SOCIAL-PEDAGOGICAL APPROACHES TO DEVELOPING MOTIVATION FOR SPORTS ACTIVITIES AMONG STUDENTS WITH DISABILITIES

Abstract

This thesis highlights the role of social-pedagogical approaches in developing motivation for sports activities among students with disabilities. The aim of the thesis is to identify the pedagogical and social conditions that help students participate regularly in sports activities. Based on an analysis of scientific perspectives on the topic, the thesis examines such issues as taking students’ interests and abilities into account, adapting training sessions, recognizing small achievements, promoting cooperation with peers, and strengthening communication between families and teachers. It is substantiated that interest in sports cannot be explained solely by a student’s personal desire, as the accessibility of the training environment, the feeling of being an equal member of the group, and experiences of success also influence motivation. The thesis also emphasizes the importance of monitoring and supporting students’ individual development rather than comparing them with other children. Motivation for sports activities is interpreted as a consistent pedagogical process that requires cooperation among students, teachers, families, and peers.