Abstract
The purpose of this review is to summarize the views of researchers on the structure of the process of learning motor actions in sports games and justify the feasibility of its four-stage construction. The structure of motion learning is an open pedagogical system which reflects its most general patterns by revealing the typical interrelations among the elements of the stages of learning. Each preliminary stage of learning in motor actions provides a logical basis for the next, and its planned intermediate result corresponds to a certain functional formation, which gradually transforms into another, thus causing a transition to a higher level. The expediency of a four-stage structure of the process of learning motor actions in sports games is conditioned by a set factors, such as: establishing a link between the content of each of the stages of learning and the corresponding functional formation; ensuring the focus of learning on the transition from a method of reproducing motor actions to a fundamentally different – creative problem solving; creation of necessary conditions for the integration of motor actions in game and competitive activity; the use of the pedagogical potential of the game itself in the process of motor actions learning; ensuring a clear sequence and continuity of the pedagogical process; resolving the contradiction between the automation of motor actions and the role of consciousness in the cognitive process.
Highlights
IntroductionIn today's world, gaming is represented by a wide variety of players
The purpose of this review is to summarize the views of researchers on the structure of the process of learning motor actions in sports games and justify the feasibility of its four-stage construction
The process of teaching game techniques is aimed, first of all, at mastering the technique – such ways of performing motor actions, with the help of which motor tasks are solved with the greatest efficiency and allow to gain an advantage over the opponent [3]
Summary
In today's world, gaming is represented by a wide variety of players. Due to their attractiveness and accessibility, they are one of the common and favorite types of exercise in people of different social groups, regardless of their age, gender, profession or place of residence. Multifunctionality, ability to cover various manifestations of the human psyche and activity provide a constant scientific and practical relevance for the sports games. In the scientific and educational space, sports games are considered as a universal factor of comprehensive and harmonious development of the individual, and their value is determined by the possibility of active and simultaneous influence on the psychophysiological and motor spheres of the person [1,2,3,4]. The further search for ways to realize the potential of sports games in different parts of the education system necessitates their comprehensive knowledge as an effective tool for pedagogical influence
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: International Journal of Human Movement and Sports Sciences
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
