Motivation In Physical Education Research Articles

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.

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.

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.

Achievement Goals and Motivation in Physical Education: A Correlational Study

The majority of the respondents in this study are female. The results indicate a high presence of achievement goals in Physical Education, particularly in terms of Physical Competency, as evidenced by an overall mean score of 3.39. Additionally, the survey reveals a high implementation of the Benefits of Movement, with an overall mean rating of 3.39. Respondents also demonstrate a high level of motivation in Building a Community of Movement, reflected in a mean rating equivalent to 3.39. Furthermore, the results suggest that respondents are highly motivated to improve their physical competency in Physical Education, with an overall mean score of 3.37. The responses yield an overall mean of 3.38, indicating a high level of motivation for activities related to movement. the study findings show no significant difference in the level of motivation in Physical Education concerning Physical Competence, Benefits of Movement, and Building Community of Movements. The significance values (0.065, 0.420, and 0.345, respectively) are all greater than the predetermined significance level of 0.05. Data analysis also reveals that there is no significant difference in the assessment of motivation in Physical Education in terms of Physical Competence, Benefits of Movement, and Building Community, as indicated by the attained significance values of 0.619, 0.551, and 0.661, respectively.

Pedagogical conditions of motivation of students of agricultural institutions of higher education to physical education

The article deals with the problem of formation of motivation for physical education in students of agricultural institutions of higher education. The trend of recent years towards a decrease in the level of health and physical activity and overwhelming socialization towards a passive way of life has been noted. The essence of the concept of "pedagogical conditions" is specified in the context of the conducted research. The article identifies and substantiates the pedagogical conditions for forming the motivation of students of higher agricultural educational institutions to engage in physical education in modern living conditions, which lays the foundation for a future active life, helps to form habits and the need for regular physical activity. Pedagogical conditions for the formation of the motivation of students of higher agricultural educational institutions to engage in physical education include the following: the use of a personally oriented approach to the organization and conduct of physical education classes, the development of students' need for independent physical education and sports, the expansion of the scope of physical education activities of students due to active . involvement in classes in sports sections, formation of a positive attitude towards physical exercises, inculcation of interest in sports, introduction into teaching practice of methods and means of activating students for health-recreational physical activity, ensuring a close relationship between physical education and professional orientation of students' personalities, targeting the stimulation of active physical activity of students according to various incentives, establishment of productive and trusting relationships between the student and the teacher.

Influence of sports and health volleyball on students’ health strengthening

One of the main tasks of the departments of physical education of higher educational institutions of Ukraine is to strengthen and preserve the health of students during their studies, the formation of physical education and health competencies. One of the main tasks is to develop interest and positive motivation for physical education during training and for independent physical exercise. [1,3]. Health is the totality of a person’s physical, spiritual, social qualities, which are the basis of their longevity and a necessary condition for the implementation of their creative plans, a condition for high efficiency, creating a strong family, giving birth, and raising children, the basis for a good mood, well-being, vigor, self-confidence, etc. [4]. According to scientists, physical health is the natural state of the body, resulting from the normal functioning of all its organs and systems; this is the perfection of self-regulation in the body, the harmony of the physiological process, maximum adaptation, this is the state of growth and development of organs and systems of the body, which form the basis of morphological and functional reserves that provide adaptive reactions. Physical health is determined by such factors as individual characteristics in anatomical physique, physiological function of the body in various conditions of rest, movement, environment, genetic heredity, level of physical development of organs and body systems [3, 2]. The physical state of health integrates the human body as a biological system and organs and life support systems, their functions and health status, physical activity and biochemical processes, hygiene, motor performance, healthy nutrition, genetic and reproductive health, disease prevention. The most important indicators of a person’s physical health are physical development, physical performance, physical fitness, and physical activity [4]. There are a few studies, including WHO studies, stating that human health depends 20% on heredity, 10% on the level of development of medicine, 20% on ecology and 50% on lifestyle [3]. Other sources claim that human health depends on genetics by 15-20%, on the quality of the healthcare system in the country by 10-15%, on the degree of environmental pollution by 20-25%, on social conditions and lifestyle by 50- 55% [1].

