Defining the Structure of Physical Education Lessons in Secondary Schools: A Didactic Problem and Its Solutions

Abstract

Background and Study Aim. The organization of physical education lessons in secondary schools presents a didactic problem that requires choosing an optimal structure for the training session. This article aims to analyze the theoretical approaches of various scientists towards the typology of lessons, both in general didactic aspect and in relation to the educational subject of Physical Culture. 
 Methodology. The study employs a literature review using sources from the Vernadskyi National Library and Google search system, with 20 sources selected for analysis. The study focuses on the components of communicative competence and the assessment of its levels.
 Results. Results showed that the concept of "lesson structure" has been defined with investigation on relevant stages, components, and elements included. The study proved that the types of lessons, age of students, and level of education influence the choice of structure. The study explored the theoretical issues of defining the concept "lesson structure," including the relevant stages, components, and elements. The article provides definitions of these concepts and highlights how different types of lessons, student age, and educational level influence the structure of a physical education lesson.
 Conclusions. The study highlights the need for further attention towards determining the structure of physical culture lessons in general educational institutions by specialists in the field of theory and methods of physical education.