Specifity and content of personality motivation for physical education

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Bogdan Khmelnitsky Melitopol State Pedagogical University

SPECIFICITY AND CONTENT OF PERSONALITY MOTIVATION FOR PHYSICAL EDUCATION

Protsenko A.,, Kotova O.,

Tsybulska V., Oliinyk I., Sukhanova H.,

Kyriienko O., Nepsha O.

Introduction

Strengthening the health of the younger generation is one of the most important problems of social development in our country and in the world. Since motor activity is an important condition for maintaining health, the development of many pathological conditions can be prevented by means of physical education, which also contributes to the development of emotional, volitional, intellectual and other spheres of personality. Adolescence is one of the most favourable periods for expanding a person's motor activity regime and encouraging them to engage in regular physical exercise. Therefore, the development of a new model of motivation of students for a healthy lifestyle, physical education and sports in the «Recommendations for the strategic development of physical education and sports training among students for the period up to 2025» [24] are named among the most important tasks of educational institutions. Thus, it can be stated that the problem of developing adolescents' motivation to engage in physical education is undoubtedly relevant.

The problem of developing motives for physical education among children and youth is covered in a number of works, including dissertations - O. Ishchenko [13] considered the formation of adolescents' motivation for physical education in the educational process of school; S. Ilchenko [13] - the influence of self-control of students' physical condition on motivation for physical education; G. Bezverhnya [2] - motivation of students in grades 5-11 to engage in physical education and sports.

The problems of motivation of schoolchildren's motor activity were studied by E. Frankiv and I. Hryhus [26]; the structure and functions of motivation, as well as the typology of motives for physical education of students of different age groups were considered by O. Berbenets, V. Semenenko, S. Trachuk [5], S. Bobrovnyk [7], M. Oliynyk [22], V. Shchyrba [29]. Shchyrba [29]; ways and means of development of motivation of children and youth to physical culture and sports in educational institutions were studied by V. Vynnyk [8], S. Zakopailo [10], O. Kolos [18], I. Martin [19]; peculiarities of manifestation of motives for physical culture and sports in girls and boys were reflected in the works of O. Bilichenko [5]. The issue of correlation between interests and motives, as well as factors of development of schoolchildren's motivation to engage in physical culture and sports was considered by G. Bezverhnya [4].

Researchers, in particular, A. Artyushenko [1], G. Bezverhnya [4], V. Vynnyk [8], O. Ishchenko [14], N. Moskalenko [20], O. Nepsha [21], M. Oliynyk [22] point out that the current system of physical education does not provide sufficient motivation to involve children and youth in physical culture and physical activity, often the development of motivation is spontaneous and rarely becomes the subject of systematic and purposeful work, and that methodological approaches have not yet been formed to address this problem.

Despite the numerous studies on the problem, we can note that they focus on special methodological aspects of motivation development and do not sufficiently cover the organisational and pedagogical conditions, taking into account the new realities of modern Ukrainian education in the context of its reform, as well as in the circumstances of distance learning. That is why the theoretical substantiation and practical testing of new means, methods, forms of organisation of the educational process in physical education aimed at more effective formation of motives for physical education among students of general education institutions is becoming acute. physical education motivation school

Presentation of the main material

Motivational approach to the problem of personality formation, according to T. Krutsevych, allows to analyse physical education as a process of creation of the most favourable needs for those who are engaged in it for strengthening their health, physical development and improvement [41, p. 29].

Unfortunately, researchers (in particular, A. Artyushenko, H. Bezverhnya, V. Vynnyk, O. Ishchenko, O. Kolos, N. Moskalenko, M. Oliynyk) note that students have a rather low level of motivation to engage in physical education and an unformed need for such activities [1,4,8, 14, 18, 20, 22]. Legislative documents and state strategies in the field of education, physical culture and sports, in particular, emphasise the special importance of the motivational factor in the development of physical culture of the population:

- The National Strategy for Recreational Physical Activity in Ukraine until 2025 «Physical Activity - Healthy Lifestyle - Healthy Nation» defines among its tasks «formation of a valuebased attitude of youth and young people to their own health, improvement of physical development and physical fitness, taking into account the requirements of future professional activity» [25];

