The purpose of the study is to develop and theoretically substantiate the structure of a methodology for teaching tactical and technical actions to 13-14-year-old hockey players based on decision-making in minimal game situations. Research methods and organization. Theoretical analysis of domestic and foreign scientific and methodological literature on the issues of the structure of competitive activity in hockey, the integration of tactical and technical training, cognitive mechanisms of decision-making, as well as pedagogical modeling, was used. Modeling was carried out by structuring a minimal game situation as the basic unit of training and sequentially varying its subjective, spatial, temporal, and informational-cognitive characteristics. Research results and conclusions. The concept of a minimal game situation has been defined as a fragment of interaction limited in space and time, requiring an operational choice of action under the conditions of opponent opposition. The structural characteristics of the minimal situation, which serve as manageable pedagogical variables, have been identified. A three-block structure of the methodology has been developed, including the stages of forming operational decisions, developing variability of actions, and integrating decisions into the dynamics of game episodes. A sequence for developing exercises has been proposed, ensuring the transition from stabilizing a decision to its variable and integrative application in competitive conditions.
Malkov et al. (Sat,) studied this question.