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DOI 10/14526/01_2018_291
COMPARATIVE ANALYSIS OF DOMINANT MOTIVES INDUCING STUDENTS FROM DIFFERENT HIGHER EDUCATIONAL ESTABLISHMENTS TO GO IN FOR PHYSICAL
CULTURE LESSONS
Evgenya A. Raspopova - Doctor of Pedagogical Sciences, Professor Russian State University of Physical Culture, Sport, Youth and Tourism,
House 4, Sirenevyi Boulevard, Moscow, 105122, Russia Yliya A. Postolnik — Candidate of Pedagogical Sciences, Senior Lecturer Moscow Municipal Pedagogical University, House 4, Block 1, the 2nd Selskokhozyaistvennyi Passage, Moscow, 129226, Russia
E-mail: [email protected]
Annotation. Great amount of research works in the sphere of physical upbringing of students show that modern young people become physically weaker, their motional abilities development doesn't correspond with the level of modern demands. In our opinion, a low level of students' physical activity is connected with the absence of motivation to go in for kinds ofphysical activity, which are offered by the educational establishment. Material. This article studies the motives, which induce students from different higher educational establishments to go in for physical culture and sport and also the reasons, which decrease their physical activity. Research methods: scientific literature analysis and summarizing, observation. Results. The article presents the results comparison of the attitude to physical culture and sport study among students from not sports higher educational establishment and two sports-pedagogical higher educational establishments (Moscow Municipal Pedagogical University (MMPU), Pedagogical Institute of Physical Culture and Sport (PIPCS) and Russian State University of Physical Culture, Sport, Youth and Tourism (RSUPCSYT)).The differences in motives, which induce to go in for physical culture at not sports and sports-pedagogical establishments, are revealed. The main reason of students' passive attitude to physical culture lessons at a not sports higher educational establishment is monotony of the educational process, which demands changes introduction into physical culture lessons content and organization at not sports higher educational establishments, taking into account students' interests. Conclusion. For the students of sports-pedagogical higher educational establishments it is typical to go in for pedagogical activity in prejudice of sports activity, which is connected with the prospects absence in sports career. All these facts demand educational process improvement concerning the discipline "Physical culture " at sports-pedagogical higher educational establishments.
Keywords: motives, students, physical culture, not sportsmen, sportsmen.
Introduction. The problem of the oncoming generation's health preservation and strengthening was and still is one of the most urgent problems of modern society. Nowadays mass media encourages to improve health of young people however, social environment and real practice show health level decrease among youth, cardiovascular
diseases and other chronic and infectious diseases recrudescence.
As many research works of the specialists in the sphere of students' physical upbringing show, nowadays young people become weaker and their motional abilities development doesn't correspond with the level of modern demands. The main reason of the physical readiness decrease level among
young people is a chronic "motional hunger", which is connected with a high level of urbanization, comfort and scientific-technical progress, especially among those, who live in big cities.
Students, especially at the initial stage of studying, form a part of society, which needs the increase of physical activity. Students are the main labor reserve of our country, they are the future teachers and their health and well-being form the base for health and well-being of the whole nation [1,7].
During the first years of studying students face a lot of difficulties, which are connected with a great educational load, the problems in social and interpersonal communication and also with low level of physical activity.
In our opinion, a low level of students' physical activity is connected with the absence of motivation to go in for kinds of physical activity, which are offered by the educational establishment.
Motivations determine the attitude of students to physical culture lessons, form the need for everyday physical exercises, provide physical and professional development, create preconditions for a positive communicative environment and also a positive emotional status organization [2,6].
Motivation is a driving force of behavior and is included into its all main structural components: personality and character orientation, emotions, skills, psychic processes and activity. Motivation determines informative selectivity of the processes, the dynamics of stimulation, intensity and duration of the process. The role of motives fulfill the needs and interests, desires and emotions, mindsets and ideals [3,5].
One of the constant strong motives of a person's activity is the interest.
Interest is a real reason of actions, which is felt by a person as especially important. Interest can be defined as a positive evaluative attitude of a subject to his activity. Interest can be called a special motivational state of a cognitive character, which, as a rule, is directly connected with one, urgent for this period need [3,5,8]. In this connection, in our opinion, there appears the
necessity to study motives, interests and needs of modern youth, satisfaction of which will more effectively influence the state of their health and physical improvement and also the effectiveness of studying in the system of higher professional education.
The aim of the research is to reveal the motives, which define the attitude of students to physical culture and sport, in order to improve the organization of the discipline "Physical culture".
The research has the following objectives:
1. To reveal students' attitude to physical culture and sport as to social life phenomena.
2. To reveal dominant motives, which induce students to go in for physical culture.
3. To reveal the reasons of students' passive attitude to physical culture lessons at different higher educational establishments.
Research methods and research organization. In order to reveal the attitude of students to the discipline "Physical culture" as the phenomenon of social life and define the priority motives, which induce to go in for physical culture, we held a questionnaire survey among the students from MMPU (not sports specialties)- 150 people, students from MMPU PIPCS-50 people and RSUPCSYT -50 people.
Students had to express their attitude to discipline "Physical culture": positive, negative or "don't know".
Research results and their discussion.
The research showed (picture 1) that most students of not sports specialties (74%) have a positive attitude to physical culture, 3% have a negative attitude and 23% have no answer. Students from sports-pedagogical higher educational establishments MMPU PIPCS and RSUPCSYT have a positive attitude to physical culture 88 and 99%, 12 and 1 % had no answer.
