Psychological attitudes during the training of specialists in physical culture and sports

Abstract

The purpose of the article is to bridge the gap between the expected and actual psychological attitudes among the students receiving education in the field of pedagogy in physical culture and sports. The study evaluated five areas using the survey methods: readiness for self-development, reflection, motivation to achieve success, motivation to avoid failure, and empathy towards children. The most authoritative testing methods, which have proven their viability in psychological science, were used. The analysis of the results allows us to evaluate the stability of psychological attitudes in students during the entire period of study. The greatest impact on the change in the attitudes of students about their future profession occurs due to the pedagogical practice conducted during the third and fourth years. However, we observe a negative dynamics in the attitudes during the third year. A positive result is the absence of identified students with a cardinally low level of psychological attitudes towards teaching. However, a significant proportion of students (i.e., 24%) do not exhibit motivation for teaching by the end of studying at the university. This affects the parameters of self-development in students whose graduation rate is low, 26%. As a recommendation, we can offer a curriculum modification that includes classes that stimulate the creative focus of the students.