Multimedia learning in the development of electronic courses in athletics for football students

Abstract

The purpose of the study is to determine the applicability of the theory of multimedia learning for the development of electronic courses in athletics. The subject of the study was narrowed down taking into account the specifics of the relationship of training aids in physical training. Therefore, the applicability of the theory was examined using the example of student athletes specializing in «football and hockey» in distance learning in higher education institutions. Methods. The study was implemented using the method of critical theoretical analysis and conceptual modeling. Reviewed publications indexed in the Scopus and Web of Science databases for 2019–2024 were analyzed, as well as classical works on the theory of multimedia learning, cognitive load, and motor learning. The theoretical modeling method was used to build an adapted conceptual model of the correspondence of the principles of the theory of multimedia learning to the educational tasks of the electronic course in athletics. Results. It was found that the principles of multimedia learning theory have differentiated suitability for different types of educational tasks of the athletics course. The highest correspondence is demonstrated by the principles of connectivity, contiguity and multimedia in relation to the declarative component of knowledge. However, their application to the procedural (motor) component is theoretically problematic. A conceptual model of correspondence of the principles of multimedia learning theory to educational tasks in two dimensions was constructed. The effect of knowledge reversibility was revealed as a key management factor for students with different motor experience in the field of motor activity related to athletics. Conclusions. The applicability of the theory of multimedia learning for electronic courses in athletics is partial and depends on the context of learning. The theory provides a reliable basis for the development of the theoretical component of learning. In general, the theory for implementation in the development of an electronic course needs to be supplemented with the principles of motor learning for an adequate representation of motor actions. Promising directions for improving the electronic course based on the adapted model were identified.