The problem of preserving and strengthening the health of the younger generation is one of the most important problems of modern society. To date, the media often sounds for healthy, but real statistics indicate the deterioration in the health of young people, the exacerbation of cardiovascular pathology and other chronic and infectious diseases. In addition, the modern level of scientific and technical development, urbanization, comfort is the cause of chronic "motor hunger".

Students, especially at the initial stage of training, is the most vulnerable part of youth, because It faces a number of difficulties associated with an increase in learning load, low motor activity, relative freedom of student life, problems in social and interpersonal communication. In addition, the analysis of a number of studies of domestic authors (A.A. Kasatkina, V.G. developed, V.V. Cheshikhina, V.N. Kulakov, S.I. Filimonova, etc.) shows that the attitude of most students to Physical education varies from positive passive to sharply negative. This indicates an inconquisite need for physical activity, which in turn is due to a low level of motivation for physical culture. Meanwhile, the current students are both the main labor reserve of our country, and future parents, and therefore their health and well-being are the key to the health and well-being of the whole nation. In this regard, the study of the motives, interests and needs of modern youth in exercise classes is particularly relevant.

The purpose of our study is to study the motivation of students to physical culture.

The object of the study is students of the Samara State Economic University. The subject of the study is the motivation for physical culture.

To achieve the goal, tasks were delivered:

1. To study scientific and educational and methodological literature on this topic, to determine the psychological basis for motivation to physical activity.

2. Allocate the main motifs to physical culture.

3. Develop a questionnaire to determine the motivation of STU students.

4. According to the results of the survey, describe priority motives in the field of physical culture.

The main stimulus for commercial physical education and sports is motivation. The term "motivation" (from lat. Moveo - move) means movement, motivation, the process of managing the physiological and psychological state of a person, which determines its activity, sustainability, purposefulness, allowing to succeed. Motive is a subjective cause of activity. This is what pushes, leads to movement.

IN modern science There are various approaches to the problem of motivation. So, the concept of a conscious motion (V. Kovalev, Olgyurt, X. Hekhausen) represents the motive as an internal conscious need, which reflects the readiness of a person to act. The concept of "COMPLETEMENTS" (A. Leontyev, S. Rubinstein, S. Manukyan) considers the motive as a subject to meet the need. In other words, the material or submitted subject or makes sense, the focus of the motivation, or itself has an incentive force generating action and activities. At the same time, the phenomenon of the "shift of the motive for a goal" is allowed, which involves the possibility of activity to act as a motive. It seems to be appropriate to connect two points of view, since without needing does not need an object satisfying the need-goal, but without a goal, the need does not lead to conscious and directional activity. Thus, the motive is an internal state of the individual, which determines and directs its actions at every moment of time, formed by the rationale for its act.

Motivation to physical activity is a set of personality motives aimed at achieving the optimal level of physical fitness and performance. An active interest in physical education classes is formed as a result of internal motivation arising from the conformity of the motives and goals of the study.

So, if the rod of any activity is a motivational component, it means that the need for movement, in physical improvement, in conservation and health promotion is the psychological foundations of physical culture and sports. Consequently, if such needs are formed, there is a motivation for physical education classes. What is the basis of such needs?

As you know, the basis of the formation of the need is knowledge. Knowledge of the importance of this or that type of activity on the individual form the need for motor activity. Research conducted at different times by domestic authors (L.I. Bojovich, O.V. Dashkevich, V.I. Kovalev, A.M. Matyushkina), allowed to identify the important role of cognitive motives for solving the fundamental problems of the development and activity of personality, efficiency learning, formation of inclinations and abilities. In this regard, there is a clear dependence of the awareness of students on the influence of physical exercises on the body, the state of health and performance and their motivation to physical exercises. Thus, physical education classes are a powerful means of pedagogical impact on the motivational and consumer student's sphere. Theoretical knowledge and practical experience gained during physical culture and sports form a horizon of personality in the field of physical culture and the need for it. The spectrum of these needs is quite wide: this is the need for movements and physical exertion, in communication, contacts and spending free time in a circle of friends; In games, emotional discharge, self-affirmation, strengthening its "I" position, in knowledge and physical improvement. Mastering the knowledge system helps to form the need for exercise classes. And also allows students to independently use physical culture tools, providing adequate self-esteem and self-control.

A number of studies indicate that physical activity is becoming significant if you link it with the possibilities of self-realization in the future professional and family life. Awareness of the effect of physical exercises on the body from the point of view of physiology, the possibilities of technical growth, allows for forming conscious purposes. Thus, theoretical preparation, undoubtedly, contributes to the formation of a conscious need for physical culture.

In the formation of motivation, the principle of consciousness becomes fundamental. It is known that if the kids are characterized by an unconscious need in motion, then for an adult, the motor activity is manifested on the basis of conscious motivation, nothing can be introduced into a person's consciousness in its passive or negative attitude. Consequently, the conscious attitude towards practicing physical culture and the effect of them is observed only when students clearly know, for what purpose they need to do what level to achieve and how it can be useful for them.

In addition, activity activity depends on the internal position of the individual and emotional experiences. Research conducted by Syrvacheva I.S., showed that physical culture activity is due to the mainly emotional experiences from the attractiveness of physical education and receiving pleasure from them. Thus, internal motivation is closely related to the sense of satisfaction from the process of physical culture. In essence, internal motivation is an active interest in exercise classes. An important point In the formation of internal motivation, the compliance of external motives and the objectives of physical capabilities involved. Excessively difficult, or excessively light modes of external motivation give a negative result, internal motivation and interest are not formed, anxiety and uncertainty emotions occur in the first case, and in the second emotion boredom and indifference. Successful implementation of motives and goals causes satisfaction with the result, the inspiration of success and the desire to continue classes on their own initiative, therefore, an interest in classes, and, consequently, the internal motivation is formed. Internal motivation occurs also when they are engaged in satisfaction from the process, the conditions of classes, the nature of the relationship with the teacher, comrades in the group during these classes.

Greater damage to the formation of a sustainable internal motivation for physical education classes is prioritized by the regulatory approach, when the priority is not the interests of students, but external indicators characterized by control standards or curriculum. And, as a result, interest in the very discipline is lost, attendance and effectiveness of classes are reduced.

Of course, physical education programs provide for the use of external motives. However, the construction of the educational process is only with the orientation of the external indicators, and not on the interests of the students themselves, generates a steady negative motivation, i.e. Resistant reluctance to engage in physical education.

On the contrary, the curriculum, compiled taking into account the interests and needs of students, as well as taking into account the level of their physical fitness and individual opportunities, contributes to the formation of positive motivation for physical education classes, solves the issues of attendance, performance, guarantees the growth of personal achievements of students, and also contributes to further Independent physical education exercises in the future life.

Therefore, if an educational process has been formed in the university, as a result of which physical culture classes acquire personal meaning, create sustainable interest, then students of such a university have a positive motivation, i.e. You can talk about the transformation of external specified activity motives, in the internal needs of the person.

The formation of interest in physical culture and sports in students - the process is undoubtedly difficult. Traditionally, factors that affect the formation of students' motivation to physical culture and sports are:

• personality of the teacher;
• a place that occupies physical education in the educational process of the university;
• the presence of a modern sports base, inventory and equipment for sports;
• the presence of sections on various sports, corresponding to the interests of students;
• availability of team teams by sports and successfulness of their speeches on inter-university, urban and international competitions;
• availability of examples of sports achievements of students and graduates of the university (information stands and gallery achievements)

An analysis of scientific and educational literature allows you to allocate the following groups of motives for physical education classes:

1. Administrative motifs: Getting the credit or exam and avoidance of conflicts with teachers and the administration of the university.
2. Wellness motifs:formation and maintenance of a healthy lifestyle, health promotion and disease prevention.
3. Motor-activity motifs:development, training activities of all organism systems, primarily cardiovascular and respiratory.
4. Competitive competitive motifs: The desire to improve their own sports advances in comparison with the achievements of comrades.
5. Aesthetic motifs:improving the appearance, improvement of the physique, correction of "problem areas", an increase in the plasticity of movements, the desire to be in the trend.
6. Communicative motifs:communication with peers based on common sports interests.
7. Professional oriented motifs:increased physical training for upcoming work.
8. Emotional motifs:improving self-confidence, removal of mental and emotional stress, prevention of stress, receiving pleasure from physical activity.
9. Status motifs:improving personal status when high results achieve.

Having studied the psychological component of the motivational process and highlighting the main groups of motives for physical culture classes, we found it expedient to spend the survey of STUE students. For this, the questionnaire was developed (Appendix 1), which includes 5 questions with the ability to select an answer. The survey was attended by 58 students of the second year of SGEU, of which 39 girls (67%) and 19 boys (33%).

On the question of the need for physical culture as a mandatory discipline in the curriculum, 74% of respondents have a positively answered, 12% opposed, and another 14% do not have a certain opinion (Fig. 1).

Figure 1. The relation of opinions on the need for physical education in the university

Approximately similar results were obtained in the analysis of attendance of physical education classes. Only 10% of respondents deliberately ignore classes, whereas more than 70% prefer to do regularly.

Figure 2. Attendance of physical education classes

Thus, most STEU students agree with the status of physical education as a mandatory educational subject in high school, regularly attend classes, which generally indicates a positive attitude to this discipline.

Analysis of the structure of dominant motives to physical education classes showed that the priority for students are wellness (37%) and aesthetic (27%) motives, it is also important to be an administrative motive for obtaining a test (19%) and physical improvement (13%). Competitive and competitive, status, emotional and communicative motives as dominant or not appear, or expressed slightly.

Figure 3. Structure of the dominant motivation of students to physical education

The structure of secondary motivation is similar, but has small differences (Fig. 4). It should be noticed that the role of an administrative motif increases. This is quite explained: no matter how significant the appearance and health have been significant, but still physical education is educational discipline, and the reporting for students is obligatory.

Figure 4. Comparison of main and secondary motives for physical education in high school,%

Interesting conclusions makes it possible to compare the structure of dominant motivation depending on the floor of the student (Fig. 5).

Figure 5. Comparison of the dominant motifs for physical education in young men and girls,%

The wellness motive is approximately equally present among the representatives of both sexes. 25% of girls and only 11% guys are aimed at receiving. If you characterize the dominant motives, then the girls are definitely prevailing the aesthetic motive (47%), i.e. Almost half of the student surveyed are engaged in physical education, because They want to improve their appearance. For young men, this motive is less significant (22%), because They encourage their desire to strengthen health and develop physical qualities, i.e. Health and engineering motifs (33% and 34%, respectively). Most likely, such differences in motivation are completely explained by gender psychological differences: women traditionally want to be beautiful, and men strong.

As mentioned earlier, it is difficult to form a sustainable interest in physical culture and sports, but, as a rule, the competent organization of the educational process in the university allows you to cope with this task. Respondents 'answers for the last question questionnaire made it possible to analyze additional factors affecting students' motivation (Fig. 6).

Figure 6. External incentives increasing interest in physical education,%

Most respondents (61%) as an external incentive that increases interest in physical education classes, called the opportunity to choose the sports section on their own (swimming, table tennis, aerobics, etc.). In second place in importance - the identity of the teacher (23%). For 10% of students prompting an external stimulus is the presence of a modern sports base and occupation equipment, and for 6% - the ability to participate in the teams of the university in various kinds of competitions. Thus, a competent and competent organization in the university of the educational process on physical education, taking into account the interests and preferences of students, as well as the authority of the teaching staff is important factors that increase interest in classes.

Summarizing the foregoing, you can draw the following conclusions. An active interest in physical culture in the university is formed as a result of internal motivation based on the principles of consciousness and personal activity. In the formation of internal motivation, it is important that students experience satisfaction from the process itself, and external motives and goals would correspond to their physical possibilities. This is possible only with the competent organization of the educational process, when it prevails is not a normative, but a personally-oriented approach, taking into account the individual preferences of students.

The survey made it possible to find out that the majority of ICEU students surveyed consider physical culture the necessary subject in the university and regularly attend classes. Dominant motives for physical education classes are different in young men and girls: guys want to improve physical training, and girls attract the opportunity to improve appearance. The general motive for everyone is the desire to be healthy. Important external incentives that increase interest in classes, students recognized the possibility of choosing the direction of physical preparation and the identity of the teacher.

