Results
SECONDARY
Data analysis involved a comparison of pre-test and post-test results using the Critical Thinking Skills Success methodology to assess the effectiveness of the integrated lesson introduced for the development of critical thinking skills in students. The data for the control group is available in Fig. 
Critical Thinking Skills Success test before and after the training (Control Group)In this group, the mean value for the pre-test was 17.47 points. The scale showed that the minimum number was 15 points, and the maximum number was 21 points. The standard deviation in this group did not exceed 1.944 points. The post-test results were high on average. The average score increased to 19.88 points and reached a maximum value of 24 points.Based on the schedule, traditional physical education and the first aid programme introduced new approaches to developing critical thinking skills. The Wilcoxon signed-rank analysis showed that in 44 cases there was a positive trend, in 7 cases, it was negative, and in 9 no changes in the results were identified. In this case, Z = -5.128, and p = 0.000. The anticipated impact demonstrated a favourable influence on the cultivation of students’ critical thinking abilities. However, situational factors may also influence the outcomes, for example, the prior experience from the pre-test, the involvement of students filling out the form, and others. In the next stage, the scholars investigated the pre-test and post-test results based on the Critical Thinking Skills Success method in the experimental group. The data is available in Fig. 
Critical Thinking Skills Success test before and after the training (Experimental Group)Figure The implementation of an integrated sports medicine lesson yields a beneficial impact on the enhancement of critical thinking skills in students. The research found that there were some differences between the groups according to the analysis of the Wilcoxon T-test: Z = -6.755 at p = 0.000. Based on their findings, the scholars concluded that the utilization of the integrated lesson as a pedagogical tool led to notable enhancements in critical thinking skills, surpassing the outcomes observed with traditional learning approaches solely reliant on educational materials.In the second stage of the statistical analysis, the results of the Integrated Sports Medicine Test were compared. They involved practical assignments and theoretical knowledge of first aid. Data on average values are available in Table 
Average values of the Integrated Sports Medicine Test depending on the interventionAccording to the primary data analysis, the control group showed a higher result in physical training based on the traditional pedagogical approach. After the programme, the average value for the test was 77.80 points. In the experimental group, the recorded value was marginally lower at 72.07 points. Conversely, the control group exhibited a higher median, with scores of 77 points compared to 73.50 points in the experimental group. According to the minimum and maximum values, the control group showed better results than the experimental group. If in the control group, the minimum value was 64 points, then in the experimental group it was 62 points. The highest number of points in the experimental group was 81 points, and in the control group, it was 90 points. The results suggest that the traditional approach to physical education and first aid is no less effective than an interactive educational environment in an integrated lesson. In the experimental group, the learning process took at least double the amount of time to master medicine. The research delineated the specified approach and time constraints. The results comparison was the next step in the data analysis. The results are available in Table 
Statistical analysis of the difference between the group values according to the Integrated Sports Medicine TestThe secondary statistical analysis showed a relatively significant difference at the level of p = 0.03 with acceptable p ≤ 0.05 between the groups with different pedagogical impacts trained within six months. The Mann-Whitney U test was 247.500. The traditional and expected type of influence was more effective than the experimental one. The scholars suggest that these results are based on the need to disperse attention between physical training and first aid knowledge. The scholars suppose that future research is needed to experiment with increased academic hours for medical training in the experimental group. However, the integrated sports medicine approach to education will not require a reduction in teaching hours, and this is one of the main reasons for the integration of core disciplines at the university. The experimental group showed poor results because the use of applications in physical education lessons was less desirable than personal communication in the traditional classroom. Both groups showed a relatively high score, exceeding 70 points.Both teaching strategies can be used at the university. The potential improvements of each strategy are elaborated. The research investigates the relationship between critical thinking and academic achievements in sports medicine. The data is available in Table 
Relationship between Critical Thinking Skills Success and Integrated Sports Medicine Test post-test scores
The analysis revealed a significant negative correlation (r = − 0.280) at the 0.05 level between the critical thinking and sports medicine tests. The results suggest that there is a significant negative relationship between critical thinking and physical fitness in the increase-decrease / decrease-increase relationships. Therefore, critical thinking as a soft skill is significant for high-quality physical training and mastering the key skills in first aid. The proposed approach underlines the importance of developing critical thinking at the university and confirms the importance of body-mind interaction.