PSYCHOLOGICAL BARRIERS TO LEARNING ATHLETICS THROUGH MOBILE TECHNOLOGIES

Abstract

Mobile learning is a modern trend in the field of physical education and sports, which contri­butes to increasing the accessibility of education. However, its effective implementation requires psychological adaptation of students to the new format of learning. The main challenges are ensuring interactivity, motivation and a sufficient level of practical training. The question remains open: how to adapt mobile learning to form professional competencies of future coaches in the sport?

Purpose of the study. To outline the areas of psychological adaptation of the process of mobile training in athletics for future coaches in the sport.

The methodological basis is theoretical methods of pedagogical research, which are based on the analysis of information sources on the highlighted problem and modeling of the pedagogical process in the format of mobile learning.

The scientific novelty of the study is that the optimal combination for the psychological comfort of students is determined to be online lectures, mobile applications and electronic educational resources (EER). The most effective format for organizing motor training is a synchronous online mode with the possibility of feedback, which reduces the transactional distance between the teacher and students. Practical competencies are formed through the use of mobile applications that allow students to independently organize the educational process. The theoretical component is implemented in the format of multimedia EER containing text, audio and video materials for different sections of the training course. It is proposed to create two options for completing the course: according to a structured program; in conditions of flexible choice, which ensures individualization of the educational process.

Conclusions. Psychological adaptation of mobile learning depends on the level of its interactivity, availability of resources and motivation of students. The combination of different learning formats, active methods (case method, project learning) and personalization of content contribute to the formation of professional competencies of future coaches in a sport.