Motivation In Physical Education Research Articles

Formation of Motivation of Youth Students to Engage in Physical Culture and Sports in Institutions of General Secondary Education (Example of Implementation of the Modular System)

The article updates the issue of the involvement of children and school youth in physical education and sports through the formation of personally meaningful motivation. The importance of increasing the motivation of students to engage in physical education and sports through the differentiation of the content of physical education lessons, taking into account the interests of students, is theoretically substantiated using the example of the implementation of the modular system presented in the Model Curriculum «Physical Education. 5-9 grades». It was determined that motivation for physical education is a complex multi-vector phenomenon that requires appropriate selection of approaches to work with school youth and depends on many factors, in particular, on well-chosen and optimally balanced general and differentiated means, forms, and methods. It has been proven that content differentiation through variable modules can serve as a meaningful and positive lever for inclusion and interest of students in physical education lessons. It is substantiated that the implementation of a modular system in lessons has a number of advantages for increasing the motivation of young students to engage in physical education through the structuring and productivity of the educational process, the dynamism and transformation of the content of physical education lessons, the variability of means, methods, and teaching methods; possibilities of quick adaptation, mobility; ensuring an individual approach to learning; personalization and differentiation of the content of physical education lessons; establishment of active, dialogic, subject-subject interaction "teacher - student" when choosing teaching aids; the flexibility of designing the educational process when choosing modules that correspond to the interests of students, the goals and objectives of education.

Does Content-Focused Intervention Enhance Motivation in Physical Education? A Meta-Analysis

ABSTRACT Guided by the content specificity perspective of motivation, the purpose of the study was to identify the extent to which student motivation level is a function of content variations. Motivation intervention studies were reviewed and categorized into content-focused and motivation-only learning contexts for meta-analysis. Original and calculated effect sizes were used to determine the effects of each learning context on student motivation change. Two independent sample t-tests were conducted to compare effect sizes. The analyses showed that the content-focused learning context was effective in student motivation change (effect size g = 0.88). Within the content-focused learning context, intervention content was significantly more effective in student motivation change than the conventional curriculum (effect size g = 0.36). The findings suggest a possibility that motivation is content-specific and should be part of the curriculum.

Survey of Student’s Physical Education Learning Motivation at SD Negeri 09 Rawamangun during the Pandemic

This study aimed to investigate the motivation levels of students at SDN 09 Rawamangun in the context of physical education during the pandemic. The primary focus was to assess how motivation influenced their engagement with physical education classes delivered remotely. Employing a survey research method, the study utilized a questionnaire as the main instrument for data collection. The sample comprised 70 students from SDN 09 Rawamangun, selected through total sampling, who participated in sports learning activities from home due to pandemic restrictions. The data analysis involved calculating the average response for each statement to gauge the motivation levels. The findings indicated that motivation in physical education was influenced by two main dimensions: intrinsic and extrinsic motivation. For the intrinsic dimension, 53 students (76%) were categorized as having very high motivation, while 17 students (24%) fell into the high motivation category. Conversely, in terms of extrinsic motivation, 32 students (46%) were rated in the very high category, and 38 students (54%) were categorized as having high motivation. These results suggest a strong overall motivation among students, with both intrinsic and extrinsic factors playing significant roles in their engagement with remote physical education.

Upaya Meningkatkan Motivasi Belajar Peserta Didik melalui Media Pembelajaran Komik dalam Pembelajaran Pjok

This research uses the Classroom Action Research (CAR) method with a cyclical approach to increase student learning motivation in Physical Education, Sports and Health (PJOK) subjects. This research was conducted in two cycles, each consisting of planning, implementation, observation and reflection stages. In Cycle I, the average student learning motivation was 44.05%, while in Cycle II it increased significantly to 74.68%, with an increase of 30.63%. This increase shows positive changes in students' interest and enthusiasm for learning. The research results showed that the use of "comic media" during learning in Cycle II was effective in stimulating students' interest and motivation. This increase in motivation also indicates the success of the emphasis on more interesting and participatory learning. These findings illustrate the positive impact of the improvement efforts made in Cycle II in creating a better learning environment. This research provides a positive view regarding the use of the PTK method with a cycle approach and the implementation of "comic media" in increasing students' learning motivation in PJOK subjects. The implications of these findings emphasize the importance of innovative approaches to learning to achieve more optimal results.