Bibliography:

1. Belynicheva V. V. Formation of motivation of classes of physical culture in students / V. V. Belynichev, N. V. Gracheva // Physical Culture and Sports: Integration of Science and Practice / Sat. Scientific Art. Vol. 2. Saratov: Science, 2009. 6 s.
2. Kasatkin, A. A. Structure of the motivation of the recreational activities of students of the Volga Academy of Public Service [Text] / A. A. Kasatkin, O. V. Yakubovskaya, V. R. developed // Organization and methods of the educational process, physical education and wellness and sports work : Mater. Interddes conf. - MGU, 2002. - Ch. II. - P. 117- 120.
3. Nikolaev P.P., Belova Y.V. Motivation of students to a healthy lifestyle // Actual directions of fundamental and applied research: Materials II International Scientific and Practium. Conferences, 10-11 Oct. 2013, Moscow. - P. 60-63.
4. Nikolaeva I.V., Shikhovtsova L.G., Nikolaev P.P. Some aspects of the formation of the need for a healthy lifestyle among students of SGEU / Health nation: Modern guidelines in the physical education of young people: materials of the All-Russian correspondence scientific and practical conference, April 15, 2013, Samara. - P. 62-65.
5. Piskaykina M.N., Smirnova W.V., Lagutenkov V.G. Motivation of a healthy lifestyle // Izvestia Institute of SGEU Management Systems. - 2015. - № 1 (11). - P. 61-64.
6. Syrvacheva I.S. Independent physical and special training of listeners (students). / I.S. Syzwacheva, Ya.K. Yakubovsky Ya.K. et al. // Tutorial (Graphian TV RMC). VF Mt, Vladivostok.- 2001. - 104 p.
7. Cheshichina V.V., Kulakov V.N., Filimonova S.N. Physical culture and healthy lifestyle of student youth: Tutorial. - M.: MGSU "Soyuz", 2000. - 250 s.
8. Shikhovtsova L.G., Nikolaev P.P. The role of a healthy lifestyle and sports in the life of students of the Samara State Economic University / Science of the 21st Century: Actual Destinations: Materials of the International Curveral Scientific and Practical Conference, April 20-21, 2015, Samara. - P. 970-973.

Introduction

One of the most oldest problems of schooling is the formation of motivation to teaching. This problem is considered by many well-known psychologists and teachers like A.N. Leontyev, L.I. Bogovich, etc. They were raised by the problem: how to increase interest in the child to the teaching, i.e. Form the motive.

Currently, the education policy of the Russian Federation is aimed at the transition to developing learning, where the purpose, content and methods of learning are changed. And in the new situation of organizing training, this problem is on the agenda. According to the Russian Federation and the Republic of Sakha, the transition to developing training is carried out gradually. Mass schools organize their activities mainly according to the traditional system of learning, but the question is still sharply: how to form the motivation of the exercise.

School age, like all ages, is a turning point. It is determined by the moment of the child's receipt to school. The schoolchildren begins a new, in its own content and throughout the function activity is the activity of the teaching. The transition to a new position, attitude with adults and peers, as well as in the family are determined by how they perform their first and important duties, and all this leads to those problems that are connected not only with family, but also with study.

Along with the issues of formation of students in matters to the teaching, it is also necessary to solve issues of forming the need for independent and systematic practices in physical culture based on the creation of ideas about a healthy lifestyle. The acquisition of knowledge of knowledge contributes to changing the attitude of students to physical culture, prompting to become strong, well physically developed.

The issues of physical education of schoolchildren in the conditions of Yakutia are revealed in the works of K. Allas, A.N.Vlamova, V.Kh.Ivanova, V.P. Kocheneva, N.N. Kurilova, M.I. Lotkin, M.S. Martynova, V.K. Pavlova, D.N. PLATONOVA, I.I.I.TERTROYAGA, G.V. Obbeka, N.K.Shamaeva.

Despite the numerousness of the published work on the physical education of schoolchildren in the conditions of the North, it remains almost unlightened by an important component - the formation of the schoolchildren to the motivation to classes by physical culture, although in the works of N.K.Shamaeva, I.I. I.I.T. M. Martynovaya reflected in the works Motives encouraging schoolchildren to physical culture.

Theoretical and practical significance and lack of developing the problem led to the choice of the topic of the theme work: "Formation of the motives of physical culture of younger schoolchildren."

Relevance research.Socio-economic changes taking place in our country and abroad, put forward new requirements for pedagogical theory and practice in the preparation of the younger generation to life and labor in the context of established new relations. Of particular relevance in modern conditions, the problem of the formation of motives for teaching, in particular to the classes of physical culture, is acquired.

The object of study is a process of forming motivation to physical culture in junior schoolchildren.

The subject of research is the paths and means of forming motivation to classes of physical culture among younger students.

The purpose of the study is to scientifically substantiate and identify effective means of forming motivation to classes in physical culture among younger students.

Hypothesis research. The formation of motivation to practices in physical culture in younger schoolchildren will be effective if:

• integrated lessons will be introduced into the physical culture program;
• in extracurricular work will be included mainly of a competitive game;

Research tasks:

• Examine scientific and methodological literature on the formation of motivation.
• Determine the motives that are interested in practicing physical culture from younger students.
• Experimentally substantiate the effectiveness of forms and means that contribute to the formation of motivations to the physical culture classes from younger students.
• Develop practical recommendations on the formation of motivations to classes in physical culture.

Research methods:

• Analysis of scientific and methodical literature;
• Questioning;
• Pedagogical observation;
• Control tests;
• Pedagogical experiment;
• Methods of statistics.

The scientific novelty of the study is as follows:

• the motives are of interest in physical education in the younger students;
• integrated physical culture lessons have been developed, school tourism program, competitive games, theoretical classes for junior classes.

Practical significance of the study. The results of the study can be used in physical culture teachers, primary school teachers, as well as students of pedagogical schools and universities.

Chapter 1. Motives causing the need for systematic physical culture in younger students

Junior school age is characterized by the primary entry of the child in educational activities, mastering the types of educational actions. Each of the training actions undergoes its formation processes.

The younger school age among other stages of life is distinguished by the smallest morbidity and the greatest accumulation of forces for transition to the next period. An active growth continues the development and strengthening of muscle tissue, ligaments, skeleton bones, cardiovascular system, respiratory bodies, and the main thing - the nervous system that controls the most difficult mechanisms - the human body. The heart rate during this period ranges between 84 and 90 impacts per minute, the frequency of respiration is from 20 to 22 times. Easy reaches 2000 ml. The process of improving movements, in particular, the working movements of the brush and fingers begins. The spine, although already acquired its characteristic form, still soft and moved, therefore it is easily amenable to all sorts of curvature under the influence of one-sided load or irregular position of the body for a long time (48).

This age is favorable for the development of coordination and conditioned abilities, endurance to moderate loads and speed-safety qualities. Due to the insufficiency of the development of the CNS of the child, its body is not able to work in long-term muscle tension, so the children quickly comes fatter. During this period, it is impossible to allow overwork in children.

From the very first days, the requirements at school in children arise a position of socially significant and socially evaluating activities. However, such a broad motivation determined by the new social position cannot support study for a long time and gradually loses its meaning.

Claims of physical culture in school lessons allow only to maintain a normal physical condition, but do not improve the physical development of students. This requires a high frequency of classes, and a large physical activity. This can be done either by attracting schoolchildren to classes in sports sections, or by independent student in physical culture in their free time.

The physical education teacher should develop the need to independently engage in physical culture on the basis of creating ideas about the healthy lifestyle. The acquisition of these knowledge changes the attitude of students to physical culture and sport, encouraging them to become strong, well physically developed.

Motivation of teachings in the younger school age develops in several directions. Wide cognitive motifs (interest in classes) can already be transformed into educational and educational motives (interest in knowledge acquisition methods), self-education motives are presented while the simplest form - interest in an additional source of knowledge, an episodic reading of additional books. In the first and second classes, schoolchildren make volitional action mainly on the instructions of adults, but in the third grade acquire the ability to perform volitional acts in accordance with their own motives. The schoolboy can show perseverance in training activities, in physical education. Social motifs at this age are presented to the child's desire to obtain mainly the approval of the teacher. Junior schoolchildren show activity only to be good performers (A.I. Vysotsky), first of all in order to deserve the location of adults, including the teacher. The motives of cooperation and collective work are widely present in the younger students, but so far in the most general manifestation. Intensively develops at this age goal setting in the exercise. The youngest schoolboy learns to understand and take goals emanating from the teacher, keeps these goals for a long time, performs actions according to the instructions.

The motives of classes in physical culture are conventionally divided into common and concrete, which, however, does not exclude their coexistence. To the first one, the desire of a schoolboy to engage in physical culture in general, how specifically - it is indifferent to him. To the second one can be the desire to engage in a favorite sport, defined exercises. In the elementary grades, almost all students prefer the games: boys - sports, girls - movable. Then interests become more differentiated: one like the gymnastics, another athletics, the third is a freestyle wrestling (21).

The motives of visiting the lessons of physical education among schoolchildren are also different: those who are satisfied with the lessons on them for their physical development and health promotion, and those who are not satisfied with the lessons of physical education (mostly girls) visit them for the mark and to avoid troubles because of the skins ( 3).

The motives of physical culture can be associated with the process of activity and with its result. In the first case, the schoolboy satisfies the need for motor activity, in obtaining impressions of rivalry (sense of excitement, the joy of victory). In the second case, he may strive to obtain the following results:

• Self-improvement (improvement of the physique, the development of physical and mental qualities, health promotion).
• Self-expression and self-affirmation (be no worse than others, to become attractive for the opposite sex, etc.)
• Preparing yourself to work and service in the army.
• Satisfying spiritual needs (through communication with comrades, through the sense of belonging to the team, etc.)

A large role in the development of the need for independent practices in physical culture belongs to parents. Survey of 5,000 parents in various regions of the country conducted by A.M. Gendine and M.I. Sergeyev, showed that with a high level of understanding by parents the role of physical culture in the life of children 38% of the latter willingly perform morning exercises and exercise, and with a low level of understanding by parents, the role of physical culture of such children turned out to be only 16%.

Schoolchildren independently or with parents are engaged in physical culture, but they make it episodically, only on weekends or during the holidays. The task of a physical culture teacher is to make these classes regular. And this can be realized only if students have a need for independent systematic classes in physical culture or, in other words, if they have a habit of physical exertion to active musculoskeletal activities.

The habit is actions and actions, the fulfillment of which has become a need for a person (S.L. Rubinstein).

Speaking about the role of positive habits, to D. Ushinsky wrote: ": The most conviction is only done by an element of character when it turns into a habit. The habit is the process, through which the conviction is made by inclination and the thought goes into the case" (Coll. Op. - M; L., 1950. T 8). He highlighted two ways to upbringing habits: the organization of life experience and conviction, clarification. The first is more suitable for younger schoolchildren.

Habits are formed as a result of a multiple lengthy use of certain actions or forms of behavior. Therefore, their development passes through a number of stages, each of which should be organizationally provided by a physical culture teacher.

The first stage is the formation of a positive attitude to physical culture. From the first grade, the teacher must unobtrusively emphasize the positive role of practicing physical exercises in the development of children and strengthen their health.

The second stage is the formation of students to independently engage in physical culture. Intention, by definition by L.S. Rubinstein, is an internal preparation of a delayed action or a deed. This is fixed by the decision of the goal. At this stage, the task of the physical education teacher is to awaken in students the desire independently and regularly engage in physical culture. It can assume to schoolchildren to carry out at home charging. To form a desire for students, the teacher can move to the next stage.

The third stage is the implementation of the student of the intention to independently engage in physical culture. This stage is associated with the creation of conditions for self-fulfillment by schoolchildren of exercise. Such conditions include: the acquisition by parents of the necessary sports inventory, developing students together with the physical education teacher of the day regime, in which there would be a place for independent fulfillment of exercise; Heading at the lesson of a set of exercises that guys will perform at home.

The fourth stage is to transform schoolchildren's desire to independently and regularly engage in exercise in the habit. By virtue of the age psychological features of younger students and adolescents (a lightweight of interests and desires, insufficient development of perseverance, purposefulness), regular, independent fulfillment of physical exercises represent considerable difficulties. The child can stand for 3-4 times early and make a charging, but then it will be bored with him and he will find for himself a lot of excuses that will be released from remorse of conscience that he did not make his intended (for example, "late to sleep, so I slept, And there was no time for charging ", etc.). At the same time, protective motivations arise: "And without charging, it is possible to become strong, nothing does not do with a kolya, and he has a second gymnastics discharge."

In this regard, the teacher needs to carry out a number of activities that supported the formed intentions of students on their own physical culture.

Considering that the younger students often perform tasks not so much for themselves as for others and that they quickly lose interest in doing any task if they do not see the interested glare or senior brothers or sisters on themselves, the best option at first it would be Joint implementation of exercise by younger schoolchildren and elders in the family, or you need just the presence of the elders.

The interest of students for independent systematic performance of exercise will be stimulated and if the teacher provides permanent control over, performing schoolchildren at home physical exercises or not. This control is sometimes even more effective than parental control, as the authority of the teacher for younger students often weighing words and admonitions of parents.

The necessary condition for creating interest in students in the content of training and to the most educational activities is the opportunity to show mental independence and initiative to teach. The more active methods of learning, the easier it is to interest students. The main means of upbringing sustainable interest in the teaching is to use such issues and tasks, which requires active search activities from students.

The creation of a problem situation is a big role in the formation of interest in the teaching, the creation of students with the difficulty, which they cannot be resolved at the position of the knowledge of their knowledge or the use of old ones in the new situation. Only work is interesting that requires constant voltage. Easy material does not require mental voltage, does not cause interest. Overcoming difficulties in training activities is the most important condition for the occurrence of interest in it.

