TOMSK STATE PEDAGOGICAL UNIVERSITY

FACULTY OF PHYSICAL CULTURE AND SPORTS

GRADUATE WORK

Fundamentals of the methodology for developing flexibility and coordination of movement in young gymnasts

(gymnastics)

Performed:

6th year student of OZO

Kuzmina N.V.

Scientific adviser:

Doctor of Education

Sciences Zagrevsky O.I.

Thesis defended

"___" __________ 2004

OF MOVEMENT COORDINATION IN YOUNG GYMNASTS. 6

COORDINATION OF MOVEMENTS, AGE FEATURES. 9

preliminary training for young gymnasts. 25

STAGE OF PRELIMINARY PREPARATION. 33

gymnasts 5-6 years old at the preliminary stage at the beginning of the study. 33

and coordination of movements according to the experimental method. 35

APPENDIX.............................. 51

INTRODUCTION

At present, the characteristic modern sports is

its significant rejuvenation and steady growth of sports achievement.

Dedicating yourself research work, at first glance it seems that

modern science left no problems unresolved. At the same time for practice

no matter how perfect it is, the desire to achieve

result faster and with less effort and money. That is, raise

quality, productivity and efficiency of social labor. In connection with

this raises a problematic situation associated with the need to create new

methods, technology, production techniques, training.

Up to a certain point, the need for practice to create new ways of solving

the tasks before it are satisfied due to the available scientific knowledge.

However, sooner or later this knowledge is not enough to solve

problems of the situation, there is a need to expand the theoretical

potential, the need to create a new scientific base, put forward new ideas,

concepts, scientific theories.

However, the continuous growth of results requires the search for new forms, means,

methods of working with young athletes. Targeted multi-year training

and the upbringing of high-class athletes is a complex process, success

which is determined by a number of factors. One of these factors is

developing flexibility and identifying more effective ways, means, methods,

with which it is possible to achieve the highest level in the shortest possible time

result. Due to the sharp decrease in recent years, the age of onset

rhythmic gymnastics, young gymnasts at the age of 8-9 should

perform a competitive program in four to six types of all-around. AT

within one or two years, it becomes necessary to teach girls the exercises

with different objects that differ from each other in many characteristics.

Therefore, the development of flexibility is of great importance and is one and

significant tasks of educational - training process. Sometimes against the background of priority

development of flexibility are manifested by a decrease in the motor fitness of young

gymnasts.

To date, it is relevant to identify the relationship between growth

individual qualities against the background of a positive transfer in the development of one quality

to others.

This topic was chosen and developed not by chance, since the significance

ability which is characterized as flexibility and coordination of movements

is fundamentally important in rhythmic gymnastics, namely without

development of flexibility and without improving the coordination of movements. In our opinion

it is impossible not only to achieve any results in sports, but in general

excluded for those involved to remain in this field of sports activities

or creativity.

We believe that flexibility is a fundamental quality for the sport of

which we are talking about in this work. Movement coordination is fundamental,

foundation of any physical activity associated not only with

rhythmic gymnastics, but in general for the general life of a person.

And having a certain baggage of initial knowledge regarding data of the form

abilities, we must take into account the individual characteristics of each child,

since predisposition and potentiality will be absolutely

different. In this sense, we must provide for a strictly individual approach to

choosing methods and methods of influence for the development of the qualities we need

(flexibility and coordination of movement). We understand that quality is determined

like flexibility, is specific and contains directions

affecting a certain range, so even if we apply

traditional method - we will definitely achieve results, which is impossible

talk about coordination movements, since this is a quality, ability

a person is connected with the general laws of his internal development,

originally incorporated in his general life and subordinate

regularities independent of external physical influence. In that

sense, our task is to put the human body in conditions

non-traditional and atypical of his daily physical activities, i.e.

the task of the coach is to invent a universal set of certain exercises

specific orientation, able to develop in those involved and coordination

movement and put this quality on a fundamentally new level.

A universal set of exercises that the coach uses in his work,

should have an impact not only to improve flexibility and coordination

movements, but also to maintain and develop basic physical qualities

trainees, namely strength, speed, endurance, etc.

THE OBJECT OF THE RESEARCH is: the educational and training process with young

gymnasts.

THE SUBJECT OF THE RESEARCH is: the study and application of special

means and methods for the development of flexibility and coordination of movement.

THE PURPOSE OF THE THERAPY: evaluate the effectiveness of the means used and

methods for developing flexibility and coordination of movements.

HYPOTHESIS: We assumed that against the background of the development of flexibility and coordination

movement will increase the motor fitness of young gymnasts 5-6 years old by

pre-preparation stage.

OBJECTIVES OF THE RESEARCH:

1. The study of scientific literature on the research topic.

2. Develop a methodology for teaching the development of flexibility and coordination

movements in young gymnasts.

3. Experimentally check its effectiveness in the training process.

CHAPTER 1. FEATURES OF THE METHOD OF DEVELOPING FLEXIBILITY AND

OF MOVEMENT COORDINATION IN YOUNG GYMNASTS.

1.1.

Goals and objectives, features of rhythmic gymnastics as a sport.

The main goal of early physical education and sports is to create a strong

basis for raising a healthy, strong and harmoniously developed young

generations.

The main tasks of initial training:

1. Health promotion and harmonious development of all organs and

body systems involved.

2. Formation of correct posture and gymnastic style

performing exercises.

3. Versatile general physical fitness and initial development

motor qualities that are important in rhythmic gymnastics

(dexterity, flexibility, strength, speed, jumping ability and balance)

4. teaching the basics of exercise technique without and with objects.

5. Development of specific qualities: plasticity, danceability,

musicality, expressiveness and creative activity.

6. Instilling interest in rhythmic gymnastics,

education of discipline, accuracy, diligence and

independence.

7. Participation in demonstration performances and children's competitions

(L.A. Karpenko, 1989).

Features of rhythmic gymnastics as a sport

The abundance and specificity of means determine the methodological features

rhythmic gymnastics, among which, according to the authors (G.A. Bobrova,

1978; E.V. Biryuk, 1982; T.S. Lisitskaya, 1982), the most characteristic are

the following:

Firstly, the free movement of the gymnast around the site, which includes

elements of dance, ballet, facial expressions, plastics, elements without an object and with

objects, as well as some elements of a simplified, stabilized

acrobatics.

Secondly, rhythmic gymnastics is associated with the art of owning one's own

body in natural conditions. According to E.V. Biryuk (1982): "Artistic

gymnastics is the art of expressive movement.

Thirdly, a feature of rhythmic gymnastics is the musical

accompaniment. By merging the dynamics of movement with the nature of the musical

accompaniments, movements receive different emotional coloring and

acquire danceability. This connection is carried out not only in coordination

movement with the size and tempo of musical accompaniment, but also in the education of

involved in the ability to correctly understand music and perform movements in

according to its content and form. Music creates a brighter

idea of ​​the nature of the movement.

Fourth, the peculiarity lies in the ability to effectively influence

aesthetic education

Fifth, the feature is associated with motor memory and attention.

To perform complex combinations, original exercises for a gymnast

must have good memory and attention. The complexity of motor structures

actions of gymnasts necessitates memorizing a large volume

relatively independent movements. This places demands on

motor memory of gymnasts, as well as such qualities as

performance, clarity and accuracy of movement reproduction,

According to J.A. Belokopytova (1988), the effectiveness of the training process during

much depends on a clear perception of movement.

Perception is based on visual sensations: the eye evaluates not only

remoteness of the subject and partners, but also traces the details of the studied and

improved movements, actions, allows you to get information about them.

The success of training and improvement in rhythmic gymnastics is largely

determined by the attention of the gymnast to the movements, their details, distinctness

perception, or otherwise - coordination of movements.

The attention of a gymnast is characterized by the following features: concentration,

wide distribution to moving objects (partners, objects), fast

switching from one episode to another, large volume (see

court) and intensity, especially in tense situations.

The next feature is the composition of the free exercise.

The trend towards a relative leveling of technical and physical capabilities

gymnasts who claim to win prizes in competitions of high

rank, significantly aggravates the competitive struggle, the victory in which

begins to be determined by the originality, novelty of the composition of arbitrary

programs (both in the individual and in the group championship).

The last feature is integrity.

Integrity consists in the participation of all parts of the body in the movement performed.

This means that the main movement given to the gymnast must necessarily

accompanied by additional movements. For example, the main movement: from

the initial position of the hand to the left, move them with an arc downward to the right.

Additional movements will be: a) movement of the head, lowering and

rising to the left with the movement of the hands; b) movement shoulder girdle, first

slightly lowering, then slightly rising according to the movement of the hands;

c) slightly noticeable inclinations of the torso in the direction of the movement of the arms.

In general, the exercises are performed together, gently with a slight bending of the arms in

joints. The movements of the hands slightly lag behind the movement of the arms. most brightly

the integrity of the movements is manifested in such exercises as wave and swing.

The above methodological features of rhythmic gymnastics

characterize mainly the activity of female athletes in the conditions of training

classes. The conditions under which the competition takes place are significantly different from

training conditions. In order to effectively overcome the difficulties posed by

competitive activity(emotional tension, starting

fever), a gymnast must have the following qualities: courage,

balance, self-control, perseverance, striving for success.

Rhythmic gymnastics - all-around.

Junior gymnasts compete in exercises with apparatus (jump rope,

hoop, ball, clubs, ribbon) and in an exercise without an object.

Gymnasts of senior ranks do not perform exercises without an apparatus.

In addition to the all-around, the competition program also includes group (5

gymnasts) exercises with one or two objects.

1.2. FEATURES OF THE METHOD OF DEVELOPING FLEXIBILITY AND

COORDINATION OF MOVEMENTS, AGE FEATURES.

One of the most important physical qualities in rhythmic gymnastics is

flexibility - the ability to perform exercises with a large range of motion.

Without this quality it is impossible to bring up the expressiveness of movement,

plasticity and improve their technique, because with insufficient

mobility in the joints of movement are limited and constrained (T. S. Lisitskaya, 1982

Flexibility is needed to perform undulating movements, acrobatic

exercises included in the rhythmic gymnastics program for taking a pose

in flight while performing jumps (D. Mavromati, 1982).

In terms of their biomechanical essence, the vast majority of gymnastic

exercises require good mobility in the joints, and some even

completely dependent on the level of development of this quality.

With a high level of mobility, prerequisites arise for an economical

movements in the joint, since if the initial length of the muscles is greater, this

allows you to show more strength, the joints become more pliable,

this means that less force is required to carry out movement in the joint (Yu.V.

Menhin, 1989).

Insufficient mobility in the joints is a consequence of poor muscle elasticity and

ligaments surrounding these joints, as well as poor development of antagonist muscles

(D. Mavromati, 1972). It is not enough to raise the leg high, and then rapidly

put her down. You need to be able to keep your leg in a high position.

It is not enough to make a sharp bend back on one leg and, raising the other in

back balance, touch the floor with your hand, you still need to be able to raise it after that

body without lowering the leg. Thus, in close connection with the development of flexibility

it is necessary to develop the strength of the antagonist muscles.

Flexibility is manifested in the magnitude of the amplitude (range) of flexion-extension and

other movements. Accordingly, its performance is measured by the limit

amplitude of movements, estimated in angular degrees or linear values

(centimeters) (L.P. Matveev, 1991).

Amplitude is understood as the degree of development of the qualities of gymnastics, amplitude

movements and the scale of exercises with objects. The amplitude depends primarily

turn on the physical qualities of the athlete and the degree of her development. One of

the leading qualities when it comes to amplitude is flexibility.

It facilitates the implementation of all types gymnastic exercises -

slopes, balances, jumps, waves. Flexibility gives the athlete

plasticity, softness, grace. Modern rhythmic gymnastics

pays special attention to this quality, so it has a decisive

value in exercises with objects.

Particular importance is attached to the development of flexibility of the spinal column, not only in

lumbar region, but also in the thoracic and cervical regions, which is important for mastering

waves, strokes, ring movements.

The technique of gymnastic exercises requires a large range of motion in

hip joint, eversion, high mobility of the ankle

joint. Equally important, in particular, for mastering the technique of possession

objects, has mobility in the shoulder, elbow, wrist joints during

all planes.

Distinguish between active and passive flexibility. Under active , flexibility

imply the maximum possible mobility in the joint, which the athlete

can manifest independently, without outside help, using only force

their muscles. Passive flexibility is defined by the highest amplitude that can be

to achieve due to external forces created by a partner, projectile, weighting.

The value of active flexibility is always less than passive. So, when abducting the leg

the range of motion in the hip joint is less than with the same movement,

performed with the help or stroke (L.P. Orlov, 1973).

Under the influence of fatigue, active flexibility decreases (due to a decrease

the ability of muscles to fully relax after a previous contraction), and

passive increases (due to less muscle tone, opposing

stretching) (B. A. Ashmarin, 1990).

It is in rhythmic gymnastics that active flexibility is of great importance,

providing the necessary freedom of movement, as well as allowing you to master

rational sports equipment.

However, optimal mobility in the joints can be achieved only with

simultaneous development of active and passive flexibility.

As a means of educating flexibility in art classes

gymnastics use stretching exercises performed with the utmost

amplitude.

Passive exercises can be dynamic (spring) or static

(holding posture) character. The greatest effect for the development of passive flexibility

brings a combination of spring movements followed by posture fixation (T.S.

Lisitskaya, 1982).

There are also general and special flexibility. General characterized

the maximum amplitude of movements in the largest joints, the second -

amplitude of movements corresponding to the technique of a particular motor

actions (B.A. Ashmarin, 1990).

With age, due to an increase in the mass of tendons (compared to muscles) and

some compaction of the muscle tissue itself tonic muscle resistance

tensile forces increase and flexibility deteriorates. For,

to prevent deterioration of mobility in the joints, especially noticeable in

at the age of 13-14 years, it is necessary to start the development of passive

flexibility. For the development of passive flexibility, the sensitive period will be

age 9-10 years, and for the active - 10-14 years (V.I. Filippovich, 1971).

Rhythmic gymnastics is a complex sport. feature

mastery in rhythmic gymnastics is the mastery of complex and subtle

coordination of movement, the ability to convey not only the general nature of the movement,

but also its details (Yu.N. Shishkareva and L.P. Orlov, 1954).

In rhythmic gymnastics, physical training is aimed at harmonic

development of all qualities. Great importance in children 5-6 years old is given to education

correct posture, excluding excessive lumbar deflection, stoop,

clubfoot. However, more attention than others is given to

development of flexibility and coordination abilities (T.S. Lisitskaya, 1982).

Coordination abilities (CS) are functional

the possibilities of certain organs and structures of the body, the interaction of which

causes the coordination of individual elements of the movement into a single semantic

motor action (B.A. Ashmarin, 1990).

AT general view CS refers to the capabilities of a person that determine his

readiness for optimal control and regulation of motor action.

Coordination abilities include:

Orientation in space;

Accuracy of motion reproduction in terms of spatial, force and

time parameters;

CS are divided into general, special and specific types. To the most important

specifically manifesting CS in the subject-practical and sports

human activities include:

Capabilities Based on Proprioceptive Sensitivity

(muscular feeling);

Ability to orientate in space;

The ability to maintain balance;

Sense of rhythm;

Ability to rebuild motor actions;

Statokinetic stability;

The ability to voluntary muscle relaxation, V.I. Lyakh

(1989) indicates that the most favorable period for the development of CS in

girls is the age of 11-12 years.

The ability to orientate in space.

This ability is understood as the ability to accurately determine and timely

change the position of the body and carry out movement in the right direction. This

the ability of a person to manifest, under appropriate conditions, any

activities (on the gym, on the volleyball court,

tennis, basketball, etc.). It follows from this that the ability to navigate

in space is specifically manifested in each sport.

Its manifestation and development largely depend on the speed of perception and

assessment of the spatial conditions of the action, which

is achieved on the basis of the complex interaction of analyzers (among them

the leading role belongs to the visual).

The main methodological approach, specifically aimed at improving

this ability is the systemic execution of tasks containing

consistently increasing requirements for speed and accuracy of orientation in

space .

The ability to maintain balance.

The growth of sportsmanship in gymnastics largely depends on

activity of the vestibular analyzer. Along with motor and visual

analyzers, it provides orientation in space, affects the level

motor coordination and balance.

Observations show that gymnasts who do not have a well-developed

vestibular analyzer, usually have difficulty mastering the program material, they

have difficulty in mastering rotational movements and maintaining

equilibrium (Yu.P. Kobyakov, 1976)

The ability to maintain the stability of the posture (balance) in certain

positions of the body or in the course of performing movements has a vital

value, since the execution of even relatively simple movements requires

enough high level development of balance organs.

The manifestation of balance is varied. In some cases it is necessary to keep

balance in static positions (stands on one leg in the position

"swallow", handstands in gymnastics and acrobatics); in others - along the way

performing movements (walking and running on a log or other narrow object and

etc.) - dynamic balance.

