Motivation to engage in physical education in remote conditions during martial law in Ukraine

The prerequisite for success in any business is the formation of a motivational sphere, the development of which requires targeted pedagogical influence. At the current stage, a number of issues related to the physical development and physical fitness of the younger generation deserve attention. Regardless of who the child will become, where he will work, teachers must always show a high civic sense of responsibility for the fate of the younger generation. The article analyzes the main motivational factors that will increase the interest and interest of schoolchildren in completing tasks in physical education classes. A survey of schoolchildren was carried out in order to determine the motives that motivate them to attend distance physical education classes, as well as being a motivating factor for active motor activity of schoolchildren. The obtained results show that 58% of schoolchildren like to attend remote classes, 24% do not want to attend online classes, and 18% noted that attendance is largely influenced by other factors, including mood. Analyzing the obtained results, it was established that 17% of schoolchildren like the fact that they can conduct classes while being at home, in danger and do not need to spend time traveling to school; 14% of children noted authority and respect for the teacher; 12% indicated that communication with friends is an attractive factor; 18% - like to perform exercises independently without external supervision; 11% - interested in the possibility of combining theoretical tasks with practical ones; 28% of students highlighted the possibility of using various IT technologies during the educational process. In the course of the work, it was experimentally proven that the majority of students have a persistent interest in physical education in an offline format. During distance learning, students need interesting and modern educational material with mandatory feedback from the teacher with options for certain incentives for the work done. The effectiveness of the work of a teacher-student largely depends on social factors, the opinion and support of the family, as well as quality communication between the participants of the educational process.