THEORETICAL SUBSTANTIATION OF PEDAGOGICAL CONDITIONS FOR THE FORMATION OF SPORTS MOTIVATION OF STUDENTS OF HIGHER EDUCATION INSTITUTIONS USING KETTLEBELL SPORTS
DOI:
https://doi.org/10.31891/pcs.2026.3.4Keywords:
sports motivation, kettlebell lifting, university students, physical education, pedagogical conditions, intrinsic motivation, training process, student engagement, motor activity, self-regulationAbstract
The article attempts to reconsider approaches to the formation of sports motivation among university students through the use of kettlebell lifting as a pedagogically structured resource. The focus is placed on the conditions under which physical activity ceases to function as a formal curricular requirement and acquires personal significance for the student. A set of pedagogical determinants is examined, including variability and accessibility of training loads, gradual complication of technical elements, and the integration of competitive components that reinforce rather than undermine intrinsic engagement. Particular attention is given to feedback and reflection as mechanisms for consolidating positive experience.
It is demonstrated that kettlebell lifting, due to its structural simplicity, rhythmic nature, and the possibility of clearly measurable outcomes, creates a favorable basis for developing a sense of progress, which is a critical factor in sustaining motivation. At the same time, it is emphasized that without deliberate pedagogical support there is a risk of reducing motivation to externally driven stimuli, thereby weakening its long-term effectiveness.
Within the study, motivation is interpreted as a dynamic construct emerging at the intersection of embodied experience, the educational environment, and individual meaning-making. The proposed approach challenges standardized models of physical education and opens prospects for more flexible design of educational practices.
Additionally, it is substantiated that the effectiveness of sports motivation formation largely depends on the alignment between organizational forms of training and students’ expectations, which necessitates continuous monitoring of their interests and adaptive adjustment of instructional content. The role of the group’s microsocial environment is highlighted, as peer support, informal leadership, and collective dynamics may either amplify or neutralize pedagogical influences. The findings can be applied to the modernization of physical education programs in higher education institutions, taking into account the decline in physical activity and the transformation of motivational patterns among contemporary youth.
References
Antonets, V.F (2016) Pedagogical conditions for the formation of sports motivation at the initial stage of long-term training of kettlebell sport athletes / V. Antonets, Ye. Kozak. Collection of Scientific Works of the National Academy of the State Border Guard Service of Ukraine. – Series: Pedagogical Sciences. – 2016. – No. 2. – P. 23–37.
Halashko, O. I. (2015) Study of biomechanical features of kettlebell sport athletes of different performance levels / O. I. Halashko // Scientific Journal of the National Pedagogical Dragomanov University. Series No. 15. Scientific and Pedagogical Problems of Physical Culture. Physical Culture and Sport: Collection of Scientific Papers / edited by H. M. Arziutov. – Kyiv: Publishing House of NPU named after M. P. Dragomanov, 2015. – Issue 1 (54)15. – P. 23–26.
Hryban, H. P. (2026) Theory and Methods of Teaching Physical Culture: educational and methodological manual / H. P. Hryban, A. M. Laichuk, Ye. I. Zhukovskyi. – Zhytomyr: Ruta Publishing House, 2026. – 244 p.
Dzhym, V. Yu. (2023) The influence of kettlebell sport training on the manifestation of special physical fitness / V. Yu. Dzhym, V. V. Mulyk // Scientific Journal of the National Pedagogical Dragomanov University. Series 15: Scientific and Pedagogical Problems of Physical Culture (Physical Culture and Sport): Collection of Scientific Papers / edited by O. V. Tymoshenko. – Kyiv: Publishing House of NPU named after M. P. Dragomanov, 2023. – Issue 1 (159). – P. 76–79.
Dubynska, O. Ya. (2013) Course of Lectures on the Theory of Physical Culture, Physical Education of Different Population Groups: educational and methodological manual. – Sumy: Publishing House of Sumy State Pedagogical University named after A. S. Makarenko, 2013. – 248 p.
Kondes, T. V. (2017) Physical Culture and Health: study guide / T. V. Kondes. – Kyiv: University of Economics and Law “KROK”, 2017. – 126 p.
Lavrentiev, O. M. (2025) Improvement of strength endurance under training conditions / O. M. Lavrentiev, V. V. Andriiash, V. V. Olar // Scientific Journal of the Ukrainian State University named after Mykhailo Dragomanov. Series 15: Scientific and Pedagogical Problems of Physical Culture (Physical Culture and Sport): Collection of Scientific Papers / edited by O. V. Tymoshenko. – Kyiv: Publishing House of the Ukrainian State University named after Mykhailo Dragomanov, 2025. – Issue 3K (188). – P. 178–182.
Tkachenko, P. P., Hryban, H. P. (2023) Motivational attitude of higher education students toward kettlebell training during the educational process of physical education / Polissia National University, Zhytomyr Ivan Franko State University // Proceedings of the III All-Ukrainian Scientific and Practical Conference, March 28, 2023. – 2023. – P. 1–11.
Chernenko, S. O. (2021) Theory and Methods of Physical Education: study guide: in 2 parts / S. O. Chernenko. – Kramatorsk: DSEA, 2021. – Part 1. – 215 p.
Shevchuk, S. M. (2018) Physical Education: theory and practice: Journal of the Department of Theory and Methodology of Physical Education, Adaptive and Mass Physical Culture of Poltava V. G. Korolenko National Pedagogical University. – Poltava, 2018. – No. 4. – 152 p.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Василь АНТОНЕЦЬ
This work is licensed under a Creative Commons Attribution 4.0 International License.
