“…A significant number of Ukrainian scientists have devoted their articles to the issue of selection of means for remote physical education lessons. Scientists emphasize the difficulties of physical education during the period of quarantine and distance learning (Kryviencova, Klimenchenko, & Іvanov, 2020;Bashtenko & Stanieva, 2021;Іlnitska, Semashko, & Kryviencova, 2021;Sapiegіna, 2022); peculiarities of physical education of schoolchildren and the necessity to select innovative forms for distance learning period (Poproshaiev, Muntjan, & Goienko, 2020;Cherepovska, 2021;Cybulko & Globa, 2021;Mozoliev, 2022), as well as the study of pupils' motivation to engage in physical exercises (Kukhar, Sorokolit, Yavorskyy, Rymar. & Khanikiants, 2021); the effect of distance learning on pupils' motor activity (Sirovatko & Yefremenko, 2022); issues regarding adaptation of pupils and parents to remote physical education lessons (Maslova et al, 2021), their interaction in the conditions of distance and mixed learning: two-years' experience of overcoming the negative impact of the COVID-19 pandemic (Malykhin, Aristova, & Kalinina, 2022); peculiarities of physical education of schoolchildren in the conditions of martial law (Lytvyn, 2022;Zabіjako, 2023); the effect of distance learning on motor activity of schoolchildren in the conditions of martial law (Vashсhuk, 2022); application of an integrated approach in modern school in the context of distance learning (Horbatiuk, Polishchuk, Kuchynska, & Blashkova, 2023).…”