Peculiarities of physical education of student youth in distance learning conditions

Abstract

The dominance of the idea of the formality of physical education as an academic discipline (especially among non-core universities), although it was formed long before the need to conduct these classes online, was eradicated in the educational environment precisely under the pressure of the latest challenges. Such challenges as the COVID-19 pandemic, the beginning of a full-scale invasion and the associated socio-economic difficulties have also led to a number of fundamental changes in the higher education system, which, if we talk about it in the context of physical education, are mostly negative. Purpose: Therefore, this article proposes to consider the features of distance learning, planning and control over the discipline of physical education of university students. Methods: Analysis of scientific discourse using the methods of synthesis, systematization and theoretical modeling in accordance with the topic of the article showed that the most common method of implementing distance physical education is the use of mobile applications, video content and forms to structure the educational process; However, on a scale, for example, of a country or globally, this approach does not bring qualitative results, because most scientists in their own practice observe the degradation of young people, in particular when conducting quantitative studies of their health status. That is, currently (except for some successful cases of organizing the discipline in universities) the distance learning format is associated with a reduced level of physical activity of students, violations of the physical activity regime and restrictions on pedagogical control, which negatively affects their physical training. Results: Within the framework of this study, a reorientation of this discipline from the usual formality to a modern and dynamic process that is easily integrated into the daily lives of students is proposed. This is proposed to be achieved by improving the physical education system. Conclusions: According to the recommendations provided in the work, such a system should include the introduction of digital technologies, the development of independent physical activity skills and improving students' motivation. At the same time, it should combine traditional teaching methods with digital resources, such as fitness trackers, smartphone applications, individual lesson plans and digital diagnostics. The article demonstrates how gamification, a system of self-monitoring and analytical pedagogical support can be integrated, which, as a result, improves student engagement, the effectiveness of physical education and the formation of health-preserving behavior.