MOTIVATIONAL AND PSYCHODIAGNOSTIC FOUNDATIONS OF DIGITAL PHYSICAL EDUCATION IN HIGHER EDUCATION
Keywords:
Digital physical education, physical culture, motivation, psychodiagnostics, self-determination theory, higher education, wearable technologies, student well-being, reflective correction, physical activity.Abstract
The rapid digitalization of higher education has created a paradox for physical education: digital tools can either strengthen students' motivation for movement or deepen passivity if they are reduced to screen-based control, numerical comparison and formal reporting. This article examines the motivational and psychodiagnostic foundations of digital physical education in higher education, with particular attention to students of physical culture and to the broader psychological challenges of learning in a digital world. The purpose of the study is to develop a theoretically grounded and practically applicable model for integrating digital technologies into physical education without weakening the human, bodily and value-oriented essence of the discipline. The research problem is approached through the logic of self-determination theory, quality physical education, health-oriented pedagogy and digital psychodiagnostics. The methodological basis consists of analytical literature review, comparative pedagogical analysis, conceptual modeling, and diagnostic synthesis of motivational, emotional, behavioral and reflective indicators. The article argues that digital physical education should not be interpreted as a simple transfer of exercises into an electronic platform; rather, it should be organized as a pedagogical environment where wearable monitoring, video feedback, mobile applications, online reflective journals and psychodiagnostic instruments support autonomy, competence, relatedness, self-regulation and responsible attitudes toward health. The main result is a four-component model that includes digital motor practice, motivational support, psychodiagnostic monitoring and reflective correction. The model clarifies diagnostic criteria, teacher actions, student feedback mechanisms and ethical safeguards. The discussion shows that digital tools become pedagogically useful only when they are subordinated to educational meaning, privacy, inclusion and the formation of stable physical activity habits. The article concludes that higher education institutions should treat digital physical education as a complex psychological-pedagogical system rather than as a technological supplement to traditional classes.
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