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methodology two sportsmen improved their qualification from the 1st junior category to the 3rd adult category, 4 sportsmen changed their categories from the second junior to the 1st junior category. The trainer underlined considerable improvement of the results among 5 respondents, who didn't manage to improve their sports category.
References
1. Bogen M. M. Physical upbringing and sports training: teaching physical actions. Teoriya i metodologiya [Theory and methodology]. Moscow, LIBROKOM, 2011, 200 p.
2. Meshcheryakov B.G., Zinchenko V.P. Bol'shoj psihologicheskij slovar' [Big psychological dictionary]. Moscow, MOSCOW, 2009, 811 p.
3. Gorbunov G. D. Psihopedagogika sporta [Psychopedagogics of sport]. Moscow, Physical culture and sport, 1986, 208 p.
4. Ilin E. P. Psihologiya sporta [Psychology of sport]. Saint-Petersburg, Piter, 2008, 351 p.
5. Matveev L. P. Obchaya teoriya sporta I ee prikladnye aspekty [General theory of sport and its applied aspects]. Moscow, Izvestiya, 2001, 333 p.
1. Aftimichuk O.E., Kuznetsova Z.M. The importance of rhythm in the system of vocational educational and sports training. Pedagogiko-psihologicheskie i mediko-biologicheskie problemy
Submitted: 20.04.2017 Received: 23.04.2017
fizicheskoj kul'tury i sporta [Pedagogico-pshycological and medico-biological problems of physical culture and sports], 2015, Vol. 10, No. 2, pp. 28-38. Available at: http ://www. j ournal-science.org/ru/article/157.html. DOI 10.14526/01_1111_04.
6. Ryabchuk A.V., Kuznetsova Z.M., Golovnya V.S. The specifics of the educational process in the cadet school. Pedagogiko-psihologicheskie i mediko-biologicheskie problemy fizicheskoj kul'tury i sporta [Pedagogico-pshycological and medico-biological problems of physical culture and sports], 2015, Vol. 10, No. 2, pp. 28-38. Режим доступа: http://www.journal-science.org/ru/article/157.html. DOI 10.14526/01_1111_04.
7. Louise Chawla, Kelly Keena, Illene Pevec, Emily Stanley. Green schoolyards as havens from stress and resources for resilience in childhood and adolescence. Health and Place. 2014, DOI: https://doi.org/10.1016/j.healthplace.2014.03.001 (SCOPUS)
8. Susan A. Carlson, Kathleen B. Watson, Prabasaj Paul, Thomas L. Schmid, Janet E. Fulton. Understanding the Demographic Differences in Neighborhood Walking Supports. Journal of Physical activity and Health. Vol. 14, No. 4, pp. 253-264. DOI: http://dx.doi.org/10.1123/jpah.2016-0273 (SCOPUS)
Alexsandr N. Kovalenko - doctor of medicine, professor The Ural State University of Physical Culture, 1, Str. Ordzhonikidze, Chelyabinsk, 454091, Russia, E-mail: nata91-2012@mail.ru Nataliy V. Khrisanfova - post-graduate student The Ural State University of Physical Culture, 1, Str. Ordzhonikidze, Chelyabinsk, 454091, Russia, E-mail: nata91-2012@mail.ru
For citations: Kovalenko A.N., Khrisanfova N.V. Anxiety as readiness criterion of youth athletes, specializing in middle distance running, for competitive activity, The Russian journal of physical education and sport (pedagogico-psychological and medico-biological problems ofphysical culture and sports), 2017, Vol. 12, No.2, pp. 136-140.
