contributors

Ihor Hrynchenko, Serhii Palevych, Ivan Danylishyn, Olena Chaika, and Vitalii Kyrpenko

Ihor Hrynchenko holds a PhD in Pedagogy and is an Associate Professor at the Department of Olympic and Professional Sports, Sports Games and Tourism at H. S. Skovoroda Kharkiv National Pedagogical University, Kharkiv, Ukraine.

Serhii Palevych holds a PhD in Physical Culture and Sports and is an Associate Professor and Head of the Department of Special Physical and Combat Training at the National Academy of the Security Services of Ukraine, Kyiv, Ukraine.

Ivan Danylishyn is a Senior Teacher at the Department of Physical Education, Special Physical Training and Sports at Ivan Kozhedub Kharkiv National Air Force University, Kharkiv, Ukraine.

Olena Chaika is a PhD-Candidate of Sciences in Physical Culture and Sports at the Department of Physical Education, Special Physical Training and Sports at Ivan Kozhedub Kharkiv National Air Force University, Kharkiv, Ukraine.

Vitalii Kyrpenko holds a PhD in Physical Culture and Sport and is an Associate Professor and Head of the Department of Physical Education, Special Physical Training and Sports at Ivan Kozhedub Kharkiv National Air Force University, Kharkiv, Ukraine.

view all contributors

Articles by Ihor Hrynchenko, Serhii Palevych, Ivan Danylishyn, Olena Chaika, and Vitalii Kyrpenko

  1. The transformation of youth sport education in Ukraine under war. Perspectives on recovery

    This study systematizes the transformative impacts of the full-scale military invasion on Ukraine’s youth sport education systems and substantiates multilevel recovery strategies within the Long-Term Athlete Development (LTAD) framework. The analysis focuses on how macrosystemic disruptions affect the pedagogical continuity and developmental pathways of young learners. A qualitative analytical approach was employed and Bronfenbrenner’s ecological systems theory provides the theoretical lens. The findings reveal a critical disintegration of the “talent pipeline” due to the destruction of educational infrastructure, the forced migration of the pedagogical core (coaching staff), and the militarization of sports-based learning in occupied territories. The results extend LTAD theory by demonstrating its structural vulnerability under prolonged crises and identifying primary pathways of institutional and educational erosion. Recovery requires a transition from emergency management to a resilient educational model that integrates psychosocial support into athletic training.

Looking for someone? Enter a contributor's name and we will have a look!

Here you can read about the people who have been involved in Baltic Worlds. The texts and images have been provided by the individuals themselves.

If you have contributed to Baltic Worlds and would like to update your presentation, or if you want to send a message to one of our collaborators, send an email to bw.editor@sh.se.