Interest In Physical Education Research Articles

‘You're not good’: inequalities experienced by women in physical education during their childhood and adolescence

ABSTRACT Background Physical Education (PE) is a space for both the reproduction and change of power relations, due to its close relationship with physical activities and sports (PAS) and its masculine tradition. It is still deeply rooted in the perpetuation of hegemonic masculinity and its consequent behaviors. These behaviors, typically exhibited by boys, contribute to the discrimination experienced by many students whose characteristics do not align with the traits of hegemonic masculinity. Poststructuralist feminism recognizes all individuals as active participants in the negotiations of gender power relations, and therefore does not consider girls as passive victims of oppression. In other words, although it might appear that they are being passive in their actions, these attitudes indicate a resistance to engaging in a technical and traditional PE which perpetuates hegemonic masculinity. Purpose The objective of this study was to analyze the experiences of inequality experienced by women in PE during their childhood and adolescence. Method The participants were 17 women aged from 18 to 46 years old from the Autonomous Community of the Basque Country (Spain). Four in-depth interviews and four focus groups were conducted. The transcripts were analyzed inductively, and a category system was constructed. Findings The participants highlighted how their experiences were negatively affected by the following consequences of hegemonic masculinity and power relations: PE Teachers in the spotlight – Authoritarian, contemptuous, and passive attitudes of teachers toward girls and their traditional approach were a relevant factor for many of them to lose interest in PE. Gender issues – The attitude of most boys caused many girls to stay on the sidelines due to the reproduction of qualities such as superiority, violence, aggressiveness, or competitiveness, as well as behaviors of ridicule and humiliation toward students who did not meet the expectations of motor abilities. Learned (in)ability – Since childhood, they believed that they were not good at PAS due to the messages received from society. Additionally, they felt intimidated in competitive contexts, which made it very difficult for them to successfully participate in a performance-focused PE. Discussion: Participants viewed PE as a hostile environment, where the majority of girls, as well as other students who did not conform to hegemonic masculinity, faced discrimination. However, the students' decision to stay on the sidelines was an attitude of resistance, refusing to participate in the reproduction of toxic masculinity and patriarchy. Conclusion It is crucial to recognize the reproduction of hegemonic masculinity and the exertion of power that discriminates and oppresses others in PE. This can serve as an initial step to encourage positive, inclusive experiences and meaningful learning, counteracting the reproduction of traditional models. Likewise, it is important to empower girls and transmit to them their ability to transgress and transform the dominant roles of society.

Motivation to engage in physical education in remote conditions during martial law in Ukraine

The prerequisite for success in any business is the formation of a motivational sphere, the development of which requires targeted pedagogical influence. At the current stage, a number of issues related to the physical development and physical fitness of the younger generation deserve attention. Regardless of who the child will become, where he will work, teachers must always show a high civic sense of responsibility for the fate of the younger generation. The article analyzes the main motivational factors that will increase the interest and interest of schoolchildren in completing tasks in physical education classes. A survey of schoolchildren was carried out in order to determine the motives that motivate them to attend distance physical education classes, as well as being a motivating factor for active motor activity of schoolchildren. The obtained results show that 58% of schoolchildren like to attend remote classes, 24% do not want to attend online classes, and 18% noted that attendance is largely influenced by other factors, including mood. Analyzing the obtained results, it was established that 17% of schoolchildren like the fact that they can conduct classes while being at home, in danger and do not need to spend time traveling to school; 14% of children noted authority and respect for the teacher; 12% indicated that communication with friends is an attractive factor; 18% - like to perform exercises independently without external supervision; 11% - interested in the possibility of combining theoretical tasks with practical ones; 28% of students highlighted the possibility of using various IT technologies during the educational process. In the course of the work, it was experimentally proven that the majority of students have a persistent interest in physical education in an offline format. During distance learning, students need interesting and modern educational material with mandatory feedback from the teacher with options for certain incentives for the work done. The effectiveness of the work of a teacher-student largely depends on social factors, the opinion and support of the family, as well as quality communication between the participants of the educational process.

