Аннотация
Physical education in higher education is often associated with physical fitness, yet students’ experience also depends on communication, peer interaction, instructor support, and emotional comfort. This pilot study examined whether a brief psychological support module integrated into regular physical education classes could improve students’ perceived psychological support, engagement, and emotional well-being. A quasi-experimental pre-test/ post-test design was used at Korkyt Ata Kyzylorda University over six weeks. Seventy-two undergraduate students completed both measurements. The module included emotional check-ins, pair and group tasks, supportive instructor feedback, and short post-class reflection. Data were collected using a questionnaire covering three areas: psychological support, student engagement, and emotional well-being. After the intervention, mean scores increased in all areas: psychological support from 3.18 to 3.76, engagement from 3.32 to 3.79, and emotional well-being from 3.21 to 3.68. Paired-samples t-tests confirmed reliable pre-test to post-test improvements, with moderate effect sizes. The data suggest that small support-oriented changes in physical education may strengthen students’ engagement and emotional comfort, showing its psychological and pedagogical value.