Sociological analysis of lifestyles, physical training and sports activity of students

Numerous studies in physical education suggest that thestructure of motivational aspirations and consideration of social factors that are relevant to dealing with health, physical fitness, the prestigeof certain types of physical culture, etc., have a significant impact on the process of engaging young students to regular practice ofphysical culture and sports activities. The purpose of this study is the study of the motivational sphere, lifestyle of students. In TomskState University in 2008 and 2011 two opinion polls were conducted, with 642 students of 18 faculties of 4 institutes (362 men and 280women aged 17-25), engaged in physical education for 6 units by type of physical culture and sports activities, participating. The pollswere conducted at the beginning of the first and the end of the third year. The dominant motives in the educational activity are of interestto the acquisition of knowledge (42.9% of students), the desire to have a job (profession) (35,5%), desire for a students life (33.6%),desire to succeed (33.6%). For 61.2% of the students it is important to be smart, they have desire to possess intelligence. Among thefactors limiting physical training, the majority referred to the lack of time, lack of financial security, reasons related to health, etc. Students,who do not have motives for physical training and sports activities, reported the lowest levels of physical fitness, subjective positiveevaluation of the role and place of physical training in the cultural life of society, in educational activities, desire to do it. It is establishedthat students with 1-2 motives for physical training and sports activities seek to have the best physique. Respondents with 3-4motives love sports (75%), and students with 5-6 and more motives name specific sport activities as reason for training (92%). Studentswith lesser involvement in physical culture have more common motives, and their differentiation and complexity is associatedwith the physical training. Analysing gender differences, it can be noted that the formation of male motivational aspirations for physicaltraining was more successful. The structure of motivational aspirations is an important component of physical culture and a humanlargely determines its involvement in physical exercise. At the same time the process of familiarizing students with physical culture andsports activities significantly affects both educational and professional motives.

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