Developing motivation for aerobics participation among senior high school students using innovative technologies

Abstract

Topicality. The relevance of the research is determined by the current trends of decreasing physical activity among school youth, which are observed under conditions of intensive digitalization of society and the educational environment. A significant academic workload, prolonged time spent at computers and digital devices, as well as insufficient organization of active leisure contribute to the spread of a sedentary lifestyle among senior school students. This negatively affects their physical development, health status, and overall working capacity. In this regard, the search for effective pedagogical approaches aimed at increasing students’ motivation for systematic physical activity and forming a stable need for motor activity becomes particularly important. One of the promising directions for improving physical education is the use of innovative technologies that allow diversification of lesson content, increase its attractiveness for students, and ensure the individualization of the educational process. The use of multimedia tools, digital platforms, mobile applications, video workouts, and interactive learning forms creates new opportunities for developing positive motivation toward physical activity.

Purpose of the study. The purpose of the study is to theoretically substantiate and experimentally verify the formation of motivation among senior school students to participate in aerobics through the use of innovative technologies.

Research materials and methods. Analysis of scientific and pedagogical literature, pedagogical experiment, questionnaires, physical fitness testing, and methods of mathematical statistics.

Research results. At the ascertaining stage of the pedagogical experiment, a questionnaire survey and physical fitness testing were conducted among students of the control group (CG) and the experimental group (EG). The survey results showed that a high level of motivation for aerobics classes was observed in approximately 20 % of students in both CG and EG; a medium level was identified in 40 % and 47 % respectively, while a low level of motivation was recorded in 33 % and 40 % of senior school students. The initial indicators of motivation in the experimental and control groups were almost identical, which indicates the homogeneity of the sample. The obtained data confirmed the necessity to improve the content of aerobics classes and to introduce innovative approaches to the organization of physical education.

At the formative stage, a set of aerobics classes using innovative technologies was introduced, including multimedia presentations, video materials, musical accompaniment of various styles, interactive tasks, and mobile applications for monitoring physical activity. Special attention was paid to creating a positive emotional atmosphere during lessons, individualizing the educational process, and actively involving students in performing exercises.

At the control stage of the pedagogical experiment, a repeated survey was conducted. The obtained indicators demonstrated positive changes in the level of students’ motivation to participate in aerobics. After the experiment, the experimental group showed a significant increase in the proportion of students with a high level of motivation (from 20 % to 47 %) and a decrease in the proportion of students with a low level of motivation (from 33 % to 13 %). In the control group, the changes were less pronounced: the high level of motivation increased only to 27 %, while the low level remained at 27 %.

The results of physical fitness testing demonstrated that after the experiment the experimental group showed more significant improvement in all test indicators compared to the control group. In particular, flexibility increased from 8.4 cm to 12.5 cm, the number of sit-ups per minute increased from 27 to 34 repetitions, the step-test result increased from 64 to 72 units, and the score for performing an aerobic combination increased from 6 to 9 points. In the control group, the improvements were less significant.

Conclusions. The results of the study confirmed that the use of innovative technologies in the process of physical education positively influences students’ motivation to participate in aerobics, increases their interest in physical culture, and promotes the development of self-control skills and responsibility for their own physical condition. It has been established that the integration of modern digital tools and multimedia technologies into lesson content contributes to improving the effectiveness of the educational process and forming students’ positive attitudes toward a healthy lifestyle.