There is also a third form of balance - balancing objects and on

objects, for example, balancing with a gymnastic mace standing on

palms; holding the ball on the head while standing still or moving; retention

balance, standing on a roller, etc.

The improvement of static and dynamic stability occurs on the basis of

mastering motor skills, as well as in the process of systematic application

general and special preparatory coordination exercises. Elements

equilibria are integral part almost all movements: cyclic,

acyclic, throwing, acrobatic, sports and gaming, etc. (IN AND.

The variety of manifestations of equilibrium makes it necessary to clarify its

varieties. The study of body stability in motor activity

the structure of this DCC, its main components and manifestations are determined,

factors that determine development and criteria for assessing sustainability

body. Therefore, it is first necessary to define and justify

each of the structural elements of this quality.

Being a complex DCC, the equilibrium has the following components:

Rational arrangement of body links;

Minimization of the number of degrees of freedom of the moving system;

Dosage and redistribution of muscle effort;

The level of spatial orientation.

The basis for managing any balance is the interaction of the body with the earth

gravity. The higher the position of the common center of gravity above the support, the greater

gravitational forces exert an influence on it, and the more difficult it is to maintain

sustainability.

The first component - the rational arrangement of body links - contributes to

better balance. Correct posture when sitting or standing

promotes better body stability.

Rational mutual distribution of body parts significantly affects

muscle activity. So, in the squat position on one leg, the

activity of the muscles of the trunk and supporting leg.

Consequently, the location of the links of the body not only significantly affects

external perception of any motor action, but also contributes to

maintaining sustainability.

The second component of balance is the dosage and redistribution of muscle efforts.

Difficulty maintaining a stable body position after performing any

movement (turn, jump, somersault) is that the efforts of muscle

groups are short-lived, appearing only in certain phases

motor action, while at the beginning and at the end of movements the value of these

effort is different. The amount of applied muscle effort is largely

determined by a specific manifestation of equilibrium. For example, saving

balance on an elevated support and after performing a rotation requires completely

different types of efforts. In the second case, they need more

which is associated with the presence of a counter-rotation reaction.

Maintaining stability after performing various jumps requires

overcome certain inertial forces. The more difficult the jumping technique, the

more significant forces must be overcome. With a short duration

performance of motor actions there are additional difficulties,

related to solving problems of maintaining equilibrium in the shortest possible time

time interval. At the same time, the requirements for the manifestation of high

level of intramuscular and intermuscular coordination.

Different muscle groups, as you know, have an unequal degree of activity.

The muscles that perform the main load while holding have the greatest

links of the body in a state of equilibrium. For example, in a handstand more

high activity is characteristic of the muscles of the wrist joints and back muscles.

The third component of maintaining a stable body position is the level

spatial orientation. To perform any motor action, from

elementary natural movements:

holding any posture, walking, running - up to technically complex sports

exercises, a certain degree of orientation in space is necessary. How

it is better, the easier it is to maintain a stable position. Spatial

orientation ensures the accuracy of movements when moving the body and its

individual links.

In various types of motor activity, it is of great importance

spatial accuracy of movements. For example, the accuracy of a ball throw depends on

degree of accuracy in assessing the spatial characteristics of movements. Each

motor action has a certain structure, and information about its

parameters is sent through its specific channels to the control system.

Concepts such as "sense of distance", "sense of the ball" and so on, have

its basis is the interaction of a complex of functional systems, allowing

determine and control the distance. Therefore, maintaining the stability of the body

when performing many motor actions with closed eyes, much

more difficult than with open ones.

There are two main types of equilibrium: static and dynamic.

However, there are no reports of various manifestations in the literature.

static and dynamic balance, which leads to different interpretations

the leading role of some factors in the development and improvement of this

quality.

Therefore, the definition of specific manifestations of static and dynamic

balance is essential. Special studies have revealed

that both static and dynamic equilibrium have a series

specific and nonspecific manifestations. specific associated with

a specific type of sports activity, non-specific most often

characteristic of work and household activities.

The division into specific and non-specific manifestations is very conditional, since

it is impossible to make a clear distinction in complex motor activity

without disturbing the structure of the movement. However, the selection of these two

relatively independent groups is justified from the point of view of development and

improving body stability. It must be borne in mind that in order to

absolute stability of the body is impossible. While maintaining any balance

muscles are in a state of a certain tremor, which is more

manifests itself in the untrained, and therefore it is more difficult for them to achieve balance.

The state of the respiratory

It is known that during forced breathing, the oscillatory movements of the body

increase, resulting in a greater effort to maintain

balance. However, holding the breath for at least 30 seconds causes

reduction of body vibrations.

One of the factors affecting the ability to maintain a stable position

body, is the level of development of physical and coordination qualities,

A certain degree development of power and speed qualities muscle allows

repeatedly repeat efforts of a different nature with the maximum possible

speed. Strengthen the manifestation of body stability certain indicators

sustainability. The higher the level of general and special endurance, the faster

the athlete masters various types of balance.

The ability to maintain balance also depends on the level of development

mobility in the joints. The higher the degree of mobility (to a certain extent),

the easier it is to ensure a rational arrangement of the body and its individual links and

thus manage sustainability.

The level of development of flexibility also affects the maintenance of balance. high

degree of flexibility of the cervical, thoracic, lumbar spine

allows you to take a stable position above the support.

A big role in maintaining balance, especially in rotational and jumping

exercises, plays dexterity. High levels of muscle and intramuscular

coordination provides the solution of rather complex motor tasks.

Therefore, the more difficult the sports exercise, the more dexterity is required for

maintaining a stable body position. In every sport manifestation

dexterity while maintaining stability has its own specifics. Manifested

dexterity also in expedient performance of actions, execution time

movements, in an instant correct assessment of the situation and an adequate reaction.

Equally important is the accuracy of movements, providing rational

the location of the links of the body above the support and unsupported state. Accuracy

motor actions contributes to their high efficiency, performance with

less expenditure of muscle effort and energy. She appears in perfect

form (visible side) of movements and a clear structure (content)

motor action.

Rhythm also has a certain meaning in a stable position of the body,

providing uniform distribution and redistribution of muscle efforts.

It determines the optimal ratio of the individual parts of the motor

actions, their continuity during a given time, as well as the nature,

consistency and amplitude of individual movements. Every exercise has

a certain duration in time (tempo) and a regular distribution

efforts (dynamics). Tempo and dynamics are closely interrelated and influence each other.

friend. Their optimal combination ensures the harmony of movements. In this case

there is a sense of the rhythm of walking, running, etc., which is impossible without a steady

body position.

One of the factors that increase the ability to maintain balance is

psychological and emotional state. High level

psychological preparation contributes to the balance of nervous processes -

essential condition for a stable position. Positive emotions also

contribute to increased performance, muscle activity and,

consequently, a more effective preservation of the balance of the body and its individual

The criteria for assessing the stable position of the body are as follows:

Spatial assessment and self-assessment of the location of body links in

maintaining a separate posture: in motion and in combination with

other types of motor actions;

The degree of conformity of the assessment and self-assessment of the location of the links of the body;

The degree of stability of the body after deviation from the basic position

within 5-10-15°;

The degree of body stability during additional movements (head,

hands, etc.);

The degree of stability of the body in a certain position;

The degree of body stability at various ways moving to

space (walking, running, swimming, skiing, etc.);

The degree of stability of the body in various conditions supports:

elevated, inclined, elastic, soft, hard, etc.;

The degree of stability of the body in an unsupported state;

The degree of body stability before the load (beginning of training), in

mid-class and after exercise;

The degree of stability of the body in combination with other species

motor actions: rotations, jumps, turns;

The degree of stability of the body when balancing objects.

Based on the above, we can give the following definition of this DCC:

balance is the ability to maintain the stability of the body and its individual

links in the support and unsupported phases of motor action.

Abilities based on proprioceptive sensitivity.

Research by V.I. Lyakh showed that abilities based on

proprioceptive sensitivity (muscular feeling - according to I.M. Sechenov),

are quite specific. These are the ability to reproduce, evaluate,

measuring, differentiation of spatial, temporal and power

motion parameters.

Explain the presence of a fairly wide range of so-called simple

abilities can most likely be the fact that the control of movements for various

parameters is carried out with the help of various proprioreceptors.

Ability to reproduce, evaluate, measure, differentiate

spatial, temporal and force parameters are based predominantly on

accuracy and subtlety of motor sensations and perception, often acting in

combined with visual and auditory abilities; with little motor experience

the sensations and perceptions of children are still too rough, inaccurate, poorly understood

errors in the reproduction, evaluation or differentiation of spatial,

temporal, spatio-temporal and power signs of movement. As

acquiring the experience of feeling and perceiving the parameters of the movements performed

become more precise, distinct and clear.

In each type of physical exercise, muscle-motor sensations and

perceptions are specific.

This is envy from the originality of coordination of movements, environmental conditions,

projectiles used. Specialized Perceptions in Sports

activities are otherwise called feelings. Most famous senses: distance

Fencers and boxers; subject - gymnasts; water - from swimmers;

time - for runners, cyclists, skiers, etc.

It follows from this that the ability to reproduce, differentiate,

measuring and evaluating spatial, temporal and power parameters

movement, action or activity in general, based on accuracy and

subtleties, specialized perceptions ("feelings"), are very diverse,

are specific in nature and develop depending on the characteristics

a certain sport.

However, these abilities are extremely rare in isolation. Besides

they are in certain connections with other special and

specific CS, as well as with physical and psychological characteristics.

These connections are due to the fact that in motor activity coordination

movements acts as an integral psychomotor process, in which, in unity,

and close interweaving, its various components are presented: intellectual

(programming and semantic), sensory, sensorimotor and motor

(performing, physical).

Ability to accurately reproduce, evaluate, measure and differentiate

movement parameters develop primarily with the systematic use

general and special preparatory coordination exercises, methods and

methodological techniques for the development of special CS. To improve efficiency

pedagogical influence use methodological approaches aimed at

improving these abilities. CS development methods are based on the system

performance of tasks that place high demands on the accuracy of execution

motor actions or individual movements. There are analytical tasks

(selective) - for the accuracy of reproduction, evaluation, measurement and

differentiation of predominantly one of any motion parameter

(spatial, temporal or force) and systematic - for accuracy

general motor control. Understand what separation is

conditionally, because the accuracy of reproduction, evaluation, etc., say,

spatial parameter in isolation from fidelity, estimates

etc. there is no temporary or force sign of movement.

In the real process of motion control and regulation, these types of accuracy

always appear in organic unity. Therefore, although it is possible

predominant differential impact on improving the accuracy of one

any movement parameter, it is obligatory to set it to achieve

the accuracy of performing a motor action as a whole (V.I. Lyakh, 1989). At

implementation of purposeful development and improvement of the CS, young

athletes much faster and more rationally master various

motor actions; at a higher quality level

new and easier to rebuild the old training programs; faster

advance to the heights of sportsmanship and stay longer in the big

sports; improve more successfully sports equipment and tactics; easier

cope with tasks that require a high level of psychophysiological

functions in the sensorimotor and intellectual spheres; acquire the skill

rationally and economically spend their energy resources; constantly

replenish their motor experience; experience joy and pleasure

constant mastery of new and diverse types of physical exercises

(V.I. Lyakh, 1989).

Anatomical, physiological and psychophysical features of young gymnasts

1. Between 4 and 7 years, ossification of long bones begins. Ossification is coming

uneven and excessive power loads may interfere with this process.

2. At the same age, the bends of the spinal column are formed and

insufficiently compensated lumbar lordosis. Therefore, girls have

incorrect posture (they walk with their stomach forward). Thoughtful Application

classical exercises help correct posture.

3. In 5-6 year old children, the muscles are not yet formed, there is an uneven

development of individual muscle groups. Those with stronger flexor muscles

it is advisable to pay attention to the development of extensors and vice versa.

4. High intensity of metabolic processes, inefficiency of muscle efforts,

increased energy consumption can lead to rapid fatigue. That's why

loads should be small and have a "fractional" character with frequent

rest breaks.

5. Regulatory mechanisms of cardiovascular and respiratory systems not yet

perfect. The pulse rate is high and at rest, increases even with moderate

load, arterial pressure undergoes large fluctuations, breathing

fast and superficial. But under the influence of natural development and

regular classes, the functional capabilities of children increase. By 7-8 years

children can endure significant loads, but adapt better to

moderate-intensity activities.

6. Basic motor qualities develop unevenly and depend on

the state of the functional systems of the child and his respiratory experience. That's why

working through a variety of means.

7. Attention in children 5-6 years old is held with difficulty, its volume and stability

increase gradually and insignificantly. During the learning process,

use new, bright and brief stimuli to keep attention

children. There should be no more than 1-2 comments on the execution technique at one time.

8. Children 5-6 years old are not yet able to separate the non-essential from the main,

often fix their attention on the secondary. Therefore, in

at this age it is advisable to use a holistic teaching method, to study

simple exercises Use concise and precise explanations.

9. The visibility of learning is important at this age. Show

must be very precise and clear, as children often simply

copy the teacher and can repeat his mistakes. But for the development of the 2nd

signaling system, terminological replenishment showing should be

be accompanied by a concise and understandable explanation.

10. Emotional manifestations in children 5-6 years old are imperfect, strong-willed and

moral qualities are limited. Therefore, it is necessary

work tirelessly to develop these qualities in children, remembering that praise and

reward methods at this age are much more effective than punishment methods.

11. Musical accompaniment of classes at this stage of initial training

should be simple, understandable and accessible, close to children 5-7 years old

age. According to the new Regulations on the Youth Sports School, at the initial stage of preparation

accompanists are not included. It certainly makes it difficult

the work of trainers (L.A. Karpenko, 1989).

1.3. Characteristics of the means of OFP and SFP at the stage

preliminary training for young gymnasts

Successful implementation of comprehensive physical education of young gymnasts during

largely depends on the skillful selection of means and methods of physical training on

over a number of years in an annual cycle.

Complete physical training includes general and special training,

between which there is a close relationship. This separation allows better

build a pedagogical process using various means and methods.

Special physical training is directly aimed at the development

physical qualities specific to the sport.

Means of special physical training are: 1) competitive

exercises, i.e. holistic actions that are carried out in compliance with all

requirements set for competitions; 2) special preparatory

exercises directly aimed at the development of physical qualities. it

exercises aimed at developing muscle groups that carry the main

load when performing a holistic action

General physical training is aimed primarily at general physical

development of the gymnast, i.e. the development of physical qualities, which, although not

are specific to the sport but necessary in terms of

a comprehensive increase in the functional capabilities of the body.

General physical training enriches the athlete with a wide variety of

skills. Despite the various specific manifestations of physical qualities, all

they have common patterns of development, on the basis of which they manifest themselves in

or any other sport.

General physical training is aimed at the overall harmonious development of the whole

body, development of all its muscles, strengthening of organs and systems

body and increase its functional capabilities, improve the abilities

to coordination of movements, increase in speed, strength, endurance, agility,

flexibility, correction of shortcomings in physique and posture in young athletes.

The specific choice of means depends on the inclinations of those involved, existing

traditions of the sports team and available opportunities.

For young gymnasts, the means of general physical training will be walking, running,

climbing, exercises to develop a sense of balance, general developmental

exercises with and without objects, exercises with weights.

A significant place in the program of their studies should be given to mobile and

sports games, various types athletics, swimming and diving

General and special physical training must be presented in all

types of annual cycle - preparatory, competitive (basic) and

transitional, but the ratio and tasks are changing.

In the first years of training, it is necessary to pay great attention to the general physical

preparation (A.G. Shlemin, 1958; Z.I. Kuznetsova, 1957; A.G. Detinkov, 1962),

because it contributes to the diversified development and improvement of functional

capabilities of the body of young athletes. General physical fitness should

carried out throughout the year, varying in volume depending on

conditions in classes with young gymnasts is a combination of special and general

physical training, because only under this condition it is possible to achieve high

sports results.

CHAPTER 2. OBJECTIVES, METHODS AND ORGANIZATION OF RESEARCH.

The analysis of scientific and methodological literature made it possible to formulate the goal and

working hypothesis of the study.

Purpose: to evaluate the effectiveness of the means and methods used for the development

flexibility and coordination of movements.

Research hypothesis: against the background of the priority development of flexibility and coordination

the general motor fitness of young gymnasts may also increase 5–6

years at the preparatory stage.

2.1. Research objectives.

1. Determine the level of development of general and special preparedness.

2. Reveal the relationship between the development of flexibility, coordination of movements and

general motor fitness.

3. Development of an effective selection of funds in the training process,

aimed at improving general and special training.