The highest form of independence of students is the fulfillment of public instructions. The stability of social work motives largely depends on the satisfaction of students with this work. The younger student, the more, he finds the utmost satisfaction of his affairs for everyone, in their public benefits. In order to awaken and maintain the interest of schoolchildren to public orders, it is necessary to comply with a number of conditions:

The instructions given to the student should have public importance and expediency. The teacher should show that the task executed by students is important for the whole class, sports team. So, duty at the lesson of physical culture provides timely

The assignments given must be specific. Often, the appointment of a schoolboy with Fizorg in the class is formal. The teacher should clarify what particular functions of Fizorg are consisting.

The quality and timing of tasks must be monitored by the teacher. If the student sees that the teacher is not very interested, as his assignment is made, then the indifference arises and at the student itself. The next time he will consider it necessary to fulfill the assignment given to him.

The student should form faith in the ability to fulfill the instruction. If necessary, a physical culture teacher should help the schoolboy in organizing his public work (both by the Council and practical affairs).

Schoolchildren should provide a certain independence in fulfilling social work. For example, the guys themselves can develop a sports evening program, prepare a wall newspaper on a sports topic, etc.

When distributing public instructions, it is important to take into account the psychological features of schoolchildren of different ages: their interests, abilities, social status in the group and in the sports team. For example, schoolboy with low social status in the classroom at the beginning should not be given tasks requiring management by comrades. Urgent tasks should not be entrusted to schoolchildren with high anxiety, inertia: they are accustomed to planning their activities in advance and in an unexpectedly arising situation feel insecure, nervous. They need time to get used to their role, with the assigned task.

Given the tendency of students to change activity, it is more expedient to give them one-time and temporary orders, and not constant. This is especially true of schoolchildren with a strong nervous system, which are often passive in public affairs only because the assignments given to them are monotonous and do not force them to overcome difficulties. Group and collective orders should prevail over individuality.

The goal of the teacher supplied should be the goal of the student, there are very complex relationships between motives and goals. The best way of movement - from motives for the purpose, i.e. When the student already has a motive, prompting him to strive for a target teacher.

Thus, questions arise: what lies on the basis of why the child goes to school? What lies at the basis of the doctrine's motivation?

The basis why the child goes to school is not a cognitive interest, he has not yet formed a learning need, his interest in the new social role is to be a schoolboy. The child manites to school is not a doctrine, but to become a person respected (he is interested in becoming a student). The motive lies the social role of the student - to become a man.

To school in the games was carried out by the child's self-realization. He gained in the status of a subject, and he starts to lose this status, i.e. The need for self-realization itself as a subject of activity begins to fall due to the organization of the educational process. In traditional learning, there is a need for a special form of exercise, which is based on the unrecognizable need, and self-implantation of the subject. In traditional learning, as is known, Zun is an adaptive, because of the nature of the teaching, the external motives of the need. In the concept of V.V. Davydova and D.B. Elkonina is coming from skills to know, as the basis of the skill, and from it to the skill, which corresponds to children's logic and allows you to form different knowledge and skills.

In the updated traditional learning, we are talking about changing the nature of the teaching, which involves changing the position of the student. And the essence of the change lies in the fact that the student will not only be a motive - the need to be subject, but also the need for a motive to change itself, be different tomorrow than today. He has an inner motive, and the formation of motivation of teaching should be built, in our opinion, through three of the following abilities:

• i want, i.e. This is my need - motive;
• i want, i.e. I can do it;
• it is necessary, i.e. I need it to know.

The formation of these abilities in essence is, the content of motivation, therefore, the steps of its formation.

Chapter II. Experimental substantiation of the formation of the younger schoolchildren motivation to physical culture

Research methods

The study used a complex of research methods, adequate goals, objectives, object and subject of this study: the questionnaires, testing of physical fitness, determination of academic culture on the subject of "physical culture", mathematical statistics.

The following research methods are applied in the paper:

• study and analysis of scientific and methodological literature and documents
• pedagogical observation
• questioning
• control tests
• pedagogical research
• statistical methods.

The questionnaire was carried out in order to identify the motives that prompted the younger schoolchildren to the physical culture classes. It was also conducted among the parents.

Questionnaires for students contained questions on the list of typical motives that would encourage physical culture. Questionnaires for parents included questions that reveal their attitudes towards physical culture and sports.

Pedagogical observation was carried out in order to study the content of the variable component in the educational process, the choice of optimal methods for organizing students, identifying the effectiveness used to develop physical qualities.

Testing the physical fitness of younger students was carried out in order to assess the level of motor preparedness, collecting statistical material to solve the issue of the impact of the proposed methodology on the dynamics of the level of physical development and physical fitness. Testing was carried out at the beginning and at the end of experimental studies. For the study of physical development and physical fitness, we used tests widely used in the theory and practice of physical culture and sports. To assess the speed of movements, a test was used with a maximum speed at a distance of 30 meters from a high start. The level of development of coordination abilities and high-speed endurance was evaluated using the "shuttle" run of 3x10 meters. Long jump - for characteristics of high-speed - power qualities; Muscular strength was estimated by the number of tightening on the crossbar and from the position of Visa on straight hands with grip from above on the width of the shoulders, without touching the floor legs. And girls - lifting the body lying on the back for 10 seconds; jumping through the rope for 15 seconds - to characterize the coordination of movements, skills and skills in jumping exercises; Total endurance (aerobic) was determined by 800 meters; The flexibility indicators of the spinal column were determined by the performance of the slopes in front of the sitting position.

All test tasks were performed set by the number of times, depending on the nature of the test task, an arithmetic average estimate was displayed.

Indicators of physical development were estimated using a centimeter tape.

The pedagogical experiment was devoted to the rationale for the effectiveness of three one-time lessons of physical culture per week. The essence of the pedagogical experiment was that the experimental 1 "A" class NSSH No. 2 was engaged in an option of 2 Russian-paternal schools of the Republic of Sakha (I). And the control 1 "g" class of the Nam's elementary school on a regional integrated program of physical education of students of grades 1-4 of the secondary school of the Republic of Sakha (I) 1998 is where the lessons of physical culture were carried out 4 times.

Experimental work was devoted to the rationale for the effectiveness of the desired content of the physical education of students and the program "Tourism in elementary school". The essence of this study was in the accented development of motivation to physical culture.

The indispensable condition for the experimental work was to compare the initial and final results of the experimental factors of experimental and control groups, also conducting control cuts at the beginning and at the end of the study.

Conducting experimental work answered the mandatory rule: its content, the methods of conduct did not contradict the general principles of training and education.

According to the degree of changes in the usual conditions of the process of physical education, the experiment is natural.

The method of recruiting experimental and control groups on their quantitative composition is natural.

The experiment was carried out in the form of experimental lessons of physical culture, including in extracurricular activities of the Games and exercises of a competitive nature. Training and education was carried out in terms of ordinary system Cool-urgent classes, with full composition engaged.

Each teacher must certainly set themselves the task of deepening knowledge in its subject through acquaintance with other educational items. Very interesting, from our point of view, to achieve this goal integrated lessons. This is not just an integrated approach to the solution of the problem, the main thing in carrying out integrated lessons is that every teacher is professionally, with families close to him (for example, physical education - exercise, mathematics - a score, reading - in a word), will be able to convey to student content, enrich the training Material and cause great interest of students to consolidate the topics.

Education at any level carries the narrow specialized training and the formation of a person, prepares to live in a quick-eyed world, develops the ability to develop new information and make the right decisions, brings up universal values, etc. A significant step towards a generalized solution to problems is integrated occupations in extracurricular work, which also contributes to the increase in positive motivation to the absorption of knowledge.

A good help to physical training is the introduction of tourism in extracurricular activities. In addition to physical education lessons, our children are engaged 2 times a week at sectional classes. To increase the motivation to these classes, we try to attract parents. Together with his parents, children participate in relay, perform tasks with a variety of tourist attributes. In winter, they are theoretically prepared, compete in the conditions of the gym, and in the spring and summer period use their knowledge in the field, in environmental expeditions.

Based on the analysis, student relations to physical education were identified, to traditional means, motives encouraging students to exercise physical culture, their level of physical fitness and physical development.

Determination of academic culture under the subject of "physical culture" was carried out through the analysis of the quality of performance of 51 student on the basis of estimates and a comparative analysis is given.

Standard mathematical operations for processing digital material obtained as a result of research were used.

The tasks set in the work determined the following organization of work. The study was conducted in three stages. At the first stage of the study (October 1999), the first control cut was carried out. At the end of the second stage (May 2001) - the second control section and at the end of the third stage of the study (May 2002) - the third control cut.

Results of research

Experimental work was carried out on the basis of secondary school №2 and elementary school 1 step with. Jersey ulus. Students of grades took part in the experiment.

At the first stage of the experimental work, we studied and analyzed pedagogical, psychological, methodical literature, materials on the history of the problem in the domestic pedagogy on the topic of research.

On the stating stage of the experiment, two groups were formed: control - students of primary school elementary schools 1 and experimental - students of primary grades of secondary school No. 2. At this stage of the experiment, we conducted a study of physical development and physical fitness, students of both groups that did not reveal Significant difference, both in the control and experimental groups (Table 1.2).

Table 1
Indicators of physical development of students in grade in 1999

Indicators	Kg	EG
Standing growth (see)	123,1	122,3
Weight, kg.)	23,3	23,7
	55,5	56,5
	17,2	16,8
	18,6	18,2
Hip circle (cm) right	34,3	34
	24,3	24,4
	64,5	63,6
Breathing in exhalation (cm)	62,8	62,2

To the question: "What do you want to achieve as a result of practicing physical culture?". In the experimental group, the largest number of respondents (21.1%) were chosen to "become healthy", 18.1% "develop their physical qualities"; 17.1% - find friends, comrades (Table 2). In the control group, the largest number of respondents chose: "achieve physical perfection" (20.9%), 15.7% - "Find friends and comrades", 15.9% "form a need for regular classes."

table 2
Level of physical reading of students of grades 1

Physical abilities	Control exercises	Kg	EG
Speed \u200b\u200bmovement Coordination ability Total endurance Speed-force Muscular power Muscular power The flexibility of the spinal column Coordination ability	Running at 30 m (c) Shuttle run 3x10 m. (C) Running 800 m. (M / s) Long jumps (m) Tightening on the crossbar (count times) Slopes in before in the sitting position (cm) Jump through the rope (count times)	6,9	7,1

Table 3.

Name of motifs	Kg	EG
Achieve physical perfection	20,9	18,1
Develop your physical qualities	13,2	15,1
Become a healthy	14,6	21,1
Find friends comrades	15,7	17,1
Relax, entertain	3,6	2,5
Develop a sense of wonderful	2,3	2,1
Raise moral and volitional qualities	13,8	10,0
Form a need for regular classes	15,9	14,0

At this stage, we conducted a survey for identifying the main motives for physical culture among students of the control and experimental groups (Appendix No. 1), and is of interest to the question of the preference of various types of training activities for students of grades. In the survey, 51 students of 1 "g" of the class of Nami Primary School, 1 "A" Class of Nam's secondary school number 2 took part.

As a result of the survey conducted, we defined the main motives encouraging physical culture (Table 4).

Table 4.
Motives encouraging physical culture (%)

From table 4 it can be seen that among the motifs, the first position occupies the motive of the desire to get a good assessment. In second place in the hierarchy of motifs - the desire to keep up with friends. The motives of physical culture in the first and second classes are mainly related to the process of activity, in gaining impressions of rivalry (azart feeling, the joy of victory).

At this stage of the study, we also conducted a study of motives that prevent physical education classes (Table 5).

Table 5.
Motives that prevent physical culture activities

Name of motifs	Kg	EG
There are no interests for physical culture	22,0	21,1
Lack of sports equipment and structures	17,3	14,0
Little free time	15,7	11,9
I do not see in this benefit	7,1	6,8
No physical data, abilities	5,8	4,2
There is a desire, but everything is not to physical education	18,8	18,4
In view of the big workload of the curriculum	11,3	9,6
I can not overcome myself, although I understand that you need to do	12,0	14,0

In the control group, the largest number of respondents allocate the following motifs: "Lack of interest in physical culture of 22%", "Lena" - 18.8%, "Lack of sports equipment and structures" - 17.3%, and experimental group 21.1% - "There are no interests in physical culture classes", 18.4% - "Desire is there, but not to physical education", 14.0% - "Lack of sports equipment and structures" and "I can not overcome yourself, although I understand that you need to do ".

According to the results of motives that prevent physical education classes, 15.7% of respondents were expressed that they had little free time. In this connection, we investigated the employment of students in extracurricular time and revealed that the children's music school is visited by 15.7%, Sports School 9.2%, Children's Center "Tolbe" - 14.3%, school mugs - 11.0% of students. 50.2% - they are not engaged in anywhere.

