In the field of children’s and youth’s physical education, a new public initiative is being launched to realize the right to develop personal and professional self‑ determination and self‑realization of children in various elements of the children’s and youth’s sports system. These goals imply steps to address the accumulated problems in the children’s and youth’s sports system, affecting theoretical, methodological, and didactic developments. In Western countries, team games and sports have revealed their social and educational potential in new ways over the past few decades, making it possible to take into account emotional and motivational aspects to improve the physical health of the younger generation and ensure that students successfully master the physical education curriculum. The article examines the prerequisites for the emergence of pedagogical models for teaching team sports based on the theory of social constructivism and the transformation of the coach’s role. In the conclusion of the article, the author suggests that the “coach–athlete communication” approach, developed using a social constructivist perspective, has a positive impact on the stress resistance of young athletes.
Keywords: social constructivism, pedagogical models, sports pedagogy, team games and sports, stress resistance.