| Abstract [eng] |
Scientific research works estimate that sport and physical activity can be a positive factor of children’s health promotion and socialisation. However, it is usually stated that physical activity of children and adolescents is insufficient (Amis et al., 2012). Recently, a problem of motivation in sport and physical education has become highly relevant (Kretschmann, 2014). More often scientists raise the following questions: what determine motivation for sport and physical activity? how to evoke children’s and adolescents’ motivation? The research object: the compatibility of pupils’ motivation for sport and physical education pedagogue’s professional competence, educational attitudes. The research hypotheses: (1) it is likely that there exists a link between physical education teachers’ pedagogical attitudes and their pupils’ inner motivation for sport; (2) it is likely that there is a link between physical education pedagogues’ professional competence and their pupils’ inner motivation for sport. The research aim: to investigate the compatibility between physical education teachers’ educational attitudes, professional competence and their pupils’ sport motivation. The research methodology is based on the self-determination theory and the achievement goal theory, also on the models determining the correlation between physical education or sport pedagogue’s created educational environment and their pupils’ satisfied needs of competence, autonomy and affiliation. Research methods. The research employed (1) theoretical (systemic analysis of scientific literature, formulation of hypotheses), (2) empirical (survey) and (3) statistical (descriptive statistics, testing of hypotheses) methods. 258 pupils at the age of 14–17 years, who had chosen extra-curricular lessons of physical education, and 14 their teachers of physical education took part in the research. Conclusions. The first hypothesis has been basically proved. By applying the single-factor dispersive analysis, significant differences between pupils affiliated to different groups according to expression of pedagogues’ educational authoritarianism, inner sport motivation were estimated. Values of the coefficient F in different sub-scales varied from 19.87 to 20.11 (p < 0,001). The hypothesis was additionally proved by the values of the sub-scale of demotivation, too. It can be stated that teachers’ authoritarian attitudes and related behaviour during practical training make a significant impact on inner motivation of pupils going in for sports. The second hypothesis also was basically proved. By applying the single-factor dispersive analysis, significant differences between pupils affiliated to different groups according to teacher’s self-evaluation of their professional competence, inner sport motivation were found out. Values of the coefficient F in different sub-scales varied from 3.61 to 5.79 (p < 0.05). The hypothesis was additionally proved also by the values of the sub-scale of demotivation. It can be stated that teachers’ assumed personal professional competence significantly influences inner motivation of pupils’ going in for sports. |
