According to the definition of the theory of physical education, physical (motor) qualities are called separate aspects of a person's motor capabilities. These include strength, endurance, speed, flexibility and agility. All of them are manifested in movements, and the nature of their manifestation depends on the structure of the movement itself.

It is difficult to name a sport in which one could achieve high results without possessing these qualities.

Depending on the nature of sports movements, certain physical qualities are manifested to the maximum and are the main ones for this sport. For example, in weightlifting- strength; in long-distance running - endurance; in jumping and throwing - strength and speed; in sports games- speed and agility; in kettlebell lifting- strength and endurance. With the manifestation of the main qualities in a particular sport, some others are necessarily manifested. For example, in kettlebell lifting, in addition to strength and endurance in some degree show flexibility and speed.

The education of physical qualities is carried out in the process of physical exercises according to a specially developed methodology.

Methods of education of physical qualities

For the education of physical qualities, various methods are used: uniform, variable, repeated, interval, competitive, game and circular.

uniform method characterized by continuous long-term work from several minutes to several hours, performed with a relatively constant intensity.

In practice, two variants of this method are used, depending on the duration of the work. First- when work with competitive weights is performed with maximum or near-limit intensity during the time stipulated by the rules (10 minutes). This option is used to develop special endurance in order to check the level of development of this quality.

Second option- long (time is not limited) continuous work of moderate intensity, performed with light and lightweight kettlebells. This option improves the aerobic (in conditions of sufficient oxygen supply to the body) capabilities of the body. It is used to develop general and special endurance and performance.

variable method differs from uniform in that the same work is performed not at a uniform rate, but at a variable rate. Depending on the purpose and conditions of the training session the ratio between intensive work and moderate work can be very different ("play of speeds"). For example, an athlete, when passing a competitive distance, runs one segment with maximum speed, the other - with a lower one, then again with a maximum, etc.

In kettlebell lifting, this is a continuous exercise with kettlebells (kettlebell) with a change in pace (speed) at certain intervals or a certain number of lifts. The number of repetitions (lifts) performed both at a high pace and at a slow pace in one approach may be different. The impact of this method on the body is more diverse than with a uniform one. Both aerobic and anaerobic mechanisms are improved simultaneously, and consequently, the level of development of both general and special endurance increases.

Repeat method. A method in which the performance of the same exercises is repeated with intervals for rest, during which a fairly complete recovery of working capacity occurs. For example, an athlete performs a classic kettlebell exercise and does several sets with a certain number of sets in each set with a rest interval between sets. For example, approach 24+24 kg 10 times in 3-4 minutes. The number of repetitions in each approach, as well as the rest time between sets, can be very different, depending on the goal and objective of this workout.

In kettlebell lifting, the repeated method is quite effectively used in teaching the technique of performing competitive exercises and developing strength.

Competitive Method. The method of performing the exercise and the conditions close to the competition.

Approximately a month before the competition, regularly trained athletes are almost in the highest sports form, but they are not yet completely convinced of their capabilities. Usually, during this period, the so-called control estimates are carried out, i.e., they perform one or another competitive exercise until “failure”. Based on the results of the estimates, the degree of readiness of the athlete for the upcoming competitions is determined, the loads are adjusted in subsequent training cycles and individual sessions.

The competitive method brings up strong-willed qualities. However, frequent - unnecessarily - use of this method can lead to exhaustion of the nervous system and a decrease in athletic performance.

At certain stages of general physical and technical training, the competitive method is also used, but with other goals and objectives. For example, by the 4th monthly cycle of the first stage of the preparatory period, the majority of those involved have time to master the technique of all the basic exercises with kettlebells quite well. At this time, it is advisable to hold mini-competitions for the best technique for performing competitive and basic special auxiliary exercises. Or approximately in the middle of the second stage of the preparatory period, when the trainees have already done a fairly large amount of training work on general physical preparation, in separate classes it is possible to hold competitions in which athletes could show basic physical qualities - strength and endurance, but also in other exercises, and others. sports (push-ups from the floor or on the uneven bars, pull-ups on the crossbar, rope climbing, running 1000 m and others). Such competitions are also an effective means of educating volitional qualities involved, accustom to sports rivalry and competition. After the competition, the losers are usually eager to train more in order to catch up with their leaders in the next competition.

Based on the results of such competitions, the level of development of individual physical qualities of athletes at this stage of training is determined, the attention of those involved is drawn to shortcomings in their physical development, and individual training plans are adjusted.

game method most effective when working with children. Education of physical qualities occurs during the game. Classes are held at a high emotional level.

This method is used in the education of general endurance and as a means of outdoor activities.

circular method. This is a sequential execution of the complex exercise. According to the goals and objectives of the training session, exercises are selected, each of which is performed in a certain place of the “station”, where necessary equipment and inventory. Having completed the task at one "station", the students move to another - as if in a circle. If the load is insufficient, the circle is repeated.

In kettlebell lifting, this method is used to develop strength, flexibility, and with an increase in the number of circles, the number of repetitions of exercises at each "station", and a reduction in rest intervals - overall endurance and performance.

The use of various methods for the development of physical qualities allows a wider use of various means of physical education, diversifies training process, contributes to the diversification physical development involved.

Strength. According to the definition of the theory of physical education, strength is the ability of a person to overcome external resistance or counteract it due to muscular efforts. Physical strength manifests itself differently depending on the specifics of the sports movement. So, in track and field jumps, throwing, the strength of individual muscle groups is manifested to the maximum and in a very a short time. Such a force is called explosive.

The maximum total tension of all the main muscle groups in any movement, when an athlete shows the highest achievement in a strength exercise (barbell pull, squats with a barbell on his shoulders, etc.), without taking into account his own weight, is called absolute by force.

The force per 1 kg of the athlete's own weight is called relative. For example, an athlete, whose own weight is 70 kg, tore off a barbell weighing 150 kg from the platform, and an athlete weighing 80 kg - 160 kg. The absolute strength is greater for the second, since he lifted more weight, and the relative strength will be greater for the first - he has more lifted weight per 1 kg of his own.

It is possible to increase the relative strength only by increasing the absolute, that is, without increasing its own weight, increase the strength. This is achieved by selecting special exercises to develop the strength of the main muscle groups.

In kettlebell lifting, neither explosive, nor absolute, nor relative strength is manifested to the maximum, but nevertheless they are of great importance for achieving high sports results.

The greatest value when performing competitive exercises with kettlebells (especially clean and jerk) is absolute strength, which manifests itself, although not in full, but for quite a long time (10 minutes).

The duration of the use of force is a distinctive feature of the manifestation of this physical quality in kettlebell lifting.

Endurance. This is a feature of performing work with a given intensity for a long time. Depending on the nature physical activity(sport) endurance also manifests itself in different ways. Endurance, which manifests itself for a long time when performing various physical activities of moderate intensity, is conventionally called general endurance.

When maintaining a long time the intensity of a certain work, a special endurance is manifested. Special endurance is also different depending on the nature of physical work. So, when running 100 meters, “own” special endurance. At the maximum intensity of physical action - high-speed endurance.

When lifting competitive weights for 10 minutes, it manifests itself strength endurance at submaximal intensity (close to maximum).

In kettlebell lifting, the highest world achievements (records) are recorded in kettlebell lifting without time limit (1–2 or more hours). Here, as in long-distance running, special endurance is manifested with a high intensity of physical work.

The most significant in kettlebell lifting is strength endurance.