Penerapan Permainan Tradisional Untuk Meningkatkan Motivasi dalam Pembelajaran PJOK Kelas XI-3 SMAN 1 Gedangan Sidoarjo

This study focuses on the low learning motivation among students in class XI-3 at SMAN 1 Gedangan. The aim of this research is to gather information and investigate the effect of implementing traditional games to enhance motivation in PJOK learning for class XI-3 at SMAN 1 Gedangan, Sidoarjo. The stages of planning, implementation, observation, and reflection of the action research project were followed in this study. Thirty-six students from class XI-3 at SMAN 1 Gedangan participated in this research. The researcher used a questionnaire that was distributed during a pre-test before the treatment and a post-test after the treatment to draw conclusions. Data were analyzed using SPSS 25 with five formulas applied: mean, standard deviation, variance, normality test (chi-square), and percentage increase. Based on the data analysis conducted, it was found that the implementation of traditional games has an effect on students' learning motivation in Physical Education, Sports, and Health in class XI-3. This is evidenced by the analysis results showing a sig value of 0.00, which is less than 0.05, leading to the rejection of H0 and acceptance of Ha. The effect size of implementing traditional games in enhancing learning motivation is 30%.

Implementation of physical fitness learning model through play approach: how does it impact on Islamic school students of Madrasah Tsanawiyah?

Physical education is a compulsory content in the education curriculum under the ministry of religious affairs in Indonesia, especially for junior high school students. Learning to implement the curriculum launched by the government, however, the implementation of this curriculum still requires elaboration to be more operational and can be implemented in schools. The issue of low fitness, learning content and student motivation in physical education is still an operational concern. Creativity is needed so that physical education learning is quality, interesting and able to improve fitness in fun and quality learning. The purpose of seeing the implementation of game-based physical education learning for student fitness development. The research method taken is a type of quantitative research, namely quasi-experimental design with a two-group pre test-post test control group design. The research was conducted on 40 students with two groups. Experimental group 20 students and control group 20 Students. Fitness instrument with 800 meter test for women and 1000 for men. Data analysis using independent sample t-test. The results showed that there was a significant effect on students' physical fitness in the experimental group before treatment (pre-test) and after treatment (post-test), seen from the Sig value of 0.000 < α 0.05. Furthermore, the control group also experienced an increase between before and after treatment, as evidenced by the sig value. 0,032. The results showed that there was an increase in fitness shown by both the control and experimental groups. It is proven that the experimental group is better than the control group with a comparison of 51% increase in the control group and 62% in the experimental group. Keywords: Learning Model, Play Approach, Physical Education, Physical Fitness, Islamic School

Examination of the Relationship Between Epistemic Curious and Teaching Motivation’s in Physical Education and Sports Teachers

