Methodological model for integrating digital tools into blended teaching of the educational component "Physical Education"

Abstract

The article theoretically substantiates a methodological model for integrating digital tools into blended teaching of the educational component "Physical Education" in higher education institutions. The relevance of the study is determined by the need to combine the practice-oriented nature of physical education with the flexibility of digitally mediated learning without reducing real motor activity, the quality of pedagogical control, safety, or direct teacher–student interaction. The purpose of the study is to develop a pedagogically grounded model in which the choice of a digital tool is linked to a specific didactic function, a stage of blended learning, and an expected learning outcome. The study has a theoretical and analytical design. The evidence base comprises fifteen Ukrainian and international publications issued in 2021–2026 and focused on digital technologies, blended and remote learning, mobile tools, video analysis, teacher digital competence, wearable devices, and technology-enhanced pedagogy in physical education. The methods included theoretical analysis, comparison, thematic synthesis, systematization, and pedagogical modelling. Five functional groups of digital tools were identified: visualization and technical analysis of motor actions; communication and learning organization; support for independent physical activity; monitoring and feedback; motivation and reflection. A four-block methodological model was proposed, comprising target, content-activity, digital-instrumental, and control-reflective blocks and implemented through a three-phase cycle: before class, during class, and after class. A pedagogical selection matrix was developed according to the didactic task, expected benefit, key limitations, and conditions for appropriate use. Digital technology is conceptualized not as a substitute for practical physical activity but as a means of strengthening visualization, individualization, self-control, feedback, and continuity between classroom and independent work. The scientific novelty consists in shifting from a descriptive list of technologies to a functional and didactic logic for their selection and integration into a blended physical education cycle. The practical significance of the model lies in its potential use for course design, development of methodological support, planning of independent work, and teacher professional development. The criteria for pedagogical acceptability of a digital tool are defined as alignment with learning outcomes, safety, accessibility, data minimization, capacity for meaningful feedback, and preservation of the priority of real motor activity. Further research should focus on empirical testing of the model in higher education institutions and comparing its effectiveness across different types of motor activity and different levels of students' physical preparedness.