Didactics: Methodological Basis of Motor Learning in Children and Adolescents

Abstract

The purpose of the study was to determine the impact of knowledge considered as a methodological basis of motor learning on the effectiveness of motor skills development in children and adolescents. Materials and methods. Young gymnasts aged 7-13 participated in the experiment. At the first stage – young gymnasts aged 8 (16 groups of 6 people each). At the second stage – young gymnasts aged 8 (3 groups of 6 people each), young gymnasts aged 13 (2 groups of 6 people each). Both philosophical and general scientific research methods were used to solve the tasks set, among which were: dialectical method, systems approach, modeling, pedagogical experiment organized according to the scheme of a 2k factorial experiment. Results. A positive effect of learning depends on the consistent solution of learning tasks and rational application of methods. This is indicated by the following: firstly, the total impact of factors reduces the number of repetitions when teaching young gymnasts a side handspring (by 23 repetitions), secondly, the total interaction increases the duration of training by 9 repetitions. Obviously, studying the decomposition of learning tasks can improve the effectiveness of learning in general. Conclusions. The learning process structure is most influenced by the conclusions of the theory of functional systems (43%, p < 0.001), the theory of movement construction (41%, p < 0.001), and the theory of management of knowledge acquisition, formation of actions and concepts (2.6%, p < 0.05). A positive effect of learning depends on the consistent solution of learning tasks and rational application of methods.