2.2. Research methods.

To solve the tasks, the following research methods were used:

1. Study analysis of scientific and methodological literature;

2. Pedagogical observations;

3. Testing of motor qualities;

4. Methods of mathematical statistics.

2.3. Organization of the study

Analysis

literature. To obtain objective information on the issues under study, clarifications

research methods the literature was studied: about the physical qualities of athletes,

about the coordination abilities of children 5-6 years old, about the age characteristics of children

5 - 6 years. The characteristics of the OFP and SFP funds at the initial stage were studied.

training for young gymnasts; sports metrology data that allowed

objectively analyze and substantiate the results of research. There were also

analyzed 40 literary sources of domestic authors.

Pedagogical observations. Pedagogical observations were carried out on

competitions and training in the village of Kozhevnikovo. Observations were made on children 5

– 6 years of age since December 2003. to March 2004 in KSSh - 2 villages of Kozhevnikovo.

Testing of motor qualities. An important organizer and guide

A factor in the process of physical training is developmental control

qualities. One of the indicators characterizing the level of general physical

the preparedness of gymnasts is their successful passing of physical fitness tests.

As a result of the series scientific research developed a set of pedagogical

control tests. It characterizes the level of development of the main physical

qualities of children involved in rhythmic gymnastics. This complex

developed taking into account the normative documents of the Youth Sports School.

The following tests were used to determine flexibility:

"TWINE" on the right leg. Gymnasts 5-6 years old perform splits on the floor.

The distance from the floor to the hip is measured in centimeters. "Twine" allows

determine the development of flexibility in the hip joints.

"BRIDGE" is fixed for 2 seconds, the distance between the hands and heels is estimated

gymnasts in centimeters. "Bridge" allows you to determine the development of flexibility

spinal column.

"TURN OUT" in shoulder joints with a skipping rope is performed three times. measured

the distance between the brushes in centimeters. "Twist" allows you to determine

mobility in the shoulder joints.

Based on analyzes literary sources(V.I. Lyakh, 1989, 1998; A.V. Lagutin,

1996), three tests were used to determine the following

Ability to maintain balance;

Ability to coordinate movements;

Coordination abilities related to holistic motor

actions (ability to orientate in space).

The HERON test is performed as follows.

I.P. - stand on the right (left) leg, the knee of the left (right) is deployed in

side, the foot is pressed to the knee of the supporting leg. Hands forward with palms down.

At the command of the subject, he must close his eyes and maintain a fixed position.

the maximum amount of time.

As soon as small fluctuations in movement began to be observed, the stopwatch

stopped.

To determine the ability to coordinate movements, the test "UPOR

crouching - emphasis Lying".

I.P. – O.S.

1. Emphasis crouching;

2. Emphasis lying;

3. Emphasis crouching;

One point is awarded for one fully completed exercise, each of

four phases of the exercise is ¼ point.

The ability to orientate in space was assessed using a test

"EIGHT". Crawling in an emphasis, standing bent over, along an eight-shaped distance.

I.P. - Standing on half-fours (knees do not touch the floor) between two

cubes located at a distance of 1.5 meters from each other. one palm

hands is at the mark indicating the middle of the distance between the cubes.

Task: crawl on half-fours "EIGHT", bending around each cube three

times. Estimated task execution time in seconds. The result is taken into account

one try.

To determine the general physical fitness, the following tests were taken:

1. Long jump from a place. The distance is measured in centimeters.

2. Run 20 meters. Estimated task execution time in seconds. Three run

attempts and the best result is left.

3. Hang on bent arms. Estimated task execution time in seconds.

I.P. - hanging on a high bar with an overhand grip, the chin is above the bar,

does not concern. As soon as the chin touches the crossbar, the stopwatch

stopped.

Methods of mathematical statistics.

All experimental results were processed using

methods of mathematical statistics set out in the relevant manuals

(L.P. Kanakova, O.I. Zagrevsky, 2003, etc.).

1. Arithmetic mean value of the feature:

2. standard deviation - dispersion:

3. arithmetic mean error:

4. Spearman's rank correlation coefficient.

5. Significance of differences was determined by rank

correlation coefficient:

According to the assessment of the reliability of the results obtained, the main

accepted 1 - 5% significance level.

CHAPTER 3. METHODOLOGICAL ASPECTS OF DEVELOPING FLEXIBILITY AND

OF MOVEMENT COORDINATION OF 5-6 YEARS GIRLS IN THE EDUCATIONAL AND TRAINING PROCESS ON

STAGE OF PRELIMINARY PREPARATION.

3.1.

The study of motor fitness of 5-6 year old gymnasts

preliminary stage at the beginning of the study.

Table #1

The level of motor fitness at the beginning of the study

Tests	X	b
Standing long jump (cm)	120,2	9,1
Run 20 m (s)	6,01	0,64
Hanging on bent arms (s)	4,0	3,04
Twine (cm)	19,8	4,9
Torsion in the shoulder joints with a rope (cm)	57,0	9,7
Bridge (cm)	8,8	0,7
Balance on one leg (s)	3,26	2,05
Movement in an emphasis while standing along an 8-shaped trajectory (c)	39,13	8,3
Emphasis crouching emphasis lying (number of times)	6,26	3,65

Table number 2

Correlation table of the relationship between the development of flexibility and coordination

movements at the beginning of the study

Based on the correlation analysis of gymnasts at the stage of preliminary

training revealed a weak inversely proportional relationship between flexibility

spinal column and coordination of movements, as well as mobility in

shoulder joints and statistical balance. Received coefficient

correlation was r=0.08, which is an unreliable indicator. Most

a strong directly proportional relationship was obtained between the mobility in

shoulder joints and coordination of movements, the correlation coefficient was

r = 0.3. The reliability of the results was not found (P> 0.05).

Table No. 3

Correlation table of the relationship between the development of coordination of movements

and general motor fitness at the beginning of the study.

Tests	Standing long jump	Run 20 meters	Hanging on bent arms
Balance on one leg	0,2	0,1	0,5
Movement in an emphasis while standing along an 8-shaped trajectory	0,2	0,4	0,1
Emphasis crouching - emphasis lying	0,4	0,03	0,7

Correlation analysis revealed the closest directly proportional relationship

between speed-strength and power abilities, correlation coefficient

amounted to r = 0.7 and turned out to be significant (p< 0,05)

3.2. Characteristics of means and methods of development

flexibility and coordination of movements according to the experimental method.

As the analysis of literary sources showed, in rhythmic gymnastics, for

achievement of a high level of sportsmanship, it is necessary to develop

dealing with such qualities as flexibility. This position is confirmed and

our experimental studies. Therefore, the main task

pedagogical experiment for us was to improve the methodology

development of flexibility, based on the results of our own research.

The process of development of flexibility was carried out gradually.

The dosage of exercises aimed at developing flexibility was small, but

exercises were applied systematically, in each lesson. Also these

exercises were included in the morning exercises.

Before starting exercises to increase joint mobility,

a warm-up was performed to warm up the muscles.

Stretching exercises had an effect if they were repeated until the appearance of

feeling of mild pain.

The main means of developing flexibility were stretching exercises,

which could be dynamic (springy, flywheel, etc.) and

static (maintaining maximum amplitude in various postures)

character.

Stretching exercises were performed both with and without weights.

The use of weights allows you to accentuate the development of muscles,

providing movement in the joints.

Complexes of exercises aimed at developing mobility in various

joints of the musculoskeletal system, consisted of active exercises

(the maximum amplitude is achieved by the performer himself) and passive

(the maximum amplitude is achieved with the help of additional external forces).

The load in flexibility exercises in individual classes and throughout the year

increased by increasing the number of exercises and the number of repetitions.

The pace during active exercises was 1 repetition per 1 second; at

passive - 1 repetition in 1 - 2 seconds; retention static positions –

20-30 seconds.

When performing tasks on flexibility, a specific goal was set for the child,

let's say reach out with your hand to a certain point or object. Similar technique

allows for greater range of motion.

The main method of developing flexibility is the repeated method, where exercises on

stretching was performed in series of 10-12 repetitions in each. Amplitude

movements increased from series to series. Such exercises gave

the greatest effect, and if the children performed daily at home and did not miss

workouts. In training, 40% of the time was devoted to the development of flexibility.

The following ratio was applied in the use of developmental exercises

flexibility: 40% - active; 40% passive; 20% static.

Since children 5-6 years of age had classes 3 times a week,

homework system was used, which included:

exercises aimed at developing the flexibility of the spine, in the hip and

ankle joints, popliteal ligaments, as well as jumping rope. For

Development of Flexibility in the training process, exercises were used

speed-strength nature: springy movements, swings with subsequent

holding the legs. At the same time, if the exercises were performed with weights, the weight

weights should not have reduced the speed of swings or springy

movements (weights did not exceed 2-3% of the gymnast's body weight). As

methods of improving flexibility were used game and competitive

methods, then the classes were interesting and fun (who can bend

below; who, without bending his knees, will be able to lift a flat

subject, etc.).

Flexibility exercises were performed in the following sequence: at the beginning

exercises for the joints of the upper limbs, then - the trunk and lower

limbs.

The conditions for performing the exercise are greatly facilitated by the support.

Exercises were first performed at the support, then without support.

Active and passive flexibility develop in parallel.

Exercises used to develop flexibility:

1. Repeated springy movements that increase the intensity of stretching. N-

R: springy forward bends.

2. Movements performed in the largest possible amplitude. N-R: back bends

and forward to failure.

3. Inertia of movements of any part of the body. H-R: swing your legs forward or in

side with gradually increasing range of motion.

4. Additional external support. H-R: hand grips on the rail

gymnastic wall or a separate part of the body, followed by pulling

one part of the body to another.

5. Active help from a partner.

A set of exercises for the development of flexibility

1. Tilt forward, sitting legs apart. Touch your chest to the floor and hold it

position 2-3 seconds. To successfully meet this regulatory requirement,

a) sitting on the floor, legs together, leaning forward with the help of a trainer who

presses with hands in the area of ​​​​the shoulder blades;

b) standing in an inclination forward, strive to touch the floor with the palms, then the forehead,

chested legs;

c) stand with your back to the gymnastic wall, lean forward, grab hold of

the second rail and pull towards you, leaning deeper and deeper (legs do not

bend);

d) standing facing the gymnastic wall, put your right foot on the rail on

the height of the belt (or chest) and, leaning forward, strive to touch with the chest

e) sitting legs apart wider, tilt forward with help.

2. Bridge from a prone position.

The ability to perform a bridge is essential not only for the development

body flexibility, but also for successful floor and acrobatic exercises.

Bridge exercises:

a) bending back, touching the wall with your hands;

b) kneeling, hands up, tilting back, trying to touch the floor with your hands;

c) sitting with your back to the wall, grasp the rail at head height, bend

feet and put shoulder-width apart, bending to stand up;

d) standing with your back to the wall, lean back and lean your hands against the wall,

complete the bridge;

e) lying on your back, bend your legs and rest your hands behind your head;

e) standing, tilting back bridge with the help of a trainer.

3. Raising a straight leg forward, to the side (to the height of the belt, chest), back

(above the knee), standing at the gymnastic wall and leaning on it with a free hand

hand on belt:

a) swing naked forward, backward, to the side, standing at the gymnastic wall and

leaning on it with your hand (when swinging your foot, turn the foot outward, the body and

keep your head straight)

b) stand facing (sideways) to the wall and put a straight leg on the rail at a height

belts. Squat on the supporting leg, keep the straight leg on the rail;

c) standing against the wall, raise the straight leg forward, to the side and back with the help of

trainer (avoid pain);

d) Standing against the wall, raise the straight leg forward, backward, to the side with

weighting (sandbags weighing 1 - 2 kg).

4. Twists in the shoulder joints with a rope.

To develop flexibility in the shoulder joints, it is recommended to regularly perform

the following exercises:

a) circular motions hands in the lateral and frontal planes in turn,

sequentially and simultaneously;

b) also with clubs, dumbbells, sandbags;

c) from a standing position, hands up with a rubber bandage, twist, lowering hands

back behind the back and returning to starting position;

d) too, but with a rope, arms up wider than shoulders.

5. Straight twine.

p.3. raising the legs to the side by 90 degrees, contributes good performance

straight twine and eliminates traumatic injuries. In addition to those indicated

a) from an emphasis lying legs apart wider, socks turned outward, rotation of the torso

to the right and to the left, putting his hands in one direction, then in the other.

Turning to the left, strive to touch the floor with the right thigh, turning

to the right, - left thigh;

b) standing facing the gymnastic wall, spread your legs apart wider. holding on

hands behind the wall, strive to go down as low as possible;

c) too, but stand on the 2nd - 3rd rail;

d) standing with legs apart wider, medicine ball between legs. Stretching legs to strive

sit on the ball

e) from the gray-haired legs apart wider, leaning on the hands forward, stand on your feet and

As the analysis of literary sources has shown, in rhythmic gymnastics, in order to achieve a high level of sportsmanship, it is necessary to develop among those involved in such a quality as flexibility. This position is also confirmed by our experimental studies. Therefore, the main task of the pedagogical experiment for us was to improve the methodology for developing flexibility, based on the results of our own research.

The process of development of flexibility was carried out gradually.

The dosage of exercises aimed at developing flexibility was small, but the exercises were applied systematically, at each lesson. Also, these exercises were included in the morning exercises.

Before starting exercises to increase joint mobility, a warm-up was carried out to warm up the muscles.

Stretching exercises had an effect if they were repeated until a feeling of slight soreness appeared.

The main means of developing flexibility were stretching exercises, which could be dynamic (springy, swing, etc.) and static (maintaining maximum amplitude in various postures) character.

Stretching exercises were performed both with and without weights.

The use of weights allows you to accentuate the development of muscles that provide movement in the joints.

Complexes of exercises aimed at developing mobility in various joints of the musculoskeletal system consisted of active exercises (the maximum amplitude is achieved by the performer himself) and passive exercises (the maximum amplitude is achieved with the help of additional external efforts). The load in flexibility exercises in individual sessions and throughout the year increased due to an increase in the number of exercises and the number of their repetitions. The pace during active exercises was 1 repetition per 1 second; with passive - 1 repetition in 1 - 2 seconds; holding static positions - 20-30 seconds.

When performing tasks on flexibility, the child was given a specific goal, for example, to reach a certain point or object with his hand. This technique allows you to achieve a greater range of motion.

The main method of developing flexibility is the repeated method, where stretching exercises were performed in series of 10-12 repetitions each. The amplitude of movements increased from series to series. Such exercises gave the greatest effect, and if the children performed daily at home and did not miss training. In training, 40% of the time was devoted to the development of flexibility. The following ratio was used in the use of exercises for the development of flexibility: 40% - active; 40% passive; 20% static.

Since classes were held 3 times a week for children aged 5-6, a homework system was used, which included: exercises aimed at developing the flexibility of the spine, in the hip and ankle joints, popliteal ligaments, as well as jumping rope. For the Development of Flexibility in the training process, exercises of a speed-strength nature were used: springy movements, swings, followed by holding the legs. At the same time, if the exercises were performed with weights, the weight of the weights should not reduce the speed of swings or springy movements (weights did not exceed 2-3% of the gymnast's body weight). As methods for improving flexibility, games and competitive methods, then the classes were interesting and fun (who will be able to bend down; who, without bending their knees, will be able to lift a flat object from the floor with both hands, etc.).

Flexibility exercises were performed in the following sequence: at the beginning, exercises for the joints of the upper limbs, then for the trunk and lower limbs.

The conditions for performing the exercise are greatly facilitated by the support. Exercises were first performed at the support, then without support.

Active and passive flexibility develop in parallel.

Exercises used to develop flexibility:

Repeated springy movements that increase the intensity of the stretch. N-R: springy forward bends.

Movements performed in the largest possible amplitude. N-R: bending back and forth to failure.

Inertia of movement, any part of the body. H-R: swing your legs forward or to the side with a gradually increasing amplitude of movement.

Additional external support. Н-Р: grips with the hands on the rail of the gymnastic wall or a separate part of the body, followed by pulling one part of the body to another.

Active support from a partner.

A set of exercises for the development of flexibility

Tilt forward, sitting legs apart. Touch the chest to the floor and hold this position for 2-3 seconds. To successfully meet this regulatory requirement, it is recommended that you master the following exercises:

• a) sitting on the floor, legs together, tilting forward with the help of a trainer who presses his hands in the area of ​​​​the shoulder blades;
• b) standing in an inclination forward, strive to touch the floor with the palms, then with the forehead, chest of the legs;
• c) stand with your back to the gymnastic wall, lean forward, grab the second rail and pull towards you, leaning deeper and deeper (do not bend your legs);
• d) standing facing the gymnastic wall, put the right foot on the rail at the height of the belt (or chest) and, leaning forward, try to touch the leg with the chest;
• e) sitting legs apart wider, tilt forward with help.

Bridge from a prone position.

The ability to perform the bridge is essential not only for the development of body flexibility, but also for successful floor and acrobatic exercises.

