The Impact of Remote Educational and Training Sessions on the Physical and Technical Preparedness of Students

This article explores the attitudes of students at higher education institutions towards distance-based educational and training sessions, as well as their impact on physical and technical preparedness under current conditions. The aim of this study is to examine the influence of remote training formats on the physical and technical preparedness of students. A survey was conducted involving 452 students from six higher education institutions in Ukraine. Participants represented all academic years and included individuals of different genders. The survey was administered remotely using a questionnaire developed via Google Forms. All participants provided informed consent prior to their involvement in the research. The survey results allowed for the identification of the most important types of preparedness in the distance training format. According to 64.2% of respondents, physical preparedness was considered the most significant. Psychological preparedness ranked second (13.8%), followed by technical preparedness (12.2%), and tactical preparedness (4.9%). Additionally, 4.9% of students believed that all types of preparedness are equally important for achieving high athletic performance. The study revealed that 41.0% of students identified effective factors that positively influence various types of preparedness in the distance format. These include: the quality of video materials and instructions that clearly and accessibly demonstrate technical elements; meaningful and timely feedback from instructors; individualization of the training process; availability of technical tools; motivation for self-directed learning; and regularity of educational and training sessions. However, 33.0% of respondents indicated that remote training negatively affects physical and technical preparedness. They cited several reasons for this perspective, including limited opportunities for real-time error correction due to the absence of direct trainer support during exercise performance, and the format of the material presentation—interactive tasks, testing, or video presentations—which can sometimes complicate comprehension and execution of technical elements. In conclusion, the study highlights both the positive and negative impacts of distance-based educational and training sessions on the physical and technical preparedness of students in higher education institutions. It also outlines the advantages of conducting remote training under martial law conditions, as well as the limitations of such an approach.