesthetic type, and they assimilate information better through practical activity. Therefore, accounting for kinesthetic development in the process of professional training significantly increases the effectiveness of education. Kinesthetic development includes the following components: 1. Sensory-motor integration—coordination between the senses and the motor system. This plays a key role in the formation of skills to perform specific actions and work with equipment in professional activity. 2. Spatial perception—the ability to navigate in space and assess the distance between objects. This is necessary for work in such fields as architecture, design, and construction. 3. Motor memory—the ability to remember and automatize repetitive movements. Most professional skills are formed on this basis [1]. Speaking about the significance of kinesthetic abilities in professional activity, it should be noted that they carry different importance for different professions: technical professions (mechanic, operator): precise movement coordination, hand-eye coordination; medical professions: fine motor skills, tactile sensitivity; sports and physical education: movement plasticity, strength and endurance; arts and design: precision of hand movements, creative expression. To determine the level of studentsʼ kinesthetic development, the following diagnostic methods are used: SCIENCE AND INNOVATION INTERNATIONAL SCIENTIFIC JOURNAL VOLUME 4 ISSUE 11 NOVEMBER 2025 ISSN: 2181-3337 | SCIENTISTS.UZ 11 - Tests for identifying learning styles – detection of the channel (visual, auditory, kinesthetic) through which the student learns information most effectively. - Assessment of motor skills – measuring indicators of movement coordination, accuracy, and speed. - Spatial thinking assessment tests – testing the ability to visualize and manipulate threedimensional objects. Based on the diagnostic results, individual and group programs are developed: Determining goals – setting specific, measurable goals for each student or group. Selection of content – choosing kinesthetic exercises and practical tasks corresponding to the chosen profession. Selection of methods and means – choosing teaching methods, technical tools, and educational materials. The main methods ensuring kinesthetic development: a) Practical classes. This includes simulation and modeling – exercises that imitate real professional situations. For example, teaching medical students injection skills using mannequins. Project activity – involving students in the process of creating a real product or service. This is effective in fields such as engineering, design, and programming. Master classes – in-depth acquisition of practical skills under the guidance of experienced specialists. b) Progressive learning technologies, gradual complication – transitioning from simple actions to complex combinations. Repeated training – regular exercises to achieve automatism. Analysis and correction of mistakes – mechanisms for identifying and correcting incorrect actions. c) Virtual reality (VR) using modern technologies – conducting dangerous or expensive practical trainings in a safe environment. For example, simulators for pilots. Interactive learning systems – enhancing kinesthetic experience using touch screens, interactive boards, and other tools. Video analysis – recording the studentʼs actions on video, analyzing and improving them. 4. At the stage of monitoring and assessment to determine the effectiveness of kinesthetic development, the following are used: practical tests—the demonstration of skills in real-life conditions. The portfolio method—the collection and analysis of a student’s practical work. Reflective assessment—the development of the ability for self-analysis and self-assessment. Rating systems—a score-based approach using various parameters and calculation of the overall indicator [2]. Combination of different teaching methods—integrating visual, auditory, and kinesthetic elements into a single class and observing safety rules—ensuring student safety during practical sessions. Increasing motivation—demonstrating practical results, supporting successes. Individual approach—taking into account the individual characteristics of each student. Strengthening the material and technical base of educational institutions—providing modern equipment and simulators. Establishing a practice base—establishing collaboration with manufacturing enterprises. Increasing teacher qualifications—conducting trainings on modern methods. Implementation of innovative experience—the use of advanced pedagogical technologies. In the future, it is necessary to conduct additional research in this direction, to more widely implement virtual and augmented reality technologies, as well as to study international experience and adapt it to the national education system. Professional education of the 21st century is aimed at preparing specialists who require not only theoretical knowledge, but also practical skills. Kinesthetic competence is the ability of a student to acquire knowledge through movement, touch and bodily sensations, to perform SCIENCE AND INNOVATION INTERNATIONAL SCIENTIFIC