Alkhasov D.S.
Moscow State Academy of Physical Education, Malakhovka, Moscow Region

Keywords: learning technical skills, integrative instructional tasks, Eastern martial arts, instructional goal

Introduction
The traditional approach to instruction is largely illustrative in nature, where the instructional task and its conditions are presented in a pre-formulated manner, leaving learners with no autonomy in selecting or structuring their own learning activities [3]. Currently, the study of complex cognitive processes involved in solving instructional tasks has become a subject of scientific inquiry [1]. In this context, the development of integrative instructional tasks in the training of young athletes is both timely and promising as a direction for pedagogical innovation.

Research objective
To justify a methodological system for teaching technical skills in Eastern martial arts based on an integrative composition of instructional tasks.

Methodology and research organization
A phased system for teaching technical skills in Eastern martial arts—grounded in striking techniques—was developed using three structured types of integrative instructional tasks: situational-algorithmic; meta-situational-transformative; and cognitive-projective [2].

To evaluate the effectiveness of this system, motor tests were designed to assess young athletes’ ability to maintain focus on the instructional goal during training activities. The core of these tests required participants to reproduce prescribed motor actions while preserving the conditions of the instructional task and the technical parameters of the movements.

Results and discussion
A motor test was administered, demonstrating acceptable reliability with a Cronbach’s alpha coefficient of 0.86. Correlation analysis revealed a moderate but significant relationship between the level of technical proficiency and the ability to sustain the instructional goal during motor activity (r = 0.53).

Conclusion
The proposed methodological system, grounded in the integrative composition of instructional tasks, effectively fosters the ability of young athletes to maintain focus on the instructional goal throughout training and supports the efficient acquisition of technical skills in Eastern martial arts.

References

1. Bershadskaia, E.A. & Bershadskii, M.E. (2016) Kognitivnye tekhnologii v obrazovanii [Cognitive technologies in education]. Vestnik SVFU. Pedagogika, psikhologiia, filosofiia, (3), pp. 5–11.
2. Kvashuk, P.V. & Alkhasov, D.S. (2024) Pedagogicheskii kontrol’ tekhnicheskoi podgotovlennosti iunykh sportsmenov v udarnykh vidakh vostochnykh edinoborstv [Pedagogical control of technical preparedness of young athletes in striking disciplines of Eastern martial arts]. Fizicheskaia kul’tura: vospitanie, obrazovanie, trenirovka, (4), pp. 49–50.
3. Novikov, A.A. & Novikov, D.A. (2010) Postroenie obrazovatel’nykh modelei, kak stroitsia obrazovatel’naia model’?’ [Constructing educational models: How is an educational model built?]. Innovatsionnye proekty i programmy v obrazovanii, (1), pp. 3–9.