Pedagogical conditions for implementing game technologies in distance physical education lessons for students in grades 1-4.

Abstract

Purpose. To analyze the pedagogical conditions for adapting traditional and multimedia outdoor games to physical education lessons in a limited home environment.
Material and Methods. Theoretical analysis and generalization of scientific and methodological literature allowed us to clarify the status of solving the problem of implementing gaming technologies in distance learning. In the process of work, the works of domestic and foreign scientists were studied, dedicated to the impact of physical inactivity on the body of younger schoolchildren, the peculiarities of the psychophysiological state of students in grades 1-4, as well as modern trends in the digitalization of education. Methods of system analysis and comparison were applied to study the effectiveness of traditional outdoor games and innovative multimedia tools, in particular exergaming, in the context of their adaptation to limited home space. The empirical component of the study was based on the study and generalization of pedagogical experience in using digital platforms (YouTube, Wordwall) and mobile applications with movement tracking technologies (Active Arcade, Plaicise, Just Dance Now). Through pedagogical observation and analysis of existing methods, the most effective game models were identified that provide a combination of motor activity with cognitive development and interdisciplinary integration.
Results. Based on a comprehensive analysis of leading researchers’ works, the article substantiates the role of play-based activities as a fundamental tool for the physical education of primary school children, promoting the harmonization of their psychophysiological state and the intensification of physical activity. It is determined that in the context of distance learning and increasing physical inactivity (hypodynamia), the gamification of the educational process gains particular relevance through the implementation of exergaming (active video games), immersive technologies (VR/AR), and interactive platforms (Wordwall, LearningApps, Active Arcade), which allow for the conversion of screen time into productive physical activity. Research findings demonstrate that the systematic integration of gaming techniques not only facilitates the improvement of locomotor skills and morphofunctional indicators of the body but also minimizes destructive behavior while enhancing students’ intrinsic motivation and cognitive performance. Special attention is paid to the necessity of adapting active games to limited home spaces and the importance of parental involvement in supervising asynchronous sessions to ensure safety and the overall effectiveness of pedagogical influence within a digital educational environment.
Conclusions. Based on the analysis of scientific sources, it can be concluded that gaming activity and gamification are fundamental tools of modern physical education, enabling the effective adaptation of the learning process to the psychophysiological characteristics of students in a digital environment. The systematic integration of active games, immersive technologies (VR/AR), and exergaming (active video games) provides a comprehensive impact on the individual: ranging from strengthening somatic health and developing motor skills to stimulating cognitive processes and overcoming physical inactivity during distance learning. The use of interactive platforms (Wordwall, LearningApps) and gaming methodologies allows for the transformation of routine exercises into high-tech educational activities, which significantly increases students’ intrinsic motivation, minimizes disruptive behavior, and ensures a holistic approach to a child’s health and harmonious development.