ENHANCING MOTIVATION FOR PHYSICAL ACTIVITY AMONG UNIVERSITY STUDENTS IN THE CONTEXT OF DISTANCE LEARNING AT THE DEPARTMENT OF PHYSICAL EDUCATION

Abstract

Aim. To investigate the effects of distance learning on students’ perceptions of physical activity and to assess the effectiveness of the chosen formats for PE lessons at the Center for Physical Activity and Health Promotion of Irkutsk State University. Materials and methods. A pedagogical experiment was conducted between March 2020 and March 2021. The study involved 220 first- to second-year students. Students participated in PE lessons using the chosen format in the context of distance learning at the Center for Physical Activity and Health Promotion. Two groups of respondents were compared. The first group, based on the sportization principle, consisted of students who had Physical Education and Sport lessons or elective courses in Physical Education and Sport (ballroom dances) and possessed knowledge and skills in physical education and sport. The second group involved students with the same subjects but followed a conventional physical education program. Results. Students in both the first and second groups demonstrated varying levels of motivation for physical activity at the beginning and end of the study. The chosen formats of distance learning led to a more pronounced increase in the majority of motivations among the students in the first group, with the exception of motivation for the development of motor qualities. This motivation increased more intensively in the second group, which was likely related to the need for academic credits. Conclusion. The ressults obtained enabled us to draw the conclusion that distance learning could be temporarily utilized for Physical Education and Sport lessons and elective courses in Physical Education and Sport at the Department of Physical Education. However, it is important to consider that distance learning tends to be more effective for students who already possess knowledge and skills in the subject.