Theoretical considerations on the formation of cognitive skills in students of sports classes

Abstract

If the psychology and neurophysiology sciences clearly define the cognitive domain, they characterize it in all its aspects, providing the logistic support and the operational intervention framework necessary for the improvement of many domains, while the problem of the cognitive domain is not equally evolved, leaving room for interpretations. The failure to solve these problems, in terms of requirements that meet the demands of all applicants, is not due to the lack of specialists’ concern, but to its objective and real difficulty created, on the one hand, by the cognitive genetic characteristics and the complex personality of the subject, and, on the other hand, the values and attitudes that are desired to be attained in relation to the objectives of the school cycle and the sports profile of the high school. Although the theories and the experimental studies project the contour of the subject on the cognitive field from different angles, they raise hypotheses, problems, they provide explanations and solutions, their implications on the learning efficiency and maximization of the psychic capacities of the individual remains a constant theme which is open to research, both from the anatomical- physiological point of view, as well as (or especially!) from the psycho-pedagogical and theoretical-practical points of view.