Nowadays work at the university challenges teachers a lot as students, social partners, politicians and society start questioning long cherished values of academic work (Pociūtė et al., 2012). The object of teacher’s performance is a student who manages to take subjective position and become an active participant of the educational process with his own purposes, believes, motives, logic behavior and whose role is to acquire the given information (Adamonienė et al., 2001). The aim of this research is to reveal which traits of physical education teachers, students dislike the most. The data of the research was collected from the university students’ responses, the total number of participants – 1012. Both the research 1 and the research 2 relied on a written specially designed questionnaire; demographic questions as well as various scales were presented. The most disliked traits of the physical education teacher were drawn from the results of ten statements questionnaire, which reveal the most dominant traits of a teacher. The most disliked traits of a physical education teacher for female and male students are passive participation during physical education classes, lack of interaction with the students and lack of enthusiasm. Male students do not appreciate when the teacher requires the fulfillment of the normatives.

Nowadays physical education at Lithuanian high schools is brought out as an optional subject. High schools choose work modes and amount of the lessons according to personal needs, abilities as well as working conditions and attitude towards these subjects. Lately, the leading trend of reducing the amount of physical education exercise was set; there is no place for this discipline in the teaching plans or study programmes, though in many countries around the world students‘ physical and health state tend to get worse (Poteliūnienė, 2010; Norkus, 2011; Kraučiukonienė et al., 2013). Aiming to increase students’ physical activity during their free time the curriculum of physical education for the first year students has to be headed not only towards the development of physical abilities or increase in functional organism potential but also towards the raise of motivation to live more actively (Strazdienė, Adaškevičienė, 2012). The purpose of the research was to identify motivation peculiarities during physical education first year classes in regard of gender and the importance of studying at the university. Sample volume consists of a representative group of students selected selectively from Vilnius and Kaunas five higher education institutions. 1022 respondents were questioned in order to collect the research data. However, 19 questionnaires were damaged or/and filled in incorrectly. The first and the second researches relied on a written survey, specially designed for the research questionnaire which was composed out of different scales. [...]

The exceptionally increased indices of stress are observed in the age period of youth and adulthood (Arnett, 2007). Athletic identity is a part of lifelong developing self-reflection indicating to what extent people relate themselves with physical activeness and/or sports activity (Brewer et al., 1993; Anderson et al., 2007). The athletic identity of a young person may be related with higher levels of the stress one experiences or, on the contrary, may decrease stress. The aim of this research is to establish the athletic identity of 1st year students and to discover its relationship with the stress experiences by the student. Reeder stress inventory was used in order to evaluate psychological stress. Athletic identity was measured by employing Youth Athletic Identity Questionnaire (Anderson et al., 2007). 254 1st year undergraduate students (135 female and 119 male) representing Lithuanian Sports University aged 18 to 25 (age average 19.52 (0.64)) participated in the research. The results of the research revealed that those 1st year students whose athletic identity is expressed more prominently undergo less stress than those 1st year students whose athletic identity is expressed less prominently. It is likely that physical activity significantly shapes the identity of a young individual which positively contributes to the psychological health of the youth.