ОСНОВИ НАВЧАННЯ ТЕХНІЧНИМ ДІЯМ У ГУРТКОВИХ ЗАНЯТТЯХ З ФУБОЛУ УЧНІВ 5-9 КЛАСІВ ЗАКЛАДІВ ЗАГАЛЬНОЇ СЕРЕДНЬОЇ ОСВІТИ

Abstract

The article addresses the issues of teaching technical skills in football club activities. The fundamentals of teaching technical actions during the organization and conduct of football club activities for students of grades 5-9 in general secondary education institutions are defined. Today, we face the challenge of finding the most effective means and methods to solve various tasks of physical education in football club activities. However, the current state of organizing and conducting football club activities does not allow for the resolution of pressing issues regarding the quality and effectiveness of learning the basics of technical skills in football during these activities in general secondary education institutions. It is essential to familiarize students with all the technical techniques included in the curriculum for the year. At this stage of learning, the student (with the help of the teacher) selects the most suitable technical techniques to study during the sessions. It is known that high-level technique is primarily characterized by the rational execution of individual techniques. A highly skilled football player is distinguished by confidence and ease, focusing not on the execution of the technique itself but on solving tactical tasks. Therefore, when teaching students various motor skills, great attention should be paid to improving the sense of movement. In football, concepts are formed based on information provided by the teacher and the student's personal experience. Practitioners state that a student must understand the logic of the action being learned and focus on the critical conditions for its execution. Often, attempts to perform an action fail because the performer does not understand what success depends on, what is crucial, and how secondary elements are related to the primary conditions of success. The demonstration should be accompanied by verbal commentary, and the more vivid, illustrative, and emotional the teacher's speech, the faster and more firmly the information communicated to the students is retained. If a student has sufficient motor experience and a clear understanding of the necessary actions for each detail of the overall task, the motor action can be performed immediately after the task is set. To form a complete concept, the student must not only see but also feel the features of the action being learned and develop a motor representation of it. Key words: teaching, technical skills, football club activities, students.