Encouraging students’ conscientious motivations for physical self-perfection

PhD, Associate Professor A.M. Akhmetov1
Dr. Biol., Professor Yu.P. Denisenko1
PhD, Associate Professor A.I. Morozov1
R.R. Valinurov1
1Naberezhnye Chelny State Pedagogical University, Naberezhnye Chelny

Keywords: incentives, motivation, students, physical self-perfection, physical education, barrier, rating.

Background. As demonstrated by many theoretical and practical studies, the academic physical education service is regretfully still far from the top priorities and interests of the student communities. Efforts to cultivate good motivations for the academic physical education service in the future teachers need to address the key potential incentives and barriers for the students’ physical progress in the academic physical education process [3-6].

Objective of the study was to find incentives and barriers for the students’ progress in the academic physical education service.

Methods and structure of the study. Sampled for the motivations testing experiment were the students of Naberezhnye Chelny State Pedagogical University and Kazan State Pedagogical University (n=750), with their motivations, incentives and barriers tested by a questionnaire survey. The survey form offered a list of factors, motives and stimuli grouped by the education, physical training, self-control, physical self-fulfillment and physical self-perfection categories. The respondents were requested to score every stimulus and barrier in the questionnaire survey form on positive and negative 9-point scales, respectively.

Results and discussion. Stimulus may be interpreted as the external activation influence on the individual or collective; whilst stimulation may be defined as the spurring effect on the future teacher’s physical self-perfection agenda. Barrier may be defined as the effort hampering, slowing down, restraining, counteracting or blocking impact.

As reported by N.S Chinkina [11], some primary physical progress motivations may be found in every student and, therefore, individual physical progress motivations may be encouraged by a focus on the student’s physical perfection agenda in the reasonably staged academic physical education process.

The questionnaire survey data made it possible to rank the most important stimuli and motivations of the 5-year versus 3-year students, as follows:

  • Self-discovery stimuli including appreciation of the physical progress for personality development; responsibility for own physical perfection; and a fair understanding of own physical progress stages and mission;
  • Physical progress self-identification stimuli including opinions of the trainers and teachers; interest in the academic physical education; and interest in the physical progress;
  • Self-control stimuli including the ability to objectively rate the individual physical progress; ability to master new physical progress methods and tools in a time-efficient manner; and the ability to efficiently use the available equipment and accessories for physical training;
  • Physical self-fulfillment stimuli including habitual physical practices; good competence in the modern physical education theory; and good interpersonal relationship with trainers; and
  • Physical progress stimuli including good accomplishments in the individual physical progress; peer appreciation of the individual physical progress accomplishments; and good skills in the modern physical progress securing methods and tools.

The questionnaire survey also identified the key barriers for the students’ physical progress and motivations including: low interest in physical practices; poor leisure time management skills; unfavorable conditions for physical practices; limited theoretical and practical provisions for the trainings; too high trainer’s expectations and requirements in the training process; poor design and management of the training system; physical overloads in the trainings; limited choice of the physical practices; and the excessive rotation of the trainers and teachers.

Scored highest in the 5-year student group were the physical progress motivations with the average score of 6.87 points; followed by the self-discovery motivations with the average score of 6.83 points; physical progress self-identification motivations scored by 6.82 points; self-control stimuli scored by 6.37 points; and the physical self-fulfillment stimuli scored by 6.28 points.

A comparative data analysis showed the highest gap between the 5- and 3-year students in the modern physical progress methods and tools mastering motivations scored by 6.66±0.22 and 5.44±0.28 points, respectively. Going next is the age gap in the physical progress accomplishment motivations scored by 7.28±0.21 and 6.22±0.26 points, respectively. Ranked highest in this group of stimuli for the 5-year students were the habitual physical practices followed by the high competence for the future teaching service.

The questionnaire survey data and analysis also found the following barriers for the students’ physical progress and motivations. Ranked highest was the poor interest in physical practices scored by -6.45±0.31 points; and the poor leisure time management skills scored by -6.41±0.30 points.

Conclusion. The physical progress motivations building process in the study was considered as the conscientious movement driven by a high determination to find efficient and effective ideas and solutions for the individual goals and challenges on the way to success in the physical progress agenda. The study data showed that even when a student is tested with good physical qualities, natural gifts and well-prepared for physical education, his/her progress may be secured only by due determination in overcoming every barrier on the way to success in physical self-perfection.

References

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Corresponding author: yprof@yandex.ru

Abstract

The study was designed to explore the students’ motivations for academic physical education service with the physical progress incentives and barriers. Sampled for the motivations testing experiment were the students of Naberezhnye Chelny State Pedagogical University and Kazan State Pedagogical University (n=750), with their motivations, incentives and barriers identified and scored by a questionnaire survey. The survey form offered a list of factors, motives and stimuli grouped by the education, physical training, self-control, physical self-fulfillment and physical self-perfection categories. A comparative analysis of the survey data showed the highest gap between the senior and junior students in the progress motivations for modern the physical self-perfection methods, plus notable differences in rankings of the other motivations for physical self-perfection. The 5-year students were tested to give a high priority to the good physical progress versus the 3-year students. Rated on top by the 5-year students were the habitual physical practices followed by the physical education competence for the teaching service. The study data showed that even when a student is tested with good physical qualities, natural gifts and well-prepared for physical education, his/her progress may be secured only by due determination in overcoming every barrier on the way to success in physical education.