Physical education program for schoolchildren with autism spectrum disorders

Programs focusing on a single type of physical activity may not be suitable for schoolchildren with ASD as they fail to provide sufficient variety of means, which can lead to decreased interest in physical education and one-sided development of children. The issue of meaningful content development in physical education programs to improve the quality of life, psycho-physical, and social development of schoolchildren with ASD remains inadequately addressed. Research Objective: To develop a physical education program aimed at improving the quality of life and psycho-physical and social development of schoolchildren with ASD. Methods. To justify the content and structure of the physical education program prioritizing the development of coordination abilities of children with ASD, levels of quality of life indicators, physical fitness, and adaptive behavior of children with ASD were determined; relationships between them were established; indicators for boys and girls were compared. To assess the effectiveness of the physical education program, a pedagogical experiment was conducted. Nineteen boys and five girls participated in it. Throughout the academic year, children followed the program prioritizing the development of coordination abilities. Results. A low level of physical fitness, adaptability, and quality of life indicators in children with ASD was established, requiring effective ways to improve them. Based on the results obtained, the structure and content of the physical education program for children with ASD with a priority focus on the use of means for developing coordination abilities were justified. The program differed from traditional ones by focusing on the development of all muscle groups, a wide range of means from various sports. The volume of exercises prioritizing the development of coordination abilities was 55%, they were used in all parts of physical education lessons throughout the academic year in the content of educational material of all optional modules and in homework; various sports equipment and musical accompaniment were used. Some means were excluded as children with ASD were unable to perform them. The educational program was nominally built on a modular system, containing an invariant (mandatory) and a variable component. The invariant part included: theoretical- methodological knowledge and general physical training, the content of which was implemented during each lesson. However, the material of variable modules was implemented not sequentially, but simultaneously in all lessons. Material from three variable modules (games, athletics, gymnastics) and physical training was combined in one lesson. Conclusions. The author's physical education program contributed not only to a significant improvement in their level of development but also to the speed strength and endurance of various muscle groups of boys with ASD; it was effective (p=0.01) in improving the cognitive component of the quality of life of boys with autism spectrum disorders; significant positive changes occurred in boys' vision (p<0.05). Most indicators did not change statistically significantly but tended to improve. The absence of significant changes in the results may be due to a large spread around the arithmetic mean.

PEDAGOGICAL MECHANISMS OF FORMATION OF PHYSICAL QUALITIES OF HIGH SCHOOL STUDENTS

The article "Pedagogical mechanisms for the formation of physical qualities of high school students" examines the organization of the educational process in order to effectively form physical qualities in high school students. The authors analyze the current challenges facing the education system and propose pedagogical mechanisms that contribute to the optimal development of physical characteristics of adolescents. The article discusses methods and techniques aimed at stimulating interest in physical education, as well as practical aspects of the organization of the training process. Special attention is paid to the individualization of approaches to students, taking into account their physical abilities, as well as intra-and extracurricular control and motivation mechanisms. The results of the study provide valuable recommendations for teachers and administrators of educational institutions aimed at improving the effectiveness of the process of forming the physical qualities of high school students in a modern educational environment.

A70: An Experimental Study of Sports VR Equipment on Cultivating High School Students' Interest in Sports

Purpose: The incorporation of VR virtual teaching has garnered significant attention, with its applications spanning various disciplines and fields. Notably, in the realm of physical education, VR integration has not only contributed to the enhancement of instructional effectiveness but has also played a pivotal role in fostering the holistic development and personality growth of students. The primary objective of this study is to investigate whether VR virtual teaching can elevate the interest of high school students in the learning of physical education. Methods: Eighty students in high school were recruited and randomly divided into experimental and control groups (40 students of each gender in each group). The classes were taught for 8 weeks, once a week, and 90 minutes each time. The experimental group was taught by VR virtual teaching and the control group was taught by traditional teaching method. Questionnaires were administered to the experimental group and the control group before and after the teaching experiment to analyze the degree of change in students' interest in physical education. SPSS26.0 software was used for data processing to understand the changes in the experimental group and the control group. Results: There were more significant differences in four sub-dimensions of physical education learning interest in the experimental group compared to the control group (positive interest in physical education learning t=-4.23, P < 0.01; negative interest in physical education learning t=-2.99, P < 0.01; sports participation t=-4.42, P < 0.01; concern for physical education t=-5.03, P < 0.01); independent and inquiry learning t=-2.06, P < 0.05). The overall significant change in interest in physical education learning (t interest in physical education learning=-4.98, P < 0.01). The difference between the experimental group and the control group in the pre-test of physical education learning interest was not significant (t=0.37, P > 0.05), and the difference between the experimental group and the control group in the post-test of physical education learning interest was significant (t=2.13, P < 0.05). The results indicated that the experimental group had a significantly better effect than the control group in improving physical education learning interest under VR virtual teaching. Conclusion: VR virtual instruction was effective in improving high school students' attitude towards physical education including positive interest in physical education, negative interest in physical education, sports participation, and concern for physical education.