- Strategy for the Development of Physical Culture and Sports for the period up to 2028. The document, in particular, analyses the systemic reasons that reduce the motivation of the population to engage in systematic physical education and sports - «the lack of a legislative mechanism for monitoring the qualifications of personnel in the fitness industry, relations of patronage and investment in the field of physical education and sports, the lack of information and social campaigns aimed at promoting sports, motivational presentations of mass sports and sports of higher achievements, the insufficient level of public awareness of the prospects for Among the strategic directions of the state policy, the staffing of the physical culture and sports sector with «specialists of appropriate qualification with motivation to work effectively» is noted [30];

- The National Strategy for the Development of a Safe and Healthy Educational Environment in the New Ukrainian School emphasizes the need to «form individual characteristics of behaviour and habits that ensure the necessary level of life (according to needs, interests, etc.), a sufficient level of physical activity and healthy longevity; awareness of the importance of a healthy lifestyle and harmonious development, high performance, spiritual balance, preservation and improvement of one's own health (increasing immunity, avoiding various diseases);

- The Recommendations on the Strategic Development of Physical Education and Sports Training among Student Youth for the period up to 2025 list «the formation of a value-based attitude to one's own physical health, sports and spiritual achievements, humanistic values and patriotic feelings" among the priority areas of activity of educational institutions. Among the main tasks of implementing these priorities by educational institutions in the information area is «development of a new model of motivation of students for a healthy lifestyle, physical education and sports, in accordance with the realities of modern Ukrainian society» [24].

Studies have shown that students have a rather low level of motivation to engage in physical education, and the need for these activities is not formed. Therefore, the search for new forms of organisation, methods, techniques and means of effective stimulation and motivation of adolescents to engage in physical education in general secondary education is extremely important. We will proceed from the approach of M. Oliynyk, who defined the motivation of a person to physical activity as a special state of a person aimed at achieving the optimal level of efficiency and physical fitness. Motivation is of particular importance for psychological support of pupils' participation in physical education and performs a triple function: it is a trigger that encourages a person to act; it maintains the necessary level of activity in the process of physical education; it regulates the content of this activity, the use of various means of activity to achieve the desired results in the process of physical education [22, p. 95-96].

Purposeful formation of motivation by a teacher in physical culture lessons allows to form in pupils' ability to define their goals and tasks, to exercise self-control, to increase the pace of operations, to achieve deep and clear awareness, understanding, to develop critical attitude to information during studying [27].

Formation and development of motivation for physical education and sports is a long and multifaceted process that unfolds from the beginning of the child's acquisition of the first simple hygiene knowledge and skills to the formation of deep theoretical psychophysiological knowledge and involvement in intensive sports and physical education.

The block of intrinsic motivation to engage in physical education is formed by the needs, motives and goals of sports and physical education. The needs in this complex include: the need for activity and engagement; needs for movement; - the need to implement goal and will reflexes; the need for rivalry, competition, self-assertion; the need to be a member of a group, to communicate; the need for new experiences, etc. [11].

If the need is the source of activity, then the motives that keep a person on the chosen path give a certain direction to this activity. The motives for sporting activity are diverse, as they are aroused by a variety of physical, mental and social needs.

The motives for schoolchildren's physical education are divided into:

1) general motives - first of all, it is the pupil's desire to engage in physical exercises at all, as he/she is not yet interested in what kind of exercises to do;

2) specific motives - the child's desire to perform certain exercises when preferences for certain sports appear. In adolescence, these preferences are more differentiated than in younger students. Attendance at physical education classes can be motivated by different causal factors (physical development, health improvement, or the desire to avoid trouble for truancy, etc;)

3) motives related to the process of activity itself - satisfaction of the need for activity and activity, movement, experience of competition (enthusiasm, excitement, emotional elation from victory, etc;)

4) motives related to the result of the activity - they are caused by the desire to satisfy the needs for self-expression, selfimprovement, self-affirmation, social needs, etc.