The level of students' motivation to different lessons was determined by the method of Yu.K. Chernyshenko children photographed at all training sessions. At that, the researcher predicted the photos to the disciple and made sure that he clearly understand what lessons on them are represented. After that, the student was asked to call the lesson that he likes most, then the next, etc. The results of studies have shown, almost everything consistently prefers to physical education.

We also conducted survey among parents of students of both groups in order to identify interest and attitudes towards physical culture and sports (Appendix No. 2). The questionnaire took part 63 parents. As a result, we obtained the following data: 22% are regularly engaged in Morning Charging, 14% are engaged in jointly with children and checkers, 68% of families have a certain sports equipment, 12% of parents prefer to engage in ski racing, 57% - sports games, 47% - Chess and checkers, 93% prefer to go to turcoms and excursions.

Analysis of the results of the questionnaire survey of students and parents made it possible to identify the most significant factors, negative impact on health:

• children's opinion: Smoking, Drugs, Alcohol and Ecology
• parent Opinion: Ecology, Drugs, Low Quality Medical Aid.

The study of value orientations of parents shows that the most significant values \u200b\u200bof the parents are health, the well-being of the Fatherland.

The respondents' locus in respondents is mainly aimed at external factors, Environment, i.e. Responsibility for maintaining health as students and their parents are not accepted on their lifestyle.

From Table 6, it can be seen that the performance of students actively engaged in physical culture is mainly better than their peers.

Table 6.
Communication with physical preparedness (%)

Table 6 shows that the performance of students actively engaged in physical culture is better than, similar indicators of unemployed. The average score of the first is 18%, the second is 15.2%.

At the stating stage of the study, together with teachers, subjects, for the formation of positive motives, we developed integrated lessons physical culture + mathematics, physical culture + extracurricular reading (Appendix No. 3).

At the second formative stage of research in the program on the physical culture of the experimental group, we included integrated physical culture lessons and theoretical classes, including the foundations of knowledge about the formation of a healthy lifestyle, hygiene, day mode, as well as knowledge of their body (textbooks "Merry physical culture" - Grade 1 M. Education 1997, "Hooray, Physical Culture!" - 2-4 Class M. Enlightenment 2000). For the formation of positive motivations from students to the physical culture of physical culture, we conducted a competitive game during sectional training activities in extracurricular time (Appendix No. 4).

The development of motor abilities is carried out taking into account the individual abilities of the individual. To function the organizational - pedagogical system, the basic principles of the implementation of which are not necessary for the effective development of the physical culture of students are used: the principle of continuing development of the integrity of the development, a personally-oriented nature of the system for the development of the physical culture of students and translating it into self-organization regime and self-development.

At the end of this stage of the study, in order to track changes in motivation to physical culture classes, we conducted a re-survey of students of the experimental group (Table 7).

Table 7.
Motives encouraging students in the physical culture of students in the second stage.

Analysis of the survey results showed that physical education classes with the introduction of integrated lessons and competitive functions into sectional classes contributed to the increase in the main motives for attitudes towards physical culture in most students. So 13.9% of students noted the motive "Improvement of physical training", 12.2% - "desire to show their abilities," 11.1% "improvement of health status".

During the second formative stage of the study, we have defined the connection of academic performance in studies with physical fitness (Table 8).

Table 8.
Communication Communication with Physical Culture

Thus, it can be concluded that in connection with the introduction of experimental (integrated) lessons on physical culture and enrichment of sectional classes of competitive playments, the interest of students for physical culture and performance in general increased.

At the final stage of research, the funds and methods of classes remained the same - integrated lessons, competitions of a competitive nature, theoretical classes. In addition, at this stage, parents actively began to be involved in physical cultural events. In particular, at the end of the school year, we held family tourist campaigns, family relay, cognitive quiz, etc. (Appendix No. 5).

At the end of the final stage of the study, we carried out a third control cut to identify the final results of the study, during which we were re-questionnation of students of experimental and control groups to identify the main motives that encourage physical culture classes, as well as the results of progress.

Table 9.
Motives that encourage the physical culture of students at the final stage (%)

Changes in motivation to physical culture classes, at the final stage of the experiment, show the results of the survey of students of the experimental group. The main motives encouraging students to practice the physical culture at this stage of the study are to improve the health of health, the desire to carry out exercise, satisfying the needs in motion, the desire to show or test their abilities (Table 9). They strive for self-improvement, self-expression and self-affirmation, to the satisfaction of spiritual needs. The effectiveness of the physical education process is due to the methodological expediency of its construction.

At this stage of the study, we conducted re-questionnation in order to identify the main objectives of the physical culture (Table 10). It can be seen from the table that 21.0% of respondents called the goal of "developing their physical qualities", in the second position "form the needs in regular classes" and on the third "education of moral and volitional qualities."

Table 10.
Purpose of physical culture

As a result of the survey, we obtained the following results: the performance in the experimental group increased: 2.7% of students responded to "excellent" - 12.3%, "satisfactory" - 5.2%, and in the control group 0% "Excellent", 15.3% "good", 19.7% "satisfactory" (Table 11).

Table 11.
Results of student achievements of experimental and control groups at the final stage (%)

At the very end of the final stage of experimental work, we needed to determine what level of physical fitness reached the tests of experimental and control groups. The determination technique remained the same, as at the previous stages of the study. So indicators of physical fitness in the experimental group at the end of the final stage of the study improved significantly. In the magnitude of the development of force (tightening on a high crossbar - boys, on a low-body lying - girls), the tests exceeded boys engaged in the generally accepted program. In this case, the increase in indicators in the experimental groups was 3.7%, and in the control 3.3%. Rose overall endurance (running 800 m). In experimental groups, running time has improved by 5.03%, and in the control - 5.15%. The results of high-speed-power indicators (long-term jumps) in experimental groups are slightly higher than in control groups. The speed indicators of the speed of movements (running at 30 m.) The test experimental groups are significantly better. These coordination abilities (shuttle jogging) show that in the experimental groups the time is reliably less than in the control. The magnitude of the slopes forward from the position of sitting larger in the experimental group, compared with the control.

Thus, the results obtained in physical fitness indicate essential significantly significant shifts on most indicators between the experimental and control.

So, as a result of the experimental experimental work, the performance of students increased, slightly decreased passages of training studies for health care, there was an interest in physical culture and to study in general.

Table 12.
The level of physical fitness of students of primary classes

Physical consistency	Control exercises	Units	Kg	EG
Speed \u200b\u200bmovement Coordination ability Total endurance Speed-force Muscular power Muscular power The flexibility of the spinal column Coordination ability	Running at 30 m Shuttle run 3x10 m. Long jump Tightening on the crossbar Lifting the body lying on the back Slopes in front sitting Jump through the rope	Sec Count Count See the count (15 seconds.)	6,2	6,1

Indicators of physical development in grade 4
Table 13.

Indicators	Kg	EG
Standing growth (see)	1,41	140
Weight, kg.)	31,1	31,8
Chest Circle (see)	62,9	65
The circle of the shoulder at rest (see)	19,2	20,4
Shoulder circle in voltage (cm)	21,6	22,3
Hip circle (cm) right	39,7	41,5
Surface of the leg (cm) right	29,7	30,2
Breath delay on inhalation (cm)	74,6	75,7
Breathing in exhalation (cm)	72,2	72,7

At the end of the formative stage, experimental work with the help of teachers of physical culture and class managers, independent experts, students of the experimental group were distributed on moral and volitional and physical fitness. 2/3 of the total number of subjects of the experimental group reached sufficiently high figures for physical training. Also, this number of the experimental group was observed quite frequent manifestation of moral and volitional qualities (dedication, determination, etc.) and a noticeable reduction in cases of offenses.

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1

Nagovitsyn R.S.

After analyzing an exemplary physical culture discipline program and revealing the basic groups of motives to this subject, a model of motivation was identified for exercise classes within the federal state educational standard in the pedagogical university. Based on the model and the results of the sociological survey of students experimentally implemented into an educational and educational process on physical education, the modernization program of physical culture in the pedagogical university. For the successful formation of the motivational and value attitude of students to physical culture, psychological and pedagogical conditions were developed.

classes of physical culture

modernization program

pedagogical university

physical Training Studies.

tHE PROGRAM OF MODERNIZATION

a Pedagogical Higher Institution

The problem of preserving and strengthening the health of the younger generation was and remains one of the most important problems of human society. To date, only calls to be healthy, and the social environment and real practice indicate a deterioration in the health of young people, the exacerbation of cardiovascular diseases and other chronic and infectious diseases, as well as a modern level of urbanization, scientific and technological progress, comfort is the cause of chronic "motor hunger. "

Students, especially at the initial stage of training, is the most vulnerable part of youth, because It faces a number of difficulties associated with an increase in learning load, low motor activity, relative freedom of student life, problems in social and interpersonal communication. Current students are the main labor reserve of our country, these are future parents, and their health and well-being are the key to the health and well-being of the whole nation. In this regard, the study of the motives, interests and needs of modern youth in exercise classes is played a huge role.

Purpose of the study- identification of a complex of psychological and pedagogical conditions for the successful formation of the motivational value of students to classes in physical culture and sports.

Material and research methods

Motivation to physical activity is a special state of personality aimed at achieving the optimal level of physical fitness and efficiency. The process of forming interest in physical culture and sports is not a minimal, but multistage process: from first elementary hygienic knowledge and skills to deep psychophysiological knowledge of the theory and methods of physical education and intensive sports.

From the analysis of scientific and educational and methodical literature, survey and survey of students of various specialties and courses of non-reclamation universities (Glazovsky State pedagogical Institute them. V.G. Korolenko, Glazovsky Engineering and Economic Institute and University of the Russian Academy of Education (Glazovsky Branch)) We have identified the main groups of motives for physical education classes in high school: wellness, engineering, competitive, competitive, aesthetic, communicative, educational, educational, creative, professionally -Foriented, educational, cultural, status, administrative and psychological and significant.

1. Wellness motives.The strongest motivation of young people to exercise classes is the possibility of strengthening their health and prevention of diseases. The beneficial effect on the body of physical exercises has been known for a long time and is not in doubt and now it can be viewed in two interrelated areas: the formation of a healthy lifestyle and a decrease in the likelihood of diseases, including professional; Therapeutic effects of physical exercises in many types of diseases.
2. Motor-activity motifs.When performing physical work, a decrease in labor productivity is traced, which is due to its monotony, monotony. Continuous implementation of mental activity leads to a decrease in the percentage of information perception, to a greater number of professional errors. The performance of special physical exercises for the muscles of the entire body and the visual apparatus increases more significantly increases the efficiency of relaxation than passive rest, and the pleasure of the process of exercise classes itself. In case of exercise in human body, there are changes in the activities of all systems, primarily cardiovascular and respiratory.
3. Competitive competitive motifs.This type of motivation is based on a person's desire to improve their own sports achievements. The whole history of mankind, the process of evolution was built on the spirit of rivalry, at the competitive spirit of relationships. The desire to achieve a certain sports level, to defeat the opponent's competitions - is one of the powerful regulators and a significant motivation to active exercise classes.
4. Aesthetic motifs.The motivation of students to exercise classes is to improve the appearance and impressions produced on the surrounding (improve the physique, underlining the "winning" features of the figure, an increase in the plasticity of movements). This group is closely related to the development of "fashion" in physical culture and sports.
5. Communicative motifs.Classes of physical exercises with a group of associates, for example, in clubs for interests (health junction, tourism, cycling, sports games, etc.) are one of the significant motivations for visiting sports facilities. Joint classes in physical culture and sports contribute to improving communication between social and sexual groups.
6. Cognitive-developing motifs.This motivation is closely related to a person's desire to know its body, their capabilities, and then improve them with the help of physical culture and sports. It is largely close to competitive motivation, but is based on the desire to defeat himself, his laziness, not an opponent on the competition. The presented motivation lies in the desire to maximize the physical capabilities of its body, improve their physical condition and increase physical fitness.
7. Creative motifs.Claims of physical culture and sports give unlimited opportunities for the development and education in the student creative personality. Through the knowledge of the huge resources of its own body in exercise practices, the individual begins to look for new opportunities in its spiritual development.
8. Professional oriented motifs.The group of this motivation is associated with the development of physical culture oriented education oriented on the professionally important qualities of students of various specialties, to increase their preparation for upcoming work. Professional and applied physical training of students promotes student psychophysical readiness for the future profession.
9. Administrative motifs.Claims of physical culture are mandatory in higher educational institutions of Russia. To obtain test results, a test system was introduced, one of which is "physical culture". Timely delivery of the credit on this discipline, avoiding the conflict with the teacher and the administration of the educational institution, encourage students to engage in physical culture.
10. Psychological and significant motives.Exercise classes have a positive effect on the mental state of the growing youth, especially studying: acquaintance of self-confidence; removal of emotional voltage; Prevention of stressful states; distraction from unpleasant thoughts; removal of mental voltage; Restoration of mental performance. Certain types of physical exercises are an indispensable means of neutralizing negative emotions in humans.
11. Educational motifs.Claims of physical culture and sports are developing the skills of self-preparation and self-control. Systematic classes of physical exercises contribute to the development of moral and volitional qualities, as well as the upbringing of patriotism and citizenship.
12. Status motifs.Thanks to the development of physical qualities, their resilience increases with the growing generation. Improving personal status in the occurrence of conflict situations permitted during the physical impact on another personality, as well as an increase in the potential of resilience in extreme personal conflicts, intensify the participation of young people in physical education and sports activities.
13. Cultural motives.This motivation is purchased from the younger generation with the impact provided by the media, society, social institutions, in the formation of the personality needs in exercise classes. It is characterized by the influence of the identity of the cultural environment, society laws and the laws of the group.