DOI 10.14526/01_2017_221
MOTIVATION FORMATION FOR PHYSICAL-HEALTH-IMPROVING LESSONS
Alexsandr N. Kozulko - associate professor,
Brest State Technical University, 267, str. Moskovskay, Brest, 224017, Belarus
E-mail: nissan81283@yandex.ru
Annotation. Correct physical upbringing at a higher educational establishment demands knowledge and taking into consideration age-related peculiarities of students' organism development. In accordance with these peculiarities physical upbringing objectives are concretized, means and methods of their solution are specified, the degree of load on the organism is determined. Material. The article is about different techniques and ways of motivation formation among students for physical culture and sport and also about the reasons why students are unsatisfied with physical culture lessons at a higher educational establishment. Research methods: literature analysis and summarizing; observation; survey; questioning; mathematical statistics. Results. The main role in personality orientation formation belongs to realize motives, which are formedfrom a person's needs. The research results proved that motivational interest of students from building faculty of Brest State Technical University at physical culture lessons isn't high and it influences their health and working capacity. After studying students' preferences and desires, the conclusion was made concerning the necessity to change physical culture lessons organization in order to increase students' motivation. Conclusion. Students lead sedentary lifestyle, face the problems, connected with educational load increase, relative freedom of students life, the problems in social and interpersonal communication. These problems lead to motivation decrease among students for physical culture and sport lessons, the level of their individual health, mental and physical working capacity, physical development and physical readiness decrease. In this connection, great importance gains the structure of motivational interest in physical culture lessons among students, the search for the ways of its increase. Keywords: questioning, motives, health, young people.
Introduction. In the system of young people education physical upbringing plays a great role. Physical culture as the part of general culture is directed at a person's physical and psychophysiological potential development, his working capacity, social and creative activity increase. The role of physical culture in social health-improvement increases as there is the tendency of the level of health and physical readiness decrease among students, the increasing threat of taking drugs and alcohol among young people, their interests transfer from spiritual values to material ones, their excessive enthusiasm about computer games with the elements of aggression, cruelty and low-grade culture.
The aim of the research is to determine the forms and methods of students' motivation formation for physical culture lessons.
Objectives:
1) to define life values of students;
2) to characterize the motives for physical and sports activity;
3) to reveal the main directions of physical culture, which attract students to go in for lessons.
Research methods: 1) literature analysis and summarizing; 2) observation;
survey; 3) questioning; 4) mathematical statistics.
Materials. Healthy life style notion is mainly connected with physical-mass events, but real health improvement demands constant self-discipline, self-actualization, concern to have balanced mental and physical activity.
Special place in psychological support of sports activity plays motivation, which stimulates a person to go in for physical culture and sport. It is known that physical culture and sport have much in common with the notion "game". Motives for a game are in a game itself. A person is attracted not only by some outer for a game circumstances like, for example, in labor activity, when very often fulfilled by a person work only indirectly satisfies his life needs, giving him means, which he can use, but direct sense of satisfaction, connected with participation in a game. A person feels need for physical culture and sport, which is conditioned by satisfaction, caused by sports activity itself and by success achieved in it [7].
The motives, which stimulate a person to go in for physical culture and sport, have their structure. Direct motives of sports activity are the following: need for the sense of satisfaction, received from muscular activity; need for
aesthetic pleasure, received from own beauty, power, endurance, quickness, flexibility, dexterity; desire to show oneself in difficult, even extreme situations; desire to achieve the best results, prove own sportsmanship and win; need for self-expression, self-affirmation, aspiration for social recognition, fame. Indirect motives of sports activity are the following: desire to become strong, healthy; desire to train oneself for practical life through sports activity; sense of duty; need for sport through social importance of sports activity realization.
Motives of sports activity are characterized by dynamic character. We define several main functions of motives:
1) stimulating, which means activation of an individual, interest formation and support and also the aims of an individual realization;
2) directing, which provides the choice and the definite strategy and tactics of behavior and activity realization;
3) controlling, which provides individual's behavior and activity control and correction through the dominating motivators, connecting his activity with the received results thinking over and critical analysis [3].
The need for movement is the base, inborn need of a man and animals. Different individuals have different degree of this need, which depends on genetic and social factors. Students' daily activity can differ in 2 and 3 times because of genetically predetermined need for activity in general and for movements
Table - Subjective factors influence on independent activity, %
in particular. Great need for motional activity have people with a strong nervous system, when irritation prevails according to "inner" balance. Such people are more active at physical culture lessons and during trainings. That is why they are more successful in motional skills mastering and motional qualities development and teachers say about their great working capacity. However, greater activity of one student in comparison with other students doesn't mean that he is more responsible. He needs bigger volume of movements, in order to satisfy the need for motional activity. For students with low motional activity additional outer stimulation is necessary: constant attention of a teacher and friends, encouragement, inclusion into mutual work with highly-active students.
