Повышение мотивации к занятиям физической культурой в школе средствами интегрированного обучения

Abstract

The article examines the relevance of using an integrated approach in teaching physical education in the fifth grade to increase students’ motivation to engage in physical culture. The problem of reducing the level of health of children of primary and senior school age has been identified, where one of the reasons influencing this indicator is a decrease in the level of motivation to engage in physical culture. The lack of this motivation stems from a misunderstanding of how physical activity affects the body. Undoubtedly, the current work programs on physical culture contain educational material on the disclosure of the topic of the effect of exercise on the body, but this is not always enough to stimulate physical education in the present and in the future. To solve the problem, the author suggests using tasks integrated with physical education in academic subjects. The results obtained after the introduction of complex tasks showed that the level of motivation for physical education increased. To assess the level of motivation, the author used the questionnaire of N.G. Luskanova adapted to the physical education subject. Together with an increase in the level of motivation, integrated tasks, according to the author’s hypothesis, were aimed at the formation of universal educational actions; to measure their formation, the author developed assessment tools (a test). The test results showed positive dynamics in the formation of universal learning activities due to the introduction of integrated tasks. Students began to better evaluate the technique of motor actions, as well as to produce a better self-assessment of the performance of their motor actions in sports mastered in physical education classes. At the same time, the author noted a number of positive aspects in changing the students’ attitude to physical education classes: the absence of difficulties for students in mastering physical culture, improving relationships with the teacher, the disappearance of negative attitudes towards the performance of written and practical tasks, which as a result led to the absence of skipping classes for no good reason.