DIGITALIZATION OF PHYSICAL EDUCATION IN WAR AND BLENDED LEARNING: ADVANTAGES AND DIFFICULTIES OF IMPLEMENTATION

Abstract

The article examines the peculiarities of using digital tools in teaching physical education under martial law within the framework of blended learning. The relevance of the study is determined by the need to ensure continuity of the educational process and maintain students’ physical activity in conditions of restricted access to traditional face-to-face instruction. The purpose of the article is to investigate the specific features of digital tool implementation in physical education teaching during wartime and to determine effective methodological approaches to organizing the educational process in a blended format.

The results of the study indicate the active use of digital tools for visualizing exercise techniques, explaining educational material, organizing theoretical preparation, and maintaining communication between teachers and students. Digital platforms and mobile applications are widely applied to support distance interaction and diversify learning activities. However, it has been found that the potential of digital technologies for monitoring students’ physical fitness, personalizing learning trajectories, and ensuring objective assessment of learning outcomes remains insufficiently utilized.

The study revealed that the most effective blended learning model involves performing individual physical exercises at home while using face-to-face classes for developing teamwork, social interaction, and practicing complex motor skills. At the same time, several challenges were identified, including technical limitations, difficulties in monitoring students’ physical activity, and insufficient methodological support for teachers.

The findings substantiate the need to develop comprehensive methodological approaches to the use of digital tools as a means of enhancing the effectiveness of physical education and adapting the educational process to the realities of wartime conditions.