The aim of the study is to determine the level of relationship between epistemic curiosity and teaching motivation in physical education and sports teachers.It is thought that investigating the relationship between teachers' teaching motivations and epistemic curiosity may contribute to improving the professional productivity of teachers, which is one of the most important factors in education and training. The sample group of the study consists of 143 physical education and sports teachers working in secondary schools in Kayseri. The demographic information form and epistemic curiosity scale developed by Litman and Spielberger (2003) and adapted to Turkish by Yazıcı (2020), were used in the study. At the same time, the "Teaching Motivation Scale" developed by Kauffman et al. (2011) and adapted to Turkish by Candan and Gencel (2015) was used as a data collection tool.As a result, there is no difference according to gender in the values of interest, deprivation, epistemic curiosity total and teaching motivation. There is no difference between the participants' interest, deprivation, epistemic curiosity total and teaching motivation values according to marital status. A difference was found between the interest values of the participants between the least senior group and the most senior group. There is no difference between the interest values of those with medium seniority and other groups. There is no difference between the participants in the variables of deprivation, epistemic curiosity total and teaching motivation according to the year of study. There is no difference between the variables of interest, deprivation, epistemic curiosity and teaching motivation according to regular sports activity. According to the results of our study, which examined the relationship between epistemic curiosity and teaching motivation in physical education and sports teachers, a low-level and positive relationship was found between the variables. Considering the results of our study, it is thought that taking into account the relationship between teachers' epistemic curiosity and teaching motivation, it is necessary to increase their teaching motivation through professional improvements and increase their epistemic curiosity in the same direction in order to provide qualified education.

Growth trajectories and roles of expectancy, task value, and cost in middle-school physical education

This longitudinal investigation tracked the progression of students’ expectancy for success, task value, and perceived cost in the context of physical education throughout an academic year. The study involved 399 middle-school students from China, and data were collected at three distinct time points. Analysis using latent growth curve models revealed positive trajectories in both expectancy and task value, along with decreases in perceived cost. Variations in motivation were observed based on demographic factors, both in initial motivation levels and change rate. At the beginning of the academic year, senior students, girls, and students who were overweight exhibited lower motivation compared to their counterparts, but these motivation disparities tended to reduce over time. Changes in motivation were significant predictors of learning outcomes. Students who sustained high levels of expectancy and task value while reducing their perceived effort cost demonstrated higher cardiorespiratory fitness. The findings expand the theoretical understanding of expectancy, task value, and cost, thereby supporting the feasibility of implementing programmatic interventions to bolster motivation in physical education.

Development of Innovative Forms and Methods in Physical Culture as a Means to Increase Student Motivation for an Active Lifestyle

The article presents an analysis of innovative forms and methods of physical education that would help increase the interest of students in leading an active lifestyle. Its goal is to demonstrate the results of research activities related to the latest and most relevant forms and methods of physical education, as well as to highlight their potential application in the practice of teachers to increase the level of student motivation. The study employed various scientific methods, including analysis, synthesis, induction, deduction, comparison, and generalisation. Physical activity has been shown to have positive effects on the human body, in particular helping to maintain cardiovascular health, musculoskeletal health, weight control, increasing energy and vitality, reducing stress and improving mental health, increasing brain activity and reducing the risk of developing chronic diseases.The analysis of the source material on the topic of the study revealed that increasing motivation for physical education is a relevant but underdeveloped issue. To address this, we constructed a table that outlines innovative forms and methods of physical education and their impact on students’ motivation to lead an active lifestyle. We have identified several innovative forms and methods of physical education that could increase students’ motivation for a healthy lifestyle. These include the use of virtual reality (VR), sensory technologies, game technologies, interactive simulators, multimedia teaching methods, interactive applications for a healthy lifestyle, training with celebrities, online training, training using the wind tunnel, and excursions. The introduction of virtual reality elements, as presented at CES 2019 in Las Vegas, is an interesting development. We believe that empirical research into the detailed study of the practical component of innovative forms and methods of physical education, which would help to increase the motivation of students at different levels to adopt a healthy lifestyle, is promising.

Fostering Motivation in Physical Education to Promote Learning and Achievement

Research exploring motivation has yielded a robust body of evidence to guide efforts to improve teaching and learning in physical education (PE). We begin by defining motivation and achievement within the context of PE. Given the extensive and diverse motivational perspectives, we purposely selected three widely studied theories in PE, achievement goal theory, self-determination theory, and interest theory, as the focus of our review. These theories have guided many investigations and the development of pedagogical practice over the past 3 decades. We elaborate on these theories and then synthesize recently published intervention studies to provide an interpretive analysis of the literature. This analysis has enabled us to identify gaps that need to be addressed in future research and efforts to improve practice. We conclude with the proposition calling for innovative, theory-driven, evidence-based research and practice to foster adaptive student motivation for optimal educational, behavioral, and health outcomes in K–12 PE.