Research on the Innovation of Smart Teaching Mode of University Physical Education Driven by Digital Technology

Abstract Physical education teaching mode is the link between physical education teaching theory and physical education teaching practice, which has a direct impact on the quality and teaching effect of physical education teaching. In this paper, the recognition algorithm is applied to physical education, and a graph-convolutional neural network is constructed. In order to solve the problem that a graph convolutional neural network can only deal with non-motion graphs, using the Masked Attention mechanism, assigning different weights to neighboring nodes, extracting node features and features between neighboring nodes, thus the graph attention neural network, and introducing the YOLO model to predict the single and multiple postures and correct the students’ technical movements. Through the comparative experimental study in this paper, it was found that the p-values of the four dimensions of students’ attention to athletics, adverse interest in athletics learning, positive interest in athletics learning, and daily athletics exercise were all 0.000<0.05. In the two dimensions of positive interest in athletic learning and daily athletic exercise, the mean values of the students in the experimental group reached 29.11 and 32.89, respectively. In terms of comparing the results of the students in the two groups, the 50-meter Run p=0.021<0.05, Vertical Long Jump p=0.002<0.05, Seated Body Flexion and Sit-ups for girls p=0.000<0.05. Therefore, the data-intelligent physical education teaching model constructed in this paper can increase the degree of students’ interest in physical education, improve students’ participation in physical education classrooms, and optimize students’ physical education achievement and performance.

The results of the experiment conducted with students and parents in conducting physical education work in schools and neighborhoods

In the article, the interests and activity levels of young people in schools and neighborhoods in physical education and sports were studied through various questionnaires and exercises. In this way, the importance of physical education and sports in increasing their social activity was studied. It is based on the fact that physical education and sports are factors in the formation of a well-rounded generation. Questionnaires and exercises were given in order to increase their interest in physical education and sports.

MENTORING AS A RESOURCE FOR DEVELOPING THE INTEREST OF YOUNGER STUDENTS IN PHYSICAL EDUCATION

The article considers mentoring as a resource for the formation of interest in physical culture through the organization of non-standard classes in the extended day mode, taking into account the interests of younger schoolchildren. A survey was conducted to determine the interests of younger students in physical education. It was revealed that younger students are interested in: football, gymnastics, outdoor activities, musical rhythmic and outdoor games, the opportunity to study individually at their own pace and rhythm, with a choice of tasks. The activity of student mentors is described, taking into account the identified interests in physical culture: in classes in the extended day group, mobile and sports games with alternating computer games are implemented; dance and musical rhythmic movements using the Just Dance prefix; individual cards with variable tasks. Mentoring is defined as a resource for interest formation, implemented through relationships in the educational process with the transfer of experience and knowledge, allowing to individualize the process of education and upbringing. The conducted research revealed an increase in the interest of younger schoolchildren in physical education, which manifested itself in increased attendance and activity.
 Method and methodology of the work: The research uses theoretical and empirical methods. Analysis of the literature on the research problem, pedagogical experiment. The survey was conducted among students in grades 2-4 of a general education institution. It allowed us to identify interests in physical education. And to form a program for the activities of student mentors in the experimental group. At the final stage of the experiment, the expert assessment of the physical education teacher was used.
 Results: The study shows that the activity of student mentors contributes to an increase in interest in physical culture in the implementation of non-standard classes and communication in an extended day group. Which manifests itself in an increase in attendance and activity of younger students. Therefore, mentoring can be a resource for developing younger students’ interest in physical education.

