Belief in building a full-fledged distance learning course in athletic training

Abstract

The problem of developing distance learning in physical education and sports is relevant to the growing demand for flexible educational models and modern technologies. Even though distance education is developing rapidly in the context of intensive digitalisation of social processes, and physical education and sports specialists were among the first to use digital technologies, research in this area indicates a lack of structured approaches to developing distance courses that would meet modern needs. The practical orientation of activities, sometimes an increased level of danger and special requirements for logistical support create significant obstacles to education and training in a distance format, which is associated with the ambiguous practicality of distance courses in this area. Objective: to form the direction of development of the structure of distance learning in athletic training. Methods: analysis of scientific and methodological literature, survey, and modelling. Results: The study focused on the available types of athletic training to understand the possibilities of organising and implementing distance learning in this area. The key factors of structuring a distance course in athletic training were identified. They are presented as three main blocks: theoretical, practical and controlling. An algorithm for organising practical training in athletic training has been formed. It involves the use of e-learning tools. The possibilities of creating a full-fledged distance course in athletic training are substantiated. The survey results of 20 experts show a high level of support for the proposed structure and key elements of the distance course in athletic training. In particular, the experts mostly agreed with the logic and completeness of the course structure, the expediency of centralised content placement in the cloud environment, the optimality of the selected communication channels (email and cloud services), the clarity of the motor learning algorithm for remote performance by students, the adequacy of the proposed evaluation system and the presence of significant advantages in the use of tablets/smartphones in the educational process. In general, changes in the perception of obstacles to distance learning in physical education and sports can occur with the expansion of technological accessibility of innovative tools and modernisation of teaching methodology. Conclusions: Distance learning courses are a promising area for developing physical and sports education. The study was conducted to anticipate the possibilities of expanding education in this area by emphasising the issue of distance learning. Creating effective distance learning courses requires an integrated approach. This approach includes integrating modern technologies, adapting educational content to the audience's specifics, and providing proper feedback. The article provides substantiated evidence of the possibilities of creating full-fledged distance learning courses in physical education and sports training. Further research should improve distance learning methodology, develop specialised mobile applications for athletic training, and use modern tools to assess learning outcomes.