Researchers have identified the following leading motivations for physical education:

1) wellness - related to the possibility of improving health and preventing diseases through physical exercises. Scientists emphasise that the beneficial effects of physical education on the human body can be seen in two ways: the formation of a healthy lifestyle in students and a reduction in the likelihood of disease; the therapeutic effect of physical exercises for various diseases;

2) motor-activity - related to the beneficial effect of physical exercises on the human body, resulting in improvement of physical condition, changes in the activity of all systems and organs, and above all - respiratory and cardiovascular. Exercise is accompanied by satisfaction due to the release of adrenal hormones (adrenaline and norepinephrine), neutralisation and release of negative emotions;

3) competitive and competitive - allows to improve a person's sports achievements, to enjoy the positive results of physical education;

4) aesthetic - due to the positive impact of physical exercises on a person's appearance, the ability to make a positive impression on others;

5) communicative - caused by communication between all participants of the process of physical education (between the coach and students, between students), which is an integral part of this process;

6) cognitive and developmental - related to the desire to know one's body, to identify one's capabilities and prospects for their improvement through physical education;

7) creative - related to the awareness of a wide range of opportunities provided by physical education for the development and education of a creative personality;

8) psychologically significant - due to the fact that physical education allows you to abstract from problems, neutralise negative emotions, which has a positive impact on the mental state of a person;

9) educational - related to the development of students' skills of self-control, self-preparation and self-improvement;

10) administrative - related to the place of physical education in the curriculum as a mandatory component of the content of education;

11) cultural motives formed under the influence of the social environment, mass media, other social institutions that form the cultural environment and shape the needs of a person to engage in physical education in accordance with the laws of society and the group;

12) increase of working capacity and labour productivity. The use of physical education allows to cope with the negative impact of monotony and monotony of work, increase the perception of information, and achieve relaxation and rest as soon as possible;

13) random motives that have a specific narrow focus, for example, the desire to lose weight [16, p. 83; 18, p. 783; 28, p. 36-38].

The dominant motive that should determine the behaviour of a sportsman is the achievement of success. It is associated with the need for significant physical effort, a state of high mental tension, the feeling of victory over the opponent and oneself, but most importantly - with the need to achieve the highest sports results. Without high social motives, it is impossible to achieve high results in modern sport [9, p. 61].

It is important that in parallel with the motives for achieving success, the motives for avoiding failure are also formed, which is due to the athlete's subjective assessment of the probability of achieving the goal, taking into account his or her own competitive and life experience, which inhibits the activity. The predominant motive for sporting activity is formed at the stage of higher sportsmanship. In adolescence, the achievement motive directs a person to acquire high skills on the basis of their own abilities and efforts. It is connected with positive experiences caused by the activity, activates and directs it in the appropriate direction [9, p. 60].

The development of achievement motives takes place in three stages:

- the stage of autonomous competence, which lasts on average until the age of four. At this stage, the child focuses on his or her own environment and self-esteem;

- the stage of social comparison, which usually begins at the age of 5. At this stage, the child compares his or her level of achievement with others;

- the integrated stage, which combines the motives inherent in the previous two stages. At the same time, a person flexibly varies and appropriately uses competition and comparison, taking into account the peculiarities of the situation [7, p. 27].

The researches allow to fix clearly expressed specificity of age development of motivational sphere of a person to physical culture [11, 15, 17]. In childhood, adolescence, and youth, physical education lays the foundation of the personality: it promotes the acquisition of knowledge, skills, and abilities, influences the formation and development of worldview and culture, which is combined with the improvement of physical fitness, general physical development, development of body aesthetics and movement culture. The basis of motivation during this period is the awareness of oneself as a person.

The dynamics of the development of motives for sports activity in childhood can be considered through three stages:

- the initial stage is typical for children aged 7-10. It is characterised by the first attempts to engage in sports activities. Common to the motives at this stage are their instability, uncertainty of motives, lack of awareness of the underlying needs and interchangeability of ways to meet them. Children's motives for physical activity do not yet turn into stable, conscious interests in physical activity. However, the habits that determine the systematic nature of these activities may already be quite stable;

- the stage of specialisation in a particular sport, which most often occurs during adolescence. The motivations for sports are the awakening and development of students' interest in a particular sport, the manifestation of abilities for it, and the desire to develop them. Emotionally charged experiences of success in sport, the desire to consolidate it, the desire to expand specialised knowledge, improve technique and increase fitness are manifested. These qualitatively new motives are related to sports specialisation and the acquisition of sports qualifications. At the same time, they are more indirect, as they are transferred from the sporting activity itself to the result of this activity, and are manifested in the desire to succeed in sport, to achieve a record;

- the stage of sportsmanship in adolescence and youth is achieved only by some boys and girls. Previous motivations may fade into the background, and success becomes the dominant motive. There is a need for maximum physical effort, a state of high mental tension, a sense of overcoming the opponent and oneself, and the need for high results in sports activities is actualised [9, p. 61-62]. Only a few athletes can achieve this skill in adolescence. Usually, these adolescents differ from their peers in perseverance and focus on sports activities.