Predictive factors of students' physical activity in different learning interest phases: A cluster analysis of physical education.

This study investigates the relationships among students' perception of the sports environment, expectancy value, achievement goals, physical activity, sports knowledge and skills in physical education (PE) in different learning interest phases. This cross-sectional study used a sample of 4367 Chinese primary and secondary school students enrolled in PE classes, Mage = 12.1, SD = 2.9, 48.9% males. Validated questionnaires assessed their physical activity, expectancy value, achievement goals, and sports knowledge and skills. Cluster analysis examined four student profiles in relation to their learning interest in PE. For each profile identified, correlation and multiple regression analyses examined the relationships among students' expectancy value, achievement goals, sports knowledge and skills, and physical activity. Four different student interest profiles were identified, revealing a continuum from the "triggered situational interest" (TSI) to the "well-developed individual interest" (WII) phases. The results confirmed the key role played by students' perception of the family sports environment and sports knowledge and skills in their PE interest in all four phases, while sex, perception of the school and social sports environment, achievement goals and expectancy value had different predictive effects on students' physical activity in different interest phases. The findings from this study provide a new lens by which to divide the phases of learning interest in PE. Students' characteristics differed among the four different learning interest phases, and the impacts on physical activity varied. Future research is needed to consider the interest phase of adolescents to make more targeted guidance measures when improving physical activities.

ANALYSIS OF STUDENT SELECTION FOR SPORT SCIENCES FACULTIES: THE CASE OF SIVAS REPUBLIC UNIVERSITY, TURKEY

The interest in Physical Education and Sports Departments in Turkey is increasing every year and the number of faculties and colleges providing education in this field is increasing day by day. Special aptitude exams are held for student recruitment and the physical abilities of the candidates are tested in these exams. In Sivas Cumhuriyet University, the School of Physical Education and Sports was transformed into the Faculty of Sports Sciences. There are Physical Education and Sports Teaching, Coaching Education, and Sports Management departments within the faculty. Student admission is done by special aptitude exam every year. In recent years, there has not been a unity in the examinations of Physical Education and Sports Schools throughout Turkey, so there is a need for a scientific evaluation of the examination systems. In this study, the accuracy of different exam systems in our country is investigated and the effect of exam parameters on passing the exam is examined.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0089/a.php" alt="Hit counter" /></p>

The Dynamics of Coordination Ability Development in Middle School Students through Object-Based Active Games in Physical Education Classes

Physical education classes in modern Ukrainian schools play a crucial role in ensuring students' physical development and health, as well as in shaping their overall physical and sports awareness. Contemporary trends in education facilitate the exploration of new forms and means of conducting physical education classes and the enhancement of existing ones. The purpose of this article is to investigate the development dynamics of coordination abilities in middle school students when using mobile games with objects during physical education lessons.
 Mobile games are an essential component of student's physical development and can serve as a means of relieving stress while effectively enhancing physical qualities. The use of not only standard equipment (balls, gymnastic sticks, jump ropes, hoops) but also non-traditional items (air balloons, boards, etc.) adds emotional depth to the lessons and increases interest in physical education. The research conducted revealed a positive shift in coordination ability indicators for both boys and girls as a result of using mobile games with objects during physical education classes.
 In boys, the likely improvements were observed in the ability to assess and regulate spatial-temporal and dynamic parameters of movement (p<0,05), the ability to maintain vestibular stability (p<0,05), the ability to maintain balance (p<0,001), movement coordination ability (p<0,001), and rhythmic activity ability (p<0,001).
 For girls in the experimental group, coordination ability indicators exhibited likely improvements in differentiating spatial- temporal parameters of movement (p<0,05), the ability to maintain vestibular stability (p<0,01), the ability to maintain balance (p<0,001), movement coordination ability (p<0,001), and rhythmic activity ability (p<0,001).
 In conclusion, the use of mobile games with objects during physical education classes for middle school students contributes to the development of their coordination abilities.