Bridge exercises:

• a) bending back, touching the wall with your hands;
• b) kneeling, hands up, tilting back, trying to touch the floor with your hands;
• c) sitting with your back to the wall, grasp the rail at the height of your head, bend your legs and put them shoulder-width apart, bending to stand up;
• d) standing with your back to the wall, lean back and leaning your hands against the wall, complete the bridge;
• e) lying on your back, bend your legs and rest your hands behind your head;
• e) standing, tilting back bridge with the help of a trainer.

Raising a straight leg forward, to the side (to the height of the belt, chest), back (above the knee), standing at the gymnastic wall and leaning on it with his free hand on the belt:

• a) swinging naked forward, backward, to the side, standing at the gymnastic wall and leaning on it with your hand (when swinging your foot, turn your foot outward, keep your body and head straight);
• b) stand facing (sideways) to the wall and put a straight leg on the rail at the height of the belt. Squat on the supporting leg, keep the straight leg on the rail;
• c) standing against the wall, raise the straight leg forward, to the side and back with the help of a trainer (avoid pain);
• d) Standing against the wall, lift the straight leg forward, backward, to the side with weights (sandbags weighing 1-2 kg).

Twists in the shoulder joints with a skipping rope.

To develop flexibility in the shoulder joints, it is recommended to regularly perform the following exercises:

• a) circular movements of the hands in the lateral and frontal planes alternately, sequentially and simultaneously;
• b) also with clubs, dumbbells, sandbags;
• c) from a standing position, hands up with a rubber bandage, twist, lowering the hands back behind the back and returning to the starting position;
• d) too, but with a rope, arms up wider than shoulders.

The twine is straight.

It is recommended to start twine training with the exercises described in paragraph 3. Raising the legs to the side by 90 degrees contributes to the good performance of straight split and eliminates traumatic injuries. In addition to these exercises, the following are recommended:

• a) from an emphasis lying legs apart wider, socks turned outward, turning the torso to the right and left, exposing the arms to one side or the other. Turning to the left, strive to touch the floor with the right thigh, turning to the right - with the left thigh;
• b) standing facing the gymnastic wall, spread your legs apart wider. Holding hands on the wall, strive to go down as low as possible;
• c) too, but stand on the 2nd - 3rd rail;
• d) standing with legs apart wider, medicine ball between legs. Stretching your legs to try to sit on the ball;
• e) from the gray-haired legs apart wider, leaning on the hands forward, stand on your feet and return to I.P.

The main task of coordination improvement is to provide a broad basis (fund of acquired motor skills and abilities) and on its basis to achieve versatile development coordination abilities.

In order to successfully solve it, children are first of all taught a wide range of motor actions. To do this, in the classroom with them used a variety of exercises, most of them new or unusual, most of which can be considered as coordinating. The widest of them was the group of general preparatory coordination exercises. In senior preschool age analytical coordination exercises, affecting various special and specific c.s. Much attention at this age was paid to general developmental exercises without and with objects.

Speaking about the features of the development of c.s. older preschool age, it is necessary to highlight the problem of the optimal ratio of methods of standard - repeated and variable (variable) exercises.

The method of standard-repeated exercise is absolutely necessary in working with preschoolers, however, as students begin to confidently perform assimilated motor actions, it should give way to the method of variable exercise. Otherwise, the acquired skills can turn into inert stereotypes, and this is unacceptable, because. movement technique will be rebuilt in the future due to the growth physical abilities and a significant increase in body size.

Among the techniques related to the method of variable (variable) exercise, at this age, techniques of strictly regulated variation should prevail.

As a means of educating motor-coordination abilities, in principle, a variety physical exercises and if their fulfillment is objectively connected with overcoming more or less significant coordination difficulties. Such difficulties have to be overcome in the process of mastering the technique of any new motor action.

However, as the action becomes habitual and the skill associated with it becomes more and more fixed, it becomes less and less difficult in terms of coordination and therefore stimulates the development of coordination abilities less and less. Novelty, at least partial, unusualness and the resulting extraordinary requirements for coordination of movements are the most important criteria when choosing exercises for an effective impact on motor-coordination abilities.

Particularly valuable in this regard are the infinitely varied combinations of movements that make up the material of gymnastics, as well as sports and outdoor games.

With the development of the CS, the methodology of N.V. Khomyakova (1998). In his methodology, he proposed the use at the initial stage of training special exercises aimed at eliminating motor asymmetry, which will contribute to the harmonious development of gymnasts, a more complete manifestation of coordination abilities and allow them to achieve better results in the future.

L.P. Matveev (1991) suggests the development of motor-coordinating abilities along two main lines:

The first line is implemented directly in the process of learning new motor actions, by sequentially solving new motor tasks arising from the need to coordinate movements and overcome obstacles that arise at the initial stages of motor skills formation.

The second line in the method of motor-coordinating abilities education is characterized by the introduction of an unusual factor in the performance of actions, which imposes additional requirements on the coordination of movements.

Coordination abilities in rhythmic gymnastics are manifested in the ability of a gymnast to perform exercises freely, easily, gracefully, as well as accurately and economically.

CS are closely related to the development of strength, speed and endurance.

In the process technical training gymnasts need not only to master the complex coordination of movements, but also to learn how to maintain it in various changing conditions, which is of great importance in their sports activities.

Coordination is unthinkable without the development of joint-muscular sensitivity, which contributes to the formation of fine motor differentiation.

Therefore, gymnasts need to systematically perform new, more and more complex exercises in various conditions.

Dance movements, acrobatic and gymnastic exercises were used to develop coordination of movements. But the best means were rhythmic gymnastics exercises, especially with objects, as well as elements of dance, which contributed to the development of coordination of movements, orientation in space and time. For the same purpose, exercises in turns were included.

In order to educate the CS at the educational training sessions they put the gymnasts in new, unusual conditions for them: they changed the main direction, performed exercises from the other leg and in the other direction. Sometimes they change shape familiar items: gave the ball big size; a jump rope - shorter or longer, made of a different material; hoop - lighter or heavier, with a larger or smaller diameter; tape - longer or wider; stick - heavier and shorter; in execution strength exercises weights were applied.

They changed the usual conditions, thereby forcing the gymnasts to overcome the difficulties that arise. For example, during static balance exercises, the support area was reduced or increased, the number of rotational movements was increased, bringing them to a maximum, exercises were performed in balance at a very slow pace, and others at a very fast pace, etc.

When studying the elements of acrobatics, it is useful for gymnasts to perform exercises on the floor without a carpet, and as they master the technique, exclude insurance and assistance.

Game and competitive methods were used as the development of the CS.

TOMSK STATE PEDAGOGICAL UNIVERSITY
FACULTY OF PHYSICAL CULTURE AND SPORTS

GRADUATE WORK

TOPIC
Fundamentals of the methodology for developing flexibility and coordination of movement in young gymnasts

(gymnastics)

Performed:

6th year student of OZO

Kuzmina N.V.

Scientific adviser:

Doctor of Education

Sciences Zagrevsky O.I.

Thesis defended

"___" __________ 2004

Grade ________

Tomsk 2004

INTRODUCTION 3

CHAPTER 1. FEATURES OF THE METHOD OF DEVELOPING FLEXIBILITY AND COORDINATION OF MOVEMENTS IN YOUNG GYMNASTS. 6

1.1. Goals and objectives, features of rhythmic gymnastics as a sport. 6

1.2. FEATURES OF THE METHOD OF DEVELOPING FLEXIBILITY AND COORDINATION OF MOVEMENTS, AGE FEATURES. 9

1.3. Characteristics of OFP and SFP means at the stage of preliminary training for young gymnasts 25

CHAPTER 2OBJECTIVES, METHODS AND ORGANIZATION OF RESEARCH. 28

2.1. Research objectives. 28

2.2. Research methods. 28

2.3. Organization of the study 28

CHAPTER 3. METHODOLOGICAL ASPECTS OF FLEXIBILITY AND MOVEMENT COORDINATION DEVELOPMENT OF 5-6 YEAR GIRLS IN THE EDUCATIONAL AND TRAINING PROCESS AT THE PRELIMINARY TRAINING STAGE. 33

3.1. The study of motor fitness of 5-6 year old gymnasts at the preliminary stage at the beginning of the study. 33

3.2. Characteristics of the means and methods for the development of flexibility and coordination of movements according to the experimental method. 35

3.3. Research results. 43

CONCLUSIONS: 45

LITERATURE 47

APPENDIX ……………………………………………………………….. 51

Analysis of literary sources and available data on the topic thesis showed - at the stage of preliminary preparation, one of important conditions in classes with young gymnasts, it is a combination of general and special physical training, the components of which are flexibility and coordination of movements; in rhythmic gymnastics, in comparison with other motor qualities, much attention is paid to the development of flexibility and coordination abilities, because these qualities are crucial in achieving high sports results; thanks to the targeted development of flexibility, it is easier to perform all types of gymnastic exercises - inclinations, balances, jumps, waves;

In the implementation of purposeful development and improvement of coordination abilities, young athletes master various motor actions much faster and rationally.

Based on the results of the preliminary study, it was revealed:

the level of development of motional qualities turned out to be insignificant in all indicators assessing the coordination abilities and flexibility of gymnasts at the stage of preliminary training.

According to the indicators of general motor fitness, a level above the average is observed only in speed-strength abilities.

At the beginning of the study, a weak inversely proportional relationship (P  0.05) between flexibility and coordination of movements was revealed, and the relationship between general motor fitness and coordination of movements turned out to be above average (P  0.05).

4. A comprehensive set of tools, methods and methodological techniques, aimed at developing flexibility and coordination of movements in the process of a pedagogical experiment, allowed to significantly increase the level of motor fitness of young gymnasts. A significant increase in results is observed with the development of flexibility, coordination of movements, in strength training. And there are no significant changes in speed-strength readiness.

LITERATURE

Ashmarin B.A., Vinogradov Yu.A., Vyatkina Z.N., et al. Theory and methods of physical education: textbook. For students of the faculty. cult. ped. In-tov on spec. 03.03. - M.: education, 1990. - 287p.

Bobrova G.A. The art of borders. - Leningrad: Children's literature, 1986. - 109 p.

Bobrova G.A. Rhythmic gymnastics in sports schools. - M .: Physical culture and sport, 1974. - 264 p.

Bobrova G.A. Rhythmic gymnastics at school. - M .: Physical culture and sport, 1978. - 208s.

Bogen N.N. learning motor actions. - M .: Physical culture and sport, 1985. -193 p.

Varanina T.T., Varshavskaya R.A., Zinkovsky A.V. etc. Rhythmic gymnastics: tutorial for institutions physical culture/ Ed. Orlova L.P. - M.: Physical culture and sport, 1973. - 197 p.

Verkhoshansky Yu.V. Fundamentals of special strength training in sports. - M .: Fizkultura and sport, 1970. – 264 p.

Verkhoshansky Yu.V. Fundamentals of special physical training of athletes. - M.: Physical culture and sport, 1988. - 336 p.

Glass J., Stanley J. Static research methods in pedagogy and psychology. - M.: Progress, 1976. – 495 p.

Dyachkov V.M. physical training of an athlete. - M .: Fizkultura and sport, 1961. - 193 p.

Eleseeva I.I., Yuzbashev M.M. General theory of statistics: textbook / Ed. Corresponding Member RAS I.I. Eliseeva.-4th ed. revised. and additional - M.: Finance and statistics, 2000. - 480 p., ill.

Zatsiorsky V.M. cul.-M.: Physical culture and sport, 1982. - 256 p.

Zatsiorsky V.M. Physical qualities of athletes.-M.: Physical culture and sport, 1966. – 196 p.

Kanakova L.P. Fundamentals of mathematical statistics in sports: a manual. - Tomsk, 2001. - 125 p.

Karpenko L.A. Selection and initial training of those involved in rhythmic gymnastics: guidelines. - Leningrad 1999 -25 p.

Kechetjieva L., Vankova N., Chipryanova M. Teaching children rhythmic gymnastics. -M.: Physical culture and sport, 1985. - 96 p.

Kobyakov Yu.P. Training of the gymnast's vestibular analyzer. - M .: Physical culture and sport, 1976. - 64 p.

Korengberg V.V. Motor task, motor skill. - Gymnastics, issue 1, 1986

Kuznetsova Z.I. Development of schoolchildren's motor qualities. - M .: Enlightenment, 1967. - 204 p.

Lagutin A.B. Motor task and exercise for physical development for children 4-6 years old: Methodical development for students and listeners of the faculty of advanced training of the Academy. - M.: Printing house of the company "Ajax-N", 1996. - 52 p.

Lisitskaya T.S. Rhythmic gymnastics. - M .: Physical culture and sport, 1982. - 231s.

Lyakh V.I. Flexibility and methods of its development//Physical education at school. No. 1, 1999, - p. 25

Lyakh V.I. Coordination abilities of schoolchildren.-Mn.: Polymya, 1989. - 159 p.: ill.

Lyakh V.I. Coordination abilities of schoolchildren//theory and practice of physical culture. No. 1, 2000. - 24 p.

Lyakh VI, Sadovski E. On the concepts, tasks, place and main principles of coordination training in sports//theory and practice of physical culture. No. 8, 1989. - 24 p.

Lyakh V.I. Improving specific coordination abilities//Physical culture at school, No. 2, 2001. - p. 7-14.

Lyakh V.I. Tests on the physical education of schoolchildren: A guide for the teacher. - M .: OOO “AST Publishing Firm”, 1998. - 272 p.

Mavromatia D. Rhythmic gymnastics exercises.-M .: Physical culture and sport, 1972. - 141s.

Matveev L.P. Theory methodology of physical culture. Textbook for in-s physical. culture. - M.: Physical culture and sport, 1991. - 549 p.

Menkhin Yu.V. Physical training in gymnastics. - M.: Physical culture and sport, 1989. - 224 p.

Nazarova O.M. Methodology for conducting classes in rhythmic gymnastics with children aged 5-6: Methodological development for a coach. - M.: 2001. - 39 p.

Orlov L.P. Gymnastics. - M.: Physical culture and sport, 1965. - 208 p.

Semyonov L. Tips for trainers: A collection of exercises and guidelines.-M .: Physical culture and sport, 1964. - 136 p.

Ukran M.N. Gymnastics. - M.: Physical culture and sport, 1971. - 304 p.

Filin V.P. test of physical qualities young athletes. -M.: Physical culture and sport, 1974. - 232 p.

Filin V.P. Training of young athletes. - M.: Physical culture and sport, 1965. - 334 p.

Kharchenko L.V. Improvement of basic coordination abilities in schoolchildren 8-12 years old with visual impairment. Author's abstract ... dis. cand. ped. Nauk. - Omsk, 1999. - 19 p.

Shishkareva Yu.N., Orlov L.P. Rhythmic gymnastics: textbook. for sections of physical culture groups. - 1954. - 400 p.

Shishmanova Zh. Big way. - M.: Physical culture and sport, 1980. -88 p.

Shlemin A.M. Young gymnast. - M .: Physical culture and sport, 1973. -376 p.

Tasks of rhythmic gymnastics as a sport. Techniques for the development of flexibility and coordination of movements, depending on age characteristics. Methodological aspects of the development of flexibility and coordination of the movement of girls 5-6 years old in the educational and training process.

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TOPIC: Fundamentals of the methodology for developing flexibility and coordination of movement in young gymnasts (rhythmic gymnastics)

INTRODUCTION

CHAPTER 1

1.1 Goals and objectives, features of rhythmic gymnastics as a sport

1.2 FEATURES OF THE METHOD OF DEVELOPING FLEXIBILITY AND COORDINATION OF MOVEMENTS, AGE FEATURES

1.3 Characteristics of the OFP and SFP means at the stage of preliminary training for young gymnasts

CHAPTER 2. OBJECTIVES, METHODS AND ORGANIZATION OF THE RESEARCH

2.1 Research objectives

2.2 Research methods

2.3 Organization of the study

CHAPTER 3. METHODOLOGICAL ASPECTS OF THE DEVELOPMENT OF FLEXIBILITY AND MOVEMENT COORDINATION OF GIRLS 5-6 YEARS OLD IN THE EDUCATIONAL AND TRAINING PROCESS AT THE STAGE OF PRELIMINARY TRAINING

3.1 Study of motor fitness of 5-6 year old gymnasts at the preliminary stage at the beginning of the study

3.2 Characteristics of the means and methods for developing flexibility and coordination of movements according to the experimental method

3.3 Findings of the study

LITERATURE

INTRODUCTION

At present, the characteristic features of modern sports are its significant rejuvenation and the steady growth of sports achievement.

Devoted to research work, at first glance it seems that modern science has left no unsolved problems. At the same time, practice, no matter how perfect it is, is always characterized by the desire to achieve results faster and with less effort and money. That is, to improve the quality, productivity and efficiency of social labor. In this regard, a problematic situation arises related to the need to create new methods, technologies, production methods, and training.