Psychological (subjective) reasons for missing physical culture lessons are the following: no interest in physical culture lessons because the needs and skills of students are not satisfied at these lessons; strained relations with physical culture teacher; shyness of students, conditioned by low level of physical development and backbreaking tasks (which can cause mockery).
According to the data received by V.I. Ilinich [5], the results of the survey among students of different years of study, concerning the influence of subjective factors on motives formation, which stimulate students for independent physical activity, are presented in the following table:
motives formation, which stimulate students to
Subjective factors Course
I II III IV
Satisfaction 57,8 50,1 43,5 16,8
Correspondence with aesthetic sense 51,7 42,3 30,4 21,9
Personal importance of the lessons understanding 37,6 24,0 17,5 8,3
The importance of the lessons for collective understanding 34,0 22,8 14,1 9,6
Social importance of the lessons understanding 30,9 21,3 12,6 7,4
Spiritual enrichment 13,2 10,4 5,6 3,1
Cognitive abilities development 12,9 9,8 7,1 6,2
These results prove regular influence decrease of all factors in motivational sphere of students from junior to senior courses. An important reason for psychological reorientation of students is requirements increase for physical-sports activity. It is sad that students underestimate such factors as spiritual enrichment and cognitive abilities development, which influence axiological-motivational mindsets of a personality. It is connected, to some extent, with educational-upbringing potential of the lessons and events decrease, with much attention paid to normative indices of physical-sports activity, restricted range of pedagogical influences.
Results and their discussion. In order to reveal the motivation for physical-health-improving lessons among students a questioner survey was held. 82 students of the 2nd course from Industrial and civil engineering specialty took part in the survey (40 girls and 42 boys).
The results of the survey were the following:
- 57,8% of students (47 people) live in dormitory, 35% (29 people) live at home, 7,2% of students (6 people) rent the apartment;
- most second-year students estimate own health state as good - 65% (53 people), 35% of students consider their health state normal (29 people).
Answering the question "Do you have any bad habits?" only 35% of students (29 people) said "No". 65% of students said "Yes, I smoke/drink alcohol" (53 people).
Another question was about food and it included several variants of answer. 21% of respondents (17 people) called their nutrition high-grade, 24% (20 people) called their nutrition balanced. 42,2% (25 people) have regular meals; 66,3% (54 people) think that they eat rationally.
The question about the sources and the degree of awareness, concerning the influence of physical culture on an organism, also had several variants of answers. 71% of students (58 people) mentioned, that they know about the influence of physical culture on an organism of a person owing to the Internet, 29% of students (24 people) said that the source of information were the teachers. It is connected, first of all, with the lack of information concerning the question of physical upbringing at an educational establishment. Students have to search for information in additional literature.
Answering the question "Are you satisfied with Physical culture lessons at a higher educational establishment?" 24,6% of the respondents (20 people) mentioned, that they were fully satisfied with physical culture lessons, however, most students(76%) said, that they were only partially satisfied with the lessons (62 people).
30% of students go in for physical culture during their free time (25 people), 12% of students do it independently (10 people), 24% of students (20 people) don't see any necessity to go in for physical exercises. 34% (27 people) don't go in for physical culture because of subjective reasons, but realize the importance of the lessons. These results show that students are not satisfied with the lessons at a higher educational establishment and that is why most students prefer to train independently or additionally.
Most students, who don't go in for physical culture systematically (47 people), mentioned as the main reason for it lack of money and material-technical support - 40% (19 people) and tiredness, 30% of students (14 people) mentioned the absence of desire to go in for sports. Also 30% (14 people) mentioned the absence of skills and habit to train. The results say about general commitment of
students and lack of money for additional training in a gym. It is connected, first of all, with the absence of free lessons in different sports sections.
Answering the question "What additional health-improving activity do you prefer?" (the question also had several variants of answers) most girls said, that they prefer non-traditional kinds of physical culture exercises - 80% (32 people). Boys prefer power athletics - 71% (30 people). Students were also very interested in camping trips and camps 40% (33 people).
The results of this question correspond with the questions concerning satisfaction with the lessons at a higher educational establishment and the reasons why students refuse additional activity.