Research and reflection on college physical education classroom teaching based on SSGAN model

Abstract Teaching behavior recognition has a wide range of applications in the smart classroom and is one of the important means to achieve educational intelligence. To improve the performance of indoor teaching behavior recognition using CSI in complex scenes, this paper proposes an indoor teaching behavior recognition algorithm based on multi-feature fusion MLSTM by eliminating background noise to circumvent the influence of the experimental environment on CSI. To address the problem, the model cannot generalize in recognizing new users, and the labeled samples of new users are difficult to obtain in large quantities in a short period of time. In this paper, a new user recognition algorithm based on the SSGAN model is constructed, and then the input and output of MLSTM are modified as the discriminator of SSGAN to improve the recognition performance of the model for new users by semi-supervised learning. The recognition accuracy of the M-LSTM model on the sports, daily, and dance datasets is 0.985, 0.966, and 0.944, respectively, and the recognition accuracy of the SSGAN model on the three datasets is also around 90%, as verified by different experiments. The p-value is less than 0.05, and the student’s interest in physical education in the experimental group is 2.6 times higher than that in the control group. Therefore, the model proposed in this paper has good practicality.

Implementation of Small Game Modifications as a Form of Warm-Up to Student’s Interest in Physical Education Learning at MAN 1 Musi Banyuasin

Warm-up activities are important activities before students carry out core activities in physical education learning, but since the covid 19 last year physical education learning has been forced to be carried out online, and when learning is carried out offline, many of the students do not look serious and lazy on the grounds that warm-up activities are just that, and there is no challenge when doing warm-up activities during learning and boring; therefore, there is a need for small game modifications when doing warm-up activities so that students are interested in participating in physical education learning. Therefore, this study aimed to determine the implementation of small game modifications as a form of warm-up to students’ interest in learning Physical Education. The population comprised 150 class XII MAN 1 Musi Banyuasin individuals. The sample in this study consisted of 35 students who were recruited using the cluster random sampling technique. This study used an experimental method. A questionnaire with 20 statements was used for data collection. Validity and reliability were tested by experts using a questionnaire with 20 statement items. Validity and reliability testing using validity tests by experts. The results showed that there was a significant effect on the implementation of small game modifications as a form of warm-up on student interest in learning physical education, as evidenced by the results of student answers through distributing questionnaires of overall student answers from questionnaires no. 1-20 on average, students answered that they agreed with a total of 269. The lowest number of student answers strongly disagreed, with a total of 23.

INNOVATIVE TECHNOLOGIES IN PROFESSIONAL TRAINING OF FUTURE SPECIALISTS IN PHYSICAL EDUCATION CLASSES

The article examines the issue of improving the professional training of future specialists with innovative technologies in physical education classes. It is highlighted that the main principles of professional training are a systemic, personally oriented approach, the main concept of which is the system as a whole, in which the educational process is considered as a stable set of interdependent elements (subsystems: didactic, educational, methodical, social) and interconnected actions in them. Their joint functioning is aimed at educating healthy students with a high level of physical fitness and acquired knowledge, abilities and skills for independent physical exercises. It is theoretically substantiated that physical education focuses on the development of the student as a personality, individuality and an active subject of professional training, which can be implemented only on the humanistic-democratic basis of pedagogical activity. Such an organization of professional training of future specialists increasingly acquires the character of dialogue, cooperation, co-creation, in which the mutually interested exchange of experiences of the teacher and the student prevails. This provides wider opportunities for students to prepare to meet the requirements of the future profession, the success of self-realization in which will be determined both by his professional knowledge and acmeological factors of life, attitude to the health of his and subordinates. The physical culture of a person reflects his education, physical fitness and perfection, which are achieved on the basis of the use of physical education. Physical education in the construction of the system of self-realization of the individual acts as a subject of self-improvement and involvement in the values of physical culture and is aimed at the object of improvement and development - the personality of the student. Therefore, physical education, as an educational discipline, reflects the level of education, physical and mental capacity, the formation of a culture of health based on the use of means and methods of physical education. Thus, the introduction of innovative technologies and their elements in the educational environment allow, to a greater extent, to solve the tasks of physical education, to increase interest in physical education, to satisfy motor activity, to increase the level of health and the development of physical qualities.

