The Impact of Various Factors on Students' Distance Training During a Period of New Social Challenges

The article addresses the issue of organizing educational and training sessions for university students under quarantine restrictions and martial law. It analyzes the results of a survey conducted among 452 students enrolled in specialties A4 – Secondary Education (Physical Culture) and A7 – Physical Culture and Sports at six higher education institutions in Ukraine. The survey aimed to identify the impact of various factors on the quality of students’ training sessions conducted in a distance learning format. The study confirms that organizing distance training sessions during new social challenges (such as quarantine and martial law) is accompanied by a number of objective difficulties. The main obstacles are related to technical limitations, lack of student motivation, psycho-emotional state, and limited access to sports infrastructure. It was found that only a portion of students (72.2%) consider the technical equipment to be satisfactory, while the rest indicate the need for significant improvements in software, internet connectivity, and the digital competence of instructors. A small percentage of respondents stated that the technical infrastructure is outdated and insufficient for effective distance training. Among the key barriers to distance learning, students most frequently cited a lack of time (58.8%), psycho-emotional difficulties related to stress and air raid alerts (39.0%), and low levels of motivation (34.9%). Other important issues include a lack of training equipment, limited access to sports facilities, and health concerns. Particular attention should be given to the loss of team interaction and personal contact with the coach, which, according to 51.1% of students, significantly affects the quality of the training process. Nevertheless, a positive trend was noted: the majority of students (70.9%) feel supported by their instructors even in the distance learning format. Given the ongoing martial law in Ukraine and the continued use of distance formats for training sessions, it is crucial to develop specific recommendations for improving the process. These include psychological support for students, individual consultations with instructors or coaches, the use of digital platforms and online resources, and the organization of group online training sessions to maintain interaction and motivation. Thus, improving distance training requires a comprehensive approach that encompasses technical, psychological, organizational, and motivational factors.