THE PROBLEM OF EXTERNAL MOTIVATION IN STUDENT PHYSICAL EDUCATION: WHY CLASSES ARE PERCEIVED AS AN OBLIGATION RATHER THAN A HEALTH RESOURCE

Abstract

The article examines the problem of the dominance of external motivation among students in the process of physical education in higher education institutions. Despite the recognized importance of physical activity for maintaining health and improving quality of life, most students perceive physical education classes as a compulsory academic requirement rather than a valuable personal resource.

The purpose of the study is to identify the causes of external motivation dominance and to determine effective approaches to increasing student engagement in physical education.

The research methods included surveys, pedagogical observation, analysis of motivational attitudes, and content analysis of student feedback. Special attention was given to identifying the reasons for attending physical education classes and the level of awareness of the importance of physical activity.

The results showed that a significant proportion of students attend classes primarily to obtain credits or fulfill academic requirements. Only a small percentage associate physical activity with maintaining health and improving well-being.

Key problems identified include low awareness of the benefits of physical activity, lack of stable physical activity habits, and weak alignment between course content and students’ personal interests.

To address these issues, a practice-oriented engagement model was developed, incorporating individualized tasks and digital activity tracking.

The proposed model can be recommended for implementation in higher education institutions to enhance student motivation and engagement.