ОСОБЛИВОСТІ ФОРМУВАННЯ В СТУДЕНТІВ МОТИВАЦІЇ В ОСВІТНІЙ СФЕРІ ФІЗИЧНОЇ КУЛЬТУРИ ТА СПОРТУ

The article examines the topic of the influence of motivation on students in the field of physical education and sports. The basis of any activity is motivation, because a person's interest, activity, purposefulness, focus on satisfying one's needs, and determination of life orientation depend on it. Motivation usually means the process of inducing activity to achieve a set goal. In connection with the fact that the goal of higher professional education is the training of highly qualified specialists, competitive on the labor market, working in their specialty, the requirements for high quality education, both for the system as a whole and for the level of teaching activity, in particular, are increasing. The obtained data reveal the structure of students' motivation and indicate the need to intervene in the process of its formation. Physical education is a special process that concerns the biological, social, and psychological activity of an individual. The traditional way of mastering the values of physical culture with the priority of physical training, aimed at the implementation of unified program credit standards, is only the basis for the formation of the entire system of values of physical culture, which are far from being exhausted only by the physical conditions of a young person and represent unity in the development of the spiritual and physical spheres. Motivation for physical activity is a special state of personality aimed at achieving an optimal level of physical fitness and work capacity. The process of forming interest in physical education and sports is a multi-stage process: from the first elementary hygienic knowledge and skills to deep psychophysiological knowledge of the theory and methods of physical education and intensive sports. The success of students in physical education in higher education depends on the effectiveness of organized classes starting from the 1st year. With this in mind, it can be argued that motivation for students is the most effective way to improve the learning process. Motives are the driving forces of the learning process in mastering the material. Key words: motivation, motivational factors, educational activity, physical culture, sport.

The Effects of Cognitively Challenging Physical Activity Games versus Health-Related Fitness Activities on Students' Executive Functions and Situational Interest in Physical Education: A Group-Randomized Controlled Trial.

This study compared cognitively challenging physical activity games and health-related fitness activities in terms of their effects on students' executive functions and situational interest in physical education. A total of 102 fourth- and fifth-grade students (56 boys, 46 girls) participated in this study. A group-randomized controlled trial design involving an acute experiment was used. Two intact classes of students (one fourth-grade and one fifth-grade) were randomly assigned to each one of the three groups. Students in Group 1 participated in cognitively challenging physical activity games, students in Group 2 participated in activities for developing their health-related fitness, and Group 3 students were the control group without physical education. Executive functions were measured pre- and post-intervention with the design fluency test, whereas situational interest was only measured post-intervention with the situational interest scale. Group 1 students who played cognitively challenging physical activity games had increased their executive functions' scores more than the Group 2 students involved in health-related fitness activities. Students of both these groups outperformed control group students. Moreover, Group 1 students reported higher levels of instant enjoyment and total interest than Group 2 students. The results of this study suggest that cognitively challenging physical activity games can be an effective means for enhancing executive functions, and motivate students to be involved in interesting and enjoyable forms of physical activity.

ВПРОВАДЖЕННЯ ОЗДОРОВЧОГО ФІТНЕСУ В СИСТЕМУ ФІЗКУЛЬТУРНОЇ ОСВІТИ МОЛОДШИХ ШКОЛЯРІВ

The article defines the essence of the concept of «children's fitness», outlines its features that make classes attractive for children and adolescents. The attention is focused on the fact that children's fitness programmes are classified according to the age of children, the focus of various means of physical culture, subjects and equipment. It is noted that in recent years, Ukraine has been undergoing a process of improving the educational process, one of the main trends of which is the transition from the traditional paradigm to creating learning conditions through the use of modern innovative technologies, in particular in the field of physical education. It is emphasised that one of the ways to solve the problem of using innovations in physical education in general secondary education institutions may be the introduction of various areas of fitness, including children's fitness, to increase the interest of primary school pupils in physical education. Primary school age is especially favourable for mastering the basic components of movement culture, mastering a large arsenal of motor skills, forming key competencies and value attitudes towards physical culture and sports. It is noted that in the educational programme of physical education for grades 1-4, the introduction of various types of children's fitness is recommended as one of the means of increasing the motor activity of pupils.This allowed us to identify and propose the most popular areas of fitness that can be used in the physical education and recreation activities of primary school pupils, namely fitness gymnastics and acrobatics; classical aerobics with a ball; aerobics with a rope; game stretching with elements of yoga, fitball gymnastics, step aerobics, children's pilates, etc. The expediency of introducing children's fitness means into various forms of physical education of primary school students to increase their level of physical fitness and improve their health indicators is theoretically substantiated. It is noted that classes with the use of fitness technologies increase interest in physical education, musical accompaniment improves the emotional background of lessons and mood, trains basic vital motor skills and opportunities for independent exercise.