Up to a certain point, the needs of practice to create new ways of solving the problems facing it are satisfied at the expense of existing scientific knowledge. However, sooner or later this knowledge is not enough to solve the problem of the situation, there is a need to expand the theoretical potential, the need to create a new scientific base, put forward new ideas, concepts, scientific theories.

However, the continuous growth of results requires the search for new forms, means, methods of working with young athletes. Purposeful long-term training and education of high-class athletes is a complex process, the success of which is determined by a number of factors. One of these factors is the development of flexibility and the identification of more effective ways, means, methods with which you can achieve the highest result in the shortest period of time. In connection with a sharp decrease in recent years in the age of starting rhythmic gymnastics, young gymnasts at the age of 8-9 must complete a competitive program in four to six types of all-around. Within one or two years, it becomes necessary to teach girls exercises with different objects that differ from each other in many characteristics. Therefore, the development of flexibility is of great importance and is one of the most significant tasks of the educational and training process. Sometimes, against the background of the priority development of flexibility, a decrease in the motor fitness of young gymnasts is manifested.

To date, it is relevant to identify the relationship between the growth of individual qualities against the background of a positive transfer in the development of one quality to others.

This topic was chosen and developed not by chance, since the significance of the ability of which is characterized as flexibility and coordination of movements is fundamentally important in rhythmic gymnastics, namely, without developing flexibility and without improving coordination of movements. In our opinion, it is not only impossible to achieve any results in sports, but it is generally impossible for those involved to remain in this area of ​​sports activity or creativity.

We believe that flexibility is a fundamental quality for the sport we are talking about in this paper. Movement coordination is the fundamental principle, the foundation of any physical activity associated not only with rhythmic gymnastics, but also in general for the general life of a person. And having a certain baggage of initial knowledge regarding these types of abilities, we must take into account the individual characteristics of each child, since the predisposition and potential ability will be completely different. In this sense, we must provide for a strictly individual approach in the choice of methods and methods of influence for the development of the qualities we need (flexibility and coordination of movement). We understand that the quality, defined as flexibility, is specific and contains the directions of a certain range of influence, therefore, even if we apply the traditional method, we will definitely achieve results, which cannot be said about coordination movements, since this quality, the ability of a person is associated with the general laws of its internal development, originally incorporated in its general life activity and subject to laws independent of external physical influence. In this sense, our task is to put the human body in conditions unconventional and atypical for its everyday physical activity, i.e. the task of the coach is to invent a universal set of certain exercises of a specific direction, capable of developing movement coordination among those involved and putting this quality on a fundamentally new level.

A universal set of exercises that a coach uses in his work should have an impact not only to improve flexibility and coordination of movements, but also to maintain and develop the basic physical qualities of trainees, namely strength, speed, endurance, etc.

OBJECT OF RESEARCH is: an educational and training process with young gymnasts.

SUBJECT OF RESEARCH is: the study and application of special means and methods for the development of flexibility and coordination of movement.

THE PURPOSE OF THE THERAPY: evaluate the effectiveness of the means and methods used for the development of flexibility and coordination of movements.

HYPOTHESIS: We assumed that against the background of the development of flexibility and coordination of movement, the motor fitness of young gymnasts 5-6 years old at the stage of preliminary training would increase.

OBJECTIVES OF THE RESEARCH:

1. The study of scientific literature on the research topic.

2. To develop a methodology for teaching the development of flexibility and coordination of movements in young gymnasts.

3. Experimentally check its effectiveness in the training process.

CHAPTER 1

1.1 Goals and objectives, features of rhythmic gymnastics as a sport

The main goal of early physical education and sports is to create a solid foundation for raising a healthy, strong and harmoniously developed young generation.

The main tasks of initial training:

1. Strengthening health and harmonious development of all organs and systems of the body involved.

2. Formation of correct posture and gymnastic style of performing exercises.

3. Versatile general physical training and initial development of motor qualities that are important in rhythmic gymnastics (dexterity, flexibility, strength, speed, jumping ability and balance)

4. teaching the basics of exercise technique without and with objects.

5. Development of specific qualities: plasticity, danceability, musicality, expressiveness and creative activity.

6. Instilling interest in rhythmic gymnastics, fostering discipline, accuracy, diligence and independence.

7. Participation in demonstration performances and children's competitions (L.A. Karpenko, 1989).

Features of rhythmic gymnastics as a sport

The abundance and specificity of means determine the methodological features of rhythmic gymnastics, among which, according to the authors (G.A. Bobrova, 1978; E.V. Biryuk, 1982; T.S. Lisitskaya, 1982), the most characteristic are the following:

Firstly, the free movement of the gymnast around the site, which includes elements of dance, ballet, facial expressions, plastics, elements without an object and with objects, as well as some elements of simplified, stabilized acrobatics.

Secondly, rhythmic gymnastics is associated with the art of owning one's body in natural conditions. According to E.V. Biryuk (1982): "Rhythmic gymnastics is the art of expressive movement."

Thirdly, a feature of rhythmic gymnastics is musical accompaniment. Thanks to the fusion of the dynamics of movements with the nature of the musical accompaniment, the movements acquire a different emotional coloring and acquire danceability. This connection is carried out not only in coordinating the movement with the size and tempo of the musical accompaniment, but also in educating students in the ability to correctly understand music and perform movements in accordance with its content and form. Music creates a more vivid representation of the nature of the movement.

Fourth, the peculiarity lies in the ability to effectively influence aesthetic education

Fifth, the feature is associated with motor memory and attention.

To perform complex combinations, original exercises, a gymnast needs to have a good memory and attention. The complexity of the structures of gymnasts' motor actions necessitates memorization of a large volume of relatively independent movements. This imposes requirements on the motor memory of gymnasts, as well as on such qualities as diligence, clarity and accuracy of movement reproduction,

According to J.A. Belokopytova (1988), the effectiveness of the training process largely depends on a clear perception of movement.

Perception is based on visual sensations: the eye evaluates not only the distance of the object and partners, but also traces the details of the studied and improved movements, actions, allows you to get information about them.

The success of training and improvement in rhythmic gymnastics is largely determined by the attention of the gymnast to the movements, their details, the clarity of perception, or otherwise - the coordination of movements.

The attention of a gymnast is characterized by the following features: concentration, wide distribution to moving objects (partners, objects), quick switching from one episode to another, large volume (seeing the platform) and intensity, especially in tense situations.

The next feature is the composition of the free exercise. The trend towards relative equalization of the technical and physical abilities of gymnasts who claim to win prizes in high-ranking competitions significantly aggravates the competitive struggle, the victory in which begins to be determined by the originality, novelty of the composition. free programs(both in individual and group competitions).

The last feature is integrity.

Integrity consists in the participation of all parts of the body in the movement performed. This means that the main movement given to the gymnast must necessarily be accompanied by additional movements. For example, the main movement: from the initial position of the hand to the left, move them with an arc downward to the right. Additional movements will be: a) the movement of the head, lowering and rising to the left after the movement of the hands; b) the movement of the shoulder girdle, first slightly lowering, then slightly rising, according to the movement of the hands; c) slightly noticeable inclinations of the torso in the direction of the movement of the arms.

In general, the exercises are performed together, gently with a slight bending of the arms at the joints. The movements of the hands slightly lag behind the movement of the arms. The integrity of movements is most clearly manifested in such exercises as wave and swing.

The methodological features of rhythmic gymnastics listed above mainly characterize the activities of athletes in the conditions of training sessions. The conditions in which competitions take place are significantly different from the conditions of training. To effectively overcome the difficulties created by competitive activity (emotional tension, starting fever), a gymnast must have the following qualities: courage, balance, self-control, perseverance, striving for success.

Rhythmic gymnastics - all-around.

Junior gymnasts compete in exercises with apparatus (rope, hoop, ball, clubs, ribbon) and in exercises without apparatus.

Gymnasts of senior ranks do not perform exercises without an apparatus.

In addition to the all-around, the competition program also provides for group (5 gymnasts) exercises with one or two apparatus.

1.2 Features of the methodology for developing flexibility and coordination of movement, age characteristics

One of the most important physical qualities in rhythmic gymnastics is flexibility - the ability to perform exercises with a large range of motion. Without this quality, it is impossible to cultivate the expressiveness of movement, plasticity and improve their technique, since with insufficient mobility in the joints, movements are limited and constrained (T. S. Lisitskaya, 1982).

Flexibility is necessary to perform wave-like movements, acrobatic exercises included in the program of rhythmic gymnastics, to take a posture in flight when performing jumps (D. Mavromati, 1982).

By their biomechanical nature, the vast majority of gymnastic exercises require good mobility in the joints, and some generally completely depend on the level of development of this quality.

With a high level of mobility, prerequisites arise for economical movement in the joint, since if the initial length of the muscles turns out to be greater, this allows you to show greater strength, the joints become more pliable, which means that less force is required to carry out movement in the joint (Yu.V. Menkhin, 1989 ).

Insufficient mobility in the joints is a consequence of poor elasticity of the muscles and ligaments surrounding these joints, as well as poor development of antagonist muscles (D. Mavromati, 1972). It is not enough to raise the leg high and then quickly lower it down. You need to be able to keep your leg in a high position. It is not enough to make a sharp bend back on one leg and, having raised the other to the rear balance, touch the floor with your hand, you must also be able to raise the body after that without lowering the leg. Thus, in close connection with the development of flexibility, it is necessary to develop the strength of the antagonist muscles.

Flexibility is manifested in the magnitude of the amplitude (range) of flexion-extension and other movements. Accordingly, its indicators are measured by the limiting amplitude of movements, estimated in angular degrees or linear values ​​(centimeters) (L.P. Matveev, 1991).

Amplitude is understood as the degree of development of the qualities of gymnastics, the amplitude of movements and the scale of exercises with objects. The amplitude depends primarily on the physical qualities of the athlete and the degree of her development. One of the leading qualities when it comes to amplitude is flexibility.

Thanks to it, the performance of all types of gymnastic exercises is facilitated - inclinations, balances, jumps, waves. Flexibility gives the athlete plasticity, softness, grace. Modern rhythmic gymnastics pays special attention to this quality, so it is of decisive importance in apparatus exercises.

Particular importance is attached to the development of the flexibility of the spinal column not only in the lumbar region, but also in the thoracic and cervical regions, which is important for mastering waves, strokes, and ring movements.

The technique of gymnastic exercises requires a large range of motion in the hip joint, eversion, and high mobility of the ankle joint. No less important, in particular for mastering the technique of possession of objects, is mobility in the shoulder, elbow, wrist joints in all planes.

Distinguish between active and passive flexibility. By active, flexibility is meant the maximum possible mobility in the joint, which the athlete can show on his own, without outside help, using only the strength of his muscles. Passive flexibility is determined by the highest amplitude that can be achieved due to external forces created by a partner, projectile, weights.

The value of active flexibility is always less than passive. So, when the leg is abducted, the amplitude of movement in the hip joint is less than when the same movement is performed with the help or stroke (L.P. Orlov, 1973).

Under the influence of fatigue, active flexibility decreases (due to a decrease in the ability of muscles to completely relax after the previous contraction), and passive flexibility increases (due to less muscle tone that counteracts stretching) (B.A. Ashmarin, 1990).

It is in rhythmic gymnastics that active flexibility is of great importance, providing the necessary freedom of movement, as well as allowing you to master rational sports equipment.

However, optimal mobility in the joints can be achieved only with the simultaneous development of active and passive flexibility.

As a means of educating flexibility in rhythmic gymnastics exercises, stretching exercises are used, performed with maximum amplitude.

Passive exercises can be dynamic (spring) or static (holding a posture) character. The combination of spring movements followed by posture fixation brings the greatest effect for the development of passive flexibility (TS Lisitskaya, 1982).

There are also general and special flexibility. The general one is characterized by the maximum amplitude of movements in the largest joints, the second - by the amplitude of movements corresponding to the technique of a specific motor action (B.A. Ashmarin, 1990).

With age, due to an increase in the mass of tendons (compared to muscles) and some compaction of the muscle tissue itself, the tonic resistance of the muscles to the action of tensile forces increases and flexibility deteriorates. In order to prevent the deterioration of mobility in the joints, which is especially noticeable at the age of 13-14 years, it is necessary to start developing passive flexibility in a timely manner. For the development of passive flexibility, the sensitive period will be the age of 9-10 years, and for active flexibility, 10-14 years (V.I. Filippovich, 1971).

Rhythmic gymnastics is a complex-coordinated sport. A feature of mastery in rhythmic gymnastics is the mastery of complex and fine coordination of movement, the ability to convey not only the general nature of the movement, but also its details (Yu.N. Shishkareva and L.P. Orlov, 1954).

In rhythmic gymnastics, physical training is aimed at the harmonious development of all qualities. Great importance in children 5-6 years old is given to the education of correct posture, excluding excessive lumbar deflection, stoop, clubfoot. However, more attention than others is paid to the development of flexibility and coordination abilities (TS Lisitskaya, 1982).

Coordination abilities (CS) represent the functionality of certain organs and structures of the body, the interaction of which determines the coordination of individual elements of movement into a single semantic motor action (B.A. Ashmarin, 1990).

In general terms, CS is understood as a person's capabilities that determine his readiness for optimal control and regulation of motor action. Coordination abilities include:

orientation in space;

motion reproduction accuracy in terms of spatial, force and time parameters;

CS are divided into general, special and specific types. The most important specifically manifested CS in the subject-practical and sports activities of a person include:

abilities based on proprioceptive sensitivity (muscle feeling);

ability to orientate in space;

the ability to maintain balance;

sense of rhythm;

the ability to rebuild motor actions;

statokinetic stability;

the ability to voluntary muscle relaxation, V.I. Lyakh (1989) indicates that the most favorable period for the development of CS in girls is the age of 11-12 years.

The ability to orientate in space.

This ability is understood as the ability to accurately determine and timely change the position of the body and move in the right direction. A person manifests this ability in the appropriate conditions of any activity (on the gymnastic ground, on the ground for playing volleyball, tennis, basketball, etc.). From this it follows that the ability to orientate in space is specifically manifested in each sport.

Its manifestation and development largely depend on the speed of perception and assessment of the spatial conditions of the action, which

is achieved on the basis of the complex interaction of analyzers (among them the leading role belongs to the visual).

The main methodological approach specifically aimed at improving this ability is the systematic performance of tasks containing consistently increasing requirements for the speed and accuracy of orientation in space.

The ability to maintain balance.

The growth of sportsmanship in gymnastics largely depends on the activity of the vestibular analyzer. Along with motor and visual analyzers, it provides orientation in space, affects the level of motor coordination and the quality of balance.

Observations show that gymnasts, whose vestibular analyzer is not well developed, usually master the program material with difficulty, they experience difficulties in mastering rotational movements and maintaining balance (Yu.P. Kobyakov, 1976)

The ability to maintain posture stability (balance) in certain positions of the body or in the course of performing movements is of vital importance, since the performance of even relatively simple movements requires a fairly high level of development of the balance organs.

The manifestation of balance is varied. In some cases, it is necessary to maintain balance in static positions (stands on one leg in the “swallow” position, handstands in gymnastics and acrobatics); in others - in the course of performing movements (when walking and running on a log or other narrow object, etc.) - dynamic balance.

There is also a third form of balance - balancing with objects and on objects, for example, balancing with a gymnastic mace standing on the palm of your hand; holding the ball on the head while standing still or moving; maintaining balance while standing on a roller, etc.

Improving static and dynamic stability occurs on the basis of mastering motor skills, as well as in the process of systematic application of general and special preparatory coordination exercises. Elements of balance are an integral part of almost all movements: cyclic, acyclic, throwing, acrobatic, sports and games, etc. (V.I. Lyakh, 1989)

The variety of manifestations of equilibrium makes it necessary to clarify its varieties. The study of body stability in motor activity is in the field of view of many authors. However, the structure of this DCC, its main components and manifestations, factors that determine the development and criteria for assessing a stable body position have not yet been determined. Therefore, first of all, it is necessary to define and substantiate each of the structural elements of this quality.

Being a complex DCC, the equilibrium has the following components:

rational arrangement of body parts;

minimization of the number of degrees of freedom of the moving system;

dosage and redistribution of muscle effort;

level of spatial orientation.

The basis of the control of any balance is the interaction of the body with the earth's gravity. The higher the position of the common center of gravity above the support, the greater the effect of gravitational forces on it and the more difficult it is to maintain stability.

The first component - the rational arrangement of the links of the body - contributes to a better balance. Proper posture in a sitting or standing position contributes to better stability of the body.

Rational mutual distribution of body parts significantly affects muscle activity. So, in the squat position on one leg, the activity of the muscles of the trunk and the supporting leg sharply increases.

Consequently, the location of the links of the body not only significantly affects the external perception of any motor action, but also contributes to the preservation of stability.

