Мотиваційні чинники залучення дітей 3–6 років до художньої гімнастики в умовах освітнього процесу

For many preschool-aged children, systematic engagement in rhythmic gymnastics represents one of the earliest forms of organized physical activity, combining health-promoting, educational, and aesthetic goals. Purpose. The aim of the study is to identify motivational factors that contribute to the involvement of children aged 3–6 in rhythmic gymnastics within the educational process. Methods. A combination of general scientific and empirical methods was applied. At the theoretical level, the study employed methods of analysis, synthesis, generalization, and interpretation of scientific literature. The empirical part included a questionnaire survey of parents (n = 48), semi-structured interviews with coaches (n = 3), and pedagogical observation of children’s emotional and motivational responses during training in the beginner groups of the Slavutych Municipal Youth Sports School (until January 2022). The quantitative data obtained were processed using descriptive statistics. Results. The findings showed that parents primarily identified external motives for choosing rhythmic gymnastics for their children, such as the combination of physical and aesthetic development, the formation of discipline, and movement culture. At the same time, children were driven by internal motives, including interest in movement, enjoyment of classes, the desire to emulate the coach, or to be part of a group. Children’s emotional reactions to training were predominantly positive, as confirmed by both parent responses and observational data. The pedagogical style of the coach, which included individualization, approval, and playful elements, had a significant impact on the sustainability of the child’s motivation. Conclusions. The results highlight the importance of early identification of motivational resources when working with preschool children, as well as the need for an appropriate pedagogical approach that considers both the child’s needs and family values. An optimal combination of external and internal factors enhances the effectiveness of educational and sports engagement and promotes long-term interest in physical activity.