Agility. This is the ability of a person to quickly master new exercises, as well as rebuild his motor activity in accordance with the requirements of a suddenly changing environment. Dexterity is a specific quality. You can be smart in one way and not smart enough in another.

In kettlebell lifting, agility contributes to more rapid development classical exercise techniques, especially juggling elements.

Flexibility. This is the ability to perform movements with a large amplitude. This quality is possessed by athletes with fairly good stretching of the muscles and mobility in the joints.

With regard to kettlebell lifting, flexibility does not belong to the leading physical qualities and is far from fully manifested. Nevertheless, it largely positively affects the education of the basic qualities of a kettlebell lifter - strength, strength endurance, and also contributes to a faster mastering of the technique of kettlebell lifting, elements of juggling. Weightlifters with sufficient flexibility and mobility in the joints perform exercises more gently, naturally, without unnecessary stress, which contributes to a more economical (rational) expenditure of strength and energy, as well as the rapid growth of sports achievements.

Rapidity. The ability of a person to perform movements in the shortest possible time.

Like other physical qualities, speed can be different in manifestation. For example, in the 100-meter race, you can start quickly, but run relatively slowly.

In kettlebell lifting, the result as a whole depends entirely on the speed (tempo) of performing one or another classical exercise, since the execution time is limited to 10 minutes.

The relationship of motor qualities

Training one physical quality necessarily affects the rest. For example, with the development of strength, the speed of movements also increases, and when performing a high-speed load, not only speed, but also strength and endurance.

In the theory of physical education, such interaction (relationship) is called quality transfer. The transfer of qualities can be positive, and negative. A positive transfer of qualities occurs when exercises performed to develop one quality simultaneously develop another. For example, development exercises speed qualities develop strength and endurance at the same time. A completely different relationship between strength and endurance. An excessive increase in strength exercises reduces endurance indicators and, conversely, excessive use of long running, and especially swimming, reduces strength. Here the transfer of qualities is already negative.

This is explained by the fact that the reaction of the body, i.e., the process that occurs in the body under the influence of strength exercises and endurance exercises, are completely different. Therefore, athletes who specialize in power types sports (weightlifting, power triathlon), it is not recommended to perform endurance exercises in large volumes. In kettlebell lifting, long-term use of endurance exercises (running, swimming) in the competitive period (about a month before the competition) is undesirable, since the result in the clean and jerk is reduced. The jerk is less affected. But this does not mean that running and other endurance exercises should be excluded. In a certain dosage at a high pace, both walking and running, even in the competitive period, help maintain sports form (the athlete’s highest readiness for competitions), are one of the best means of active recreation from physical activity with weights and well restore the body after these loads. Strength and endurance exercises, even if one quality negatively affects another, should be given the greatest attention, since with insufficient strength or endurance it is impossible to perform a push or snatch at a high pace for 10 minutes.

Education of physical qualities

Strength training. It is known that strength qualities develop under the condition of performing exercises with maximum or close to maximum muscle tension. Only for beginner athletes, the growth of strength indicators can be even when exercising with a slight muscle tension.

With this regularity in mind, the methodology for educating strength should be built. In kettlebell lifting, the use of maximum muscle tension with a minimum number of repetitions is not always justified.

Strength- one of the main physical qualities of a kettlebell lifter. But the increase in strength should go to a certain level and in certain periods of training. In the future, you need to learn how to rationally use this force, make it directed (according to the principle of a directed explosion), taking into account the specifics of performing exercises in kettlebell lifting. In practice, athletes with great absolute strength do not always achieve high sports results in kettlebell lifting. Thus, in the 32-kg kettlebell snatch, the results (highest achievements) of lightweights are almost as good as those of heavyweight athletes. weight categories and sometimes exceed them. Even in the clean and jerk of kettlebells, where, it would seem, everything is decided by strength, very often young athletes, who have significantly less absolute strength, show high results.

For example, at the 3rd USSR Championship in 1987, A. Moshennikov, at the age of 18, being one of the youngest and “weakest” athletes in terms of strength, managed to show in the clean and jerk 2 kettlebells of 32 kg without time limit 260 lifts and become the champion of the USSR.

The author of these conclusions in 1975–1977, without increasing strength, managed to increase the result in the press of a 32-kg kettlebell with only one left hand from 103 lifts to 250. A. Yu. Romashin from Serpukhov, also without increasing strength, improved the result in the clean and jerk two-pound weights from 45 to 220 lifts. Therefore, it is more expedient to choose such strength exercises that would develop “their own” special strength, contributing to the achievement of high results in kettlebell lifting.

Those involved in kettlebell lifting, depending on the goals and objectives of the training session, as well as to the extent of their inclinations (preferences) for certain strength exercises, use various methods of strength training. According to the definition of the theory of physical education, the main methods of strength education are:

1. The maximum effort method.

2. Method of repeated efforts.

3. Method of isometric stresses.

Max effort method provides for the implementation of exercises with weights (barbell, weighted weights) of near-limit and maximum weight with a small number of repetitions in one approach. The weight limit is considered to be 80-90% of the athlete's best result in a particular exercise, which can be lifted 1-3 times in one approach without excessive muscle tension. Muscle tension when working with extreme weights leads to squeezing of blood vessels and difficulty in blood circulation. In connection with this and the short duration of work, metabolic processes in the body do not reach the desired level. Such stresses can only negatively affect general and special endurance. In kettlebell lifting, this method is used in certain training periods and cycles when a specific task is solved - an increase in strength. It is not advisable to apply such loads constantly and in large volumes.

Repetition method. When educating strength by this method, weights of unlimited weight (50-70%) are used with a sufficiently large number of repetitions in each approach (from 10 to 20 repetitions or more). Such work leads not only to an increase in strength, but also has a positive effect on increasing the level of strength endurance. The last ascents have the greatest training effect. It is believed that this method contributes to a sharp increase in metabolic processes in the body and leads to an increase in muscle mass. However, in practice, the performance of classical and other exercises with kettlebells with a large number of repetitions does not significantly affect the increase in muscle mass, since the exercises are performed mainly with minimal muscle tension - due to technique. Sufficient rest between sets is very important when building strength with the repetition method. The rest time depends on the fitness of the athlete, the recovery abilities of the body, as well as the degree of general fatigue, against which the next approach is performed. Rest should be optimal and sufficient so that the next approach is performed on the full recovery of the body after the previous load.

If the next approach is performed on the under-recovery of the body, then the training effect of this approach in the development of strength is significantly reduced. This will have a more positive effect on the development of strength endurance.

The method of repeated efforts is most effective in developing strength in relation to kettlebell lifting.

Endurance education. Main principle education of general endurance consists in a gradual increase in the duration of the exercise of moderate endurance. The best remedy education of this physical quality are cyclic sports: long running, skiing. Some types of sports games, such as football, hockey, are quite effective. The alternation of cyclic sports with sports games adds variety to the training process, increases the emotional background of the training and, in addition to solving main task- education of general endurance, is an effective means of active recreation from loads with weights.

At the initial stage of training, the load increases due to a gradual increase in the duration of continuous work (up to 1 hour or more), while maintaining a small intensity of movements. Such work accustoms the body to perform long-term work, improves the state of the cardiovascular and respiratory systems, expands the functionality of the whole organism. Further development of general endurance is achieved by increasing the intensity of the training work. As the intensity increases, the duration of work stabilizes or decreases slightly. After the body adapts to this load, it is increased again.

