Neuropedagogical Approaches to Developing Tactical Readiness for Special Combat Techniques in Military Cadets

Abstract

This study examines the application of neuropedagogical principles to the teaching of special combat techniques (service-applied hand-to-hand combat) to cadets of higher military educational institutions of the National Guard of Ukraine. The paper identifies key neuropsychological factors, including hemispheric lateralisation, sensory channel preferences, temperament, and properties of the nervous system, that may influence the acquisition of motor skills in military training contexts. Drawing on a review of scientific and methodological literature, the study proposes a framework for integrating neuropedagogical approaches into the physical training of cadets, with the aim of enhancing tactical readiness for the use of physical force measures in extreme service conditions. The paper argues that neuropedagogically informed instruction, which accounts for individual neuropsychological profiles, adapts teaching methods accordingly, and leverages principles such as neuroplasticity and sensory engagement, may improve the effectiveness of motor skill acquisition and tactical decision-making. Limitations include the absence of empirical data testing these propositions, and future research should employ controlled experimental designs to evaluate the proposed framework.