DEVELOPMENT OF COORDINATION ABILITIES OF MIDDLE SCHOOL STUDENTS BY MEANS OF GAMIFIED ONLINE TASKS

The purpose of the study ‒ to establish changes in the indicators of coordination abilities of middle school students and their interest in physical education lessons under the influence of gamification of distance learning. Research methods applied: analysis of scientific and methodological literature, surveys, pedagogical testing (Bondarevsky test, determination of dynamic balance index and accuracy of throwing the ball into the target), pedagogical experiment, methods of mathematical statistics. The study involved 5-6 grade students, who were divided into groups: Experimental Group 1 ‒ physical education lessons included gamified tasks from theory and activated students' motor activity, Experimental Group 2 ‒ lessons included only gamified tasks from the theory of physical education, according to the curriculum, Control Group - gamified tasks were not implemented in lessons. The introduction of gamified online tasks during physical education lessons in a remote format led to an increase in students' interest in lessons by 36.16% in Experimental Group 1 and by 19.43% in EG2. During the two months of the pedagogical experiment, changes in the interest of distance lessons of the control group students were not significant and amounted to 1.6%. Indicators of coordination abilities of Experimental Group 1 students significantly improved (p<0.05): static balance improved by 16.78%, dynamic balance by 17.96%, throwing accuracy by 18.39%. Indicators of the coordination abilities of Experimental Group 2 and Control Group did not undergo statistically significant changes, although the indicators tended to improve. Gamification of such lessons positively affects students' interest in distance physical education lessons and increases their motor activity.