Education of special endurance. In contrast to the methodology of education of general endurance, where various exercises, when cultivating special endurance - only those exercises in which the athlete specializes, or movements close to them in structure. If in the development of general endurance the duration and volume of work is of decisive importance, then in the development of special endurance it is very important to establish the optimal ratio between the volume and intensity of work.

This ratio varies depending on the stage of preparation, as well as the level of preparedness of the athlete. For example, at the first stage of developing special endurance, a snatch of a lightweight kettlebell can be performed alternately with one, then with the other hand at a low pace for 5-10 minutes or more.

At the next stage, after about two weeks, you can, by reducing the time, increase the intensity by increasing the pace of the exercises or increasing the weight of the kettlebell. As the training level of the trainees increases, the tendency to increase the volume and intensity of work remains. Only after the volume of work reaches the planned level, it begins to decrease, and the intensity, on the contrary, continues to increase.

A change in the ratio of volume and intensity reduces the adaptation (adaptation, addiction) of the body to loads and contributes to an increase in the level of special endurance.

When educating special endurance, well-known methods of educating physical qualities are used.

When applied uniform method one or another classical exercise or a special auxiliary exercise is performed for a long time (from 5 to 20 minutes) at a low pace with light weights.

When applied variable method this or that exercise is performed for a long time with variable intensity, that is, after a certain number of lifts or a period of time, the pace (speed) of execution either increases or decreases.

At repeated method several approaches are performed with a sufficiently large number of repetitions with a certain rest interval between sets. The pace of the exercises in each approach may be different. The intensity increases by increasing the pace of the exercises, reducing the rest time between sets and increasing the weight of the kettlebells.

Competitive Method education of special endurance is used mainly on final stage development of this quality, i.e. at the end of the preparatory and competitive periods. During this period (about a month before the competition) the volume of training work is significantly reduced, and the intensity of the load reaches a maximum or close to maximum level. In insufficiently trained athletes, the frequent use of this method can adversely affect the technique of performing classical exercises and lead to fatigue of the nervous system. For those who are well trained, this method contributes to the consolidation and improvement of technique in difficult conditions and to an increase in the level of special endurance, as well as the development of strong-willed qualities.

Circle and game methods more suitable for general endurance training or as an outdoor activity. For the development of special endurance in kettlebell lifting, these methods are not used.

The use of various methods of developing special endurance, depending on the stage of the athlete's training, also adds variety to the training process and contributes to a more rapid increase in this quality.

Education of flexibility. The most effective for cultivating this quality are the repeated and circular methods. Mainly exercises for stretching the muscles and mobility in the joints are used.

When applying the repeated method, the same exercise is performed repeatedly at intervals. For example, an athlete performs several forward bends until the palms touch the floor, then after a short rest repeats the exercise, etc.

When using the circular method at one "station", the athlete performs an exercise to stretch some muscles, at another - an exercise to develop mobility in the joints or stretch other muscles, etc. After passing through all the "stations", the circle can be repeated several times.

The manifestation of flexibility in kettlebell lifting is not the most important thing. Therefore, if an athlete has this quality to a sufficient extent, it makes no sense to spend a lot of training time on the further development of this quality. To maintain flexibility at the proper level, it is enough to regularly include exercises for stretching the muscles and mobility in the joints in morning exercises, warm-up before training, during the rest between hikes and in the final part of the lesson.

Agility training. The development of dexterity is positively affected by the versatile education of motor qualities, i.e. the more exercises an athlete can perform, the easier and faster he can master a new movement. Therefore, in practice, it is necessary to constantly change the exercises or the conditions for their implementation.

In childhood, dexterity develops much faster.

Most effective method education of dexterity - game. Like flexibility, dexterity for those who specialize in kettlebell lifting is not one of the leading qualities. Therefore, it is necessary to develop this quality, as well as flexibility, to a certain level that meets the requirements of kettlebell biathlon or power juggling.

The term “dexterity” was used for a long time to characterize a person’s ability to coordinate their movements (Bernshtein N.A., 1947, 1991; Zatsiorsky V.M., 1970; Ilyin E.P., 1982; Lyakh V.I., 1995; and etc.). But since the mid-1970s, the term “coordination abilities” has been increasingly used (Donskoy D.D., 1971; Platonov V.N., 1986, 1997, 2004; Suslov F.P., Kholodov Zh.K., 1997 ; Kuramshin Yu.F., 2004; and others). Coordination abilities are manifested in activities that occur in probabilistic and unexpected situations that require resourcefulness, speed of reaction, the ability to concentrate and switch attention, spatial, temporal, dynamic accuracy of movements and their rapid development.

Currently, due to the complexity of the manifestation of this motor quality, there are a large number of definitions coordination abilities. The most complete definition, in our opinion, is given by Yu.F. Kuramshin (2004): coordination abilities can be defined as a set of human properties that manifest themselves in the process of solving motor problems of different coordination complexity and determine the success of management motor actions and their regulation.

To elementary forms of manifestation of coordination abilities Yu.F. Kuramshin attributes abilities:

To learning new movements;

To the differentiation of various parameters of movement (temporal, spatial, power, etc.);

To orientation in space;

to balance;

To the connection (combination) of movements;

Adaptations to a changing situation and to an unusual statement of the problem;

To complete tasks in a given rhythm;

To control the time of motor reactions;

Anticipate various signs of movements, the conditions for their implementation and the course of a change in the situation as a whole;

To rational muscle relaxation.

In real activity, all these abilities are manifested not in a pure form, but in a complex interaction, largely determining the success of the execution of motor actions. The specificity of the type of motor activity requires different requirements to the manifestation of elementary forms of coordination abilities. In some activities, individual abilities play a leading role, in others - an auxiliary one.

in different age periods there is uneven development certain types coordination abilities. At the age of 15-16, their level of development approaches that of an adult.

The main features of exercises aimed at improving coordination abilities are their novelty, complexity, unconventionality, the possibility of diverse and unexpected solutions to motor problems (Platonov VN, 1986).

When educating coordination abilities, the following main methodological approaches are used:

Teaching new diverse movements with a gradual increase in their coordination complexity;

Education of the ability to rebuild motor activity in a suddenly changing environment;

Increasing the spatial, temporal and power accuracy of movements based on the improvement of motor sensations and perceptions;

Improving static and dynamic balance.

Learning new varied movements mainly used in basic physical education and early stages sports improvement. Mastering new exercises

singing, engaged not only replenish their motor experience, but also develop the ability to form new forms of coordination of movements.

The standard-repetitive method is used for the development of coordination abilities when learning quite complex motor actions, since such movements can be mastered only after a large number of their repetitions under relatively standard conditions.

To cultivate the ability reorganize motor activity in a changing environment use the method of variable exercise with its many varieties. At the same time, methodological techniques are distinguished with strict and changing variability of actions and conditions for execution.

TO highly variable exercise group include the following methods:

Strictly specified variation of individual characteristics or the entire mastered motor action (for example, long or high jumps at full strength and half strength; changing the speed or pace of movements according to a preliminary task or a sudden signal, etc.);

Changing the way you conduct actions (for example, running facing forward, back, sideways in the direction of movement);

Changing initial or final positions (for example, starts from various initial positions: standing, sitting, lying, etc.; throwing the ball: up, forward, right, left, after catching, dribbling, standing, etc.);

- "mirror" performance of exercises (for example, repulsion from the right or left foot, throw with the right or left hand);

Performing motor actions after affecting the vestibular apparatus (for example, jumping up immediately after rotations or somersaults);

Performing motor actions with the exception of visual control (for example, in special glasses or with closed eyes);

Exclusion from the movement of individual coordinating actions (for example, jumping up or forward without the help of a swing of the arms).

