Adaptation and application of the inventory of Physical Activity Objectives (IPAO) among Ukrainian university students under war conditions

Background and Study Aim. Physical activity supports students’ physical health, psychological balance, and adaptability to changing conditions. Motivation for participation depends on behavioral, social, and emotional factors that influence the consistency of engagement. Various motivational models and assessment methods are used in physical education and recreation, but their application under wartime conditions presents special practical interest. This study examined motivational and behavioral aspects of physical activity among students from Eastern and Western Ukraine using an adapted Inventory of Physical Activity Objectives (IPAO). Materials and Methods. The sample included 89 university students from Eastern (n = 53) and Western Ukraine (n = 36): 49 men (55.1%) and 40 women (44.9%). Data were collected through an online questionnaire in Google Forms; participation was voluntary and anonymous. The adapted IPAO included three scales: Behavioral Indicators of Physical Activity (BIPA), Goals of Physical Activity (GPA), and Level of Motivation and Commitment to Motor Improvement (LMCMI). The reliability of the scales was acceptable (Cronbach’s α = 0.73). Factor analysis confirmed construct validity (KMO = 0.727, p < 0.001). Statistical analysis was performed in Python 3.11 using parametric and nonparametric tests, as well as K-Means cluster analysis. Results. The adapted IPAO showed satisfactory internal consistency (Cronbach’s α = 0.73, CI = 0.616–0.815). Factor analysis revealed a three-factor structure explaining 71.4% of the total variance. Spearman’s correlation analysis indicated significant positive relationships among BIPA, GPA, and LMCMI (ρ = 0.56–0.70, p < 0.01), confirming coherence between behavioral, goal-oriented, and motivational aspects. Regional comparison revealed statistically significant differences on the BIPA scale (Mann–Whitney U = 702.5, p = 0.0346), whereas GPA and LMCMI showed no significant differences (p > 0.05). Gender analysis revealed no significant differences. K-Means cluster analysis identified three motivation profiles: self-developing (high scores), adaptive (moderate scores), and passive (low scores), representing varying levels of engagement in physical activity. Conclusions. The adapted IPAO demonstrated acceptable reliability and construct validity among Ukrainian students. The results showed that motivational and behavioral components form an integrated structure linking attitudes, goals, and engagement in motor activity. The identified motivation profiles reflect diverse attitudes toward physical activity during wartime and can inform pedagogical and recreational programs to support students’ psychophysical well-being.