INDIVIDUALIZATION OF PHYSICAL EDUCATION IN HIGHER EDUCATION INSTITUTIONS: MOTIVATION DIAGNOSTICS

Abstract

This article explores current challenges and opportunities related to the individualization of physical education in higher education institutions (HEIs) in Ukraine. Based on an empirical study conducted among first- and second-year students of the State University of Trade and Economics, Penitentiary Academy of Ukraine and the National Technical University of Ukraine «Igor Sikorsky Kyiv Polytechnic Institute», motivational factors, barriers, benefits, and students' attitudes toward physical activity were analyzed. The findings highlight the strategic importance of investing in physical education as a means of supporting youth psychophysiological well-being. Purpose of the study. To determine the level of student motivation for physical activity, identify barriers and key incentives for exercise, and justify directions for implementing an individualized approach to physical education in HEIs in the context of promoting students’ psychophysiological health. Methodology. A survey of students (n=62) was conducted to assess motivational attitudes, frequency of participation, choice of activities, and barriers to regular physical activity. The survey results were analyzed to identify key trends. Research objectives. To investigate the level of motivation for physical activity among students and to identify the main barriers and incentives for engaging in physical exercise among HEI students.Materials and methods of the study. Study participants: 62 first- and second-year students from the State University of Trade and Economics, Penitentiary Academy of Ukraine and the National Technical University of Ukraine «Igor Sikorsky Kyiv Polytechnic Institute». Data collection method. Online survey using a structured questionnaire that included closed and semi-open questions on: motivation level, frequency of physical activity, perceived barriers, benefits, and attitudes toward physical activity. Data analysis methods. Quantitative analysis of survey results (percentage distribution, mean values); comparative analysis of intrinsic and extrinsic motivation; interpretation of findings in the context of the need for individualized physical education.Scientific novelty. The study revealed the dominance of extrinsic motivation over intrinsic motivation, indicating potential for developing more effective physical education programs. Conclusions. Most HEI students regularly engage in physical activity, although their motivation is often driven by extrinsic factors (appearance, weight loss). The main barriers include lack of time and low intrinsic motivation. Physical education is mostly perceived as a formal obligation, reducing its effectiveness. The popularity of fitness and gym activities indicates a growing demand for personalized forms of physical activity. The physical education system in HEIs requires modernization in terms of staff, curricula, technical resources, and digitalization.