MOTIVATION OF ELEMENTARY SCHOOL STUDENTS FOR PHYSICAL EDUCATION IN THEIR FREE TIME

The aim of this research was to examine whether and to what extent the socio-pedagogical characteristics of upper elementary school students contribute to their level of motivation for physical education in their free time. The defined sociopedagogical characteristics of students include gender, the grade they are in, school performance, and students' involvement in extracurricular sports activities. The population consists of students from the "Branko Copić" Elementary School in Prnjavor (Republica Srpska, Bosnia and Herzegovina). The sample comprises a total of 133 students, including 45 (33.80%) fifth-grade students, 42 (31.60%) seventhgrade students, and 46 (34.60%) ninth-grade students. To achieve this, a quantitative research approach was carried out. The defined research objectives represent fundamental components of the problem and the subject of the study. In the research, a self-created five-point Likert scale: "Students' Attitudes towards Physical Education in Their Free Time" was applied to assess the students' motivation for physical education in their free time. The reliability analysis yielded a satisfactory level of reliability with α=0.92. Using the survey questionnaire "Student Survey," information about the socio-pedagogical characteristics of the respondents was obtained, as well as how students spend their free time and the time intervals they have available for leisure activities during the day. The results indicate that the motivation of elementary school students for physical education is weak. A mild level of motivation for physical education is observed only in very good students.

The Adaptation of Physical Education Motivation Scale into Turkish: A Validity and Reliability Study

Beden eğitimi ve spor etkinliklerine katılımda motivasyonun önemli bir faktör olduğu ve özellikle de çocuk ve gençlerin bu faaliyetlere katımın sağlamasında önemli bir rol oynadığı söylenebilir. Motivasyonel faktörler hem bireyi bir yöne doğru harekete geçirmekte hem de kişilerin bir eylemden uzaklaşmasına neden olabilmektedir. Bundan dolayı bir durum üzerinde etkili olabilecek motivasyonel faktörlerin belirlenmesi ve bu doğrultuda gerektiğinde çeşitli önlemlerin alınması ve olumsuz durumların ortadan kaldırılması önem arz etmektedir. Öyle ki beden eğitimi ve spor faaliyetlerinde de etkinliğe katılmak ya da etkinlikten uzaklaşmak motivasyonel faktörler ile açıklanabilmektedir. Ayrıca motivasyonel faktörlerin etkisinin belirgin bir şekilde ortaya çıktığı derslerden biri de beden eğitimi ve spor dersidir. Diğer yandan değişen yaşam standartlarından dolayı özellikle de günümüzde çocuk ve gençler hareketsiz bir yaşama sürüklenmekte ve zamanlarının önemli bir bölümünü bu şekilde geçirmektedir. Fiziksel aktivite ve sportif faaliyetlere katılımın temelini oluşturan beden eğitimi ve spor derslerinin öğrencilerin bu alışkanlıklarını sürdürmesinde etkili olduğu söylenebilir. Bu durumdan dolayı öğrencilerin beden eğitimi ve spor dersine yönelik motivasyonlarının belirlenmesinin önem taşıdığı düşünülmektedir. Beden Eğitimi Motivasyon Ölçeği Türkçe versiyonunun psikometrik özelliklerinin incelendiği bu çalışmaya; ortaokul ve lisede öğrenim gören 1232 (629 kız, 603 erkek) öğrenci katılmıştır. Sulz vd. (2016) tarafından geliştirilen Beden Eğitimi Motivasyon Ölçeği, 9 madde ve üç faktörden oluşmakta ve tüm maddeler 5’li Likert tipinde puanlanmaktadır. Ölçeğin faktör yapısını test etmek amacıyla doğrulayıcı faktör analizi, faktörler arasındaki ilişkileri belirlemek amacıyla da Pearson korelasyon testi kullanılmıştır. Ölçeğin güvenirliği için ise faktörlere ait Cronbach Alpha iç tutarlık katsayıları hesaplanmıştır. Beden Eğitimi Motivasyon Ölçeği’nin yapı geçerliğine kanıt sağlamak amacıyla benzer ölçek geçerliği kapsamında Beden Eğitimi Motivasyon Ölçeği ve Beden Eğitimi Yatkınlık Ölçeği faktörleri arasında korelasyon katsayıları hesaplanmıştır. Sonuçlar, Türkçeye uyarlanmış ölçeğin 9 madde ve üç faktörden (İçsel Motivasyon, Dışsal Motivasyon ve Motivasyonsuzluk) oluştuğunu göstermiştir. Ölçeğin geçerliğine kanıt sağlamak amacıyla yapılan korelasyon analizi sonuçları, Beden Eğitimi Motivasyon Ölçeği faktörleri arasında pozitif (içsel motivasyon-dışsal motivasyon) ve negatif yönde (motivasyonsuzluk-içsel motivasyon, dışsal motivasyon), yapı geçerliğine kanıt sağlamak amacıyla yapılan korelasyon analizi sonucunda ise Beden Eğitimi Motivasyon Ölçeği ve Beden Eğitimi Yatkınlık Ölçeği faktörleri arasında pozitif (içsel motivasyon, dışsal motivasyon-tutum, öz-yeterlik) ve negatif yönde (motivasyonsuzluk-tutum, öz-yeterlik) anlamlı ilişkiler olduğunu göstermektedir. Ayrıca, elde edilen güvenirlik katsayısı değerleri de ölçeğin güvenilir bir ölçme aracı olduğunu göstermektedir. Kısa bir ölçme aracı olan Beden Eğitimi Motivasyon Ölçeği, öğrencilerin beden eğitimi dersine yönelik motivasyonlarının ortaya konulması noktasında araştırmacılara olanak sağlayacaktır. Yapılan analizler sonucunda Beden Eğitimi Motivasyon Ölçeği’nin ortaokul ve lise öğrencileri için kullanılabilecek geçerli ve güvenilir bir ölçme aracı olduğu tespit edilmiştir.