To the group of methodological techniques changing actions and conditions for performing exercises include:

Performing motor actions in unusual environmental conditions (for example, cross-country skiing, jumping on an elastic support);

Development of individual and group actions with various options for the actions of partners and opponents.

Methodology improvement of spatial, temporal and power accuracy of movements includes means and methods aimed at developing the ability to reproduce, evaluate and differentiate individual parameters of movements. These abilities, on the one hand, largely depend on the degree of development of a person's visual, auditory, tactile, and especially muscle-motor sensations, and on the other hand, on his ability to consciously perceive his sensations.

"Sense of space" associated with the perception, evaluation and regulation of the spatial parameters of movements: the distance to any object, the size of the site or obstacle, shape, direction, amplitude of movement, etc.

With the development of a "sense of space" resort to the following methodological techniques:

Improving Accuracy reproduction of reference spatial characteristics(for example, accurately reproduce certain body positions, direction and amplitude of movement during repeated exercise);

Improving the accuracy of the movement in accordance with given changes parameters; In this case, several options for tasks can be distinguished:

With a gradual increase or decrease in the values ​​of the spatial characteristics of the tasks performed (for example, hitting the ball into the basket from a distance of 4, 6, 10 m and vice versa);

Using the alternation of contrasting exercises of the “contrasting task” (for example, throwing the ball into the basket from a long distance and from under the shield);

With the gradual convergence of coarse and fine differentiations in the assessment of spatial perceptions of the “converging task”.

Accurate differentiation of power parameters movements indicates the effectiveness of their management. The means of educating the accuracy of the power parameters of movements are exercises with weights of various sizes, throwing

projectiles of different weights, long and high jumps with metered parameters, as well as exercises on simulators that allow you to set one or another amount of muscle effort.

The methodological methods of educating the differentiation of the accuracy of power parameters can be gradual change in difficulty tasks to be performed, as well as "contrasting task" And "adjacent task". The methodology for developing the ability to control the power parameters of movements is based on comparing the subjective assessment of the developed effort with the objective results.

Perfection ability to voluntarily relax muscles allows to reduce the energy consumption of the performed motor actions, increase their speed and the magnitude of the developed efforts, improve the technique of movement.

To develop the ability to voluntary muscle relaxation, special exercises are used, including various forms of alternation and combination of tension and relaxation of the corresponding muscle groups:

The combination of pre-tension with subsequent relaxation (for example, holding the free link in a certain position due to tense muscles and their subsequent relaxation in combination with the "fall" of the link or transfer to another position);

Relaxation of some muscle groups in combination with the tension of others (for example, the movement of a relaxed part of the body by inertia due to muscle contractions that move other parts of the body);

A combination of muscle relaxation with an impact on other functional systems (for example, tension - on inhalation, relaxation - on exhalation, relaxation to music, light, sound and rhythm leaders, use of massage, sauna, etc.).

Development exercises "sense of time" in most cases based on comparison of subjectively estimated and true time, spent on any task. The magnitude of the error allowed to judge the degree of development of this quality. They use both a total estimate of the time of the entire task, and a differentiated estimate of the execution time of its individual parts, as well as the ability to speed up or slow down the execution time of the task for a certain period of time.

Great importance in the development of a "sense of time" in recent years has been given to the use of various technical and training devices (metronomes, sound and light leaders, urgent information devices, etc.), which allow you to reproduce, correct and program the duration, rhythm and other temporal characteristics of the movement. .

An important factor characterizing human motor activity is the ability to perform rhythmic movements. Rhythm in movements is a unifying moment, contributing to the organic linking of various elements into a single whole. Improving rhythmic abilities is achieved by special exercises for the proportionality of movements within the given limits of time, space and muscle effort.

Means of development of rhythm can be:

Exercises on the spot, including movements with arms, legs, head, torso under the count, sound leader signals or musical accompaniment;

Exercises in motion in accordance with the given signals (sound, light, tactile) - at a constant pace and with a change in the pace and direction of movement;

Improvised exercises - motor improvisation according to a rhythmic pattern or to music, free dance to modern music;

Repeated performance of exercises with the installation of memorizing indicators and subsequent self-assessment by those involved in measures of time, space and effort.

Improving static and dynamic balance includes the following methodological techniques;

but) posture - static balance:

Lengthening the time of maintaining a pose;

Exclusion or restriction of the visual analyzer;

Reducing the area of ​​​​support;

Increase in the height of the supporting surface;

Introduction of an unstable support;

Introduction of accompanying movements;

Creation of opposition (paired movements);

b) dynamic balance:

Changes in the external conditions for performing exercises (relief, coverage, location, climatic conditions);

Changing the impact on the vestibular apparatus (swings, lounges, centrifuges, etc.);

Limitation of the visual analyzer.

In conclusion, it should be emphasized that education various kinds coordination abilities occurs in close connection with other motor abilities.

?Questions and tasks for self-control

1. Define physical abilities.

2. What underlies the formation of physical abilities?

3. Define speed abilities.

4. List the elementary forms of manifestation of speed abilities. What causes them to appear?

5. Open the methodology for improving motor reactions.

6. Expand the methodology for improving the speed of a single movement.

7. What is the methodology for improving the frequency of movements?

8. Methodology for improving the speed of motor actions.

9. Define muscle strength.

10. In what modes is muscle strength manifested?

11. What indicators of strength are used in sports?

12. How is the relationship between strength and speed, strength and endurance manifested?

13. What resistances are used in the development of strength and in what modes are they performed?

14. What techniques are used to create the maximum power voltage in dynamic mode?

15. How is the maximum effort method implemented?

16. How is the reloading method implemented?

17. How is the method of dynamic loads implemented?

18. How is the method of repeated isometric efforts implemented?

19. Expand the features of education power abilities in children.

20. Describe the concentric method of strength training.

21. Describe the eccentric method of strength training.

22. Describe the polymetric method of strength training.

23. Describe the isokinetic method of strength training.

24. Give the characteristic of a method of variable efforts.

25. Describe the method of conjugate effects.

26. What non-specific methods are used in strength training?

27. Describe endurance.

28. What types of endurance are shown in sports practice?

29. What is general endurance and how is it improved?

30. Give a definition of special endurance and in what forms does it manifest itself?

31. What is the methodology for developing special endurance in cyclic types sports?

32. Describe the basics of the methodology for developing special endurance in speed-strength sports.

33. Describe the basics of the methodology for educating and improving special endurance in sports games and martial arts.

34. Describe the fundamentals of the method of education and improvement of special endurance in complex coordination sports.

35. Define flexibility. What elementary forms of manifestation of flexibility are considered in sports practice?

36. What is the reason for the manifestation of flexibility and its improvement?

37. What exercises are used to improve passive flexibility?

38. What exercises are used to improve active flexibility?

39. What exercises are used to improve the amplitude of competitive movements?

40. What are the methods of development of flexibility?

41. What is meant by the term "coordination abilities"?

42. What are the individual forms of manifestation of coordination abilities?

43. What methodological techniques are used in the development of coordination abilities?

Strength, speed, endurance, flexibility - how can all this be called in one word? The answer is simple: human motor abilities. Some of them are innate potential, some need systematic and purposeful development. We will analyze motor abilities by type, present their characteristics. Let us also touch upon their internal classification.

