Evaluation of students' learning motivation in the implementation of distance pedagogical technology for professional training of future physical education teachers

the article presents the results of testing the distance pedagogical technology developed within the framework of the academic discipline "Athletics with Teaching Methods". The formative stage was devoted to the application and verification of the effectiveness of the developed distance pedagogical technology within the framework of the academic discipline "Athletics with Teaching Methods". Contrasting methods were used to identify the impact of technological intervention on pedagogical results in the control and experimental groups. The structured use of diagnostic tools to assess various motivational parameters laid the foundation for understanding the internal and external factors affecting student engagement in the discipline "Athletics with Teaching Methods". The diagnostic system effectively classified motivational factors according to seven different scales, providing a nuanced view of educational factors in the student cohort. At the formative stage, the experimental application of distance pedagogical technologies was aimed at using and enhancing the identified motivational factors by providing a more personalized and technologically enriched educational experience. This was particularly evident in the methods used in the experimental group, where distance learning tools were hypothesized to promote greater autonomy, engagement and professional competence among students. In contrast, in the control group, adherence to traditional pedagogical approaches provided a baseline against which the effectiveness of the innovative educational model could be assessed. Various assessment strategies – from oral presentations to practical demonstrations and group discussions – were integral to assessing the comparative impact of traditional and modern educational technologies on student learning outcomes. The study provides a critical analysis of potential changes in pedagogical strategies needed to adapt and optimally use distance learning technologies in the training of future physical education teachers. The results of this comprehensive study are expected to make a significant contribution to the debate on educational methodologies, potentially guiding future curriculum reforms in physical education teacher training.

motivation, distance learning technology, professional training, pedagogical education