After analyzing the exemplary physical culture program of the federal component of the cycle of general systemic and socio-economic disciplines in the State Educational Standard of Higher Professional Education of the second generation, a model of motivation was identified for physical culture classes within the framework of the Federal State Educational Standard (FGSO) in the pedagogical university. Among the students in the 2007-2008 academic year, a sociological survey was conducted, in which 584 student participated in various faculties and courses of the Glazov State Pedagogical Institute. V.G. Korolenko, in order to identify dominant motivating factors in physical culture.

The survey results are presented in the motivation model for physical culture under FGSO (Figure).

M.aboutd.elb motivation to physical education in the framework of FGSO

The presented model and the results of the sociological survey of students confirm that most of the students who prevail administrative motivation, not at the proper level, have the opportunity to fulfill the standard of the course "Physical Culture" standards, since their dominant motives for exercise practices do not meet the tasks Physical education in the university. I would also like to note that one of the main motivations (professional refined), which is closely related to the upbringing of professionally important qualities of the future graduate specialist, prevails only in 1% of students.

In the period from 2008 to 2010 (2008-2009 and 2009-2010 academic year), we have been introduced into an educational and educational process on physical education in the university, the program of modernization of physical culture in the pedagogical university:

1. The specifics of the faculties and various specialties, the analysis of programs made it possible to substantively enrich the curriculum in physical culture by various sports and unconventional modes of exercise for each of the faculties of the pedagogical university.

The validity of the introduction of various elements in the content of physical education is carried out in four criteria:

• physiological features of students based on medical examination and results of functional diagnostics;
• psychological characteristics students based on the results of the psychologist's survey;
• selection of elements in the content of physical education on professional orientation.
• the motivational orientation of students based on surveys, surveys and special tests.

At the Faculty of Pedagogical and Art Education, new elements of the content of physical education in the educational process are actively introduced. Future music teachers are trained in physical education. The basics of aerobics, oriental dances, respiratory gymnastics and rhythmics. Exercises of respiratory gymnastics have a positive effect on students' respiration, in turn, dances and rhythmic exercises develop coordination abilities. Students of the specialties "Pedagogy and the Methodology of Primary and Preschool Education" are engaged in addition to various types of the main program on physical culture with a variety of rolling games and various types of gymnastics, including foreign systems. Training to the presented elements of the content of physical education contributes to students in practice and in their future professional activity In teaching physical culture in children's garden and in elementary school.

At the Historical and Linguistic Faculty, the improvement of the physical education system takes place in two directions. For students of the specialties "History" and "Culturology", entered into the content of physical education of tourism classes, including sports orientation, canoe, rock climbing and bullet shooting. Classes of various types of tourism are developing students to actively participate them in expeditions and various searches. Education Pole shooting improves in pupils. Attention and accuracy, since future history teachers in various studies should pay attention to the details, be able to accurately measure distances and notice "little things." Students studying in the specialty "Foreign Language", the main part of which is represented by girls, physical culture is trained fitness for the correction of the figure and badminton. In the future, it is planned to introduce curly skating to the curriculum for students of the specialty "Foreign Language".

The content of the program on the physical culture of the Physical and Mathematics Faculty, which is presented mainly by students with young people, is enriched with power and game sports. Students in physical culture class are distributed into two training groups. In the first training group, young people are trained in various games: basketball, volleyball, football, lapto, etc. Students of the second group are engaged in Powerlifting, guardian sports, bench lying and various types of power fitness in the gym. It is planned for students actively engaged in athletic gymnastics to introduce a specialization of force extreme.

At the Faculty of Social Communications and Philology in the Physical Education Program for the specialty "Social teacher", classes on the basics of self-defense for women, hand-to-hand combat and struggle have been introduced. In future professional activities, graduates will use the knowledge and practical skills to work with "difficult teenagers" and children from disadvantaged families. Students studying in the specialty "Russian language and literature" and "Udmurt language" have the opportunity to engage in aquaerobics and various types of swimming.

The young men, according to the results of the medical examination recorded in a special medical group, are engaged in the physical culture of table tennis. Girls distributed by preliminary medical check in the same special group are trained by Callanetics, Pilates, Bodiflexia and Fitball. These physical exercise systems meet the requirements for classes with students of this group by the fact that contraindications for running, power exercises, jumping, exercises with a large amplitude are taken into account. Students, liberated from physical culture on health, are engaged in chess.

2. In extracurricular time Students of all courses, as well as students studying at the correspondence department, have the opportunity to engage in sports specializations at the Department of Life Safety and Various Sports in Sports Club Sections at Institute: Volleyball, Basketball, Athletics, Badminton, Power Gymnastics, Gire Sports, Self-Defense Basics, Powerlifting, Hand-to-hand Fight, Paragliding, Table Tennis, Aqua Aerobics, Greek Roman Wrestling, Football, Yoga, Ballroom Dancing, Chess, Callanetics, Aerobics, Bodiflex, Bullet Shooting, Kickboxing, Oriental Dancing, Tourism.

3. Based on state educational standards of higher professional education in high school curricula in all directions and specialties of higher professional education in the cycle of common humanitarian and socio-economic disciplines, a allocation of 408 hours is provided for the discipline "Physical Culture" at a mandatory course for the entire period of study with final certification. To build a learning process, an approximate distribution of mandatory study hours is offered to master the main sections of the program for 4 years of study: 1-2 courses for 4 hours (2 pairs) per week, 3-4 courses for 2 hours (1 pair) per week. To ensure an increase in functional and motor preparedness, the level of health and physical development of students, they are offered 6-hour (3 pairs) classes a week in sports specializations and sections of the sports club at the university. An increase in time on exercise classes has a positive effect on the identity in the recreational, educational, educational and vocational aspects.

4. Annually conducted intrauterine scientific and methodological conferences "Health-saving technologies in educational institutions" and "Modernization of physical culture in a pedagogical university", master classes, round tables and methodical seminars on physical culture and sports. These events demonstrate modern popular methods of physical exercise techniques and the system of physical exercise systems are actively discussed by the teaching ideas and innovative views of the growing youth in the context of physical education activities, which contribute to the most successful development of students' teacher's profession and awareness of the positive impact on This process of physical culture.

To identify the results of the introduction of the educational process on the physical education of the program of modernization of physical culture in the pedagogical university at the beginning

The 2010-2011 academic year we conducted a statement sociological survey, which was attended by 588 students of various faculties and courses of the Glazov State Pedagogical Institute. V.G. Korolenko, in order to identify dominant motivating factors in physical culture.

Rresults of research and discussion

When analyzing the obtained data of the indicators of the stateing sociological survey of students in order to identify the dominant motivating factors in physical education classes, the following results were identified:

1. The introduction of an educational process in the physical education of the program of modernization of physical culture classes in a pedagogical university has affected the motivational and value attitude of students. The number of students with professional-oriented motivation to exercise physical culture (from 1 to 9%) has significantly improved. Also there is also an increase in the number of students with dominant healthy (from 12 to 17%), cognitive-developing (from 4 to 7%), competitive-competitive (from 4 to 6%) and motor-activity (from 2 to 4%) motifs. The number of students with educational, aesthetic and communicative motives for physical culture has increased by 1%. Students with administrative motivation, the number of which prevailed before the initiation of the experimental program, became significantly less (from 59 to 36%).
2. The results obtained after the experiment indicate that students who have a motivational and value attitude towards practicing physical culture that correspond to the goal of the Physical Culture course, prescribed in the standard of education, has become significantly more (from 41 to 64%). The identified indicators confirm the positive influence of research on an educational and educational process in physical education in the university.
3. As a result, the introduction of the author's program is witnessed the most greatest growth rate of professional-oriented motivation to exercise by physical exercises among students (9 times). This indicates that the introduction of the author's modernization program is actively affected by the awareness of the importance of the importance of practical culture for their future professional activities.
4. From the analysis of the modification of the motivational value relationship of students to classes in physical culture, there is a change in the growing youth in the priorities of the choice of the tasks of physical culture in the university set by the Federal State Standard of Education. Training in physical culture under the experimental program orients students to fulfill not only health, educational and educational problems with physical culture, but also developing, in particular vocational orientation.

Conclusions and conclusion

For the successful formation of the motivational value attitude of students to physical culture in a pedagogical university, focused on the following physical culture in higher educational institutions, we have developed the following psychological and pedagogical conditions:

1. Improving the value attitude towards physical education is possible:

• based on the use of a differentiated approach to training activities carried out on the basis of studying the motivation of students and integrated diagnostics of individual and personal qualities of students to determine their predisposition to mastering certain types of physical cultural activity, physical education systems or sports;
• based on an activity approach that appears in the inclusion of all students in various types of physical cultural activity, each student will be able to find an area of \u200b\u200bactivity, more relevant to its physical development, interests, and inclinations.

2. Achieving the maximum conformity between the structure of physical education and sports activities in a higher educational institution and the direction, the content of the process of professionalization, concluding a student to future professional activities. Ensuring the relationship of physical education with the professional orientation of the personality of the future specialist aimed at the value understanding of the physical culture practices as one of the ways of successful implementation of social and professional functions.

3. In order to meet the needs of physical culture, the specific features of teaching the subject "Physical Culture" should be taken into account from other disciplines in the higher educational institution. In this regard, it becomes necessary to conduct exercise in extracurricular time and in the afternoon.

4. To intensify the process of physical education at the university, an increase in physical education is necessary through the involvement of students in the physical cultural and sports activities of the Sports Club of the University. Systematic classes in physical culture and sports contribute to the active formation of the physical culture of the individual.

5. The content of psychological and pedagogical impacts and situations, on the basis of constructive pedagogical interaction (coach-teacher - student) on theoretical and practical exercises, scientific and methodological seminars and conferences, activates students with the revaluation of the previous motivational attitude towards physical culture. Through the expansion of the range of knowledge about physical cultural and sports activities, its value destination for the person and society is possible to displace emphasis in students with the traditional administrative orientation of physical culture and recreational activities on its health, educational, educational and professional developmental potential.

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ReTSENZENT -

Safonova T.V., DP, Professor of the Department of Pedagogy FGOBU VPO "Glazovsky State Pedagogical Institute. V.G. Korolenko ", Glazov.

The work went on the edit on 01.03.2011.

Bibliographic reference

Nagovitsyn R.S. Motivation of students to physical culture in high school // Fundamental studies. - 2011. - № 8-2. - pp. 293-298;
URL: http://fundamental-research.ru/ru/article/view?id\u003d27950 (date of handling: 04/06/2019). We bring to your attention the magazines publishing in the publishing house "Academy of Natural Science" 1

Analysis of scientific and methodological literature on the issue of research is identified the theoretical and methodological foundations of studying motivation in physical culture and sports. The data of different authors who submitted the results of the study of the motivation of the physical culture of various contingents of the population are considered. The causes of physical culture preventing active classes are established. Revealed and expressed motives for the physical culture of teachers of the university. The similarities and differences between the motifs in the sexual aspect are determined. Thus, for teachers of the university, both men and women in the first place stands the motive of emotional discharge and removal of voltage, also a high rank place occupies the motives for changing the situation and pastime, communicating in an informal setting. A fairly low rank place is established for the motive improvement of the cardiovascular system, improve the appearance, weight loss. An explanation of this distribution is given.

modifications of physical culture

teachers of universities

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4. Lavrinenko I. M., Likhachev O. E. Motives of classes of the physical culture of women 35-45 years // Scientists of the University of them. P. F. Lesgaft: Scientific and theoretical magazine. -2008. - № 11 (45). - S.56-59.

5. Leontiev A. N. Activities, consciousness, personality. - 2nd ed. - M.: Meaning; Academy, 2005. - 352 p.

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8. Piloyan R. A. Motivation of sports activities. - M.: Physical Education and Sport, 1984. - 104 p.

9. Rodionov A. V. Psychology of physical education and sports: studies. For universities. -M.: Ak-demic project, 2004. - 576 p.

Introduction

The motives for choosing ways to use their free time in humans are connected with the level of their common culture, with the creative qualities of the personality, the degree of its social maturity. Motor activities in their free time is characterized by complete freedom of choice of content, time, venue of employment, their duration, partners. At the heart of motivation, such employers are purely personal, individual tastes, interests, consulting. Very attractive is the combination of elements of the game and competition, simplicity of equipment and equipment, lack of strict regulations.