Autonomy Support and Motivation in Physical Education: A Comparison of Teacher and Student Perspectives

The aim in this study was to identify predictors of teachers’ and students’ motivation and autonomy support in physical education. Ninety-four physical education teachers (26 female, 68 male) and 2127 students (1093 boys, 1026 girls, and 8 no gender specified) from 56 (42 public, 14 private) high schools all voluntarily participated in the study. The students' perceived autonomy support, the intrinsic motivation for physical education and teachers' perceptions of their own autonomy support in lessons and their motivations to teach were assessed. Pearson correlation analysis showed no relationship between teachers’ perceptions of autonomy support and the students’ perceptions of autonomy support. Regression analysis showed that a) the students' perceptions of autonomy support were positive predictors of the students’ intrinsic motivations, b) the assessment support sub-dimension of autonomy support was positive predictor of teachers’ intrinsic motivations to teach in physical education. Given these findings, it becomes critical that PE teachers learn about the value of autonomy support and how to provide it during pre-service and in-service teacher education.

Using Technology to Understand Students’ Optimal Challenges and Promote Intrinsic Motivation in Physical Education

Youth are inactive in today’s world. Integrating autonomy, competence, and relatedness into Physical Education objectives to provide optimally challenging tasks for students may be an effective approach to making them love physical activity. Optimal challenge, or the challenge level of the task matches the student’s competence, can provide them with the greatest sense of competence, satisfaction, and/or pleasure. It presents one adaptive intrinsic goal of motivation in Self-Determination Theory. Participation in optimally challenging situations can give students a sense of mastery, enhance their conceptions of competence, and lead to enjoyment, thus, increasing intrinsic motivation. The purpose of this article is to encourage physical educators to introduce opportunities for students to experience optimal challenges and, thereby, offer students the chance to feel the rewards of being self-regulated and intrinsically motivated. This article shares one tool, miMove, that many teachers have used successfully throughout virtual teaching to engage students in more physical activity. Physical educators could use this mobile APP to better understand how students perceive their own learning and integrate student choice and learner-centered pedagogical strategies. Consequently, it offers students opportunities to explore their own understanding of content, introduces autonomy, and stimulates students’ ability to connect to content authentically.

МОТИВАЦІЯ СТУДЕНТІВ ДО ЗАНЯТЬ З ФІЗИЧНОГО ВИХОВАННЯ ЯК ПСИХОЛОГО-ПЕДАГОГІЧНА ПРОБЛЕМА

The article analyzes the psychological and pedagogical aspects of students' motivation for physical education classes. It was determined that in modern psychological and pedagogical literature there are significant differences regarding the definition of the concepts «motive» and «motivation». It was found out that the concept of «motive» includes needs, motivation, interest, passion, inclination, desire. Motives are relatively stable personal characteristics of a person. Motives can be ideals of the individual, his beliefs, social guidelines, value orientations. It is noted that the effectiveness of the organization of the educational process in physical education is possible provided that the main motivational motives that determine the student's activity and, as a result, the process of forming his motivation for motor activity are taken into account. The main factor influencing students' motivation to study is the acquisition of knowledge, skills and abilities. Emphasis is placed on the fact that it is possible to interest a student in physical education through purposeful influence on individual motives and on the motivational sphere as a whole. One of the most important tasks in the formation of motivation for physical education is the development of achievement motivation. Based on the analysis of the pedagogical literature, it was concluded that the formation of motivation depends on the content, methods, organizational forms and material possibilities of conducting the educational process in a higher educational institution. The main pedagogical conditions that will contribute to the effective formation and increase of students' motivation to engage in physical education are defined: acquiring knowledge about preserving, maintaining and strengthening health, creating a positive attitude towards the formation of the need for a healthy lifestyle; differentiation of physical education. It is emphasized that supporting educational motivation will allow students to consciously master knowledge, develop skills and abilities; to develop a positive attitude towards the process of physical education, to systematically engage in physical and recreational and sports exercises during educational and extracurricular activities. Key words: motivе, motivation, interest, рhysical еducation physical education of students.

