Background: Physical activity and psychological well-being are fundamental to the UN Sustainable Development Goals. In Kazakhstan, 67.6% of youth fail to meet recommended activity levels, and the prevalence of sub-optimal mental well-being rises to 21.8% by age 15. This study addresses the critical intersection of Health Psychology and Educational Psychology by focusing on students in Special Medical Groups (SMG) — individuals with chronic health conditions requiring medically-adapted physical workloads. Current pedagogical approaches often remain formalistic, failing to address the psychological barriers inherent in chronic health limitations.
Objective: This research aims to develop and evaluate the "Health Model", an innovative system designed to transition from conventional physical education to a psychologically-grounded, health-saving environment that fosters long-term health competencies.
Methods: A cross-sectional design was utilized, involving 286 adolescents (aged 15-19) within the SMG category. The methodology operationalized Psychological Assessment and Expertise through validated sociological surveys, retrospective medical record analysis, and a structured pedagogical experiment. Structural-functional modeling was employed to synthesize these multi-dimensional data points into a scalable intervention.
Results: Analysis identified significant systemic barriers: low intrinsic motivation, inadequate psychological support, and a lack of differentiated curricula. The "Health Model" addresses these through four integrated components: diagnostic (psychological profiling), goal-oriented (individualized trajectories), procedural (adapted interventions), and reflexive-evaluative (self-regulation monitoring). The model utilizes interdisciplinary synergy to mitigate the impact of chronic illness on students' self-efficacy and psychological health.
Conclusion: The scientific novelty lies in the shift from biometric-focused metrics to the "Physical Culture of Personality" — an integrative psychological quality promoting resilience. This research contributes to Educational and School Psychology by providing a validated framework for inclusive environments, ensuring that students with health limitations develop the psychological and physical readiness for sustainable professional life.