JOURNAL VOLUME 4 ISSUE 11 NOVEMBER 2025 ISSN: 2181-3337 | SCIENTISTS.UZ 12 professional tasks and acquire professional motor skills. Most modern professions—medicine, engineering, sports, art, and industry—require a high level of kinesthetic competence. According to the World Health Organization (WHO), 30-40% of medical errors are related to improperly performed motor manipulations. In industry, 60% of work-related injuries are the result of insufficiently developed motor skills. These statistics highlight the importance of developing kinesthetic competence in vocational education [3]. The designation of reforming and adapting the vocational education system of the Republic of Uzbekistan to modern requirements as one of the priority areas in the “Development Strategy of the Republic of Uzbekistan for 2022-2026” increases the relevance of developing professional competencies, including kinesthetic competence. Existing problems: 1. Theoretical and practical imbalance: In many higher education institutions, the amount of theoretical classes significantly exceeds the amount of practical classes (70-80% theory, 20-30% practice). 2. Insufficient use of modern technologies: Low level of use of virtual simulators, tactile devices, and interactive trainers 3. Lack of individualized approach: Despite the fact that the kinesthetic abilities of each student are different, mass teaching methods are applied. 4. Assessment system shortcomings: Criteria and tools for objective assessment of kinesthetic skills are insufficiently developed. 5. Teacher training: Many teachers are not aware of modern methods for developing kinesthetic competence. Kinesthetic competence is a personʼs ability to acquire professional knowledge, skills, and abilities through the sensorimotor system, to accurately and effectively perform motor operations, to process tactile and proprioceptive information, and also to apply motor intelligence in professional activity [4]. The theory of experiential learning, developed by the American scientist David Kolb, is an important basis for understanding kinesthetic competence. According to Kolbʼs cycle, effective learning consists of four stages:  Concrete experience (learning by doing)  Reflective observation (analyzing experience)  Abstract conceptualization (theoretical generalization)  Active experimentation (application in new conditions) Kinesthetic competence is actively developed precisely at the stages of concrete experience and active experimentation. In Howard Gardnerʼs theory, bodily-kinesthetic intelligence is distinguished as a separate type. This type of intelligence is the ability to skillfully manage the body and solve problems through actions. Gardner emphasized that some people learn best precisely through motor activity, and this characteristic is important for professional success. The movement coordination theory by Russian scientist N.A. Bernstein explains how complex motor skills are formed. According to his teaching, the mastering of movements involves several levels:  Level A – regulation of muscle tone  Level B – synergistic (joint) movements  Level C – spatial field  Level D – semantics (meaning) of movements According to this theory, knowledge and skills cannot be separated from context—they are closely connected with the learned physical and social environment. Kinesthetic competence is SCIENCE AND INNOVATION INTERNATIONAL SCIENTIFIC JOURNAL VOLUME 4 ISSUE 11 NOVEMBER 2025 ISSN: 2181-3337 | SCIENTISTS.UZ 13 also most effectively developed precisely in a real or close-to-real environment. Modern neurobiological studies show that motor activity activates various parts of the brain:  Motor cortex – planning and control of voluntary movements  Cerebellum – coordination of movements and balance  Basal ganglia – formation of motor automatism  Parietal cortex – sensorimotor integration  Mirror neuron system – observing and reproducing the actions of others [5]. Conclusion Studies show that gamified learning provides 40-50% higher motivation and 30% better results compared to traditional methods. In the development of kinesthetic competence, it is effective to divide large motor tasks into small, easily assimilated parts. Example: The medical educational platform Osmosis divided complex medical manipulations into short videos, adding a 3-5-minute practical exercise to each. Students can practice motor skills anywhere using their smartphones. Kinesthetic development plays an important role in preparing students for professional activities. A methodological system aimed at improving it brings the learning process closer to an active, action-based, and real professional environment. Thanks to this system, students gain not only theoretical knowledge but also a high level of practical training. REFERENCES 1. Vygotsky L.S. “Pedagogical Psychology.” – Moscow: Pedagogy, 1991. p. 93. 2. Gippenreiter Y.B. “Psychology: Movement and Emotions.” – Moscow: AST, 2010. p. 58. 3. Khaimetov A. “Teaching Methods and Their Application in Practice.” – Tashkent, 2018. 4. Concept of Higher Education of the Republic of Uzbekistan. 2020. 5. Sharipova D. 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