MOTIVATION DYNAMICS AND EDUCATIONAL STRATEGIES IN PHYSICAL EDUCATION AND SPORTS AMONG MEDICAL STUDENTS DURING INITIAL PROFESSIONAL SELF-REALIZATION

Abstract

Aim. This study investigates the motivations and preferences for physical education and sports among medical students during initial professional self-realization. Materials and methods. This study combines quantitative surveys with qualitative interviews. The sample consisted of 511 medical students. The authors designed anonymous questionnaires to assess motivations for physical education, evaluate criteria for motivation assessment, and determine priorities for physical education at university. Results. Health improvement was the primary motivator for both genders (32.29%), followed by staying fit longer (26.03%). Young men demonstrated a higher preference for performance-oriented motives such as passing standards well (13.13%, p = 0.26), while the least important motive was teachers’ authority (0%, p = 0.16). Female students focused on aesthetic concerns (9.97%, p = 0.33), while teachers’ authority (1.99%, p = 0.16) and self-esteem (0.57%, p = 0.78) were considered less significant. Conclusion. The number of students who choose health motivations increases from year to year (health motivations – 30.41 %→37.78 % and physical fitness motivations – 23.98 %→28.15 %). Our recommendations contributed to shifts in preferred types of physical activities. Cyclic sports gained popularity, increasing from 37.13% to 51.11% among second- and third-year students. Conversely, game sports demonstrated a decline from 44.74% to 33.33%. Our practical recommendations proved their effectiveness and improved students’ engagement in physical education outside the university.