Dominating motivation of going in for physical culture girls consider the desire to
improve body, bearing, lose weight - 70% (28 people); among secondary motivations the leading place takes the desire to improve health - 20% (8 people) and "motional hunger" satisfaction, desire to play, move -10% (4 people) (picture 1).
20%
10%
desire to improve body shape, bearing, lose weight
desire to improve health
desire to develop physical qualities, master motional skills and abilities
Picture 1 - Dominating motivations among girls
Among boys dominating motivation is also body shape improvement and muscle mass increase - 57% (24 people). Among secondary motivations was "motional hunger" satisfaction and desire to move 43% (18 people) (picture 2).
Answering the question about the attitude to extracurricular forms of activity most students were "positive" - 82% (67 people) or "rather positive" - 18% (15 people) and it shows students' desire to broaden their motional experience by means of new, non-traditional forms of physical activity. There were no students, who were negative about camping trips.
14% ■ desire to improve body shape,
bearing, lose weight, increase
muscle mass
57% 29% 29% desire to improve health
■ "motional hunger", desire to
play, move
Picture 2 - Dominating motivations among boys
Results. According to the research results study and handling it turned out that motivational interest of students from building faculty of Brest State Technical University in physical culture lessons is at a very low level, as girls prefer going in for non-traditional kinds of physical activity, which are not included into the program of a higher educational establishment and demand great financial investment. Boys prefer power athletics, but there are no free sections. It directly influences health state and working capacity of students. However, most students go in for physical culture out of higher educational establishment, others would like to do it, but can't afford it and it proves insufficient physical work organization at a higher educational establishment, which doesn't satisfy the interests and demands of students and is not able to support motivational interest. Having studied students' preferences and demands we came to the conclusion that it is necessary to change the organization of physical culture lessons in order to increase students' motivation for them.
First of all, it is necessary to mention, that motivational orientation and interests in the sphere of physical culture and sport among girls and boys differ, that is why they should train separately. They should have different normatives, different orientation of lessons, as the theme selection is not limited
by the definite kind of sport because of no strict sports orientation. It is also possible to choose kinds of sport according to the interests, forms, means and methods of lessons organization. On the basis of our University it is possible to organize training at the gym, in the swimming pool, going in for different sport games for boys and non-traditional kinds of sport for girls in a gymnasium. It is also possible to organize excursions to ice arena, athletics hall, walking tours and running in the park.
Moreover, students demonstrated great interest in such forms of lessons organization, as camping trips and camps. They have a complex influence on an organism, provide physical, psychic and moral-volitional qualities, endurance, team spirit development, influence aesthetic sphere of a student, form the notion of beauty, provide healthy lifestyle values popularization. That is why they are the alternative for ordinary physical culture lessons and stimulate the interest in physical culture and an active life style.
Conclusion. Students lead sedentary lifestyle, face the problems, connected with educational load increase, relative freedom of students life, the problems in social and interpersonal communication. Students have no need for independent physical activity. It leads to motivation decrease among students for physical culture and sport lessons, the level
of their individual health, mental and physical working capacity, physical development and physical readiness decrease. In this connection, great importance gains the structure of motivational interest in physical culture lessons among students, the search for the ways of its increase.
References
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Submitted: 16.05.2017 Received: 19.05.2017
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Alexsandr N. Kozulko - associate professor, Brest State Technical University, 267, str. Moskovskay, Brest, 224017, Belarus, E-mail: nissan81283@yandex.ru
For citations: Kozulko A.N. Motivation formation for physical-health-improving lessons, The Russian journal of physical education and sport (pedagogico-psychological and medico-biological problems of physical culture and sports), 2017, Vol. 12, No.2, pp. 140-146.
DOI 10.14526/01_2017_222
LIFESTYLE AND ITS RELATIONSHIP WITH THE INCREASE IN WEIGHT AND THE PREVALENCE OF OBESITY AMONG HIGH SCHOOL STUDENTS
Abdelouhab A. Zabchi N. ZerfM.
Laboratory of physical and sports activities evaluation, Institute of Physical Education and Sports, Mostaganem University, Route de Belahcel, BP 188, Mostaganem, 27000 Mostaganem, Algeria