Development of strength abilities of high school students by means of health fitness

The article highlights the problem of developing strength abilities in high school students by means of fitness in a physical culture and health center. It is emphasized that one of the most effective means of maintaining the proper psycho-emotional and physical condition of schoolchildren in the conditions of war in Ukraine is regular physical activity. In this regard, the improvement of the entire system of physical education, in particular, of high school students, is one of the directions for improving their health, increasing motivation for physical education both in educational institutions and in physical culture and health facilities. Іt is noted that strength fitness classes are popular among high school students, which includes a large number of various training programs that differ in their structure, content, and implementation methods. Thus, the purpose of the study is to highlight the theoretical and methodological features of strength fitness classes for high school students in a physical education and health center. Attention is focused on the fact that the method of using strength exercises in health fitness is significantly different from that in strength and speed-strength sports, since the main task of the classes is not the maximum development of strength qualities, but the improvement of the physical condition of the participants. The basic principles of strength training include the correct selection of strength exercises, repetitions, sets (approaches), the pace of exercises and the amount of weight, rest intervals. The authors defined the means and methods of developing strength abilities, the requirements for planning a fitness program for young men aged 15-17, outlined the criteria for the effectiveness of strength fitness classes, and developed methodical recommendations. Therefore, the technology of developing strength abilities includes: analysis of age, sex, and individual characteristics of the development of strength and speed-strength abilities; implementation of the principles of physical education in the process of strength development; methods of strength development (means and methods of strength development; load and rest; programming, forms of organization of classes); pedagogical control over the development of strength abilities. Means of recovery of working capacity should also be used: massage, vitaminization, rational nutrition.

Correction of student’s psycho-emotional state using athletic gymnastics

The psycho- emotional state is one of the main factors affecting a person's life, as it can lead to both an increase in tone and a decline in vitality. The general psycho-emotional state consists of many factors, including well-being, activity and mood. An active movement regime accelerates the process of acquiring psychological stability and adaptation to professional activity, significantly improves the general condition and well-being of a person, and increases his work capacity and the ability to resist fatigue. All this allows us to believe that the development and substantiation of pedagogical conditions, the system of athletic gymnastics tools for the program of correction of the psycho-emotional state of student youth before educational activities is a modern and relevant research. The purpose of the study: to theoretically substantiate and empirically investigate the psycho-emotional state of student youth, to develop and implement a method of training in athletic gymnastics aimed at correcting a negative psycho-emotional state. Methodology: The research was conducted in two stages. At the 1st stage, research methods were used to solve the tasks: psychological and pedagogical observation - with the aim of finding out the motivation of student youth to achieve success in activities; survey; methods of psychological diagnosis "Self-assessment of mental states" by H. Eysenka - to determine indicators of students' mental states (anxiety, frustration, aggressiveness, rigidity); the method of research of emotional intelligence of N. Hall - to determine indicators and level of development of emotional intelligence among student youth. At the II stage, the following methods were used: questionnaires; anthropometric measurements; medical and pedagogical observation (pulsometry, tonometry, functional tests); movement test methods, N. Hall's emotional intelligence research method, and the Hot Iron strength gymnastics method. Conclusions. The conducted research makes it possible to state that the proposed method of psycho-emotional correction of negative states of student youth using cardio-strength training proved to be effective both in improving the psycho-emotional state and in physical training and in indicators of functional state, contributes to the formation of a healthy lifestyle, increases motivation for physical education.

