Semantic planning of motor task solutions in the context of ontodidactics

The aim of the study was to develop a didactic model that allows to semantically design solutions for certain motor tasks. The authors of the arrticle have developed such a model. It has a multifunctional structure and is an information-semantic context, on the basis of which psychosemantic mechanisms of control over motor action performance are built. In accordance with the principle of holography ("big in small" or "the whole is reproduced in its parts"), the "nuclear unit" of a motor task, its purpose, is determined in the component structure of the model. The purpose can be the beginning of task modeling, a "co-factor" and the result of task-setting operators. Each of the structural elements of a motor task can be in formal logical relations of subordination, coordination, outness or equivalence. It is shown that in ontodidactics, when modeling tasks, each of the components can take over the function of the dominant, system-forming factor in decision-making. These factors include: motivating operators (situational tasks, required conditions); guiding operators (target); determining operators (task requirements), generating operators (target motion). This allows to take into account the intellectual orientation of an individual, the technological focus and body and language orientation of thinking of a person who masters motor actions. When developing semantic programs of a motor action, the authors identified the main units that reflect the success of solving motor tasks. The authors conclude that in sport-motor pedagogy conceptual design is considered as psycho-semantic components of a physical action characterized through the inner position of a person rather than as a "tentative basis" of the operating system of movements, external to a person. In semantic modeling, the athlete assesses the received information, the rationality of motor actions and, most importantly, accepts assessment by the teacher-coach, agrees or disagrees with it. As a result, athletes become active goal-directed persons and create their own "peronosphere", and not passive performers of externally set goals and orientations.

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