Generative artificial intelligence as a tool for enhancing the effectiveness of physical training in physical education lessons for high school students

Abstract

Artificial intelligence (AI), particularly its promising branch generative artificial intelligence (GAI), opens new opportunities for modernizing physical education lessons in contemporary Ukrainian schools by facilitating the renewal of approaches to organizing the educational process, enhancing its effectiveness, and adapting it to students’ needs. Purpose. The article aims to analyze the potential of GAI as a tool for improving the physical training outcomes of senior students and optimizing the conduct of physical education lessons amid the rapid development of digital educational technologies. Methods. The study employs analysis of scientific sources, a comparative review of foreign experience in implementing AI in educational and sports practice, and a synthesis of current approaches to using GAI in the learning process, particularly in physical education. The results of empirical studies conducted in various countries (Finland, Canada, and South Korea) on AI application in school education are also taken into account. Results. It has been established that despite the active use of AI in sports analytics and general education subjects, its application in physical education for senior students remains insufficiently studied. GAI holds significant potential for individualizing the training process, increasing student motivation, automated assessment, and providing adaptive feedback. Examples of tools that can enhance physical education lessons through the integration of modern technological solutions and innovative approaches have been analyzed. Conclusions. GAI can become an effective tool for improving the quality of physical education in senior classes of Ukrainian schools, provided a comprehensive approach to its implementation is adopted. This approach should include methodological substantiation of the technology’s use, development of teachers’ digital competencies, provision of technical infrastructure, and adherence to ethical standards for processing students’ personal data. Further research should focus on empirical evaluation of GAI’s impact on learning outcomes and student motivation in the context of physical education lessons.