Effectiveness of teaching track running to students specializing in «football» using mobile technologies
DOI:
https://doi.org/10.15391/si.2025-4.10Keywords:
mobile technologies, athletics running, student-athletes, kinematic analysis, learning engagement, self-reporting, game sportsAbstract
Purpose. In the context of rapid digitalization of physical education and sport, specialists are increasingly inclined to implement mobile
technologies in educational processes to enhance the effectiveness of physical exercises and student engagement. The study aimed to evaluate
the efficacy of using mobile technologies in distance learning for teaching track and field running technique to student-athletes specializing in
football.
Material and Methods. The study involved 38 student-athletes (28 males, 10 females) from the first year of study. The pedagogical intervention
lasted 8 weeks as part of the academic discipline "Fundamentals of Track and Field in the Chosen Sport." Instruction in sprint and long-distance
running techniques was conducted using online technologies and structured mobile learning, with a key element being self-reporting through
video recording and video analysis. Testing was performed three times (at weeks 1, 8, and 12). Participants completed a high-speed run (10
m sprint) and an endurance run (distance covered in 12 min). Video recordings, captured with smartphone cameras, were analyzed using the
Kinovea 0.9.5 software to determine kinematic parameters (step length, frequency, asymmetry, and coefficient of variation). Additionally,
the quality of technique was assessed using a five-point scale, and engagement in the educational process was measured with a developed questionnaire.
Results. A significant pedagogical effect of teaching track and field running to student-athletes in a mobile format was established. Throughout
the study, significant differences were recorded between the measurements at the first and the 12th weeks for all indicators. Specifically, a reli
able increase in step length and frequency during the sprint was observed, along with a reduction in step asymmetry and variability, indicating
the formation of a more stable and coordinated running technique. The score assessment of sprint and long-distance running technique also sig
nificantly increased. A substantial rise in all components of student engagement (cognitive, behavioral, emotional, and social) was registered.
The highest values for engagement and running technique parameters were achieved in the eighth week.
Conclusions. The high level of learning engagement, achieved through the implementation of mobile technologies, was accompanied by the
formation and stabilization of the running technique in student-athletes. The use of mobile tools, particularly video analysis, allowed for over
coming typical challenges in distance development of motor skills by providing effective feedback and self-monitoring. The sustained high
level of engagement and motor learning after the reduction in mobile interaction intensity confirms the effectiveness of the proposed interven
tion. Future research will focus on studying the efficacy of the mobile learning format for track and field throwing and jumping events.
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