MOTIVATION FOR ATTENDING PHYSICAL EDUCATION CLASSES BY STUDENTS IN PRE-WAR UKRAINE
DOI:
https://doi.org/10.31891/pcs.2026.1.26Keywords:
motivation, student, youth, physical education classes, satisfaction, interest, fitnessAbstract
The pandemic and military challenges have highlighted the fact that motivation is the most important component of any activity, and modern face-to-face learning is a partially coercive form of education, which necessitates increasing motivation to learn. However, research on motivation formation leaves much to be desired, so the development of this topic requires investigating the state of students' motivation to attend physical education classes before the war.
The article provides a mathematical summary of the available results of a survey of students regarding their motives for attending physical education classes, analyzes the significance and prevalence of each of the motives, and assesses the relevance of this significance to contemporary pedagogical goals.
The motives «Aesthetics (good physique, optimal body weight)», «Physical fitness», «Self-affirmation», «Health (but not «Healthy lifestyle»)», «Communication» are in good condition, so there is no point in focusing on promoting them among young people. The majority of researchers disagree with us on the issue of health, so we have to repeat ourselves: we need to make young people's lifestyles healthier, but not by making health more valuable in their minds, but by making healthy habits more enjoyable and restorative (and therefore more beneficial to well-being) than unhealthy ones over time.
The situation with the motives «Interest in the class», «Satisfaction from the class», «Improvement of psycho-emotional state, relief from mental fatigue (= active leisure)» is catastrophic and requires urgent changes: young people need to fulfill these needs, but they do not know how to use physical education classes as a means of satisfying these needs.
As a result of all these motives, the percentage of those who attend classes in order to pass the exam ranges from 6% to 74.2%, which is unacceptable for modern education. This means that such research should be conducted in every physical education department and an exchange of experience should be organized, where less successful teams will submit requests and more successful ones will provide answers on how to improve the situation. In addition, interviews should be conducted with more successful students to understand how effective motivation for physical education classes is formed.
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