Formation of programs for learning motor actions in physical education of school students

Abstract

This paper examines the challenges of teaching motor actions in physical education among schoolchildren aged 13–14. The author identifies the key factors influencing the effective formation of motor skills and the pedagogical conditions necessary for their implementation. A methodology for constructing programs aimed at mastering physical exercise techniques within the school curriculum is substantiated and experimentally proven to be effective. An analysis of specialized informational sources revealed significant shortcomings in current methods of designing motor action learning programs, particularly in maintaining the principle of accessibility of educational material according to students' abilities. Among these issues are: insufficient specification of learning objectives for each lesson, neglect of the phenomenon of "positive transfer" of motor skills, and incomplete integration of psychological, biological, and pedagogical factors that determine successful learning. Taking these deficiencies into account, the author proposes an improved approach to overcoming the identified problems in teaching motor techniques. The object of the research is the educational and training process in school physical education. The subject of the research is the development of motor action learning programs for middle school students. The purpose of the study is to create a scientifically grounded methodology for forming programs aimed at mastering physical exercises in the process of physical education for 13–14-year-old students. The methods used include analysis of information sources, physical fitness testing, pedagogical observation, expert assessment of learning outcomes (on a 12-point scale), pedagogical experiment, and methods of mathematical statistics. Results. Scientific approaches to teaching practical motor actions in physical education for schoolchildren have been analyzed. It was determined that a motor action acquisition program must ensure the accessibility of instructional content through the calculation of optimal instructional units for each lesson. Conclusions. The development of a motor action learning program should be grounded in the principle of aligning instructional content with the developmental capabilities of schoolchildren. The findings of the present study indicate sufficient effectiveness of the experimental methodology, which provides grounds for its implementation in the practice of physical education for schoolchildren.