The system of needs for physical education is dynamic and changes at each stage of achieving excellence in physical education or a sports career. Many researchers have noted varying degrees of awareness of the components of intrinsic motivation. While needs and motives may remain unconscious or only partially conscious, goals are always conscious. Goals are the result of the work of thinking and imagination, in the course of which a person tries to ideally resolve the contradiction between the requirements of sports activity, its specific conditions, on the one hand, and his/her own capabilities, abilities to adapt to these conditions and requirements, on the other. Therefore, the goal acts as a regulator of activity, influencing the choice of specific means of achieving the desired result [11]. That is why, as noted earlier, the goal is a component of the horizontal structure of the motive.

Researchers recommend the following rules for setting goals for physical education: goals should be specific and contain a specific expected result; goals should require effort, but should be achievable; goals should be clearly defined in time, which makes it possible to calculate the optimal effort; goals should be divided into sub-goals, stages, so that the process of achieving the goal is gradual.

One of the most effective methods of goal setting is to perform routine actions. To maintain concentration, it is advisable to use the following actions: joint actions before physical education classes that structure students' time and set them up for competition (warming up, checking the site, using concentration techniques, etc); activities during physical education that break down the achievement of a common goal into sub-goals (e.g., mental repetition of the competition plan and its comparison with the course of the competition); actions aimed at returning the focus of attention to the process of physical education and distracting from mistakes, unexpected events, etc. (for example, according to the rule «fix, forget and focus») [11].

Thus, intrinsic motivation performs the following functions in the structure of physical education classes:

- it is a trigger for sports and physical education activities;

- maintains the level of activity required for training and competitive activity;

- regulates the content of this activity, the use of various means by a person to achieve the desired results.

Researchers believe that increasing motivation to engage in physical education is facilitated by diversifying training and sectional classes, avoiding monotony in their conduct, using competitive and game methods, as well as active teaching methods, and strengthening the creative component in the organisation of physical education classes [18, p. 783].

In our research, we share the opinion of M. Opachko [23, p. 123] that pedagogical management of the process of motives formation (motivational process) is based on pedagogical stimulation, which, in turn, according to modern theoretical and methodological approaches, should be based on the internal forces of learning and development processes that are inherent in the personality - capabilities, aspirations, intentions, interests, needs of the child. Therefore, the organisation of physical education classes at school should be mainly carried out in the «field of possibilities» and activity of the subjects of physical education and sports activities themselves, and not in the plane of intentions, desires and projects of the organisational subjects.

Conclusions

The development of motivation for physical education is a long and multifaceted process that unfolds from the beginning of the child's acquisition of the first simple hygiene knowledge and skills to the formation of deep theoretical psychophysiological knowledge and involvement in intensive physical education and sports. The motives for pupils' physical education activities are conditionally divided into general, specific, motives related to the result of the activity and motives related to the process of the activity Physical education teacher's management of motivation to study allows to form students' ability to define their goals and tasks, exercise self-control, increase the pace of operations, achieve deep and clear awareness, understanding, develop critical attitude to information during study. This process should be based on the internal strengths of the individual - his or her capabilities, aspirations, intentions, interests, and needs. The process of developing motivation for physical education should be managed on the «field of possibilities» and activity of children, not within the intentions, desires and projects of teachers.

Thus, intrinsic motivation performs the following functions in the structure of physical education classes: it is a trigger for sports and physical education activities; maintains the level of activity required for training and competitive activities; regulates the content of this activity, the use of various means by a person to achieve the desired results.

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31. Про Національну стратегію розбудови безпечного і здорового освітнього середовища у новій українській школі: Указ Президента України від 25.05.2020 року № 195/2020. URL: https://zakon.rada.gov.ua/laws/show/195/2020. (дата звернення: 11.12.2023)

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