DEVELOPMENT OF GYMNASTICS IN CROATIA UP TO 1903

This manuscript aimed to show the development of gymnastics in Croatia up until 1903. This article provided a chronological description of the growth of gymnastics in Croatia from 1859 to 1903. In Osijek, Croatia's first gymnastics society was founded in 1865. Gymnastics were introduced into schools in the middle of the 19th century as a result of increased interest in physical education based on by the stronger development of civil society. 1874. was founded Croatian Sokol in Zagreb and gymnastics also became a part of a high school program. In Croatia, numerous gymnastics societies started to be established, including the Varaždin Sokol Gymnastic Society in 1878 and the Zadar Gymnastic Society in 1876. In Dalmatia, central Croatia, and Slavonia, new gymnastics societies have been founded. For example, the Croatian Sokol was founded in Bjelovar in 1884 and Makarska in 1894. Additionally, the gymnastics society took part in open workouts in Prague and Pariz. Women's gymnastics started on in 1891 in Croatian Sokol in Zagreb where exercises were conducted in three divisions, including simple exercises and those on the apparatus.

Efforts to Improve Student Learning Outcomes in Football Learning with a Shooting Color Game Approach in State Junior High School Grade VII Students 3 Regency of Nangaroro Satap Aegela Nagekeo

Students' interest in physical education is still low, which should be counteracted given the many educational goals that can be achieved through physical education. Teachers should be able to look for something new in the innovative learning process and maximize learning outcomes. Is the shooting color game approach able to improve student learning outcomes in the game of football for students in the VII SMPN Nangaroro Satap Aegela Nagekeo District? The goal of this study was to improve student learning outcomes in football learning using a color shooting game approach in students in grade VII at SMPN 3 Nangaroro Satap Aegela Nagekeo Regency. Class action research was conducted in Cycle 2. The 34 participants in the study were all seventh-grade students. observational data collection techniques in the form of documents and photographs the findings revealed that using the shooting color game approach, penjasorkes' learning in football games increased. This study found that the knowledge aspect improved by 29.41%, the attitude aspect improved by 8.82%, and the skill aspect improved by 23.53%. It is expected that the shooting color game approach can be used as an alternative to improve student learning outcomes in football games.

STUDY OF MOTIVATION FOR PHYSICAL EDUCATION CLASSES UNDER MARTIAL LAW

It is known that students are representatives of the main labor reserve of our country, they will become parents, and their health and well-being are a guarantee of the health and well-being of the entire nation. Since physical education classes have the most effective effect on improving the psycho-emotional state, health, and physical fitness, we analyzed the motivational aspects and attitude of higher education students to physical education classes. It was revealed that the level of motivation among students of higher education institutions has significantly decreased since the beginning of the war. One of the main reasons is depressed mood, reluctance to study, due to the events that are happening in our crane. Therefore, updated approaches to conducting physical education classes, taking into account the realities of today, will have an impact on the positive solution of the specified problem.
 Motivation for physical activity is a special state of the individual, which aims to achieve the optimal level of physical fitness and work capacity. The process of forming an interest in physical education and sports is not an instant, but a multi- component process: from the first elementary hygienic knowledge and skills to deep psychophysiological knowledge of the theory and methods of physical education and intensive sports. A very important component is the stimulation and encouragement of sports not only during the educational process, but also during recreation. Specific pathogenetic factors are risk factors related to the organization of their educational activities: the intensification of the educational process and its existing organization, based on the predominance of static loads, which contribute to the artificial reduction of the amount of motor activity of students.