APPLICATION OF THE PROGRAMMABLE DEVICE BEE-BOT IN PHYSICAL EDUCATION AND SPORTS CLASSES
APPLICATION OF THE PROGRAMMABLE DEVICE BEE-BOT IN PHYSICAL EDUCATION AND SPORTS CLASSES

Summary/Abstract: The presented material examines the possibilities of integrating programmable devices, specifically Bee-Bot, into physical education games in the early stages of primary education. The main idea is that the robot should not only be used as a tool for first steps in programming, but should be incorporated into a broader educational context in which movement, play, and technology interact. In this way, physical education classes are enriched with a modern element that is attractive to students, without disrupting their main function – the development of motor skills and the formation of a need for movement. The active games described in the project are aimed at developing basic motor skills – speed, endurance, strength, coordination, balance – but also at maintaining attention, quick reactions, and self-control. In many situations, students must adapt to changes set by Bee-Bot, such as the beginning and end of an action, changing tasks or directions, and different roles. This stimulates adaptability and the ability to orient oneself in a changing play environment. At the same time, the natural motivation to play that is typical for this age is preserved – students perceive the lessons as fun and varied, rather than a mechanical repetition of exercises. The potential for interdisciplinary integration is also clearly evident. By including letters, numbers, colours, geographical or thematic "cards," animals, and other symbols, physical education is linked to educational content from various subject areas – Bulgarian language, mathematics, the surrounding world, visual arts, and music. The student is placed in a situation where he/she must simultaneously move, think, observe, and make simple choices or decisions. In this way, memorization and practice of knowledge take place in motion, and not just at the desk, which is especially valuable for younger students who learn more easily through action. The social aspect is also evident. Some of the games involve working in pairs, small groups, or teams. This helps develop skills for cooperation, following rules, and respecting the order and role of others. Students get used to waiting for their turn, working with the group, and accepting both success and failure in a game situation. From a methodological point of view, the use of a programmable device in physical education classes also has a purely practical advantage: some of the teacher's verbal instructions are "transferred" to the robot. The teacher sets predefined routes, commands, or symbols, and during the game, they can observe and assist the students instead of constantly giving commands. This can facilitate group management, especially in larger classes, and allow for more accurate monitoring of the behaviour and participation of individual children. Overall, the study demonstrates that integrating Bee-Bot and similar programmable devices into moving games is a realistic and applicable approach for modern physical education classes. This lays the foundation for future research and practices aimed at integrating STEAM elements into physical education and the overall development of students by combining play, movement, and modern educational technologies.

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