Golodova A.P.
Institute of Pedagogy, Psychology, and Physical Education, Kabardino-Balkarian State University named after H.M. Berbekov, Nalchik

Musafirov M.K.
Orsk Humanitarian and Technological Institute (Branch of Orenburg State University), Orsk

Pakhar V.V.
Suzanovskaya Secondary School, Suzanovo Village, Novosergievsky District, Orenburg Region

Solovieva N.A.
Russian Presidential Academy of National Economy and Public Administration, Kaluga Branch, Institute of Management, Business, and Technologies, Kaluga

Keywords: video resources, secondary school, educational space, physical education lesson, social networks.

Introduction. In the modern educational process, saturated with information technologies, video resources have the potential to qualitatively supplement traditional teaching methods. Such resources not only illustrate theoretical material but also demonstrate the correct technique for performing exercises, which is especially important in physical education classes.

Research Objective — to experimentally substantiate the effectiveness of using video resources in the process of physical education lessons for school students.

Methodology and Research Organization. As part of the research, the project "School Media Center as a Means of Forming IT Competence in Schoolchildren" was developed and implemented. The project was carried out at the Suzanovskaya Secondary School in the Novosergievsky District of the Orenburg Region during the 2022/2023 academic year. It involved two groups of rural children and adolescents aged 8-16 (a total of 30 schoolchildren).

Scientists from Kabardino-Balkarian State University named after H.M. Berbekov, the Kaluga Branch of RANEPA, and the Institute of Management, Business, and Technologies were involved as observers and experts.

The participants were divided into a control group (CG) and an experimental group (EG). The CG consisted of 15 schoolchildren (9 boys and 6 girls), while the EG consisted of 15 schoolchildren (7 boys and 8 girls). The CG followed the traditional curriculum.

During the experiment, both the CG and EG were observed using the methods of participant and non-participant observation. Participant observation involved teachers and active students recording physical education classes on video and creating educational and humorous clips. Non-participant observation involved scientists from other regions watching the recorded videos and documenting events. To reflect the connection between students' involvement in digitalization and learning effectiveness, a psychosemantic diagnostic technology for analyzing children's descriptors based on 9 question-tasks was used.

Research Results and Discussion. Over the academic year, video recordings of the EG's classes were made. It was found that the EG performed better in practical tasks compared to the CG during video recordings. For example, in the 60-meter run, boys in the EG improved their results by 9.8% by the end of the year, while the CG improved by 6.9%. In the 60-meter run for girls, the EG improved by 12.8%, while the CG improved by 8.9%.

The practical focus of the classes for the EG increased by 80%. An increase in physical activity outside of school hours was observed. For example, participation in sports sections in the EG was 78% (CG – 55%). The share of participation in sports events in the EG increased to 37% (CG – 23%).

Conclusion. The results of the study indicate that the use of video resources in the EG helped increase motivation and discipline among students in physical education classes. The recorded video material was reviewed by the teacher to correct mistakes in subsequent lessons. The recorded videos were shared with subscribers and visitors of the school's social media page. This created conditions for popularizing and replicating the experience in other educational institutions. The results of such studies, based on the technology of analyzing students' descriptors, will not only assess the role of digital video resources in lessons but also continue to study the cognitive characteristics of schoolchildren.

The research was conducted with financial support from the Federal Agency for Youth Affairs "Youth of Russia."

References

1. Pakhar, V. (2022). School Television as a Positive Factor in the Development of Personality in Children and Adolescents. Vospitanie Shkolnikov, 3, 51-57.