The current development of physical education requires rethinking traditional approaches to organizing motor activity. This shift emphasizes pedagogically oriented, adaptive, and cognitively enriched forms of learning. Conventional training approaches primarily focus on physical indicators and overlook the educational potential of endurance. The purpose of this study is to substantiate the pedagogical potential of the author-developed ARVETS cycling program in physical education.

The study employed an analytical-empirical design. Research methods included structural-functional pedagogical analysis, pedagogical interpretation, questionnaire survey, and qualitative data synthesis. The participants were 20 professional cyclists with prior experience in prolonged ARVETS-based training sessions. Survey results confirmed the realization of the pedagogical potential of the ARVETS program. Increased self-regulation was reported by 85% of participants. Enhanced cognitive endurance was indicated by 88% of respondents. Improved motor awareness was noted by 90% of participants. Additionally, 84% confirmed the possibility of pedagogical transfer of ARVETS into the physical education system. The findings indicate that ARVETS can be considered an innovative pedagogical system of physical education. Scientific novelty lies in the pedagogical substantiation of integrating physical and cognitive endurance components. Further research should examine the program in educational groups of different ages and preparedness levels.

Physical education, endurance training, self-regulation

André, N., Audiffren, M., & Englert, C. (2025). Brain endurance training as a strategy for reducing mental fatigue. Frontiers in Psychology, 16, Article 1616171. https://doi.org/10.3389/fpsyg.2025.1616171

Dallaway, N., Bray, S. R., Innes, K. L., Andrusko, K. E., & Ring, C. R. (2023). Effects of separate cognitive training on endurance exercise performance. Journal of Functional Morphology and Kinesiology, 10(4), 391. https://doi.org/10.3390/jfmk10040391

Daneshgar-Pironneau, S., Audiffren, M., Lorcery, A., Benraïss, A., Mirabelli, F., Gargioli, D., & André, N. (2025). Endurance athletes are more resistant to mental fatigue than nonathletes. Research Quarterly for Exercise and Sport, 96(4), 780–791. https://doi.org/10.1080/02701367.2025.2501972

González-Calvo, G., Otero-Saborido, F., &Hortigüela-Alcalá, D. (2022). Discussion of obesity and physical education: Risks, implications and alternatives. Apunts. EducaciónFísica y Deportes, 148, 10–16. https://doi.org/10.5672/apunts.2014-0983.es.(2022/2).148.02

Kolovelonis, A., & Goudas, M. (2013). The development of self-regulated learning of motor and sport skills in physical education: A review. Hellenic Journal of Psychology, 10, 193–210. http://hdl.handle.net/11615/29569

Nien, J.-T., Wu, C.-H., Yang, K.-T., Cho, Y.-M., Chu, C.-H., Chang, Y.-K., & Zhou, C. (2020). Mindfulness training enhances endurance performance and executive functions in athletes: An event-related potential study. Neural Plasticity, 2020, 8213710. https://doi.org/10.1155/2020/8213710

Staiano, W., Merlini, M., Romagnoli, M., Kirk, U., Ring, C. R., &Marcora, S. M. (2022). Brain endurance training improves physical, cognitive, and multitasking performance in professional football players. International Journal of Sports Physiology and Performance, 17(12), 1732–1740. https://doi.org/10.1123/ijspp.2022-0144

Valle-Muñoz, V. M., Mendoza-Muñoz, M., & Villa-González, E. (2025). Physical literacy as a pedagogical model in physical education. Children, 12(8), 1008. https://doi.org/10.3390/children12081008

Zha, H., Ding, X., & Li, W. (2025). Innovative approaches in physical education: Leveraging cognitive activation to boost student outcomes. Frontiers in Psychology, 16, 1481381. https://doi.org/10.3389/fpsyg.2025.1481381