USING THE MOBILE APPLICATION «MY JUMP LAB» FOR BIOMECHANICAL MOVEMENT ANALYSIS IN PHYSICAL EDUCATION LESSONS

Abstract

The purpose of this article is to justify the importance of using mobile applications in physical education lessons and to demonstrate their practical application for analyzing the kinematics of a 30-meter sprint within an athletics lesson. The study examines the advantages of digital technologies in the educational process and provides specific examples of using a mobile application for collecting and interpreting kinematic indicators of students’ running.

Research methodology. The study employed the method of analysis and synthesis of literary sources with a qualitative and systematic approach, pedagogical research methods (interviews, observations), and kinematic analysis methods using the My Jump Lab mobile application with SMAS technology. The following tests were conducted: Test 1 – Sprint S-Mas: construction of a running cinegram with phases of push-off, support, and landing. Test 2 – Contact and flight times: determination of surface contact time and air time during a 30-meter sprint. Test 3 – Stopwatch: measurement of maximum speed, maximum acceleration, and movement duration. The experimental base of the study was Lyceum «Centralny» of the Kropyvnytskyi City Council. The experiment involved 20 students (8 boys and 12 girls) aged 16-17 years.

Scientific novelty of the study lies in the use of the My Jump Lab mobile application in physical education lessons with the direct participation of high school students, who not only performed athletic locomotions but also had the opportunity to analyze their own results, familiarize themselves with the kinematic characteristics of the 30-meter sprint, and draw conclusions about running technique and the development of speed-strength qualities.

Conclusions. The use of the application contributed to an increased level of student motivation for a more responsible attitude toward physical education lessons. The integration of technology made the lessons more modern and relevant to students’ interests. The ability to see real data and analyze results helped high school students better understand their strengths and weaknesses. Personalized results motivated students to improve their performance and refine their running technique.

Additionally, students learned to interpret biomechanical indicators, expanding their knowledge in sports and science. They compared their results, discussed techniques, and supported each other, which improved the classroom atmosphere. Overall, the use of this application made physical education more innovative, interactive, and effective.