The Role of the Type of Sport in the Effects of the Jigsaw Method on Students’ Motivation and Moderate to Vigorous Physical Activity in Physical Education

Purpose: Jigsaw is a popular cooperative method, but its effect on students’ motivation in physical education (PE) remains uncertain. The purpose of this study was to estimate this Jigsaw effect and to explore whether the type of sport taught in PE modified this effect. Method: Overall, 136 middle-school students participated in two PE sequences in Jigsaw or control conditions, one in gymnastics and one in racket sports. These two types of sports were selected because they are frequently taught in PE and for their opposing characteristics. Students’ motivation was estimated during the third and sixth lessons of each sequence with a subjective measure, that is, situational interest; moderate to vigorous physical activity was added as an objective measure related to motivation. Results: Compared to control conditions, Jigsaw progressively enhanced moderate to vigorous physical activity and the novelty dimension of situational interest in gymnastics, whereas it undermined moderate to vigorous physical activity and the challenge dimension of situational interest in rackets. Discussion: We discuss the decisive role of the type of sport according to their characteristics when implementing Jigsaw.

The article highlights the peculiarities of finding ways to form motivation for physical education taking into account future professional activity

An important component in increasing the effectiveness of the physical education process in the conditions of martial law is the motivation of students to engage in vocationally oriented physical education. Taking into account the motivational features of students is a priority direction when correcting existing programs on physical education for higher agricultural institutions. The scientific novelty of the study is determined by the fact that the professional activity of agricultural industry specialists can be successful if they not only have the relevant competencies, but also psychological and physical preparedness to perform professional tasks. Agricultural institutions of higher education train specialists by profession; the vast majority of the performance of professional duties by these specialists has its own specificity in the aspect of motor activity, type and intensity of physical exertion. Therefore, the need to move away from the traditional teaching of physical education to the specifics of motivation, according to which the educational process is carried out, becomes obvious. However, in recent years, the peculiarities of the motivation for physical education of students of agricultural institutions of higher education are caused by a number of contradictions, in particular, between: society's need for healthy, physically developed and stress-resistant specialists in the agricultural industry and the inadequate level of their professional and applied physical training and motivation to improve it, and the possibilities of new approaches to physical education, the development of a set of pedagogical conditions that will contribute to the motivation of students of agricultural institutions of higher education to physical education.

Use of innovative approaches in physical education of students

The purpose of the work: to reveal the peculiarities of the use of innovative approaches during physical education classes in the conditions of distance learning. Methodology: theoretical research methods were used, in particular, analysis and generalization of methodological, psychological-pedagogical and educational-methodical literature, which made it possible to study modern innovations that are used in physical education classes in institutions of higher education in the conditions. Scientific novelty: it has been proven that the use of innovative approaches in physical education classes during distance learning has a positive effect on the motor activity of students, and the methods used in physical education classes, which require the student to perform practical work directly (techniques of sports games, cyclic types of sports, etc.), motivate students to perform physical exercises and are effective in distance learning. Conclusions: thus, as a result of the analysis of literary sources and the practical experience of specialists in the field of physical culture and sports, it was found that the use of innovative approaches during online physical education classes have a positive effect on the motor activity of students and motivation for physical education. The scientific article presents the modern characteristics and experience of using innovative educational technologies in the physical education of students. The organizational and methodological features of the use of interactive learning methods for the formation of students' knowledge of the discipline "Physical Education" in higher education institutions are revealed. It was determined that during combined training, it is effective to use and implement modern forms of organizing motor activity outside classroom time, i.e., various sports master classes, physical culture and health quests, trainings, challenges, flash mobs, marathons, battle fests for students of various specialties taking into account the requirements of the future profession.