The second component of balance is the dosage and redistribution of muscle efforts. The difficulty of maintaining a stable body position after performing any movement (turn, jump, somersault) lies in the fact that the efforts of muscle groups are of a short-term nature, occurring only in certain phases of the motor action, while at the beginning and at the end of movements, the magnitude of these efforts is different . The amount of applied muscular effort is largely determined by the specific manifestation of balance. For example, maintaining balance on an elevated support and after performing a rotation requires a completely different nature of the application of efforts. In the second case, more of them are needed, which is associated with the presence of a counter-rotation reaction.

Maintaining stability after performing various jumps requires overcoming certain inertial forces. The more complex the jump technique, the more significant forces must be overcome. With the short-term nature of the performance of motor actions, additional difficulties arise associated with solving the problems of maintaining balance in the shortest possible period of time. At the same time, the requirements for the manifestation of a high level of intramuscular and intermuscular coordination sharply increase.

Different muscle groups, as you know, have an unequal degree of activity. The muscles that perform the main load while maintaining the links of the body in a state of balance have the greatest. For example, in a handstand, higher activity is characteristic of the muscles of the wrist joints and muscles of the back.

The third component of maintaining a stable body position is the level of spatial orientation. To perform any motor action, from elementary natural movements:

holding any posture, walking, running - to technically complex sports exercises, a certain degree of orientation in space is necessary. The better it is, the easier it is to maintain a stable position. Spatial orientation ensures the accuracy of movements when moving the body and its individual links.

In various types of motor activity, spatial accuracy of movements is of great importance. For example, the accuracy of a ball throw depends on the degree of accuracy in assessing the spatial characteristics of movements. Each motor action has a certain structure, and information about its parameters is sent through its specific channels to the control system.

Concepts such as "sense of distance", "sense of the ball", and so on, are based on the interaction of a complex of functional systems, which makes it possible to determine and control the distance. Therefore, maintaining body stability when performing many motor actions with closed eyes is much more difficult than with open ones.

There are two main types of equilibrium: static and dynamic. At the same time, various manifestations of static and dynamic balance are not presented in the special literature, which leads to different interpretations of the leading role of some factors in the development and improvement of this quality.

Therefore, the definition of specific manifestations of static and dynamic balance is important. Special studies have revealed that both static and dynamic equilibrium have a number of specific and non-specific manifestations. Specific ones are associated with a specific type of sports activity, non-specific ones are most often characteristic of work and household activities.

The division into specific and non-specific manifestations is very conditional, since it is impossible to make a clear distinction in complex motor activity without violating the structure of the movement. Nevertheless, the allocation of these two relatively independent groups is justified from the point of view of the development and improvement of body stability. It must be borne in mind that it is impossible to achieve absolute stability of the body. When maintaining any balance, the muscles are in a state of a certain tremor, which is more pronounced in the untrained, and therefore it is more difficult for them to achieve balance.

The state of the respiratory system has a certain influence on maintaining balance.

It is known that with forced breathing, the oscillatory movements of the body increase, which leads to a large expenditure of effort to maintain balance. At the same time, holding the breath for at least 30 seconds causes a decrease in body vibrations.

One of the factors affecting the ability to maintain a stable position of the body is the level of development of physical and coordination qualities. A certain degree of development of the strength and speed qualities of the muscles allows you to repeatedly repeat efforts of a different nature with the maximum possible speed. Strengthen the manifestation of the stability of the body certain indicators of stability. The higher the level of general and special endurance, the faster athlete learns different kinds of balance.

The ability to maintain balance also depends on the level of development of mobility in the joints. The higher the degree of mobility (to a certain extent), the easier it is to ensure a rational arrangement of the body and its individual links and thus control stability.

The level of development of flexibility also affects the maintenance of balance. A high degree of flexibility of the cervical, thoracic, and lumbar spine allows you to take a stable position above the support.

Agility plays an important role in maintaining balance, especially in rotational and jumping exercises. A high level of muscular and intramuscular coordination ensures the solution of rather complex motor tasks. Therefore, the more difficult the sports exercise, the more dexterity is required to maintain a stable body position. In each sport, the manifestation of agility while maintaining stability has its own specifics. Dexterity is also manifested in the expedient performance of actions, the time of execution of movements, in an instant correct assessment of the situation and an adequate reaction. Of no small importance is the accuracy of movements, which ensures the rational arrangement of the links of the body above the support and in the unsupported state. Accuracy of motor actions contributes to their high efficiency, performance with less expenditure of muscle effort and energy. It manifests itself in the perfect form (visible side) of movements and a clear structure (content) of the motor action.

Rhythm also has a certain value in a stable position of the body, providing an even distribution and redistribution of muscle efforts. It determines the optimal ratio of individual parts of the motor action, their continuity during a given time, as well as the nature, consistency and amplitude of individual movements. In any exercise there is a certain duration in time (tempo) and a regular distribution of efforts (dynamics). Tempo and dynamics are closely related and influence each other. Their optimal combination ensures the harmony of movements. In this case, there is a sense of the rhythm of walking, running, etc., which is impossible without a stable body position.

One of the factors that increase the ability to maintain balance is the psychological mood and emotional state. A high level of psychological preparation contributes to the balance of nervous processes - an important condition for a stable position. Positive emotions also help to increase efficiency, muscle activity and, consequently, more effectively maintain the balance of the body and its individual links.

The criteria for assessing the stable position of the body are as follows:

spatial assessment and self-assessment of the location of body links while maintaining a separate posture: in motion and in combination with other types of motor actions;

the degree of conformity of the assessment and self-assessment of the location of the links of the body;

degree of body stability after deviation from the basic position within 5-10-15°;

the degree of body stability during additional movements (head, arms, etc.);

the degree of stability of the body in a certain position;

the degree of body stability in various ways of moving in space (walking, running, swimming, skiing, etc.);

the degree of body stability in various support conditions: increased, inclined, elastic, soft, rigid, etc.;

the degree of stability of the body in an unsupported state;

the degree of body stability before the load (beginning of training), in the middle of the session and after the load;

the degree of body stability in combination with other types of motor actions: rotations, jumps, turns;

- the degree of body stability when balancing objects.

Based on the above, we can give the following definition of this DCC: balance is the ability to maintain the stability of the body and its individual links in the support and unsupported phases of a motor action.

Capabilities Based on Proprioceptive Sensitivity

Research by V.I. Lyakh showed that abilities based on proprioceptive sensitivity (muscular feeling - according to I.M. Sechenov) are quite specific. These are the abilities to reproduce, evaluate, measure, differentiate spatial, temporal and power parameters of movement.

The presence of a fairly wide range of so-called simple abilities can most likely be explained by the fact that the control of movements in various parameters is carried out with the help of various proprioceptors.

The ability to reproduce, evaluate, measure, differentiate spatial, temporal and power parameters are based mainly on the accuracy and subtlety of motor sensations and perception, which often act in combination with visual and auditory abilities; with little motor experience, the sensations and perceptions of children are still too rough, inaccurate, poorly recognized errors in the reproduction, evaluation or differentiation of spatial, temporal, spatio-temporal and force signs of movement. As experience is acquired, the sensations and perceptions of the parameters of the movements performed become more accurate, distinct and clear.

In each type of physical exercise, muscle-motor sensations and perceptions are specific.

This is envy from the originality of coordination of movements, environmental conditions, used projectiles. Specialized perceptions in sports activities are otherwise called feelings. The most famous senses are: distance - among fencers and boxers; subject - gymnasts; water - from swimmers; time - for runners, cyclists, skiers, etc.

From this it follows that the ability to reproduce, differentiate, measure and evaluate the spatial, temporal and power parameters of movement, actions or activities in general, based on the accuracy and subtlety of specialized perceptions ("senses"), are very diverse, have a specific character and develop depending on the characteristics of a particular sport.

However, these abilities are extremely rare in isolation. In addition, they are in certain relationships with other special and specific CSs, as well as with physical and psychological characteristics.

These connections are due to the fact that in motor activity, coordination of movements acts as an integral psychomotor process, in which its various components are represented in unity and close interweaving: intellectual (programming and semantic), sensory, sensorimotor and motor (performing, physical).

The ability to accurately reproduce, evaluate, measure and differentiate the parameters of movements develops, first of all, with the systematic use of general and special preparatory coordination exercises, methods and methodological techniques for the development of special CSs. To improve the effectiveness of pedagogical influence, methodological approaches are used to improve these abilities. The methods of CS development are based on the systemic fulfillment of tasks that place high demands on the accuracy of performing motor actions or individual movements. There are analytical (selective) tasks - for the accuracy of reproduction, evaluation, measurement and differentiation of predominantly one of any movement parameter (spatial, temporal or power) and systematic - for the accuracy of controlling motor actions in general. It is clear that such a division is conditional, because the accuracy of reproduction, evaluation, etc., say, of a spatial parameter is isolated from the accuracy of reproduction, evaluation, etc. there is no temporary or force sign of movement.

In the real process of control and regulation of motion, these types of accuracy always act in an organic unity. Therefore, although a predominantly differentiated effect on improving the accuracy of any one movement parameter is possible, it is mandatory to aim at achieving the accuracy of performing a motor action as a whole (V.I. Lyakh, 1989). When implementing the purposeful development and improvement of the CS, young athletes master various motor actions much faster and more rationally; at a higher quality level, they learn new things and easily rebuild old training programs; move faster to the heights of sportsmanship and stay longer in big sport; improve sports technique and tactics more successfully; easier to cope with tasks that require a high level of psychophysiological functions in the sensorimotor and intellectual spheres; acquire the ability to rationally and economically spend their energy resources; constantly replenish their motor experience; experience joy and pleasure from the constant mastery of new and diverse types of physical exercises (V.I. Lyakh, 1989).

Anatomical, physiological and psychophysical features of young gymnasts

1. Between 4 and 7 years, ossification of long bones begins. Ossification is uneven, and excessive force loads can disrupt this process.

2. At the same age, the bends of the spinal column are formed and insufficiently compensated lumbar lordosis occurs. Therefore, girls have an incorrect posture (they walk with their stomach forward). Thoughtful application of classical exercise exercises helps to correct posture.

3. In 5-6 year old children, the muscles are not yet formed, there is an uneven development of individual muscle groups. For those who have stronger flexor muscles, it is advisable to pay attention to the development of the extensor muscles and vice versa.

4. High intensity of metabolic processes, uneconomical muscular effort, increased energy consumption can lead to rapid fatigue. Therefore, the load should be small and have a "fractional" character with frequent pauses for rest.

5. The regulatory mechanisms of the cardiovascular and respiratory systems are not yet perfect. The pulse rate is high and at rest, increases even with moderate exercise, blood pressure undergoes large fluctuations, breathing is rapid and shallow. But under the influence of natural development and regular classes, the functional capabilities of children increase. By the age of 7-8 years, children can endure significant loads, but adapt better to moderate-intensity activities.

6. Basic motor qualities develop unevenly and depend on the state of the child's functional systems and his respiratory experience. Therefore, experts recommend in the initial period to increase the overall capacity of those involved with the help of a variety of means.

7. Attention in children of 5-6 years old is held with difficulty, its volume and stability increase gradually and slightly. In the learning process, it is necessary to use new, bright and brief stimuli to keep children's attention. There should be no more than 1-2 comments on the execution technique at one time.

Children 5-6 years old are not yet able to separate the non-essential from the main, often fix their attention on the secondary. Therefore, at this age it is advisable to use a holistic teaching method, study simple exercises, use short and precise explanations.

Visualization of learning is important at this age. The display must be very accurate and clear, as children often simply copy the teacher and can repeat his mistakes. But for the development of the 2nd signal system, replenishment of the terminological stock, the show should be accompanied by a brief and accessible explanation.

10. Emotional manifestations in children aged 5-6 are imperfect, strong-willed and moral qualities are limited. Therefore, it is necessary to work tirelessly on the development of these qualities in children, remembering that praise and encouragement methods at this age are much more effective than punishment methods.

11. Musical accompaniment of classes at this stage of initial training should be simple, understandable and accessible, close to children aged 5-7. According to the new Regulations on the Youth Sports School, at the initial stage of preparation, the involvement of accompanists is not provided. This, of course, complicates the work of trainers (L.A. Karpenko, 1989).

1.3 Characteristics of the OFP and SFP means at the stage of preliminary training for young gymnasts

The successful implementation of the comprehensive physical education of young gymnasts largely depends on the skillful selection of means and methods of physical training over a number of years in an annual cycle.

Full physical training includes general and special training, between which there is a close relationship. This separation allows you to better build the pedagogical process, using various means and methods.

Special physical training is directly aimed at the development of physical qualities specific to this sport.

The means of special physical training are: 1) competitive exercises, i.e. holistic actions that are performed in compliance with all requirements established for competitions; 2) special preparatory exercises directly aimed at the development of physical qualities. These are exercises aimed at developing muscle groups that carry the main load when performing a holistic action.

General physical training is aimed, first of all, at the general physical development of the gymnast, i.e. the development of physical qualities, which, although not specific to this sport, are necessary from the point of view of a comprehensive increase in the functional capabilities of the body.

General physical training enriches the athlete with a wide variety of skills. Despite the different specific manifestations of physical qualities, they all have common patterns of development, on the basis of which they manifest themselves in a particular sport.

General physical training is aimed at the overall harmonious development of the whole organism, the development of all its muscles, strengthening the organs and systems of the body and increasing its functionality, improving the ability to coordinate movements, increasing speed, strength, endurance, agility, flexibility, correcting deficiencies in physique and posture in young athletes.

The specific choice of means depends on the inclinations of those involved, the existing traditions of the sports team and the available opportunities.

For young gymnasts, the means of general physical training will be walking, running, climbing, exercises to develop a sense of balance, general developmental exercises with and without objects, exercises with weights.

A significant place in the program of their classes should be given to outdoor and sports games, various types of athletics, swimming and diving.

General and special physical training should be presented in all types of the annual cycle - preparatory, competitive (basic) and transitional, but the ratio and tasks change.

In the first years of training, it is necessary to pay great attention to general physical training (A.G. Shlemin, 1958; Z.I. Kuznetsova, 1957; A.G. Detinkov, 1962), because. it contributes to the versatile development and increase in the functional capabilities of the body of young athletes. General physical training should be carried out throughout the year, varying in volume depending on the period of training. The authors of the programs emphasize that one of the most important conditions in training with young gymnasts is a combination of special and general physical training, because. Only under this condition can high sports results be achieved.

CHAPTER 2. OBJECTIVES, METHODS AND ORGANIZATION OF THE RESEARCH

The analysis of the scientific and methodological literature made it possible to formulate the purpose and working hypothesis of the study.

Purpose: to evaluate the effectiveness of the means and methods used for the development of flexibility and coordination of movements.

The hypothesis of the study: against the background of the priority development of flexibility and coordination, the general motor fitness of young gymnasts 5-6 years old at the stage of preliminary training can also increase.

2.1 Research objectives

1. Determine the level of development of general and special preparedness.

2. To reveal the relationship between the development of flexibility, coordination of movements and general motor fitness.

3. Development of an effective selection of means in the training process aimed at improving general and special training.

2.2 Research methods

To solve the tasks, the following research methods were used:

Studying the analysis of scientific and methodological literature;

Pedagogical observations;

Testing of motor qualities;

Methods of mathematical statistics.

2.3 Organization of the study

Literature analysis. To obtain objective information on the issues under study, to clarify the research methodology, the following literature was studied: about the physical qualities of athletes, about the coordination abilities of children 5-6 years old, about the age characteristics of children 5-6 years old. The characteristics of the means of OFP and SFP at the stage of initial training in young gymnasts were studied; sports metrology data, which made it possible to objectively analyze and substantiate the results of the research. Recommendations on rhythmic gymnastics coaches were also used. In total, 40 literary sources of domestic authors were analyzed.

Pedagogical observations. Pedagogical observations were carried out at competitions and trainings in the village. Kozhevnikovo. Observations were carried out on children of 5-6 years of age from December 2003. to March 2004 in KSSh - 2 s. Kozhevnikovo.

Testing of motor qualities. An important organizing and guiding factor in the process of physical eskoy training is to control the development of qualities. One of the indicators that characterize the level of general physical fitness of gymnasts is their successful passing of physical fitness tests.

As a result of a series of scientific studies, a set of pedagogical control tests has been developed. It characterizes the level of development of the basic physical qualities of children involved in rhythmic gymnastics. This complex was developed taking into account the normative documents of the Youth Sports School.

The following tests were used to determine flexibility:

"TWINE" on the right leg. Gymnasts 5-6 years old perform splits on the floor. The distance from the floor to the hip is measured in centimeters. "Split" allows you to determine the development of flexibility in the hip joints.

"BRIDGE" is fixed for 2 seconds, the distance between the gymnast's hands and heels is estimated in centimeters. "Bridge" allows you to determine the development of the flexibility of the spinal column.

