Формування мотивації до занять фізичною культурою дітей молодшого шкільного віку

У даній статті висвітлено зміст, форми і методи формування мотивації до занять фізичною культурою дітей
молодшого шкільного віку. Зазначається, що заняття фізичними вправами відіграють особливу роль у системі засобів
навчання, виховання і розвитку молодших школярів.

This article identifies the
content, forms and methods of formation of motivation for physical training children of junior school age. The results of scientific
studies conducted in recent years show that physical culture and sport are the most important means of upbringing a
comprehensively developed personality, actively influence the formation of its spirituality, development of creative activity,
strengthening and preservation of health.
The analysis of modern pedagogical researches convincingly proves that the present activates the formation of cognitive
motivation - that of systematic physical exercises. It is known that any activity is more effective when it is more motivated. Research
by modern scholars has shown that children of the younger age are the main motive for physical education, an interest in the
teacher's personality and the desire to get a high score. This in the opinion of scientists is due to those. that scientists still do not
know and do not realize the importance of physical exercises. them to the body. They are guided by the desire to faithfully carry out
all the tasks of the teacher and for this work get the highest score. Thus, the priority motive for engaging in motor activity of primary
school scientists has not yet been the strengthening of health. In pupils of junior school age, interests, needs, habits, moral and
volitional qualities are developing intensively. In this period, it is necessary to organize physical education in order to instill in
everyone the desire to take physical education, to systematic physical and spiritual perfection.
Strengthening the desire of students to engage in physical education can be encouraged by stimulating their cognitive
interest in classes and thus achieving an optimal correlation between motor and cognitive activity. This question is of great
importance for the theory and practice of physical education in relation to the increase of the role of students' knowledge in the
formation of motor skills in them and the upbringing of the culture of movements.