DEVELOPING MOTOR COMPETENCE AND HEALTH-ORIENTED MOTIVATION IN PHYSICAL CULTURE STUDENTS THROUGH INTEGRATED FUNCTIONAL TRAINING
Keywords:
Physical culture, motor competence, functional training, health-oriented motivation, physical literacy, student development, pedagogical technology, movement quality, lifelong physical activity.Abstract
The article examines the pedagogical potential of integrated functional training for developing motor competence and health-oriented motivation among students majoring in Physical Culture. The relevance of the study is determined by the growing contradiction between the social need for physically literate, professionally mobile and health-conscious graduates and the persistence of training models that often separate technical skill acquisition from personal motivation, self-regulation and lifelong physical activity habits. The research is designed as a theoretical and methodological study based on comparative analysis, pedagogical modelling, synthesis of sport science literature, and the construction of an applied training framework suitable for higher education. The proposed framework combines movement quality, strength endurance, coordination, balance, mobility, aerobic load, reflective self-assessment and motivational support within one didactic system. The results show that integrated functional training can be interpreted not merely as a set of exercises but as a pedagogical technology that links bodily performance, cognitive understanding and value-based attitude toward health. The article defines criteria for assessing motor competence, proposes stages for implementing the model, and explains how feedback, individualization and reflective tasks may increase students’ responsibility for their own physical development. The discussion argues that the effectiveness of physical culture education depends not only on load volume or sport specialization but also on the meaningful organization of training content, the psychological climate of classes and the continuity between academic lessons and independent activity. The conclusion emphasizes that functional training, when methodically structured, can strengthen professional readiness, prevent passive participation and support a sustainable culture of movement among future specialists in physical culture.
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