ON THE QUESTION ABOUT OLYMPIAD TASKS OF THE PRACTICAL TOUR IN THE “GYMNASTICS” SECTION FOR GIRLS OF 7-8 CLASSES

The article reveals the issue of preparing secondary school students for participation in the Olympiad in Physical Educa-tion (practical round “Gymnastics”). The purpose of the study is to study the specifi cs of preparing girls in grades 7–8 for the Olympiad tasks of a practical round in gymnastics. Research methods: analysis of literary sources, questionnaire survey method. Research results and discussion. The methodological basis of the study was the opinions of specialists on the importance of holding the Olympiad in physical education for students in secondary schools and its main stages (school, municipal, regional and All-Russian). As a result of the study, the importance of the competitive test “Olympiad in Physical Education” for schoolchildren was identifi ed in relation to increasing motivation for physical education and sports, as well as for monitoring the assimilation of school curriculum material in theoretical and practical blocks. The role of physical education teachers in preparing students for Olympiad tasks is outlined, and the requirements for their professional competence in this matter are presented. The requirements for conducting a practical round in gymnastics are considered. The main positions on the set of gymnastic elements are indicated, the emphasis is placed on the main er-rors and deductions provided for this. The evaluation methodology for performing an acrobatic combination is analyzed. The opinions of physical education teachers on the content of classes to prepare for the Olympiad tasks of the practical round in the section “gymnastics” for girls in grades 7–8 are presented. There are some diffi culties with teaching girls acrobatic exercises; there is a lag in the students' level of development of physical qualities. There is a need for a process of optimizing the teaching of basic motor actions in the program section “Gymnastics” in a secondary school and an ac-tive focus on preparing for all stages of the Olympiad in physical education, in particular with regard to practical rounds. Conclusions. The main features of conducting Olympiad tasks of a practical round in gymnastics have been identifi ed. The results of the questionnaire revealed the level of awareness of physical education teachers on the issue being studied, their attitude towards the Olympiad tasks and the “Gymnastics” section, and diffi culties in teaching exercises. The section “gymnastics” in schools is given due attention. Physical education teachers try to prepare students for the requirements of the Olympiad tasks, but girls have diffi culties mastering motor actions, and there is also a lag in the level of develop-ment of physical qualities. In this regard, physical education teachers need to optimize the process of teaching girls in grades 7–8 the basic motor actions of the “gymnastics” program section and improve the methods of preparing students for all stages of the Olympiad in physical education of this practical round.

Comparing the impact of the Sport Education model on student motivation in Kuwaiti and American students.

Sport Education (SE) stands as the most researched pedagogical model in physical education. While researchers have consistently underscored its capacity to improve student motivation in physical education, a gap remains concerning its implications in Arab nations. Moreover, no studies have been identified comparing the outcomes of SE between the U.S., where the model originated, and other countries. This study was conducted to (1) determine the impact of SE on Kuwaiti students' motivation, (2) determine any differential effects of SE on Kuwaiti and American students' motivation, and (3) explore students' perceptions of SE in both countries. A replicated mixed methods quasi-experimental pre-test and post-test design was used. Participants were 33 secondary school students (nine girls and 24 boys; ages 11-12) from two classes in southwestern US, and 37 secondary school students (12 girls and 25 boys; ages 10-11) from two classes in Kuwait. Both sets of classes across the two countries were instructed by the same teacher who was trained in teaching SE. Student interest/enjoyment, perceived competence, effort/importance, and pressure/tension were measured using the Intrinsic Motivation Inventory instrument (IMI). Student perceptions of SE were assessed using a group Semi-structured interview. Quantitative data were analyzed using repeated measures and mixed ANOVAs followed by t-tests. Qualitative data were analyzed using a thematic analysis technique. Kuwaiti students' perceived interest/enjoyment, perceived competence, effort/importance, and pressure/tension scores significantly improved in the group that taught using SE only. Comparing the impact of the SE on students' motivation between the two countries showed no significant differences. The interview data reflected further support for the IMI results. SE can be effective in increasing Kuwaiti students' motivation in physical education. This motivating effect of SE was observed consistently across both Kuwaiti and American students.