The main reasons for the decline in people's interest in physical exercises are insufficient physical education, the lack of free time or the ineulsion is rationally of its organ-nodding and use, the absence of sufficiently comfortable conditions for classes, weak provision of sports bases, equipment and equipment, clothing, clothing and shoes, vigorousness of life, serious economical difficulties and some other reasons.

Purpose of the study

The purpose of this study is to study the reasons that prevent active physical culture practices, and identify the motives of the physical culture of teachers of the university nephruskultural specialties (on the example of volleyball).

Results of research and discussion

In modern psychology, the term "motive" (motivation, motivating factors) is indicated by completely different phenomena. The task of psychological analysis of the individual requires considering only the main questions. And, above all, it is the question of the ratio of motives and needs. Psychological analysis of needs is inevitably converted into the analysis of the motives.

Understanding the mechanisms of formation of the motive give humanistic concepts in psychology. Among these concepts, the concept of A. Maslow, which developed the "hierarchy of needs", consisting of the following steps: 1) physiological needs - lower, managed by the body needs (respiration, food, sexual need, in self-defense); Reliability needs are the desire for material reliability, the provision of old age, etc.; 3) Social needs - the satisfaction of these needs is not objectively and difficult to describe: one person satisfies few contacts with other people, in another person this need is expressed very strongly; 4) the need for respect, awareness of their own dignity - respect, prestige, social success - groups are required to meet these needs; 5) the need for the development of personality in the implementation of itself, in self-actualization, self-actualization, in understanding its destination in the world.

Active attitude towards the surrounding world is one of the main features of a person. The form of manifestation of human activity is very different-different. These include a wide range of actions, Poshyuschki and people's activities. A general basis, volumes of all kinds of active attitudes of the individual duums to real reality, is that the actions of a person (in a broad sense) arise not spontaneously. This is a complicated social, psychophysiological process, which has a very concrete foundation. The formative and guide starts of any activeness is its motive, which is a motive for action, actions, activity. From a person weakly motivated cannot be expected to expect great returns in any case.

Numerous studies identified the basic functions of motives that require their own mechanisms for their implementation. Such mechanisms carrying out these functions can be attributed to the need, value and purpose. At the same time, there is no need to remind that all these formations are interconnected with the main mental processes. Accordingly, the need ensure the functional and dynamic nature of human behavior and activity. The goal as presented in advance, and, consequently, a conscious result determines the focus of actions. And the value, as a mastered and generalized cultural and historical concept, determining the significance of external and internal events, manages the motivation and according to the behavior (activity) of a person, that is, "I don't understand, I do not calm down." Thus, the focus and or-mortality, that is, the feasibility and rationality of behavior is provided by either a separate motive or the entire motivational sphere of personality.

Among physical education, in one form or another, the main motives are: health promotion, enjoying training (pleasant pastime), communication. According to the dominant motif, athletes are divided into 2 groups of athletes - collectivists and individualists. Collectivists are dominant with public, moral motives. Individualists are self-affilitation motives, self-expression. For women, it is more significant to improve health, and for men - sports perfection.

Among the motives that encourage sports, stand out: a) the desire for stress and its overcoming; Notes that fighting to overcome obstacles, expose itself to stress, change circumstances and achieve success is one of the powerful motives of sports activities; The pursuit of excellence; promotion of social status; the need to be a member of a sports team, a group, part of the team; Obtaining material incentives.

The motives of the physical culture are: 1) recreational; 2) engine-activity; 3) competitive-competitive; 4) aesthetic; 5) Communicative; 6) informative-developing; 7) creative; 8) professional-oriented; 9) administrative; 10) psychological and significant; 11) educational; 12) status; 13) Cultural. And although the study was performed on another contingent, its results will be useful in the methodical aspect in our work.

The reasons for the active practices of women of 35-45 years old have been identified, as well as the motives of the physical culture of women of the same age. As a result of the research conducted by the authors, a pronounced feature was determined in the selection of the type of health physical culture, which manifested itself when comparing women engaged in individual views - aerobics and team sports game - volleyball. Women (business women) are dominated by aerobics, who have the main task - self-improvement: weight loss, improved appearance, the desire to improve health, etc. Women engaged in volleyball prefer to get an emotional discharge from classes, to change the circle to expand the circle Outside family communication with women of their age. Volleyball classes gave them a feeling of "return" into youth. They explain the participation in the game that the game gives them joy, it is interesting for them by itself. They find their life hobby in it and thereby support the partnership circle.

To study the reasons to prevent active physical culture activities, and the motives of physical culture, we conducted a survey of teachers according to the method presented in the above work. As a supplement, conversations were also held with these respondents in order to explain their point of view.

In tab. 1. The reasons preventing the university teachers are actively engaged in physical culture. At the same time, the overwhelming majority replied that they consider the necessary physical culture.

However, when considering the reasons to prevent physical culture activities, women revealed significant dependence on the girlfriends: more than three quarters do not go to the group where they are not there. They are harder to join the unfamiliar team. Men show much greater independence: a little more than one quarter do not seek to classes in groups where there are no friends.

Table 1

The reasons preventing teachers of the university actively engage in physical culture

The results of the survey		Contingent respondents
								Total (n \u003d 78)
I consider the necessary physical culture
Reasons not allowing to engage in health groups	I consider it necessary, but I can't make myself engage
	I consider it necessary, but no time
	Lack of nearby classes
	Friends, girlfriends do not do
	No groups of my age
	There is no possibility of free classes
	Horification of wellness services
	An uncomfortable time of classes
	I do not see the need to engage

One of the serious reasons not to be engaged in various groups for women is the high cost of recreation services. As a rule, they are

family budget, pay utilities, buy products, etc. Moreover, for many of them there is no possibility of free classes. For men, the high cost of such services an obstacle is much less likely.

Also, for women, the absence of nearby places is also a serious obstacle: after classes late in the evening tedious and even unsafe to get home.

For women, less time remains for themselves, because they are still the responsibilities of the hostess in the house, care for children, etc. Each sixth of them simply does not see the need to do physical exercises. Among men, only every tenth adheres to this opinion. Women showed themselves somewhat more inert, saying that it is generally necessary to do, but cannot find forces for classes.

Analyzing the motives of the physical culture of university teachers, one can state that men seeking improving health, a slightly larger (Table 2). They explain that until the survey, they had less time to strengthen their health, and they are now forced to solve this task. Women prevails inherent in the most extent to this contingent to lose weight and improve their appearance. Men has a more pronounced motive to develop physical abilities. In both groups, the motive of emotional discharge and removal of emotional stress is most strongly expressed. This is due to the prevailing of business relationships, mental and emotional teaching tensions. To a greater extent, the men seek to change the situation and the type of time, entrusto the homemade hassle women. The communicative motive is very developed - communication in the informal setting among representatives of both groups. Also, they are quite pronounced the motive of obtaining muscle joy.

Output

The lowest rank place of the motives of the physical culture of teachers of the university nephruskultural specialties occupy the motives of weight loss, improving the work of the cardiovascular system and improve the appearance. This is explained by the fact that representatives of the studied contingent teachers generally lead a healthy lifestyle.

At the same time, the most pronounced motives are: 1) emotional discharge, tension removal; 2) Communication with friends in an informal setting; 3) Change of the situation and pastime. This is primarily due to the high mental and emotional tensions of the work of teachers against the background of a lack of motor activity.

The revealed motifs are taken into account by us in the process of practicing physical culture based on the volleyball club members "Health".

table 2

Motifs of the physical culture of teachers of the university

		Contingent respondents
								Total (n \u003d 37)
Self improvement	The desire to improve health
	Lose weight
	Improve exterior view
	Improve the work of the cardiovascular system
	Development of physical abilities
Active, emotional vacation	Emotional discharge, removal of voltage
	Changing the situation and the type of time
Communicative	Communication with friends informal atmosphere
Social	Habit of participation in public events
Getting pleasure	Getting muscular joy

Reviewers:

Galimov G. Ya., Ph.D., Professor, Professor of the Department of Theory of Physical Culture of the Buryat State University, Ulan-Ude.

Sagaleev A. S., Dp., Associate Professor, Professor of the Department of Sports Disciplines of the Buryat State University, Ulan-Ude.

Bibliographic reference

Ayusheev V.V. The motives of the physical culture of university teachers (on the example of volleyball) // Modern problems science and education. - 2013. - № 5;
URL: http://science-education.ru/ru/Article/View?id\u003d10338 (date of handling: 04/06/2019). We bring to your attention the magazines publishing in the publishing house "Academy of Natural Science"

Introduction

Relevance. The solution of the tasks of enhancing physical culture and sports work among children and young people requires the organization of an educational process in a certain system, when all educational impacts are associated with a single whole, which will allow the school to raise work to raise young people to the level of modern requirements that meet the conditions of our time.

The problem of the formation of a person, brought up not just as "carrier of a certain amount of knowledge, but first of all, as a citizen of the Company, active with its inherent installations, morality, interests, high culture of labor and behavior, cannot be viewed out of the issues of education of knowledge, the motivation of the teachings, assimilation Knowledge of their creative use in practice.

As studies show L.I. Bozovich, L.S. Vygotsky, A.N. Leontiev and others, it is impossible without the formation of the corresponding motivation. Motivation is considered by many researchers as a human activity regulator, which, in turn, implies the most significant system for humans.

In the practice of working teachers of physical culture, more attention is paid to improving the level of motor preparedness and less, and sometimes, as noted in the press, the educational and educational orientation of physical education classes is completely lost.

"Physical self-improvement is closely related to the development of the personality, the education of the spiritual needs of schoolchildren, but these aspects in the process of classes are almost not affected by" (Kolosov D.V., Mainson G. B.).

Education of the motivation of the exercise is carried out mainly in the process of studying educational items, as evidenced by many studies (V.I. Antipova, E.V. Bondarevskaya, O.I. Y. Pinnyova, V.S. Ilyin, etc.). The specificity of the process of education of motivation of the teaching is determined here by one or another subject or cycle of training items. The teacher uses in this case the content of learning, methods, requirements for students, the impact of the team on students and others.

Based on the foregoing, the purpose of the study was to identify funds and methods that effectively contribute to the formation of a positive motivation of the exercise among middle-aged schoolchildren in the classroom of physical education.

The relevance of the elected topic of the study is due to the fact that in the practice of school work, there is still a decline in interest in physical education classes in high school, based on objective and subjective factors. School teachers express a negative attitude to a number of areas of a comprehensive physical education program proposed for introducing into practice,

A comprehensive program is somewhat far from real activity, because It does not take into account a holistic approach to the development of a number of technical techniques for sports games. In addition, this program does not imply an initiation of interest, a positive attitude towards the physical culture of schoolchildren. Insufficient inclusion of gaming activities also reduces the level of interest in physical improvement in the presence of three physical education lessons per week.

However, physical education and sports are not only contributing to the upbringing and development of special physical qualities of a person, but are also required Active recreation, contribute to the increase, in the future, productivity. In the period of the HTR, there is still a serious underestimation of the task of improving the strength and reliability of the human body. This leads to the fact that researchers not pay attention to the problem of forming the need for physical development, the formation of sustainability of a positive attitude towards physical education in school, and then in adulthood. And this, at the time when, according to researchers, physiologists, a fact of reducing the average daily indicator of the level of motor activity of students in 3-10 classes is 35-45% compared with the hygienic standard. This is determined practical significance Our research.

Insufficiently developed problem of forming a positive attitude to physical education in theory and urgent order of public education of a healthy generation identified an object Our research is an educational process with physical education and sports.

Subject Research is the identification of a system of funds and methods affecting the formation of a positive attitude to physical education in adolescents 10-14 years in sports games.

Hypothesis: It was assumed that the knowledge of the features of the formation of positive motives and the use of game agents will allow to form a steady interest in schoolchildren to the classes of FC and S.

1. Theoretical and methodological foundations of the formation of motivation for physical education classes

lesson Physical Culture Motivation

The path to the effective management of a person lies through an understanding of his motivation. Only knowing what drives man that encourages him to activities, which motives are based on its actions, you can try to develop an effective system forms and methods of managing a person.

If people equating to the screws and gears, to the numbers or gray mouse, then what should be the motive in order to consider the work alienated from them necessary? Everyone, first of all, should strive to not feel the need that would threaten its existence. Once the basic needs are balanced, this motivational group disappears. "Fold does not attract bread." Bread is important for those who have it not. " (Zuev V.Ya., 1997). After the immediate threat to life is removed, a person strives for security. A man bet on security and eliminates her. This motive is of particular importance for all organizations at all times when jobs are under threat. When a person feels protected, this motive disappears. The following motivational steps - "contact and involvement" and "prestige, position, recognition". The highest motif in the pyramid constructed by Oil (Zuev V.N., Suleimanov I.I., 1997; Kuttov M.E., 1992; Vikhansky O.S., Naumov A.I., 1990), is "self-realization, desire A person to realize himself in his business, in his creation. The desire of a person to find himself in something else, know himself in the results of his labor, to participate in the formation of this world, is currently completely indisputable. Where management and organization of labor represent employees such opportunities, they are laid out at work completely, without stopping even before victims.

