Брейкінг як засіб підвищення мотивації учнів до занять фізичною культурою

Abstract

У статті розкрито особливості формування мотивації до занять фізичною культурою учнів середніх класів. Брейкінг має низку характеристик, які роблять його потенційно ефективним засобом підвищення мотивації школярів до занять фізичними вправами. Мета статті – вивчити ставлення учнів середніх класів до занять брейкінгом на уроках фізичної культури. Найбільш ефективними чинниками мотивації до уроку фізичної культури в учнів середніх класів виявилися: нові види спорту (серед яких є брейкінг) – 21,6 %, дружня атмосфера під час проведення уроку з позитивними емоціями – 21,1 %, цікаві вправи та ігри – 20,6 %, успіхи і досягнення учнів – 20,5 %, підтримка вчителя – для 16,1 % учнів.The article reveals the features of the formation of motivation for physical culture classes in middle school students. In the pedagogical context, breaking has a number of characteristics that make it a potentially effective means of increasing students' motivation for physical exercise. Breaking, which originated as part of hip-hop culture, has gradually acquired the status of a sports discipline. In 2024, the IOC officially included it in the program of the Olympic Games, which confirms its significance in the international sports environment. The aim of the article is to study the attitude of middle school students to breaking classes in physical education classes. The following methods were used in the study: analysis of literary sources, questionnaire survey, pedagogical observations and conversations, methods of mathematical statistics. The research was conducted on the basis of Lyceum No. 10 of Zhytomyr from September 2023 to June 2024. Surveys of middle school students showed that 25.1% of students were classified as basic medical group, 24.2% as preparatory, 20.6% as special, and 30.1% were exempt from physical education. A significant proportion of students did not have a clearly formed attitude towards physical education, although they associated the classes with a positive impact on their emotional state. The most effective motivation factors for physical education lessons among middle school students were: new sports (including breaking) – 21.6%, a friendly atmosphere during the lesson with positive emotions – 21.1%, interesting exercises and games – 20.6%, students' successes and achievements – 20.5%, teacher support is also important for 16.1% of students. Breaking has become an effective means of increasing motivation for physical education, an important tool for personal growth and social adaptation of students.