Assessment of the effectiveness of the hybrid format of sectional sports classes in a university combining online training planning and offline practice for load optimization and self-control

Abstract

The article examines the effectiveness of the hybrid organization of sectional sports classes in a university, which combines face-to-face practice of technical-tactical actions with remote design and subsequent implementation of individual training microcycles in a digital environment aimed at load optimization and self-control development. The relevance of transitioning from directive management of motor activity to the formation of competencies in independent planning, taking into account academic workload and physiological recovery mechanisms, is theoretically substantiated, and the methodological problem of the gap between online knowledge transmission and movement practice is emphasized. The results of a pedagogical experiment lasting two semesters with the participation of 438 second- and third-year students, divided into a control group with a traditional regimen (two face-to-face classes per week) and an experimental group trained in a hybrid format (one face-to-face class and two independent workouts designed in LMS and verified by the instructor), are presented. The comprehensive assessment included standardized physical fitness tests, expert analysis of microcycle quality on a 100-point scale, digital self-control diaries, and functional tests with data processing using mathematical statistics methods. A more pronounced improvement in key motor qualities was recorded in the experimental group: 3000 m run time decreased from 848.7 to 794.3 s, the number of pull-ups increased from 9.2 to 12.7, standing long jump results grew from 214.9 to 234.5 cm, shuttle run performance improved from 10.21 to 9.56 s, with statistically significant differences compared to the control. At the same time, significant advantages of the hybrid model in the formation of skills for load dosing, diary regularity, recovery accounting, and plan-fact alignment were demonstrated. Functional shifts indicate economization of the cardiorespiratory system's work (resting HR 68.3 bpm, recovery to 90 bpm in 104.7 s) and an increase in motivational engagement according to survey data (medians 8.7-9.3 points). A conclusion is made about the potential of digital planning as a system-forming mechanism for personalizing load and increasing student responsibility while preserving the importance of face-to-face practice.