MOTIVATIONAL SPHERE AND VALUE ORIENTATIONS OF VOCATIONAL EDUCATION STUDENTS IN THE CONTEXT OF PHYSICAL CULTURE

Authors

DOI:

https://doi.org/10.31891/pcs.2026.1.52

Keywords:

professionally applied physical culture, vocational education and training (VET), motivation, factor analysis, cluster analysis

Abstract

The study aims to develop and substantiate a conceptual model for forming motivation for physical activity among vocational education students by integrating differentiated approaches, digital tools, and psychological support mechanisms under martial law. Methodology. The research involved 70 students from Higher Vocational School No. 17 in Kolomyia. A triad of methods was applied: correlation analysis (Spearman) to establish links between lifestyle variables and quality of life; factor analysis (principal component method) to identify latent motivational structures; and cluster analysis (k-means) to segment the student body. Results. Demographic data showed a mean BMI of 22.2±2.4. While 43% of students exercise 1–2 times a week, 11% are completely inactive. Major motivators include health improvement (60%) and stress relief (29%), while barriers include lack of time (56%) and laziness (34%). Martial law significantly impacted activity: 24% cited psychological stress as a restrictive factor, while 36% faced time constraints due to volunteering or family aid. The factor analysis identified four latent structures, dominated by the "Existential Security and Coping Strategies" factor (28% of variance). This confirms the transformation of physical education into a tool for psychological relief and survivalism under martial law. Cluster analysis revealed three distinct groups: «highly active» (40%) with high resilience; «low-active» (40%) facing significant barriers; and «intensive but irregular» (20%) exhibiting compensatory behavior under stress. Conclusions. The hierarchy of motives has shifted toward «survivalism» and psychological relief. Students maintaining physical activity show 40% higher resilience to war-related stress. The study confirms that physical education must transition from external control to internal self-regulation and mental well-being support. Personalized health trajectories are essential, particularly for the «at-risk» group (35% of the sample) characterized by low activity and high stress.

References

Cabinet of Ministers of Ukraine. (2020, November 4). Pro skhvalennia Stratehii rozvytku fizychnoi kultury i sportu na period do 2028 roku [On approval of the Strategy for the development of physical culture and sports for the period up to 2028] (Decree No. 1089-p). https://zakon.rada.gov.ua/laws/show/1089-2020-%D0%BF#n9

Chen, J., et al. (2021). International Curriculum Comparison in Vocational Education and Training: A Collaborative Development of an Analysis Instrument. International Journal for Research in Vocational Education and Training, 8(4), 16–43. https://doi.org/10.13152/IJRVET.8.4.2

Larsen, et al. (2022). Mental health and physical activity in vocational education and training schools students: a population-based survey. BMC Public Health, 22, Article 12644. https://doi.org/10.1186/s12889-022-12644-x

Grüne, E., Popp, J., Carl, J., & Pfeifer, K. (2020). What do we know about physical activity interventions in vocational education and training? A systematic review. BMC Public Health, 20(1), Article 978. https://doi.org/10.1186/s12889-020-09093-7

Wallace, J., Scanlon, D., & Calderón, A. (2023). Digital technology and teacher digital competency in physical education: a holistic view of teacher and student perspectives. Curriculum Studies in Health and Physical Education, 14(2), 173–190. https://doi.org/10.1080/25742981.2022.2106881

Tsybulska, V. V., Bezverkhnia, H. V., & Faidevych, V. V. (2022). Formuvannia tsinnostei fizychnoi kultury do profesiino-prykladnoho samovdoskonalennia [Formation of physical culture values for professional and applied self-improvement]. Rehabilitation and Recreation, (11), 227–233. https://doi.org/10.32782/2522-1795.2022.11.25

Mocherniuk, V. B., Martyn, V. D., Semeniv, B. S., & Soletskyi, O. M. (2025). Konverhentnyi vplyv fizychnoi kultury na yakist zhyttia studentiv [Convergent influence of physical culture on the quality of life of students]. Visnyk Prykarpatskoho universytetu. Seriia: Fizychna kultura, (44), 103–108. https://doi.org/10.15330/fcult.44.103-108

Zoriy, Ya. P., Bohatyrets, V. A., & Przybyla, R. (2025). Rol motyvatsii u formuvanni zvychok zdorovoho sposobu zhyttia studentskoi molodi [The role of motivation in the formation of healthy lifestyle habits of student youth]. Physical Culture and Sport: Scientific Perspective, 1(1), 235–245. https://doi.org/10.31891/pcs.2025.1(1).31

Published

2026-03-26

How to Cite

MOTIVATIONAL SPHERE AND VALUE ORIENTATIONS OF VOCATIONAL EDUCATION STUDENTS IN THE CONTEXT OF PHYSICAL CULTURE. (2026). Physical Culture and Sport: Scientific Perspective, 1, 472-479. https://doi.org/10.31891/pcs.2026.1.52