Unfortunately, modern forms Labor organizations present less and less opportunities for self-realization. The degree of labor separation and the appropriate depletion of the labor deposit do not allow to recognize the identity of the operating.

What is the motive?

The motive is something that causes certain actions of a person. The motive is "inside" a person, has a "personal" character depends on the many external and internal factors in relation to man, as well as from the action of other motives in parallel with him (Vikhansky O.S., Naumov A.I., 1996 ).

Under motives, according to Zuev, V.N., Suleimanov I.I. (1997) and Ziegert V., Lang L. (1990) We understand the active driving forces that determine the behavior of living beings. It can be a hard work, with enthusiasm and enthusiasm, and may be evasion from it. Behavior can have any other forms of manifestation. You should always search for the motives of behavior.

The behavior of a person is usually determined not by one motive, but their combination, in which motives can be in a certain relationship with each other by the degree of their impact on human behavior. Therefore, the motivational structure of a person can be considered as the basis for the implementation of certain actions.

Motivation is the process of influencing a person in order to encourage him to certain actions by prompting certain motives in it. Motivation is the basis of man management. The efficiency of management is very large depends on how successfully the process of motivation is carried out.

Currently, two types of motivation are distinguished.

The first type of motivation It is that by external influences in humans there are certain motives that encourage people to implement certain actions, which leads to the desired result for a motivating subject. With this type of motivation, it is necessary to know well what motives can encourage a person to the desired actions, and how to cause these motifs. This type of motivation is largely reminded by a trading transaction option: "I give you" what you want, and you give me what I want. " If two sides do not turn out to be interaction points, then the motivation process will not be able to take place.

A task second type of motivation process - the formation of a certain motivational structure of a person. In this case, the focus is applied to develop and strengthen the desirable motives desirable for the subject of motivation and, on the contrary, weaken the motives that interfere with the effective management of man. This type of motivation requires much greater effort, knowledge and abilities for its implementation, but its results are generally significantly superior to the results of the first type of motivation (Vikhansky O.S. Naumov A.I., 1996).

The first and second type of motivation should not be opposed, since in the modern practice of management effectively managed to combine them.

Scientists have long proved that a certain motivational structure is peculiar to each person, which in a particular situation leads to quite definite actions. What is characteristic of individual people applies to both the group's motivation. How can the Motivational Structure of the Group and how can the manager affect these motifs?

How to motivate a group? What is its motivational structure? It is necessary to find out the type of activity of the group, stelet, its cohesion or disunity, a focus on work, morality, doubts that can lead to decay, connection with the reasons that led to the formation of a group, or the motives that are combining. A group of tourists on the square obviously does not have strong internal connections. It will cease to exist as soon as the excursion is completed. The club of admirers, which neither the general idol has a sufficient centripetal potential to exist for years and after the death of his idol. The football team coming to the match in the role of an outsider can demonstrate an excellent game and become a thunderstorm of favorites. Another team is calm and full - "plays, not straining," and goals missing from the "light rival" can demoralize it.

The one who works with groups and manages them, should know the origins of their motivation and stimulate these motives. If you try to rank these motifs in degree their intensity, then the following steps are obtained.

There are defined parallels between group and individual motivations, especially on two-five steps. On four and five steps, tensions are possible.

First stage (The most powerful group motives). The desire for the goal (possibly difficult to achieve), which is divided by all members of the group. Spirit of pioneers, desire for freedom, improvements, joy in common.

Second step (The motives are not as strong as on the first stage). The desire to establish himself in competition with others, pride in the team, belonging to prestigious groups, Fighting Spirit.

Third step (The motives are not as strong as on the second stage). Solidarity, the desire for security, the formation of groups of fear, a crowd with a strong leader.

Fourth Step (The motives are not as strong as in the third stage). Joint views on an emotional basis: hatred, love, worship of idols, hobbies.

Fifth step (The weakest group motives). Case, pressure, unconscious associations (Zuev V.N., Suleimanov Il., 1997; Zigere V., Langle., 1990).

Group forces clutch decrease from the first to the fifth stage. If the group meets the opponent, comes up for resistance and challenge, then it grows with strong motives. Or, if the group is weakly motivated, symptoms of decomposition appear. Of course, hard schematics are inappropriate here. Movable not only borders between degrees, but also the degrees of the degree of motivation in certain cases can vary in places. Individual motifs can be released on the fore and weaken the group morality.

Here should be taken into account, especially important factor: When creating a group, personal motives play a decisive role. Everyone is looking for its benefit. If the group justifies his expectations, then unifying ils increase. If something that the group gives him, he can get alone, then it loosens his sense of belonging to the group. It can remain in a group of gratitude, but this is insufficient motivation. If personal needs when joining the group remain dissatisfied, the initial motivation can turn into antipathy and hatred.

Currently, there are many diverse forms of motivation, but primarily material remuneration and intangible promotion (Utkin EA, 1999) are important.

As you know, a fee is assumed for work, which is all that a person considers valuable for himself. This kind of encouragement is divided into internal and external. The first is the feeling of respect, satisfaction from achieving results, feeling the meaning and significance of their work, etc. External remuneration is that the organization is provided in return to the work performed: wages, premiums, service growth, status and prestige symbols, various benefits and promotion, etc.

Each person is individual. Man lives working, and in the process of work, he realizes itself as a person, so in the role of motivators not only various premiums, gifts, etc. The nature of the remuneration of labor depends on its quantity and quality, as well as from meeting the wishes and hopes of the employees themselves. One of the most effective motifs of creative labor is to promote service. In addition, the possibility of acquiring the organization's shares is of great importance, which makes employees co-owner of the company.

As practice shows, much can be changed for the better and in material stimulation. Usually material incentives have stable part (basic payment, rate) and variable (Utkin EA, 1998), which includes awards for the high results of the work of the unit, for the good work of a particular employee, the surcharge of professional growth, knowledge and application in the work of foreign languages, the ability Use computer capabilities, etc. A wide distribution currently received another type of material remuneration - social guarantees (payment of training and medical care, the company's account, etc.).

The dimensions of the material remuneration should not be a secret for the team so that all employees can make sure that effective work, the initiative is worldwide is encouraged by the management. But if this is done with a big delay, without taking into account individual results, then the success is useless.

In addition to material remuneration, the moral and psychological incentives, which the arsenal is quite extensive may be more significant and effective.

For example good result Give attraction of employees to the management of the enterprise. Realizing and feeling its involvement in the work of the firm, assessing its own significance, the employee can repeatedly increase his work.

Most effective view Remuneration is part in a group that has achieved special success. The involvement of a person to a similar team, its achievements always focuses on an increase in return from further work, so such groups should be created everywhere, where it is real and appropriate.

1.1 Game as a means of forming a positive motivation of teachings in children

The game and childhood are inseparable. Sociologists believe that sports and moving games are at the highest level of interests of children and adolescents, unless books and movies can compete with them. The TV screen increasingly gives us a fragment of guys battles, where the main weapon is moving games. Competed schools, sports families, pioneer camps and courtyards. According to the heat of struggle on sites, splashes of emotions in the stands, the spirit of honest rivalry, these small fights are hardly inferior to large-scale adult competitions.

The lifting of the rhythm of modern life, the progress of science, technology, sports poses before pedagogy, the task is even more actively using the game to educate collective principles, the physical and moral qualities of the younger generation.

Wide distribution received mass competitions on rolling games among schoolchildren.

What is the game? The big Soviet encyclopedia corresponds to this question as follows: "The game, a kind of unproductive activity, where the motive is not as a result of it, but in the process itself. The game accompanies humanity throughout his history, intertwining with magic, religious behavior: sports, military and other workouts. "

The relationship of the game with training and recreation is simultaneously due to its ability to simulate conflicts whose solution in the practical field of activity is difficult, or impossible.

The game is not only physical training, but also a means of psychological preparation for future life situations. Schiller: "A person plays only when he is in the full meaning of the word man, and it is quite a person only when he plays."

In psychology, the first fundamental concept of games was developed by the German philosopher and psychologist Gossom (1899). In animal games, he saw a preliminary adaptation of instincts to the conditions of the future life.

In domestic psychology, an approach to the game was developed as a socio-historical phenomenon (L.S. Vygotsky, A.N. Leontyev, D. B. Elkonin, etc.). In particular, children's games are considered as a form of incorporating a child into the world of human actions and relations arising at such a stage of social development, when highly developed forms of labor make it impossible to directly participate in it in it, while the cultivation condition is formed by his desire for living together with adults.

The pedagogical dictionary gives the definition of children's and sports games: "Children's games are one of the main activities and the most important means of raising children, especially younger ages."

Domestic psychology and pedagogics are considering children's games as a special form of a child's relationship to surrounding. For any game, a sense of pleasure and an increased emotional tone of the players is characterized.

Special place at school age occupy sports games, which are a way to organize various joint activities of children.

Russian pre-revolutionary progressive teachers attached great importance to the game. K.D. Ushinsky highly appreciated the game as an expression of the amateurness and creativity of the child. PF Lesgafal promoted it as a means of physical education.

The huge role of the game in the formation of the child's personality and in his communist upbringing emphasized N.K. Krupskaya. A.S. Makarenko showed that the game should permeate the life of children even at older.

Games sports are mobile games that are usually conducted in the form of competitions. These games include: volleyball, basketball, manual ball, football, hockey, etc. Sports games are predominantly playing teams, personal competitions are only in tennis and towns. Characterized by a large variety of movements performed in various combinations, high intensity of muscle players, continuously changing the conditions of the game, requiring the initiative and resourcefulness participants in solving the tasks arising in the game, collective actions, subordinate to the general interests of the team, high emotionality.

Thanks to these features of sports game are effective tool physical education of schoolchildren.

They play a big role in moral upbringing, contributing to the development of such qualities as collectivism, the desire for victory, excerpt, perseverance, etc. Classes of sports games are held at school at physical education lessons, in after-school time in sports sections. Volleyball, basketball, manual ball entered into a program on physical culture.

Schoolchildren are engaged in children's sports schools, piano palaces. To assess the skill and stimulation of sports based on the results of competition, participants are assigned sports discharges.

Games, including sports, in the system of physical education of children a very honorable place is given. Along with great pleasure that sports games are delivered to children, their wellness, educational and educational meaning is well known.

The wide possibility of choosing games for children of all ages in accordance with the anatomy-physiological and psychological characteristics has long attracted doctors and teachers to this group of exercise (E.A. Pokrovsky, 1895; P.F. Lesgafort, 1888, 1901; M.V. Leukin, 1947; V.T. Yakovlev, etc.).

Special attention deserve games collected and systematized in labor. PF Lesgafeta "Guidelines for the Physical Education of Children school age", 1901 P. P. Lesgafa rightly saw in exercise games in which children are taught against the actions that make up the basis of their behavior and habits. From this point of view, he believed that "the game is an exercise, with which the child is preparing for life."

Properly organized games serve to upbringing in children of honesty, feelings of the partnership, the ability to enjoy personal aspirations for the general benefit of the team.

In the process of the game, exercise are used, having a serious training value.

Moving games and their elements are not only excellent fitting exercises for the start of school games, but should be used during the entire period of training for children of school age, expanding their technical and functionality.

In the scientific literature, a large number of rolling games were offered to enhance educational and cognitive activity, but, unfortunately, in practice, we often face that they are very rarely used in physical education lessons to solve the tasks of training, education, education.

The program for schoolchildren is designed in such a way that the training of individual technical techniques (jump in length from a runway, etc.) occurs elementally in different classes, which reduces the interest among students to physical education. The experience of school teachers shows that the inclusion of gaming activities in each class contributes to the initiation of interest and positive attitudes towards classes.

.2 Conditions for the formation of positive motivation in the lessons of physical culture

In the works of domestic psychologists and teachers studied the essence of motives and motivations (L.I. Bogovich, A.N. Leontiev, L.S. Slavina, P.M. Jacobson, etc.), their composition and separate motives, identified the types of doctrine motivation (P.M. Yakobson, R.A. Zhdanova), identified the features of education of schoolchildren's motivation (V.M. Antipova, M.Ya. Alekseeva).

The motive is understood as a motivress, a source of human action, as a conscious internal stimulus to action (Z.I. Ravkin). The motive explains this or that action of a person to achieve the goal, choosing ways to implement it (PI Leon). According to L.I. Bojovic, the motive is a certain seeing the motion of human behavior, then, for which activities are carried out, in contrast to the goal, which this activity is directed. P.M. Jacobson determines the motive as a component of a process that contributes to the implementation of targeted action. Merlin VS Specifies: "The motive is a motivation to a specific action in specific circumstances." In his opinion, the targeted nature of actions depends on the motives. A.N. Leontyev understands the motive as an "object", which meets one or another need and which encourages and directs the human activity.