"TWIST" in the shoulder joints with a rope is performed three times. The distance between the brushes is measured in centimeters. "Twist" allows you to determine the mobility in the shoulder joints.

Based on the analysis of literary sources (V.I. Lyakh, 1989, 1998; A.V. Lagutin, 1996), three tests were used, with the help of which the following types of CS were determined:

ability to maintain balance;

ability to coordinate movements;

coordination abilities related to holistic motor actions (the ability to orientate in space).

The HERON test is performed as follows.

I.P. - stand on the right (left) leg, the knee of the left (right) is turned to the side, the foot is pressed to the knee of the supporting leg. Hands forward with palms down.

On command, the subject must close his eyes and remain motionless for the maximum amount of time.

As soon as small fluctuations in movement began to be observed, the stopwatch was stopped.

To determine the ability to coordinate movements, the test "Squat UP - LAYING UP" was taken.

Emphasis crouching;

Emphasis lying down;

Emphasis crouching;

One point is awarded for one fully completed exercise, each of the four phases of the exercise is ¼ point.

The ability to orientate in space was assessed using the G-8 test. Crawling in an emphasis, standing bent over, along an eight-shaped distance.

I.P. - Standing on half-fours (knees do not touch the floor) between two cubes located at a distance of 1.5 meters from each other. The palm of one hand is on the mark indicating the middle of the distance between the cubes.

Task: crawl on the half-fours "EIGHT", bending around each cube three times. Estimated task execution time in seconds. The result of one attempt is taken into account.

To determine the general physical fitness, the following tests were taken:

1. Long jump from a place. The distance is measured in centimeters.

2. Run 20 meters. Estimated task execution time in seconds. Three attempts are run and the best result is left.

3. Hanging on bent arms. Estimated task execution time in seconds.

I.P. - hanging on a high bar with an overhand grip, the chin is above the bar, does not touch. As soon as the chin touched the crossbar, the stopwatch was stopped.

Methods of mathematical statistics.

All the results of experimental studies were processed using the methods of mathematical statistics described in the relevant manuals (L.P. Kanakova, O.I. Zagrevskii, 2003, etc.).

The arithmetic mean value of the feature:

standard deviation - variance:

arithmetic mean error:

Spearman's rank correlation coefficient.

The significance of differences was determined by the rank correlation coefficient:

According to the assessment of the reliability of the results obtained, the 1 - 5% significance level was taken as the main one.

rhythmic gymnastics training sport

Chapter 3

3.1 Study of motor fitness of 5-6 year old gymnasts at the preliminary stage at the beginning of the study

Table №1 The level of motor fitness at the beginning of the study

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TOMSK STATE PEDAGOGICAL UNIVERSITY
FACULTY OF PHYSICAL CULTURE AND SPORTS

GRADUATE WORK

TOPIC
Fundamentals of the methodology for developing flexibility and coordination of movement in young gymnasts

(gymnastics)

Performed:

6th year student of OZO

Kuzmina N.V.

Scientific adviser:

Doctor of Education

Sciences Zagrevsky O.I.

Thesis defended

"___" __________ 2004

Grade ________

Tomsk 2004

INTRODUCTION 3

CHAPTER 1. FEATURES OF THE METHOD OF DEVELOPING FLEXIBILITY AND COORDINATION OF MOVEMENTS IN YOUNG GYMNASTS. 6

1.1. Goals and objectives, features of rhythmic gymnastics as a sport. 6

1.2. FEATURES OF THE METHOD OF DEVELOPING FLEXIBILITY AND COORDINATION OF MOVEMENTS, AGE FEATURES. 9

1.3. Characteristics of OFP and SFP means at the stage of preliminary training for young gymnasts. 25

CHAPTER 2. OBJECTIVES, METHODS AND ORGANIZATION OF RESEARCH. 28

2.1. Research objectives. 28

2.2. Research methods. 28

2.3. Organization of the study. 28

CHAPTER 3. METHODOLOGICAL ASPECTS OF FLEXIBILITY AND MOVEMENT COORDINATION DEVELOPMENT OF 5-6 YEAR GIRLS IN THE EDUCATIONAL AND TRAINING PROCESS AT THE PRELIMINARY TRAINING STAGE. 33

3.1. The study of motor fitness of 5-6 year old gymnasts at the preliminary stage at the beginning of the study. 33

3.2. Characteristics of the means and methods for the development of flexibility and coordination of movements according to the experimental method. 35

3.3. Research results. 43

CONCLUSIONS: 45

LITERATURE.. 47

APPENDIX ……………………………………………………………….. 51

INTRODUCTION

At present, the characteristic features of modern sports are its significant rejuvenation and the steady growth of sports achievement.

Devoted to research work, at first glance it seems that modern science has left no unsolved problems. At the same time, practice, no matter how perfect it is, is always characterized by the desire to achieve results faster and with less effort and money. That is, to improve the quality, productivity and efficiency of social labor. In this regard, a problematic situation arises related to the need to create new methods, technologies, production methods, and training.

Up to a certain point, the needs of practice to create new ways of solving the problems facing it are satisfied at the expense of existing scientific knowledge. However, sooner or later this knowledge is not enough to solve the problem of the situation, there is a need to expand the theoretical potential, the need to create a new scientific base, put forward new ideas, concepts, scientific theories.

However, the continuous growth of results requires the search for new forms, means, methods of working with young athletes. Purposeful long-term training and education of high-class athletes is a complex process, the success of which is determined by a number of factors. One of these factors is the development of flexibility and the identification of more effective ways, means, methods with which you can achieve the highest result in the shortest period of time. Due to a sharp decrease in recent years in the age of starting rhythmic gymnastics, young gymnasts at the age of 8-9 should complete a competitive program in four to six types of all-around. Within one or two years, it becomes necessary to teach girls exercises with different objects that differ from each other in many characteristics. Therefore, the development of flexibility is of great importance and is one of the most significant tasks of the educational and training process. Sometimes, against the background of the priority development of flexibility, a decrease in the motor fitness of young gymnasts is manifested.

To date, it is relevant to identify the relationship between the growth of individual qualities against the background of a positive transfer in the development of one quality to others.

This topic was chosen and developed not by chance, since the significance of the ability of which is characterized as flexibility and coordination of movements is fundamentally important in rhythmic gymnastics, namely, without developing flexibility and without improving coordination of movements. In our opinion, it is not only impossible to achieve any results in sports, but it is generally impossible for those involved to remain in this area of ​​sports activity or creativity.

We believe that flexibility is a fundamental quality for the sport we are talking about in this paper. Movement coordination is the fundamental principle, the foundation of any physical activity associated not only with rhythmic gymnastics, but also in general for the general life of a person. And having a certain baggage of initial knowledge regarding these types of abilities, we must take into account the individual characteristics of each child, since the predisposition and potential ability will be completely different. In this sense, we must provide for a strictly individual approach in the choice of methods and methods of influence for the development of the qualities we need (flexibility and coordination of movement). We understand that the quality, defined as flexibility, is specific and contains the directions of a certain range of influence, therefore, even if we apply the traditional methodology, we will definitely achieve results, which cannot be said about coordination movements, since this quality, the ability of a person is associated with the general laws of its internal development, originally incorporated in its general life activity and subject to laws independent of external physical influence. In this sense, our task is to put the human body in conditions unconventional and atypical for its everyday physical activity, i.e. the task of the coach is to invent a universal set of certain exercises of a specific direction, capable of developing movement coordination among those involved and putting this quality on a fundamentally new level.

A universal set of exercises that a coach uses in his work should have an impact not only to improve flexibility and coordination of movements, but also to maintain and develop the basic physical qualities of trainees, namely strength, speed, endurance, etc.

OBJECT OF RESEARCH is: an educational and training process with young gymnasts.

SUBJECT OF RESEARCH is: study and application special means and methods for developing flexibility and coordination of movement.

THE PURPOSE OF THE THERAPY: evaluate the effectiveness of the means and methods used for the development of flexibility and coordination of movements.

HYPOTHESIS: We assumed that against the background of the development of flexibility and coordination of movement, the motor fitness of young gymnasts 5-6 years old at the stage of preliminary training would increase.

OBJECTIVES OF THE RESEARCH:

1. The study of scientific literature on the research topic.

2. To develop a methodology for teaching the development of flexibility and coordination of movements in young gymnasts.

3. Experimentally check its effectiveness in the training process.

CHAPTER 1. FEATURES OF THE METHOD OF DEVELOPING FLEXIBILITY AND
OF MOVEMENT COORDINATION IN YOUNG GYMNASTS.

1.1. Goals and objectives, features of rhythmic gymnastics as a sport.

The main goal of early physical education and sports is to create a solid foundation for raising a healthy, strong and harmoniously developed young generation.

The main tasks of initial training:

1. Strengthening health and harmonious development of all organs and systems of the body involved.

2. Formation of correct posture and gymnastic style of performing exercises.

3. Versatile general physical training and initial development of motor qualities that are important in rhythmic gymnastics (dexterity, flexibility, strength, speed, jumping ability and balance)

4. teaching the basics of exercise technique without and with objects.

5. Development of specific qualities: plasticity, danceability, musicality, expressiveness and creative activity.

6. Instilling interest in rhythmic gymnastics, fostering discipline, accuracy, diligence and independence.

7. Participation in demonstration performances and children's competitions (L.A. Karpenko, 1989).

Features of rhythmic gymnastics as a sport

The abundance and specificity of means determine the methodological features of rhythmic gymnastics, among which, according to the authors (G.A. Bobrova, 1978; E.V. Biryuk, 1982; T.S. Lisitskaya, 1982), the most characteristic are the following:

Firstly, the free movement of the gymnast around the site, which includes elements of dance, ballet, facial expressions, plastics, elements without an object and with objects, as well as some elements of simplified, stabilized acrobatics.

Secondly, rhythmic gymnastics is associated with the art of owning one's body in natural conditions. According to E.V. Biryuk (1982): "Rhythmic gymnastics is the art of expressive movement."

Thirdly, a feature of rhythmic gymnastics is musical accompaniment. Thanks to the fusion of the dynamics of movements with the nature of the musical accompaniment, the movements acquire a different emotional coloring and acquire danceability. This connection is carried out not only in coordinating the movement with the size and tempo of the musical accompaniment, but also in educating students in the ability to correctly understand music and perform movements in accordance with its content and form. Music creates a more vivid representation of the nature of the movement.

Fourth, the peculiarity lies in the ability to effectively influence aesthetic education

Fifth, the feature is associated with motor memory and attention.

To perform complex combinations, original exercises, a gymnast needs to have a good memory and attention. The complexity of the structures of gymnasts' motor actions necessitates memorization of a large volume of relatively independent movements. This imposes requirements on the motor memory of gymnasts, as well as on such qualities as diligence, clarity and accuracy of movement reproduction,

According to J.A. Belokopytova (1988), the effectiveness of the training process largely depends on a clear perception of movement.

Perception is based on visual sensations: the eye evaluates not only the distance of the object and partners, but also traces the details of the studied and improved movements, actions, allows you to get information about them.

The success of training and improvement in rhythmic gymnastics is largely determined by the attention of the gymnast to the movements, their details, the clarity of perception, or otherwise - the coordination of movements.

The attention of a gymnast is characterized by the following features: concentration, wide distribution to moving objects (partners, objects), quick switching from one episode to another, large volume (seeing the platform) and intensity, especially in tense situations.

The next feature is the composition of the free exercise. The trend towards a relative equalization of the technical and physical abilities of gymnasts who claim to win prizes in high-ranking competitions significantly aggravates the competitive struggle, the victory in which begins to be determined by the originality, novelty of the composition of free programs (both in the individual and in the group championship).

The last feature is integrity.

Integrity consists in the participation of all parts of the body in the movement performed. This means that the main movement given to the gymnast must necessarily be accompanied by additional movements. For example, the main movement: from the initial position of the hand to the left, move them with an arc downward to the right. Additional movements will be: a) the movement of the head, lowering and rising to the left after the movement of the hands; b) the movement of the shoulder girdle, first slightly lowering, then slightly rising, according to the movement of the hands; c) slightly noticeable inclinations of the torso in the direction of the movement of the arms.

In general, the exercises are performed together, gently with a slight bending of the arms at the joints. The movements of the hands slightly lag behind the movement of the arms. The integrity of movements is most clearly manifested in such exercises as wave and swing.

The methodological features of rhythmic gymnastics listed above mainly characterize the activities of athletes in the conditions of training sessions. The conditions in which competitions take place are significantly different from the conditions of training. To effectively overcome the difficulties created by competitive activity (emotional tension, starting fever), a gymnast must have the following qualities: courage, balance, self-control, perseverance, striving for success.

Rhythmic gymnastics - all-around.

Junior gymnasts compete in exercises with apparatus (rope, hoop, ball, clubs, ribbon) and in exercises without apparatus.

Gymnasts of senior ranks do not perform exercises without an apparatus.

In addition to the all-around, the competition program also provides for group (5 gymnasts) exercises with one or two apparatus.

1.2. FEATURES OF THE METHOD OF DEVELOPING FLEXIBILITY AND
COORDINATION OF MOVEMENTS, AGE FEATURES.

One of the most important physical qualities in rhythmic gymnastics is flexibility - the ability to perform exercises with a large range of motion. Without this quality, it is impossible to cultivate the expressiveness of movement, plasticity and improve their technique, since with insufficient mobility in the joints, movements are limited and constrained (T. S. Lisitskaya, 1982).

Flexibility is necessary to perform wave-like movements, acrobatic exercises included in the program of rhythmic gymnastics, to take a posture in flight when performing jumps (D. Mavromati, 1982).

By their biomechanical nature, the vast majority of gymnastic exercises require good mobility in the joints, and some generally completely depend on the level of development of this quality.

With a high level of mobility, prerequisites arise for economical movement in the joint, since if the initial length of the muscles turns out to be greater, this allows you to show greater strength, the joints become more pliable, which means that less force is required to carry out movement in the joint (Yu.V. Menkhin, 1989 ).

Insufficient mobility in the joints is a consequence of poor elasticity of the muscles and ligaments surrounding these joints, as well as poor development of antagonist muscles (D. Mavromati, 1972). It is not enough to raise the leg high and then quickly lower it down. You need to be able to keep your leg in a high position. It is not enough to make a sharp bend back on one leg and, having raised the other to the rear balance, touch the floor with your hand, you must also be able to raise the body after that without lowering the leg. Thus, in close connection with the development of flexibility, it is necessary to develop the strength of the antagonist muscles.

Flexibility is manifested in the magnitude of the amplitude (range) of flexion-extension and other movements. Accordingly, its indicators are measured by the limiting amplitude of movements, estimated in angular degrees or linear values ​​(centimeters) (L.P. Matveev, 1991).

Amplitude is understood as the degree of development of the qualities of gymnastics, the amplitude of movements and the scale of exercises with objects. The amplitude depends primarily on the physical qualities of the athlete and the degree of her development. One of the leading qualities when it comes to amplitude is flexibility.

Thanks to it, the performance of all types of gymnastic exercises is facilitated - inclinations, balances, jumps, waves. Flexibility gives the athlete plasticity, softness, grace. Modern rhythmic gymnastics pays special attention to this quality, so it is of decisive importance in apparatus exercises.

Particular importance is attached to the development of the flexibility of the spinal column not only in the lumbar region, but also in the thoracic and cervical regions, which is important for mastering waves, strokes, and ring movements.

The technique of gymnastic exercises requires a large range of motion in the hip joint, eversion, and high mobility of the ankle joint. No less important, in particular for mastering the technique of possession of objects, is mobility in the shoulder, elbow, wrist joints in all planes.

Distinguish between active and passive flexibility. Under active , Flexibility means the maximum possible mobility in the joint, which the athlete can show on his own, without outside help, using only the strength of his muscles. Passive flexibility is determined by the highest amplitude that can be achieved due to external forces created by a partner, projectile, weights.

The value of active flexibility is always less than passive. So, when the leg is abducted, the amplitude of movement in the hip joint is less than when the same movement is performed with the help or stroke (L.P. Orlov, 1973).

Under the influence of fatigue, active flexibility decreases (due to a decrease in the ability of muscles to completely relax after the previous contraction), and passive flexibility increases (due to less muscle tone that counteracts stretching) (B.A. Ashmarin, 1990).

It is in rhythmic gymnastics that active flexibility is of great importance, providing the necessary freedom of movement, as well as allowing you to master rational sports equipment.

However, optimal mobility in the joints can be achieved only with the simultaneous development of active and passive flexibility.

As a means of educating flexibility in rhythmic gymnastics exercises, stretching exercises are used, performed with maximum amplitude.

Passive exercises can be dynamic (spring) or static (holding a posture) character. The combination of spring movements followed by posture fixation brings the greatest effect for the development of passive flexibility (TS Lisitskaya, 1982).