Дослідження мотивації підлітків до рухової активності

The study of the motivation of teenagers for physical activity is reflected in the National strategy for healthy physical activity in Ukraine for the period until 2025 "Physical activity – a healthy lifestyle – a healthy nation" one of the main problems of our time is raised – creatіng an opportunity for healthy physical activity and the involvement of young people to leading a healthy lifestyle. In the process of research, negative trends in the state of health of the population of Ukraine, as a result of socioeconomic problems and Russian aggression during martial law, state strategy in the field of education were taken into account. The article reveals the main problem of formation of motivation to engage in physical exercises, which are aimed at ensuring optimal motor activity of each person throughout life, including schoolchildren. The article highlights the problem of students' attitude to physical education and sports, the level of positive stable attitude, uncertain attitude, negative stable attitude is clarified. The types of motivations, internal and external, and their influence on the choice of types of motor activity and their use during physical education and sports are clarified. Described priority directions of the development of the modern system of physical education that affect the upbringing and development of the student's personality, increasing motivation for classes by means of new types of motor activity and constant changes. The presented problems are characterized by a number of contradictions between: − the need to motivate children and young people to engage in physical culture and sports in general secondary education institutions and the insufficient level of motivation among students for physical activity; − theneed to develop healthy lifestyle skills and the lack of motivational potential in adolescent students. The authors drew attention to the use of modern means of motor activity with students of teenage age in the conditions of martial law with the use of individual and differentiated approaches. The insufficiency of theoretical developments and methodical publications on the issues of formation of motivation for physical education among students determined the choice of the topic. The article highlights the impact on the motivation of students due to the use of various motor activities. The influence of various types of motor activity of students on the level of motivation for physical education and sports has been proven.

Повышение мотивации к занятиям физической культурой в школе средствами интегрированного обучения

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.

The role of teachers (de-)motivational styles on students’ autonomous motivation in physical education and leisure time

Introduction: The aim of this research was to examine the relationships of four perceived teaching styles (i.e., autonomy support, structure, control, and chaos) of physical education (PE) teachers with students’ satisfaction of psychological needs as well as autonomous and controlled motivation towards physical activity in PE and leisure time context. Materials and Methods: 320 students (166 boys and 154 girls) aged from 12 to 18 years old (M = 14.13, SD = 1.6) participated in the study. In this cross-sectional study, participants filled in a questionnaire of study variables. A variance-based structural equation model was employed to test the study hypotheses. Results: Autonomy support is indirectly related to students’ autonomous motivation towards physical activity in leisure time via satisfaction of a psychological need and autonomous motivation for PE (β = 0.18, p < 0.01). Structuring the teaching style is indirectly related to students’ autonomous motivation towards physical activity in leisure time via satisfaction of a psychological need and autonomous motivation for PE (β = 0.21, p < 0.01). Conclusions: When a PE teacher employs an autonomy-supportive and structuring teaching style, it is likely to satisfy students’ psychological needs and increase autonomous motivation towards physical activity in PE, which, in turn, may enhance autonomous motivation towards physical activity during leisure time.

FEATURES OF PROFESSIONALISM OF CORRECTIONAL INSTITUTION EMPLOYEES WITH DIFFERENT LEVELS OF MOTIVATION FOR PHYSICAL AND SPORTS ACTIVITIES