Concept definition

Motor (physical) abilities are a combination of psychophysical and morphological human properties that will meet the requirements of any muscular activity and ensure the effectiveness of its implementation.

I must say that different people have individual physical abilities from birth. Their subsequent development or lack of it further increases the difference between us. In addition, someone can concentrate on improving themselves in strength abilities, someone in terms of endurance, someone wants to be flexible. All this makes the differences more significant.

Separate motor physical abilities are also those qualities by which we can characterize this or that person. Hardy, fast, strong, flexible, agile and so on.

Another thing is honestly connected with our concept - the physical qualities of a person. These are the innate anatomical, physiological, psychological qualities of each of us. They directly affect the development of human motor abilities. In addition, the improvement of the latter depends on the following:

• character, willpower;
• life goals;
• environment, social circle;
• ease of mastering new skills and abilities;
• load tolerance, etc.

Ability types

What human motor abilities exist? The main ones are the following:

• Power.
• Coordination.
• High-speed.
• Flexibility.
• Endurance.

Let's take a look at each of these categories in detail.

Power abilities

What are human motor skills? Their complex is based on the concept of "muscle strength". This is the name of the effort that a person needs to make any movement, move his body or maintain its position in space.

In terms of physical human capabilities - the ability to overcome external resistance, to prevent it due to one's own muscle tension. It depends on the following:

• Muscle mass.
• The quality of muscle coordination.
• Contractile properties of muscles - the ratio of red and white fibers of the tissue.
• Central nervous factors.
• Psychological and personal prerequisites.

How can muscles, in fact, demonstrate their power abilities? There are several options here:

• Increasing own length.
• Reduction of own length.
• Without changing its own length.
• With a change in both length and muscle tension.

Dynamic work of muscles - the first two cases, static work - the third, statodynamic - the last example.

Varieties of strength abilities

On the basis of all that has been said, these human motor abilities are divided into additional categories:

• Speed ​​power. Rapid movements of yielding or overcoming form, rapid switching from overcoming to yielding work, and vice versa. That is, actions where speed of movement is important along with speed. One of the varieties of these abilities will be " explosive force"- the manifestation of large amounts of force in a minimum time.
• Self-power. There will be two varieties inside. The first is holding for a certain period of maximum weights with maximum muscle tension. The second is the movement of objects with a large weight.

The concept of "human strength" is also divided into two groups:

• Absolute - the maximum force that will be shown by a person in any movement, regardless of the weight of his body.
• Relative - the amount of force that will fall on 1 kg of mass.

Speed ​​abilities

High-speed motor abilities are a set of functional properties that ensure the performance of physical actions in the minimum time for current conditions.

These abilities manifest themselves in two forms - elementary and complex.

The elementary ones are:

• Rapid human response to a signal.
• Performing local single movements with maximum speed for the individual.
• Sharpness - the ability to quickly start any action.
• The ability to perform certain movements at the maximum speed.

These elementary types are most often combined with other motor abilities. Their combination (complex, in other words) will form the next group. The complex category includes:

• Speed ​​starting abilities. This is the ability to quickly pick up speed at the start of the action to the maximum individually possible.
• Remote speed abilities. Reaching the maximum level of remote speed.
• Quick switching from one movement, action to a qualitatively different one.

Speed ​​abilities: the main factors of influence

Both the formation of motor abilities and their manifestation, development in this case will be influenced by the following:

• Mobility of nervous processes. What does it mean? The speed of transition of nervous processes from a state of rest to a state of excitation and vice versa.
• The ratio of muscle fibers, their elasticity, extensibility.
• Efficiency of coordination - intermuscular and intramuscular.
• Development of volitional qualities, strength, coordination, flexibility.
• The level of perfection of movement technique.

What is coordination?

The most general definition is the transformation of the actions of one's organs into a controlled system. On this path, a person faces many difficulties - the distribution of his own attention between the movements of the joints, parts of the body, the need to coordinate them (movements), overcoming a large number of degrees of freedom inherent in the body, the elastic compliance of the muscles.

Three types of coordination are necessary for motor activity:

• Nervous. Coordination of nervous processes that, through muscle tension, are able to control movements.
• Muscular. Coordination of the work of muscles transmitting control commands from the nervous system and other senders to parts of the body.
• Motor. Coordination of combinations of movements of body parts in time and space, which should correspond to the performed motor task.

The concept of "coordination" is also important. This is the name of the harmonious combination of the performed movements and the task, the conditions of activity and the state of the body.

Coordinating ability

What then will be considered? This is a complex of individual properties, which manifests itself in solving various coordination complexity of motor tasks. They are responsible for its success. The basis of the motor ability here is the understanding of the task, the quick search for ways to implement it.

What specific species are they? First of all, the following stands out:

• Differentiation of various parameters of action - power, temporal, spatial, etc.
• Orientation in space.
• Equilibrium.
• Connection and restructuring of movements.
• Quick adaptation to a changing situation, an unusual task.
• Completion of tasks in a specific rhythm.
• Controlling the duration of your motor reaction.
• Anticipation of various signs of movements, conditions for their implementation, changes in the environment, etc.
• Rational muscle relaxation.

Note that in life these abilities are no longer manifested in their pure form, but in various combinations with each other.

What is dexterity?

Dexterity acts as a unifying component of all the listed coordination abilities. It is necessary to perform motor tasks in unusual, rapidly and unexpectedly changing conditions, with a complication of the situation. Dexterity allows you to quickly get out of a difficult situation, show adaptability, maneuverability, redirection of actions. This is the readiness of the individual for unpredictable and sudden influences that do not depend on him.

Agility is not a purely physical quality. A big role in improving the motor ability behind the central nervous system. Many scientists call wisdom the cause of dexterity. In this case, it is a certain experience of behavior in a variety of situations.

Dexterity is a psychophysical quality that cannot be measured quantitatively. It is important to note its uniqueness - for each person the sphere of development of this ability will be individual.

Endurance

A simple and capacious definition is the ability to withstand natural physical fatigue during the performance of a muscular task.

There are two main criteria here:

• The time during which a given muscle work is carried out.
• The constancy of the correct execution of the specified actions.

As a motor ability, endurance is divided into two types:

• General. Ability to perform long-term work of moderate intensity. It is believed that this endurance is most influenced by the present environment.
• Special. This is already a kind of endurance, correlated with the task that a person performs - speed, coordination, strength. Depends on a complex of factors - the potential of the musculoskeletal system, rational technique of possession own body, wasting speed muscle energy and so on.

General endurance serves as a special prerequisite. However, the different types of this ability are negligibly dependent on each other. So, a person with a well-developed strength endurance does not always show excellent results in coordination endurance.

Flexibility

Flexibility is called certain properties of the morphological apparatus, which determine the mobility of certain parts human body relative to each other, are responsible for the ability to perform movements with a large amplitude.

Within itself, the ability is divided into two categories:

• Active. The ability to achieve large ranges of motion by reducing muscle groups passing through a particular joint.
• Passive. The greatest amplitude of movements, which is achieved due to the application of external forces to a moving part of the body - a projectile, weights, the efforts of a sports partner, etc.

Flexibility can also be general (mobility of all joints of the body) and special (limiting mobility of specific joints that meet the requirements for a particular activity).

