The impact of modern digital technologies in physical education on the level of physical activity of general secondary school pupils

The aim of the study was to reveal the theoretical foundations of integrating electronic educational platforms and mobile services into school physical education classes in order to outline their potential for increasing the physical activity of schoolchildren. The methodology was based on a combination of theoretical analysis, a regulatory and legal approach, and conceptual modelling. It was found that the main tools of digital technologies are exergames, fitness trackers, online lessons, gamified programmes, social networks, and activity monitoring platforms. Exergames, wearable trackers, and gamification provide sufficient intensity of exercise, provide objective data for self-monitoring and goal setting, and stimulate daily physical activity among pupils. Online physical education formats partially compensate for the reduction in physical activity during distance learning if they have a well-thought-out pedagogical design. Digital media in the concept of health promotion are used to prevent physical inactivity and bring pupils closer to the recommended levels of physical activity. Within the framework of technology-enhanced pedagogy, digital tools individualise the load, improve the assimilation of motor actions and expand the space for activity outside school. It has been established that the integration of digital technologies results in an increase in moderate/high activity time, improved physical fitness, motivation, self-regulation, and a positive attitude towards physical culture. Effectiveness and risks depend on teacher competence, material resources, organisational support, as well as screen time control, digital inequality, and data confidentiality. A conceptual model of “input – process – outcomes” is proposed, where the “input” consists of types of digital technologies, regulatory guidelines and conditions for implementation, the “process” consists of motivational, organisational and monitoring mechanisms of influence, and the “output” is changes in physical activity and attitudes towards physical culture. The practical significance lies in the fact that the results can be used by physical education teachers and methodologists to plan lessons aimed at increasing physical activity and motivation among pupils