Professional development plays a key role in the career and personal growth of every specialist. It includes not only the acquisition of new knowledge and skills, but also the formation of professional self-awareness, which allows the employee to realize his importance and responsibility to society.
 Therefore, the problem arises of searching for factors that influence the professionalism of employees at different stages of professional activity and developing a model of psychological and acmeological support that contributes to the formation of their professional competence.
 Purpose of the work: to study the features of motivation for physical culture and sports activities of employees of the penal system and its relationship with professional competence
 Materials and methods of research. The study was conducted on the basis of the institutions of the Federal Penitentiary Service of Russia in the Vologda region, 2 groups of respondents took part in it: group 1 – 25 employees of a special forces detachment involved in sports (athletes with ranks in wrestling) aged 23 to 27 years; group 2 – 25 correctional colony employees aged from 23 to 27 years old who are not involved in sports (employees of the educational department, administration employees).
 The methods “Motives for Playing Sports” by A.V. Shaboltas, expert assessment of the professional competence of employees of the penal system using an adapted “methodology for a comprehensive assessment of the professional performance of a state civil servant.”
 Research results and discussion. The results of the study showed that employees of the penitentiary system with different levels of motivation for physical education and sports activities have differences in professional competence. There is a relationship between professional competence and motivation for physical education and sports activities among correctional officers.
 The practical significance of the study lies in the possibility of applying the results in the development of programs for the development of professional competence of correctional officers, designed on the basis of differences in their motivation for physical education and sports activities
 The conducted research allows us to formulate the following recommendations:
 Purposeful formation of motivation for physical culture and sports activities of employees of the penal system through the development of internal attitudes and external stimulation will also contribute to the formation of health-preserving competence of employees.
 Creating conditions for the formation of motivation for physical culture and sports activities of employees of the penal system will contribute not only to increasing the level of physical fitness as a component of the professional competence of employees, but will also stimulate the manifestation of their subjectivity.

How young people’s perceptions of their physical education lessons and social skills varied in terms of sociodemographic features. The case of a rural area of China

The aim of this study was to examine whether motivation, support, basic-needs satisfaction, and social skills in physical education lessons differed among Chinese secondary students from rural areas depending on their sociodemographic profiles. Two hundred and seven students enrolled in a camp organized by a non-profit organization in Chengdu province (15.8 ± 0.8 years, 74% female and 26% male) completed validated Chinese versions of the pertinent questionnaires. Appropriate social skills were perceived higher by women that by men (z = 2.2; p = 0.014; r = 0.16). Inappropriate social skills (z = 2.9; p = 0.021; r = 0.22) were perceived higher among those students with lower annual home income (50,000 yuan or less). Perceived autonomy support (z = 2.9; p = 0.002; r = 0.20), basic-needs satisfaction (z = 2.9; p = 0.002; r = 0.20), and physical-education motivation (z = 4.2; p < 0.001; r = 0.30) were higher among students who practiced physical activity or sport outside school. Students who practiced during their physical-education team-sports lessons reported higher motivation for physical education (z = 2.9; p = 0.002; r = 0.20) than those who practiced individual sports. The findings from this study are relevant to practitioners who work with students from these underprivileged rural areas.

Flipped Learning as a Solution to Increase Motivation and Academic Achievement: Five Weeks of Mixed Research

In recent years, studies have shown a decrease in students' motivation and academic achievement in physical education at the university level. This research seeks to address this problem. Specifically, this study aims to investigate the effects of the Flipped Learning model and its potential to increase motivation and academic achievement. This study employed a mixed method. Participants (n=40) were students at the State University of Surabaya (Indonesia). Each participant was placed either in an experimental group that received the flipped learning program (n=20) or a control group whose classes were conducted using traditional methods (n=20). A quantitative research instrument, namely a questionnaire on motivation in physical education classes, was used to measure motivation. Meanwhile, test results were used as indicators to review the progress in student academic achievement. The qualitative research instrument consisted of in-depth interviews lasting 40 minutes. Quantitative data analysis was carried out using IBM SPSS, and qualitative data were subjected to thematic analysis. The findings from this study make several contributions to the current literature. First, the quantitative study showed that flipped learning significantly increased motivation (p<0.05). Second, the study found that flipped learning helped increase students’ academic achievement (p<0.05). These significant benefits were not found in the control group (p>0.05). Meanwhile, the qualitative findings showed that participants had both positive and negative views of the implementation of flipped learning. Thus, it can be concluded that Flipped Learning is an effective way to increase motivation in physical education classes and, in turn, to improve academic achievement.