Here we have analyzed all types of human motor abilities. As you can see, they are not independent, but are closely intertwined.

When educating coordination abilities, the following methodological approaches are used.

1) Teaching new diverse movements with a gradual increase in their coordination complexity. This approach is widely used in basic physical education, as well as in the first stages of sports improvement. By mastering new exercises, trainees not only replenish their motor experience, but also develop the ability to form new forms of motor coordination. Possessing great motor experience (stock of motor skills), a person copes with an unexpected motor task more easily and quickly.

2) The cessation of learning new diverse movements will inevitably reduce the ability to master them and thereby slow down the development of coordination abilities.

3) Education of the ability to reorganize motor activity in a suddenly changing environment. This methodological approach also finds great application in basic physical education, as well as in game types sports and martial arts.

4) Increasing the spatial, temporal and power accuracy of movements based on the improvement of motor sensations and perceptions. This methodological technique is widely used in a number of sports ( gymnastics, sports games, etc.) and professionally applied physical training.

5) Overcoming irrational muscle tension. The fact is that excessive muscle tension (incomplete relaxation in right moments performance of exercises) causes a certain discoordination of movements, which leads to a decrease in the manifestation of strength and speed, distortion of technique and premature fatigue.

Muscle tension manifests itself in two forms (tonic and coordination).

Tonic tension (increased muscle tone at rest). This type of tension often occurs with significant muscle fatigue and can be persistent.

To remove it, it is advisable to use: a) stretching exercises, mainly of a dynamic nature; b) a variety of swing movements of the limbs in a relaxed state; c) swimming; d) massage, sauna, thermal procedures.

Coordination tension (incomplete relaxation of muscles during work or their slow transition to the relaxation phase).

To overcome the coordination tension, it is advisable to use the following methods:

a) in the process of physical education, it is necessary for students to form and systematically update a conscious mindset for relaxation at the right moments. In fact, relaxing moments should be included in the structure of all movements studied and this should be specially taught. This will largely prevent the appearance of unnecessary tension;

b) apply special relaxation exercises in the classroom in order to form a clear idea of ​​the tense and relaxed states of muscle groups among those involved. This is facilitated by such exercises as a combination of relaxation of some muscle groups with tension in others; controlled transition of the muscle group from tension to relaxation; performing movements with the installation to feel complete relaxation, etc.

The following methods are used to develop coordination abilities in physical education and sports:

Standard-repeated exercise;

Variation exercise;

Game;

Competitive.

When learning new fairly complex motor actions, the standard-repetitive method is used, since such movements can be mastered only after a large number of their repetitions under relatively standard conditions.

The variational exercise method, with its many varieties, has a wider application. It is divided into two sub-methods - with strict and non-strict regulation of the variability of actions and conditions for execution. The first includes the following types of methodological techniques:

1) a strictly specified variation of individual characteristics or the entire mastered motor action (change in power parameters, for example, long jumps or jumps up from a place at full strength, half strength; change in speed according to a preliminary task and a sudden signal of the pace of movements, etc.);

2) changing the initial and final positions (running from a squat position, lying emphasis; performing exercises with a ball from starting position: standing, sitting, squatting; variation of final positions - throwing the ball up from the starting position while standing - catching while sitting and vice versa);

3) changing the ways of performing an action (running forward, backward, sideways in the direction of movement, long or deep jumps, standing with your back or sideways in the direction of the jump, etc.);

4) "mirror" performance of exercises (change of push and swing legs in high and long jumps with a run, throwing sports equipment with the "non-leading" hand, etc.);

5) performance of mastered motor actions after impact on the vestibular apparatus (for example, exercises in balance immediately after rotations, somersaults);

6) performing exercises with the exception of visual control in special glasses or with eyes closed (for example, exercises in balance, dribbling and throwing into the ring).

Methodical methods of not strictly regulated variation are associated with the use of unusual conditions of the natural environment (running, cross-country skiing), overcoming obstacles in arbitrary ways, practicing individual and group attacking technical and tactical actions in conditions of not strictly regulated interaction of partners.

An effective method of developing coordination abilities is a game method with additional tasks and without them, which provides for the implementation of exercises either in a limited time, or under certain conditions, or with certain motor actions, etc. The competitive method is used only in those cases when the trainees are sufficiently physically and coordinatively prepared in the exercise proposed for the competition. It cannot be used if those involved are not yet sufficiently ready to perform coordination exercises. The game method without additional tasks is characterized by the fact that the student must solve the emerging motor tasks independently, based on his own analysis of the current situation.

The methodology for improving the accuracy of movements includes means and methods aimed at developing the ability to reproduce, evaluate, as well as to differentiate the spatial, temporal and power parameters of movements. These abilities are based primarily on proprioceptive sensitivity, since motor sensations and perceptions are of the greatest importance for controlling movements (visual, auditory, vestibular, etc.).

The accuracy of any motor action depends both on the sensitivity of the sensory systems involved in the control, and on the ability of a person to consciously perceive his sensations. The ability to perceive and distinguish changes in movements (up to minimal ones) in terms of spatial and temporal parameters is well trained. It is more difficult to perceive the magnitude of muscle tension.

Musculo-motor sensations and perceptions are specific in each type of physical exercise and sport. In the process of training, specialized perceptions are developed, which have received the following names: "a sense of distance" - among fencers and boxers; "sense of time" - among runners, swimmers, skaters; "feeling of the ball" - among volleyball players, basketball players, etc. From this it follows that the spatial, temporal and power accuracy of movements is associated with the subtlety of specialized perceptions and their improvement.

The ability to accurately perform movements is developed, first of all, through the use of general preparatory exercises with a systematic increase in their coordination complexity. Their examples can be tasks for the accuracy of reproducing simultaneous or sequential movements and positions of the arms, legs, torso when performing general developmental exercises without objects, walking or running for a given time; exercises for the accuracy of estimating the spatial parameters of the range of a jump from a place or takeoff run, throwing range, etc.

More high level coordination of movements is achieved by special exercises for the proportionality of movements within the specified limits of time, space and muscle effort. The following methods are used:

The method of repeated exercise performance followed by measurement of accuracy in time, space and muscle effort with the setting for memorizing indicators and subsequent self-assessment by those involved in measures of time, space and effort and reproducing them according to assignments; the method of "contrasting tasks";

The method of "contiguous tasks".

All of these methods are based on the comparison by the practitioners of objective urgent information about the parameters of the movements performed, obtained through technical means, with their subjective sensations of movements and making appropriate corrections to them. Awareness of the differences between subjective sensations and objective data with repeated repetition of the exercise increases sensory sensitivity, which creates opportunities for more accurate control of movements.

Tasks for the accuracy of differentiation of force, temporal and spatial parameters are the most difficult to master. Therefore, it is more rational to use them according to the methodology of contrasting tasks or converging tasks.

The essence of the "contrast task" method is the alternation of exercises that differ sharply in some parameter. For example, according to the spatial parameter: alternation of ball throws into the ring from 6 and 4m, from 4 and 2m; long jumps from a place to the maximum distance and half it; acceptance by hands of the position of the angle of 90 and 45 °, etc. According to this method, a relatively rough differentiation accuracy is required.

As regards the technique of "converging tasks", fine differentiation is necessary here. Examples: taking the position of the angle of 90 and 75 °, 90 and 80 °, etc. with the hands; long jumps from a place (with open and closed eyes) at 140 and 170 cm, 140 and 160 cm, etc.