In the opinion of the respondents of not sports specialties, the reasons of a negative attitude to physical culture lessons were formed at school. As a result of such kind of attitude students mentioned bad
physical fitness and the belief that physical culture is unimportant subject.
Students of sports-pedagogical higher educational establishments, who spent most part of their free time going in for sports, had no negative attitude to physical culture. The answer "don't know" was connected with the difficulties of students in their sports activity for the present moment.
The main motives of going in for physical culture and sport among students of not sports specialties, who study at a pedagogical higher educational establishment, were the following: aesthetic motive- 34% and health-improving motive- 23%, then goes motional-activity based motive - 19% and administrative motive (pass examination, test, get the credit) - 17%. Less popular among students is emulative -competitive motive -7%.
Students of sports-pedagogical higher educational establishments were offered to mention several motives, which induce them to go in for physical-sports activity. According to the results of the questionnaire survey it was revealed that 50% of students from PIPCS mentioned the following significant motives: health-improving, motional-activity based and emulative -competitive motives, 33% of the respondents mentioned administrative and aesthetic motives as significant ones.
70% of respondent from RSUPCSYT mentioned emulative -competitive and motional-activity based motives as the most significant, 34% of students underline the significance of the aesthetic motive and 20% of respondents define health-improving and administrative motives.
During the reasons revelation, which are the drawbacks in physical culture and sport lessons organization, students of not sports specialties had the following reasons of interest decrease: inconvenient schedule-23%, inconvenient location of the places, where the lessons are held-19%, inattentive attitude of a teacher to a student's personality -13%.
For the students of PIPCS the reasons of the interest decrease in physical culture lessons are the following: inconvenient
schedule and location of the places, where the lessons are held - 70%, inattentive attitude of a teacher to a student's personality-20%.
50% of the respondents from RSUPCSYT mention inconvenient schedule of lessons and trainings as the main reason of interest decrease, inattentive attitude of a teacher to a student's personality mentioned 20% of the respondents.
Students of sports higher educational establishments also mentioned that one of the reasons of interest decrease in sport is the absence of the prospective of a high result achievement in their kind of sport and the desire to devote oneself to teaching activity.
The reasons comparison of different higher educational establishments students' passive attitude to physical culture lessons and sport shows that for the students of PIPCS the main reasons are the following: inconvenient schedule and location of the places, where the lessons are held and it is reasonable, as all gyms and swimming pools are situated in different parts of Moscow. At sports higher educational establishments such kind of a reason as "monotony of educational process", which is the main reason at a not sports higher educational establishment, is absent. Apparently, it is necessary to change the content and organization of physical culture and sport lessons at not sports higher educational establishments, taking into account students' interests.
For sports-pedagogical University students an early switching from active sport to pedagogical activity is typical. We can suppose that an early switching of students to pedagogical activity at sports-pedagogical higher educational establishments is connected with other reasons, such as the absence of prospects in sport. In many kinds of sport, especially in kinds of sport with a difficult coordination of movements, there is a thesis that if a sportsman didn't manage to enter the national team, he becomes useless for the sports school for children and teenagers of the Olympic reserve. There are no competitions for sportsmen-students. That is why organizational changes in the sphere of physical culture and sport are demanded.
Conclusion
1. Students' attitude comparison to physical culture and sport at different higher educational establishments showed that students mainly have a positive attitude to lessons. Most percentage of a positive attitude to physical culture and sport showed the students from RSUPCSYT. It is logical, as they chose the leading physical culture higher educational establishment.
2. Motives comparison, which induce students at different higher educational establishments to go in for physical culture and sport, shows that an aesthetic motive importance at all higher educational establishments is the same. It proves that all students understand the importance of physical culture lessons and sport in order to improve own appearance, underline "advantageous" peculiarities of a body, plasticity of movements improvement. It is urgent as it is fashionable to go in for physical culture and sport.
3. For the students of PIPCS the leading motives are the following: health-
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improving, motional-activity based, emulative -competitive. At RSUPCSYT the leading motives are the following: emulative -competitive and motional-activity based, which indirectly reflects a higher level of sports readiness of students from RSUPCSYT.
4. The main reason of students' passive attitude to physical culture lessons and sport at not sports higher educational establishment is "monotony of the educational process", that is why it is necessary to introduce changes into the content and organization of physical culture and sport lessons at not sports higher educational establishments, taking into consideration students' interests.
5. For sports-pedagogical University students an early switching from active sport to pedagogical activity is typical, which is connected with the absence of prospects in sports career.
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Author's information
Evgenya A. Raspopova - Doctor of Pedagogical Sciences, Professor Russian State University of Physical Culture, Sport, Youth and Tourism,House 4, Sirenevyi Boulevard, Moscow, 105122, Russia, E-mail: [email protected]
Yliya A. Postolnik - Candidate of Pedagogical Sciences, Senior Lecturer Moscow Municipal Pedagogical University, House 4, Block 1, the 2nd Selskokhozyaistvennyi Passage, Moscow, 129226, Russia
For citations: Raspopova E.A., Postolnik Y.A. Comparative analysis of dominant motives inducing students from different higher educational establishments to go in for physical culture lessons, The Russian Journal of Physical Education and Sport (Pedagogico-Phycological and Medico-Biological Problems of Physical Culture and Sports), 2018, Vol. 13, No. 1, pp. 93-98. DOI 10/14526/01 2018 291
