Author(s): SAINCHUK, M., KIRK, D., Institution: UNIVERSITY OF STRATHCLYDE , Country: UNITED KINGDOM, Abstract-ID: 350

INTRODUCTION:
Neglecting or not understanding the value of affects in the process of teaching physical education (PE) trivialises and dilutes this discipline, and thus has an impact on student motivation. PE lessons should be child-centred to create love, interest, and intrinsic motivation for exercise, and the pedagogies of affect are very helpful for this. Focusing on pedagogies of affect requires special training of the teacher, he/she must be open-minded and prone to constant reflexive analysis of both his/her own approaches and students behaviour.
METHODS:
Descriptive and deductive reasoning to substantiate the research project “Developing and enacting pedagogies of affect in PE”.
RESULTS:
The research project “Developing and enacting pedagogies of affect in PE” is an opportunity to develop pedagogies that address issues of motivation, perseverance and resilience and is a response of PE to the growing prevalence of mental health problems among children and young people. The concept of " pedagogy of effect" for PE was proposed and substantiated by Kirk [1]. Pedagogies of affect in PE aligns teaching, learning and assessment in such a way that PE is inclusive, fair, and equitable as an embodied experience for young people and, as such, empowers them. The project is being implemented among PE students, and their understanding of such an aspect as Personal Qualities (motivation, confidence and self-esteem, determination and resilience, responsibility and leadership, respect and tolerance, communication), officially approved for PE [2], is currently being studied.
DISCUSSION:
Formation of motivation for physical exercises is a long-term and at the same time constantly relevant task for scientific research in pedagogy and psychology of PE. Many motivational theories have been tested in practice and, in recent years, some scientists have already substantiated and promoted the affective-reflective theory as an alternative to others (in particular, self-determination) [3] that explain the hidden reasons for peoples desire to be active or inactive.
The affective-reflective approach to teaching students opens new opportunities to influence motivation to engage in PE, as the focus shifts to the everyday learning process, which considers the needs and circumstances of students to build mutual trust in relationships and develop their interest and motivation for learning activities.
REFERENCES:
1. Kirk, D. “Precarity, critical pedagogy and physical education”, London, UK: Routledge, 2020.
2. Education Scotland. “Benchmarks physical education”, 2017.
3. Ekkekakis, P. and R. Brand. “Exercise motivation from a post-cognitivist perspective: Affective reflective theory.” In Motivation and self-regulation in sport and exercise, edited by C. Englert, and I. Taylor, New York: Routledge, 2021: p. 20–40.