However, a number of types professional activity and sports requires not only spatial accuracy of movements, but also a highly developed "sense of space" - the ability to correctly assess the spatial conditions of action (distance to the target, size of obstacles, distance during the interactions of athletes in games, martial arts, etc.) and accurately measure actions with them .

For the development of a "sense of space", the methods described above of "contrasting task" and "converging task" described above are effective. Examples of their application can be exercises practiced in sports games with precisely specified variation of playing distances - distances for passing the ball, puck, finishing shots on goal, throwing the ball into the ring.

Improvement of the spatial accuracy of movements performed under relatively standard conditions (artistic gymnastics exercises, figure skating, diving, etc.) is carried out mainly in the following methodological areas:

a) improving the accuracy of reproduction of the specified (reference) parameters of movements that meet the requirements of a rational technique of sports and technical skill. Tasks are used with the installation: it is possible to accurately and standardly reproduce the reference parameters of amplitude, direction of movement or body position. At the same time, the task is to achieve the stability of the reference parameters of movements;

b) improving the accuracy of the movements performed in accordance with the specified changes in the parameters. For example, increase the amplitude of the swing by a certain number of degrees when swinging on the uneven bars or take-off height before performing somersaults. These tasks are differentiated.

Power accuracy of movements involves the development of abilities to assess and differentiate the degree of muscle tension by various muscle groups and in various Movements. As means, exercises with various weights, exercises on apparatus with strain gauges, isometric stresses developed on hand dynamometer, and etc.

To improve the ability to control muscle efforts, tasks are used to repeatedly reproduce a certain amount of muscle effort or change it with the installation of minimally increasing or decreasing the effort in repeated attempts. The sizes of deviations (errors) at reproduction of the set parameters characterize degree of power accuracy.

The temporal accuracy of movements depends on the development of a "sense of time". Feeling the time means being able to subtly perceive time parameters, which makes it possible to distribute one's actions at a strictly specified time. To improve the temporal accuracy of movements, tasks are used to evaluate macro-time intervals - 5, 10, 20 s (using a stopwatch to check) and micro-time intervals - 1; 0.5; 0.3; 0.2; 0.1 s, etc. (using an electronic device).

The ability to perceive micro-intervals of time can be developed in the process of special training to a very high degree - up to 1 ms (one thousandth of a second). This was established in a special experiment with qualified football players and sprinters.

For different types of equilibria, the following methodological approaches are used:

a) for postural balance:

Lengthening the time of maintaining a pose;

Exclusion of the visual analyzer, which imposes additional requirements on the motor analyzer;

Reducing the area of ​​​​support;

Increase in the height of the supporting surface;

Introduction of an unstable support;

Introduction of accompanying movements;

Creation of opposition (paired movements);

b) for dynamic equilibrium:

Exercises with changing external conditions (relief, soil, track, coverage, location, weather);

Exercises for training the vestibular apparatus (equipment - swings, lounges, centrifuges and other simulators).

The development of coordination abilities requires strict adherence to the principle of systematicity. Unjustified breaks between sessions should not be allowed, as this leads to the loss of muscle sensations and their subtle differentiation during tension and relaxation.

The general attitude during the exercises "for coordination" should be based on the following provisions:

a) it is necessary to engage in a good psychophysical condition;

b) loads should not cause significant fatigue, since fatigue (both physical and mental) greatly reduces the clarity of muscle sensations, and in this state, coordination abilities improve poorly;

c) in the structure of a separate lesson, it is advisable to plan exercises for the development of coordination abilities at the beginning of the main part;

d) the intervals between repetitions of individual exercises should be sufficient to restore performance;

e) the development of various types of coordination abilities should take place in close connection with the development of other motor abilities.

Agility - a person's ability to quickly, efficiently, expediently, i.e. most rationally, master new motor actions, successfully solve motor tasks in changing conditions. Agility - complex complex motor quality, the level of development of which is determined by many factors. The highly developed muscular sense and the so-called plasticity of cortical nervous processes are of the greatest importance. Coordination abilities form the basis of dexterity.

motor-coordination abilities- the ability to quickly, accurately, expediently, economically and resourcefully (most perfectly) solve motor problems (especially complex and unexpected ones).

1. The ability to accurately measure and regulate the spatial, temporal and dynamic parameters of movements (from "sense of space", "sense of time" and "muscle sense").

2. The ability to maintain static (posture) and dynamic balance (depend on the ability to maintain a stable position of the body, i.e. balance, which consists in the stability of the posture in static positions and its balancing during movements).

3. Ability to perform motor actions without excessive muscle tension (control of tonic tension and coordination tension).

The manifestation of coordination abilities depends on a number of factors:

A person's ability to accurately analyze movements; activities of analyzers and especially motor;

Difficulties of motor task; the level of development of other physical abilities (speed abilities, dynamic strength, flexibility, etc.);

Courage and determination;

age;

The general readiness of those involved (i.e., the stock of various, mainly variable motor skills and abilities)

53 Homework by physical education: their features, main content, control over the implementation.

Physical education of children cannot be fully implemented only in physical education lessons. Additional motor activity of those involved in the form of doing homework in physical culture is necessary. Homework is a variant of independent activity of a student in PE (a necessary link in the subject of FC). With the help of homework, the following educational tasks are solved:

1) increasing the motor activity of children;

2) strengthening the main muscle groups;

3) formation of correct posture;

4) preparation for the implementation of educational standards and program requirements.

Available from grades 1 to 11.

1-4 cells - observance of the hygienic regime, the ability to carry out the UGG, select outdoor switchgear for the development of f. qualities, organize independent games; 5-9 cells - the influence of FU on the body systems, the components of the personal FC, the development of volitional and moral qualities, self-training of motor abilities, healthy lifestyle; 10-11 cells. – FU at the place of residence, organization of independent sports training, self-control skills.

54 Technical training of young athletes (goal, objectives, content, organizational forms).Technical training- a pedagogical process aimed at perfect mastery of the system of movements (technique) of a given sports discipline, and aimed at achieving high sports results. Target- training an athlete in the basics of competitive activity technique or exercises that serve as a means of training, improving selected forms of technique. General technical training consists in expanding the fund of motor skills and abilities, in the development of motor-coordinating abilities, which contribute to technical improvement in the chosen sport. Special technical training is aimed at the formation of such skills and abilities to perform competitive actions that allow using one's capabilities in competitions with the greatest efficiency, ensure the progress of technical mastery.

Facilities: general preparatory, specially preparatory and competitive exercises.

55 Features of the use of means and methods to improve the coordination abilities of students of different age groups.

FU of increased coordination complexity and containing elements of novelty. Complexity can be increased by changing the spatial, temporal and dynamic parameters, due to external conditions, changing the order of the projectiles, their weight, height; changing the support area or increasing its mobility in balance exercises, etc.; combining motor skills; combining walking with jumping, running and catching objects; performing exercises on a signal or for a limited period of time.

General preparatory gymnastic exercises of a dynamic nature, simultaneously covering the main muscle groups (without objects and with objects, relatively simple and quite complex, performed under changed conditions, at different positions of the body or its parts, in different directions: elements of acrobatics (somersaults, various rolls, etc.), exercises in balance; outdoor and sports games, martial arts (boxing, wrestling, fencing), cross-country running, cross-country skiing, alpine skiing)).

These are exercises to develop a sense of space, time, the degree of developed muscular effort:

a) lead-up exercises that contribute to the development of new forms of movements of a particular sport;

b) developing exercises aimed directly at the development of coordination abilities, manifested in specific sports.