Motives, from the point of view of A.I. Leontiev, perform a dual function. First, they encourage and send activities, and, secondly, they attach a personal meaning of activity. Consequently, the motive is internally determined. He explains that there is no activity without a motive. To identify the motives of activity is necessary, because They form a man: "The motive, effective for a given person - is, potentially at least, the future feature of his character in its genesis, as well as the character trait is the clutch of his motives, which received the conditions of life and the living path and Education of special effectiveness and stability (Rubinstein C.).

Based on the Marxist point of view on understanding the essence of the motives, D.N. Leontyev believes that the development of motives is determined by the development of real human relations to the world.

Under the positive motivation of the exercise P.M. Jacobson understands the motivation associated with the civil and moral motives of the student. Motives that encourage concrete activities are incorporated outside of training activities and are determined by social aspirations for the individual. These aspirations, which occupy an important place in a mental strict personality and meet its essential issues, are becoming quite a strong motivating start in the process of teaching, in organizing a student's efforts when meeting with difficulties, in creating its inner world of a well-known hierarchy of desires and aspirations in the formation of tension readiness, to the cost of time and strength. This motivation is determined by wide social motifs.

Another type of motivation, conditionally named P.M. Jacobson "Negative" is associated with the awareness of inconvenience, trouble. V.S. Ilyin calls this type of motivation "Motivation of Motion".

In research L.I. Bozovic and her students are shown two ways to develop motives. One way is when the motifs are absorbed from the outside and later become the property of the personality. The second is when the motifs arise in the process of activity. At the same time, the development of the structure of the motivational sphere is of particular importance, that is, the "ratio of interacting needs and motifs".

In the practice of the teacher's work, more than its part rely on prompting, coercion, orders, which is an integral part of the structure of negative motivation and reduces the effectiveness of education of a positive attitude to learning. From the analysis of a number of researchers dedicated to the problems of the doctrine motivation (MKOVA MD, Jacobson P.M., Bojovich L.I.) It is found that the conditions for the formation of positive motivation in the lessons, including in the lessons of physical culture, the following:

) accounting for the features of the development of the motivational sphere of students in this age;

) Defining ways and means of development of motivation in the lessons of physical culture, taking into account best practices.

Rising the motivation of teachings in adolescents, it is necessary to take into account those neoplasms to indicate psychologists:

) the need for adulthood; Special susceptibility to the absorption of methods, skills, behaviors;

) The total activity of the teenager and willingness to realize themselves as a person and evaluate the need for self-expression;

) Latitude of interests.

However, it is necessary to take into account that negative, which reduces the level of development of the motivational sphere of adolescents. It must be borne in mind that adolescents are observed :) The immaturity of assessments of oneself and the other;

) rejection of the faith of words (needed proofs);

) External manifestation of indifference to what has been said in relation to adolescence;

) denial of "filing" of ready-made knowledge;

) misunderstanding of training items for the future;

) the selectivity of the subject;

) Unstable interests.

This is the age of the nucleation of self-education motifs. The system of motives is conscious, realizes are realized through the comparison of the motives of classmates.

Based on the positions of psychologists about the structure of motivation, we are proposed in the structure of positive doctrine motivation to include the following components: interest, need, debt, responsibility, self-affirmation that must be submitted in their dynamics (see scheme 1.).

The structure of the motivation of the teaching is presented, based on the motivational sphere of the studied age group. Its main components are made to the content of the doctrine's motivation, taking into account the possibility of physical education lessons.

Scheme 1. Structure of positive doctrine motivation

The content of the motivation of the development of the development of a positive motivation of the exercise 1231. Interest in physical cultivative interest in the course of classes, small activity resistant interest, activity during occupational passion, high activity2. The debt is responsible for situational character, it is fulfilled upon presentation of the requirements from the teacher. Assuctive force acquires respect for the teacher's work, his personalitydolg, responsibility is understood and experienced as a need for society, a team, for themselves, parents, elders1. The self-compliant and appraisal attitude towards itself is unstable, inherent in the feeling of inferiority. Items to make approval in the team at the expense of good studies. The basis of self-affirmation is a creative approach to learning activities, dissatisfaction.

2. Organization and experimental substantiation of the formation of positive motivation in the lessons of physical culture by means of sports games

The hypothesis of the study: it was assumed that the formation of a positive motivation of teachings in adolescents 10-14 years will be successful if:

) take into account the peculiarities of the development of the motivational sphere of students of this increase during physical education activities;

) Determine the ways and means of developing the motivation of teachings in physical education lessons, taking into account best practices.

2.1. Organization and methodological support in the formation of positive motivation in the lessons of physical culture

Based on the hypothesis, the tasks of our research are as follows:

Specify the possibilities of forming a positive motivation of teachings in children of middle school age by means of physical education.

Analyze the current system of using means of enhancing educational and cognitive activity in theory and practice on the formation of positive motivation.

Develop and experimentally substantiate the effectiveness of selected funds and methods for forming a positive motivation of teachings in the process of physical education.

Research methods are elected adequately hypothesis and research tasks:

) Analysis of literature

) Questioning,

) interviewing,

1. observation
2. pedagogical experiment.

The study was held on the basis of training sessions by MOU Lyceum No. 8 (Olympia) with adolescents 10-14 years old, during the period of pedagogical practice.

The study was held in 2 stages. At the first stage, a literature analysis was passed to determine the concept of positive motivation. On the second - practical work on the problem under study.

2.2 Comparative analysis of methods of pedagogical impacts in the lessons of physical culture using sports games

Volleyball is a sports game that, as mentioned above, contribute to physical perfection, personality formation. Gaming activities increases interest in physical education and sports education, brings up self-assertion.

We offer a description of the experience of coach Steridov M.S. On the development of the motivational sphere of adolescents in the context of training sessions. The value of the games, in our opinion, is that the pedagogical position is the cooperation of the coach and athlete, the training is a collective process, the training is not "moments", and the essence, training is a constant movement forward, improvement, creativity.

The use of methods of preparatory exercises aimed at the development of highlyordinated movements both in the support and insanitious positions, from the details to the main, daily assessment of the success of athletes, collective assessment, etc. Contributes interest in their own physical improvement of athletes, consolidate interest in sports.

Such aimed, purposeful education, as affirmed by A.N. Leontyev, "contributes to the creation of a certain hierarchy in the personality structure leading to subordination of the random necessary, transformation of external public goals in the internal motives of behavior.

Turn to the actual material. At the training and training sessions, Steridov MS puts specific tasks:

Improving the transfer of the ball with two hands from above.

Improving the transfer of the ball with two hands from below.

Training striket strike.

To implement the tasks, methods and techniques are used as: an explanation; demonstration; Individual comments and correction of motor action techniques; Activation of implementation and focusing through the relay and mobile games, a friendly attitude towards each engaged; attraction of volleyball players of the first team of the team in the training process of the younger group; advice; request; Installing on action.

Let us turn to the actual material on the description of the methods, the means applied in classrooms with athletes.

At the beginning of the training session, an installation was made, where the attention of athletes for participation in the championship of the region was focused. The training consisted of a preparatory part, where running, walking, relay, preparatory and summarizing exercises, the main part, where the girls were implementing technical actions in defense and attack, and the final part, where the work took place in pairs with adult athletes. Ended training in summing up.

Solving the tasks of training session were used by applying, preparatory exercises, exercises on the technique and tactics of games, games and relay.

Any training, including those described, is aimed at the formation of sustainable interest in the election type of sport, which is included in the structure of the positive motivation of the exercise.

After analyzing the methods of solving the tasks of training, we conclude that they can be divided into two groups:

the first group includes funds stimulating and adjusting the behavior of athletes to solve training tasks;

in the second group, we attributed methods and techniques aimed at working out technique and game tactics.

As it turned out from observations, 85% of the allotted workout time is spent on the correction and only 15% on the organization of the training process. In the organization of the training process, we include both the funds aimed at preparing for the fulfillment of tasks, the selection of methodological techniques for the implementation of the content of the training process, and the LLP applicable to demonstrating technical reception, etc.

The first group is presented in the scheme (see p. 20).

This scheme reflects the techniques for the correction of the behavior of athletes aimed at forming a positive motivation (advice, request, installation on action). Such behavior correction techniques, a team, which in the speech handling of the coach are represented as a shock, comparison - an appeal to age. (In our observation - this is: "Childhood ended," you are like older ").

Observation showed that these techniques for the correction of the behavior of athletes in the training process cause discontent, an athlete irritation to which they are addressed. This group of techniques forms, in our opinion, the negative motivation of the exercise that P.M. Jacobson. In this situation, the athletes are forced to obey the source, condemnation and the presentation of the active inclusion of an athlete into game activities is created (at the time of this team), although the real response of the athlete for these words is somewhat later.

From observations it can be seen that this group of conducting behavior methods provokes an incorrect behavior of other athletes in relation to those who have made a remark. And this has an indirect impact on changing the attitude of a particular athlete to the workout process.

Table 1

№№Koprieon deystvieokrikslovo (indication) demonstratsiyaperestroenie1.111111111112.1111111111113.11111111114.11111111115.1111111111116.111111111117.1111111118.111111111119.111111111

3 groups were identified at the beginning of the experiment: the first was athletes who possess the 3rd level of development. There are several people: T.M, M.Sh., which amounted to approximately 22%. They differed by passionate passion for the training process, showed high activity in training, were responsible when fulfilling the requirements of the coach. In the period of classes showed a creative approach to solving the tasks. They are inherent in the spirit of dissatisfaction with their actions when they felt that they could do more.

In the second we assigned S. AR., O.YU., T. AN., What was approximately 33 percent. These girls have a manifestation of interest in the performance of certain technical techniques. They understand the requirements, coach, although they do not always follow his instructions. It requires an increase from the coach to the urge to perform an indication of exactly, although they further think to associate their future with sports activities.

The third group was assigned by A.O., L.K., A.Sh., which was approximately 45%. Athletes of this group are distinguished by situational interest in the training process. They require increased control from the coach to fulfill its instructions. They do not have a fairly developed motivational sphere. About the profession still do not think. There is a decrease in the estimated characteristics of his personality. There are insecure in their actions and often follow the leader than their initiative.

The task of the coach is "raise" most athletes up to the 3rd level during the training cycle.

Experimental work ended with re-interviewing athletes of this study group.

Analyzing the work done, the nature of training, the methods of initiating interest, responsibility, self-affirmation of athletes come to the conclusion that the composition of the levels of development levels of the doctrine changed.

In the first group we took TM, M.Sh., T. An. They differ by passionate passionateness by the training process, show high activity in training, responsibly and creatively approach the tasks of the coach.

In the second group found themselves: S. AR., O.YU., L.K. It has a manifestation of interest in the performance of technical techniques. They understand the requirements of the coach, although they do not always follow its instructions.

The third group includes: A.O., L., A.Sh. They are distinguished by situational interest in training. They require increased control from the coach to fulfill its instructions.

Conclusion: from analysis, conversations, interviewing, questionnaires came to the conclusion that athletes employed in the training process are engaged not only for coercion, but in their pleasure, which characterizes a positive motivation of 2-3 levels. This result is achieved through close cooperation with athletes, consistent training of technical techniques, accounting for age features, application in training games, relay.

Taking the basis of this accumulated positive experience as a basis, we tried to transfer this idea to the lessons of physical culture during pedagogical practice in MOU Lyceum number 8. According to the proposed scheme of the levels of positive motivation, we "broke" class into 3 groups. The first group was 23%, the second - 30%, the third - 47%.

In the lessons, we abandoned the stamped stereotype in the preparatory part, making it the game to initiate interest in classes. The motor density of the lesson rose due to the fact that students were little time without movement. Children stopped bored, performed a task with a big hunt. In a short period of time, we prepared the organism systems to the main part plus an emotional mood. The main part of the lesson took place or by the method of a circular workout, or completely gaming. This allowed even higher to raise motor density, the child was more in motion, worked a lot with the ball, which means he stepped on the step above in his physical development plus what the teacher had the opportunity to pay attention to each student, time to talk and disrupt discipline It was very small. In the final part of the lesson, we used the game of attention or games of small intensity so that the body systems be used to restore.

In every lesson, educational tasks, we achieved a conscious attitude to the fulfillment of tasks, the desire of students to independence, the need for improvement.

The experiment was completed by the preparation of groups for the development of the positive motivation of the teaching, according to the scheme proposed by us. In the first group after observing students and their interviewing, we took 36% involved in the second - 48%, to the third -16%. This result we managed to achieve due to accounting for the conditions for the formation of a positive motivation of the teachings in the lessons of physical culture, which were described by us in chapter 1.2.

conclusions

The effectiveness of selected funds and methods for forming a positive motivation of teachings in adolescents 10-13 years old at the lessons of physical education and training activities was proved by the experiment conducted on pedagogical practice in MOU Lyceum No. 8 Volgograd and on the group of the younger group of volleyball players.

The psychological climate, which creates a teacher or coach in the learning process, as well as the degree of passion for the coach with its training subject matter on the effectiveness of the formation of a positive teaching motivation. The creation of conditions for anticipation of success in students or athletes play a big role. The inconsistency of the teacher, a dull view of his view or a shock, offensive comparisons reduce the effectiveness of the learning process.

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