Exercises aimed at developing coordination abilities are effective until they are performed automatically.

Methods: 1. Teaching new diverse movements with a gradual increase in their coordination complexity. Education of the ability to rebuild motor activity in a suddenly changing environment. This methodical approach is widely used in basic physical education, as well as in team sports and martial arts.

2. Increasing the spatial, temporal and power accuracy of movements based on the improvement of motor sensations and perceptions. This methodical technique is widely used in a number of sports (artistic gymnastics, sports games, etc.) and professionally applied physical training.

3. Overcoming irrational muscle tension (excessive muscle tension (incomplete relaxation at the right moments of exercise) causes a certain discoordination of movements, which leads to a decrease in the manifestation of strength and speed, distortion of technique and premature fatigue).

Variation exercise method with many of its varieties has a wider application. It is divided into two sub-methods - with strict and non-strict regulation of the variability of actions and conditions for execution. The first includes the following types of methodological techniques:

Strictly specified variation of individual characteristics or the entire mastered motor action (change in power parameters, for example, long jumps or jumps up from a place at full strength, to half strength; change in speed according to a preliminary task and a sudden signal of the pace of movements);

Change of initial and final positions (running from a squat position, lying support);

Changing the ways of performing an action (running forward, backwards, sideways in the direction of movement, long or deep jumps, standing with your back or sideways in the direction of the jump, etc.);

- “mirror” performance of exercises (change of push and swing legs in high and long jumps with a run, throwing sports equipment with the “non-leading” hand, etc.);

Performing mastered motor actions after impact on the vestibular apparatus (for example, exercises in balance immediately after rotations, somersaults);

Performing exercises with the exception of visual control - with special glasses or with eyes closed (for example, exercises in balance, dribbling and throwing into the ring).

Methodical methods of not strictly regulated variation are associated with the use of unusual conditions of the natural environment (running, cross-country skiing), overcoming obstacles in arbitrary ways, practicing individual and group attacking technical and tactical actions in conditions of not strictly regulated interaction of partners.

game method with additional tasks and without them, providing for the implementation of exercises either at a limited time, or under certain conditions, or with certain motor actions, etc.

Competitive Method is used only in those cases when the trainees are sufficiently physically and coordinatively prepared in the exercise proposed for the competition.

56 Planning of educational work on physical education at school; purpose, tasks, types, planning documents, the procedure for their preparation; forms of planning: thematic and lesson-based, initial planning material, use in practice.

Physical education planning- this is a preliminary development and definition for the upcoming activities of targets and tasks, content, methodology, forms of organization and methods of the educational process with a specific contingent of those involved.

forward planning - this is long-term planning (for example, in a comprehensive school for several years with the distribution of program material by year of study).

Current planning covers the stages of work (for example, in a comprehensive school - this is planning for the academic quarter).

operational planning carried out in the near future (for the upcoming lesson).

When developing any plan, it is desirable to adhere to such a sequence of basic operations.

1. Information about the contingent involved (about the state of health, the level of physical and sports technical readiness etc.) 2. Goals and objectives of the educational process.

3. Standards and requirements that must be met by those involved at the appropriate stages. 4. Sections of the curriculum and the calculation of study time for the development of the theoretical and practical content of the program, its passage. 5.Rational sequence of passage educational material(theoretical and practical) by periods, stages, individual classes, and the volume and intensity of loads are specified. 6. General organization of work on the implementation of the plan, methods and forms of classes are selected to solve the set pedagogical tasks. 7. Drawing up the plan (all its points, sections, load parameters, etc. are reviewed and agreed upon.

Planning is sequential in nature and is carried out on the basis of generalized to more detailed.

The main planning documents in physical education: curriculum, curriculum, schedule of the educational process, working (thematic) plan, class schedule, lesson plans.

Physical education curricula and programs for general education schools, secondary and higher specialized educational institutions, sports schools and other organizations are developed by state bodies (ministries, committees). Schedules of the educational process, work plans and lesson plans are developed by the teachers themselves.

Syllabus - the main (initial) document, on the basis of which all the multifaceted work on physical education is carried out in state educational institutions of all levels.

The curriculum establishes: a) the total duration of physical education classes in a general education school, educational institution; sports specialization in the Youth Sports School and others sports schools; b) sections (types) of the program material with an indication of the hours for their passage by year of study.

Training program is a study planning document that defines:

a) goals and general tasks of the pedagogical process;

b) the amount of knowledge, skills and abilities that those involved in the planned period of classes should master, a list of basic physical exercises, means that ensure the solution of the tasks set;

c) credit requirements and educational standards (test indicators).

The physical education program consists of sections: 1 - physical education lessons; 2 - physical culture and recreational activities in the mode of the school day; 3 - physical culture outside school hours; 4 - mass sports and sports events. Program structure: 1 - explanatory note(the purpose and objectives of the course of physical education, the characteristics of the contingent involved, the structure of the program, methods and forms of classes, instructions for planning and accounting, etc.); 2 - educational material on theoretical and practical sections (list of main theoretical topics for study, description of all physical exercises to be mastered by years of study), test requirements and educational standards; 3) an application (a list of recommended literature, samples of plans, applications, a typical report card of sports equipment and equipment necessary to provide physical education classes, sample maps physical fitness and student development, etc.). Schedule of the educational process - an expedient sequence of passing the material of the theoretical and practical sections of the curriculum by months and weeks for one (number of hours for each section). Working (thematic) plan - a consistent presentation of the content of each lesson of the academic quarter (specific educational tasks of the lessons (general and private); theoretical information on physical education; means, methods, magnitude of loads; control exercises (tests)). The work plan fixes the methodological sequence of passing the educational material and at the same time reveals the content of each specific lesson. Timetable of classes should be as constant as possible stable and provide for approximately equal intervals of time between physical education classes. Lesson outline (classes) - a complete detailed scenario of the upcoming lesson (the number of the lesson according to the work plan, the main and particular tasks of the lesson, means, load parameters (number of repetitions, intensity, duration) and rest for all exercises, organizational and methodological instructions).

57 Moral-volitional training of young athletes (goal, objectives, content, organizational forms).

Moral-volitional training- a system of psychological and pedagogical influences used to form and improve athletes' personality traits, mental qualities. It creates a mental state that promotes the greatest use of physical and technical fitness, allows you to resist pre-competitive and competitive knocking factors (fear of a possible defeat, self-doubt, stiffness, overexcitation). The goal is to realize the potential capabilities of the athlete's personality, ensuring effective activity.

Tasks: - the formation of motivational attitudes, - the education of volitional qualities, - the development of intelligence, - the achievement of mental stability to the load - the education of communicative properties of the individual, mutual respect, a sense of collectivism. General mental preparation- training in universal techniques that ensure readiness for activities in extreme conditions: ways of self-regulation of emotional states, concentration and distribution of attention, mobilization for maximum physical and volitional efforts. Mental preparation for a specific competition. Means and methods of moral-volitional training:

Mobilizing - to increase mental tone (self-orders, persuasion, exciting massage); - corrective; - relaxing - reducing the level of excitation, facilitate the recovery process (successive excitation and relaxation of muscles, psychoregulation).

Selection of tasks that contribute to team building;

Organization of joint actions, mutual assistance, mutual assistance;

Encouragement of positive and condemnation of negative deeds;

Exercises related to overcoming indecision and fear.