There are also general and special flexibility. The general one is characterized by the maximum amplitude of movements in the largest joints, the second - by the amplitude of movements corresponding to the technique of a specific motor action (B.A. Ashmarin, 1990).

With age, due to an increase in the mass of tendons (compared to muscles) and some compaction of the muscle tissue itself, the tonic resistance of the muscles to the action of tensile forces increases and flexibility deteriorates. In order to prevent the deterioration of mobility in the joints, which is especially noticeable at the age of 13-14 years, it is necessary to start developing passive flexibility in a timely manner. For the development of passive flexibility, the sensitive period will be the age of 9-10 years, and for active flexibility, 10-14 years (V.I. Filippovich, 1971).

Rhythmic gymnastics is a complex sport. A feature of mastery in rhythmic gymnastics is the mastery of complex and fine coordination of movement, the ability to convey not only the general nature of the movement, but also its details (Yu.N. Shishkareva and L.P. Orlov, 1954).

In rhythmic gymnastics, physical training is aimed at the harmonious development of all qualities. Great importance in children 5-6 years old is given to the education of correct posture, excluding excessive lumbar deflection, stoop, clubfoot. However, more attention than others is paid to the development of flexibility and coordination abilities (TS Lisitskaya, 1982).

Coordination abilities (CS) represent the functionality of certain organs and structures of the body, the interaction of which determines the coordination of individual elements of movement into a single semantic motor action (B.A. Ashmarin, 1990).

In general terms, CS is understood as a person's capabilities that determine his readiness for optimal control and regulation of motor action. Coordination abilities include:

Orientation in space;

Accuracy of movement reproduction in terms of spatial, force and time parameters;

CS are divided into general, special and specific types. The most important specifically manifested CS in the subject-practical and sports activities of a person include:

Abilities based on proprioceptive sensitivity (muscle sense);

Ability to orientate in space;

The ability to maintain balance;

Sense of rhythm;

Ability to rebuild motor actions;

Statokinetic stability;

The ability to voluntary muscle relaxation, V.I. Lyakh (1989) indicates that the most favorable period for the development of CS in girls is the age of 11-12 years.

The ability to orientate in space.

This ability is understood as the ability to accurately determine and timely change the position of the body and move in the right direction. A person manifests this ability in the appropriate conditions of any activity (on the gymnastic ground, on the ground for playing volleyball, tennis, basketball, etc.). From this it follows that the ability to orientate in space is specifically manifested in each sport.

Its manifestation and development largely depend on the speed of perception and assessment of the spatial conditions of the action, which

is achieved on the basis of the complex interaction of analyzers (among them the leading role belongs to the visual).

The main methodological approach specifically aimed at improving this ability is the systematic execution of tasks containing consistently increasing requirements for speed and accuracy of orientation in space. .

The ability to maintain balance.

The growth of sportsmanship in gymnastics largely depends on the activity of the vestibular analyzer. Along with motor and visual analyzers, it provides orientation in space, affects the level of motor coordination and the quality of balance.

Observations show that gymnasts, whose vestibular analyzer is not well developed, usually master the program material with difficulty, they experience difficulties in mastering rotational movements and maintaining balance (Yu.P. Kobyakov, 1976)

The ability to maintain posture stability (balance) in certain positions of the body or in the course of performing movements is of vital importance, since the performance of even relatively simple movements requires a fairly high level of development of the balance organs.

The manifestation of balance is varied. In some cases, it is necessary to maintain balance in static positions (stands on one leg in the “swallow” position, handstands in gymnastics and acrobatics); in others - in the course of performing movements (when walking and running on a log or other narrow object, etc.) - dynamic balance.

There is also a third form of balance - balancing with objects and on objects, for example, balancing with a gymnastic mace standing on the palm of your hand; holding the ball on the head while standing still or moving; maintaining balance while standing on a roller, etc.

Improving static and dynamic stability occurs on the basis of mastering motor skills, as well as in the process of systematic application of general and special preparatory coordination exercises. Elements of balance are an integral part of almost all movements: cyclic, acyclic, throwing, acrobatic, sports and games, etc. (V.I. Lyakh, 1989)

The variety of manifestations of equilibrium makes it necessary to clarify its varieties. The study of body stability in motor activity is in the field of view of many authors. However, the structure of this DCC, its main components and manifestations, factors that determine the development and criteria for assessing a stable body position have not yet been determined. Therefore, first of all, it is necessary to define and substantiate each of the structural elements of this quality.

Being a complex DCC, the equilibrium has the following components:

Rational arrangement of body links;

Minimization of the number of degrees of freedom of the moving system;

Dosage and redistribution of muscle effort;

The level of spatial orientation.

The basis of the control of any balance is the interaction of the body with the earth's gravity. The higher the position of the common center of gravity above the support, the greater the effect of gravitational forces on it and the more difficult it is to maintain stability.

The first component - the rational arrangement of the links of the body - contributes to a better balance. Proper posture in a sitting or standing position contributes to better stability of the body.

Rational mutual distribution of body parts significantly affects muscle activity. So, in the squat position on one leg, the activity of the muscles of the trunk and the supporting leg sharply increases.

Consequently, the location of the links of the body not only significantly affects the external perception of any motor action, but also contributes to the preservation of stability.

The second component of balance is the dosage and redistribution of muscle efforts. The difficulty of maintaining a stable body position after performing any movement (turn, jump, somersault) lies in the fact that the efforts of muscle groups are of a short-term nature, occurring only in certain phases of the motor action, while at the beginning and at the end of movements, the magnitude of these efforts is different . The amount of applied muscular effort is largely determined by the specific manifestation of balance. For example, maintaining balance on an elevated support and after performing a rotation requires a completely different nature of the application of efforts. In the second case, more of them are needed, which is associated with the presence of a counter-rotation reaction.

Maintaining stability after performing various jumps requires overcoming certain inertial forces. The more complex the jump technique, the more significant forces must be overcome. With the short-term nature of the performance of motor actions, additional difficulties arise associated with solving the problems of maintaining balance in the shortest possible period of time. At the same time, the requirements for the manifestation of a high level of intramuscular and intermuscular coordination sharply increase.

Different muscle groups, as you know, have an unequal degree of activity. The muscles that perform the main load while maintaining the links of the body in a state of balance have the greatest. For example, in a handstand, higher activity is characteristic of the muscles of the wrist joints and muscles of the back.

The third component of maintaining a stable body position is the level of spatial orientation. To perform any motor action, from elementary natural movements:

holding any posture, walking, running - to technically complex sports exercises, a certain degree of orientation in space is necessary. The better it is, the easier it is to maintain a stable position. Spatial orientation ensures the accuracy of movements when moving the body and its individual links.

In various types of motor activity, spatial accuracy of movements is of great importance. For example, the accuracy of a ball throw depends on the degree of accuracy in assessing the spatial characteristics of movements. Each motor action has a certain structure, and information about its parameters is sent through its specific channels to the control system.

Concepts such as "sense of distance", "sense of the ball", and so on, are based on the interaction of a complex of functional systems, which makes it possible to determine and control the distance. Therefore, maintaining body stability when performing many motor actions with closed eyes is much more difficult than with open ones.

There are two main types of equilibrium: static and dynamic. At the same time, various manifestations of static and dynamic balance are not presented in the special literature, which leads to different interpretations of the leading role of some factors in the development and improvement of this quality.

Therefore, the definition of specific manifestations of static and dynamic balance is important. Special studies have revealed that both static and dynamic equilibrium have a number of specific and non-specific manifestations. Specific ones are associated with a specific type of sports activity, non-specific ones are most often characteristic of work and household activities.

The division into specific and non-specific manifestations is very conditional, since it is impossible to make a clear distinction in complex motor activity without violating the structure of the movement. Nevertheless, the allocation of these two relatively independent groups is justified from the point of view of the development and improvement of body stability. It must be borne in mind that it is impossible to achieve absolute stability of the body. When maintaining any balance, the muscles are in a state of a certain tremor, which is more pronounced in the untrained, and therefore it is more difficult for them to achieve balance.

The state of the respiratory system has a certain influence on maintaining balance.

It is known that with forced breathing, the oscillatory movements of the body increase, which leads to a large expenditure of effort to maintain balance. At the same time, holding the breath for at least 30 seconds causes a decrease in body vibrations.

One of the factors affecting the ability to maintain a stable position of the body is the level of development of physical and coordination qualities. A certain degree of development of the strength and speed qualities of the muscles allows you to repeatedly repeat efforts of a different nature with the maximum possible speed. Strengthen the manifestation of the stability of the body certain indicators of stability. The higher the level of general and special endurance, the faster the athlete masters various types of balance.

The ability to maintain balance also depends on the level of development of mobility in the joints. The higher the degree of mobility (to a certain extent), the easier it is to ensure a rational arrangement of the body and its individual links and thus control stability.

The level of development of flexibility also affects the maintenance of balance. A high degree of flexibility of the cervical, thoracic, and lumbar spine allows you to take a stable position above the support.

Agility plays an important role in maintaining balance, especially in rotational and jumping exercises. A high level of muscular and intramuscular coordination ensures the solution of rather complex motor tasks. Therefore, the more difficult the sports exercise, the more dexterity is required to maintain a stable body position. In each sport, the manifestation of agility while maintaining stability has its own specifics. Dexterity is also manifested in the expedient performance of actions, the time of execution of movements, in an instant correct assessment of the situation and an adequate reaction. Of no small importance is the accuracy of movements, which ensures the rational arrangement of the links of the body above the support and in the unsupported state. Accuracy of motor actions contributes to their high efficiency, performance with less expenditure of muscle effort and energy. It manifests itself in the perfect form (visible side) of movements and a clear structure (content) of the motor action.

Rhythm also has a certain value in a stable position of the body, providing an even distribution and redistribution of muscle efforts. It determines the optimal ratio of individual parts of the motor action, their continuity during a given time, as well as the nature, consistency and amplitude of individual movements. In any exercise there is a certain duration in time (tempo) and a regular distribution of efforts (dynamics). Tempo and dynamics are closely related and influence each other. Their optimal combination ensures the harmony of movements. In this case, there is a sense of the rhythm of walking, running, etc., which is impossible without a stable body position.

One of the factors that increase the ability to maintain balance is the psychological mood and emotional state. A high level of psychological preparation contributes to the balance of nervous processes - an important condition for a stable position. Positive emotions also help to increase efficiency, muscle activity and, consequently, more effectively maintain the balance of the body and its individual links.

The criteria for assessing the stable position of the body are as follows:

Spatial assessment and self-assessment of the location of body links while maintaining a separate posture: in motion and in combination with
other types of motor actions;

The degree of conformity of the assessment and self-assessment of the location of the links of the body;

Degree of body stability after deviation from the basic position within 5-10-15°;

The degree of body stability during additional movements (head, arms, etc.);

The degree of stability of the body in a certain position;

The degree of body stability in various ways of moving in space (walking, running, swimming, skiing, etc.);

The degree of body stability in various support conditions:
elevated, inclined, elastic, soft, hard, etc.;

The degree of stability of the body in an unsupported state;

The degree of body stability before the load (beginning of training), in the middle of the session and after the load;

The degree of body stability in combination with other types of motor actions: rotations, jumps, turns;

The degree of stability of the body when balancing objects.

Based on the above, we can give the following definition of this DCC: balance is the ability to maintain the stability of the body and its individual links in the support and unsupported phases of a motor action.

Abilities based on proprioceptive sensitivity.

Research by V.I. Lyakh showed that abilities based on proprioceptive sensitivity (muscular feeling - according to I.M. Sechenov) are quite specific. These are the abilities to reproduce, evaluate, measure, differentiate spatial, temporal and power parameters of movement.

The presence of a fairly wide range of so-called simple abilities can most likely be explained by the fact that the control of movements in various parameters is carried out with the help of various proprioceptors.

The ability to reproduce, evaluate, measure, differentiate spatial, temporal and power parameters are based mainly on the accuracy and subtlety of motor sensations and perception, which often act in combination with visual and auditory abilities; with little motor experience, the sensations and perceptions of children are still too rough, inaccurate, poorly recognized errors in the reproduction, evaluation or differentiation of spatial, temporal, spatio-temporal and force signs of movement. As experience is acquired, the sensations and perceptions of the parameters of the movements performed become more accurate, distinct and clear.

In each type of physical exercise, muscle-motor sensations and perceptions are specific.

This is envy from the originality of coordination of movements, environmental conditions, used projectiles. Specialized perceptions in sports activities are otherwise called feelings. The most famous senses are: distance - among fencers and boxers; subject - gymnasts; water - from swimmers; time - for runners, cyclists, skiers, etc.

From this it follows that the ability to reproduce, differentiate, measure and evaluate the spatial, temporal and power parameters of movement, actions or activities in general, based on the accuracy and subtlety of specialized perceptions ("senses"), are very diverse, have a specific character and develop depending on the characteristics of a particular sport.

However, these abilities are extremely rare in isolation. In addition, they are in certain relationships with other special and specific CSs, as well as with physical and psychological characteristics.

These connections are due to the fact that in motor activity, coordination of movements acts as an integral psychomotor process, in which its various components are represented in unity and close interweaving: intellectual (programming and semantic), sensory, sensorimotor and motor (performing, physical).

The ability to accurately reproduce, evaluate, measure and differentiate the parameters of movements develops primarily with the systematic use of general and special preparatory coordination exercises, methods and methodological techniques for the development of special CS. To improve the effectiveness of pedagogical influence, methodological approaches are used to improve these abilities. The methods of CS development are based on the systemic fulfillment of tasks that place high demands on the accuracy of performing motor actions or individual movements. There are analytical (selective) tasks - for the accuracy of reproduction, evaluation, measurement and differentiation of predominantly one of any movement parameter (spatial, temporal or power) and systematic - for the accuracy of controlling motor actions in general. It is clear that such a division is conditional, because the accuracy of reproduction, evaluation, etc., say, of a spatial parameter is isolated from the accuracy of reproduction, evaluation, etc. there is no temporary or force sign of movement.

In the real process of control and regulation of motion, these types of accuracy always act in an organic unity. Therefore, although a predominantly differentiated effect on improving the accuracy of any one movement parameter is possible, it is mandatory to aim at achieving the accuracy of performing a motor action as a whole (V.I. Lyakh, 1989). When implementing the purposeful development and improvement of the CS, young athletes master various motor actions much faster and more rationally; at a higher quality level, they learn new things and easily rebuild old training programs; move faster to the heights of sportsmanship and stay longer in professional sports; improve sports technique and tactics more successfully; easier to cope with tasks that require a high level of psychophysiological functions in the sensorimotor and intellectual spheres; acquire the ability to rationally and economically spend their energy resources; constantly replenish their motor experience; experience joy and pleasure from the constant mastery of new and diverse types of physical exercises (V.I. Lyakh, 1989).

Anatomical, physiological and psychophysical features of young gymnasts

1. Between 4 and 7 years, ossification of long bones begins. Ossification is uneven, and excessive force loads can disrupt this process.

2. At the same age, the bends of the spinal column are formed and insufficiently compensated lumbar lordosis occurs. Therefore, girls have an incorrect posture (they walk with their stomach forward). Thoughtful application of classical exercise exercises helps to correct posture.

3. In 5-6 year old children, the muscles are not yet formed, there is an uneven development of individual muscle groups. For those who have stronger flexor muscles, it is advisable to pay attention to the development of the extensor muscles and vice versa.

4. High intensity of metabolic processes, uneconomical muscular effort, increased energy consumption can lead to rapid fatigue. Therefore, the load should be small and have a "fractional" character with frequent pauses for rest.

5. The regulatory mechanisms of the cardiovascular and respiratory systems are not yet perfect. The pulse rate is high and at rest, increases even with moderate exercise, blood pressure undergoes large fluctuations, breathing is rapid and shallow. But under the influence of natural development and regular classes, the functional capabilities of children increase. By the age of 7-8 years, children can endure significant loads, but adapt better to moderate-intensity activities.

6. Basic motor qualities develop unevenly and depend on the state of the child's functional systems and his respiratory experience. Therefore, experts recommend in the initial period to increase the overall capacity of those involved with the help of a variety of means.

7. Attention in children of 5-6 years old is held with difficulty, its volume and stability increase gradually and slightly. In the learning process, it is necessary to use new, bright and brief stimuli to keep children's attention. There should be no more than 1-2 comments on the execution technique at one time.

8. Children 5-6 years old are not yet able to separate the inessential from the main, often fix their attention on the secondary. Therefore, in
At this age, it is advisable to use a holistic teaching method, study simple exercises, use short and precise explanations.

9. The visibility of learning is important at this age. The display must be very precise and clear, as children often simply
copy the teacher and can repeat his mistakes. But for the development of the 2nd signal system, replenishment of the terminological stock, the show should be accompanied by a brief and accessible explanation.

10. Emotional manifestations in children aged 5-6 are imperfect, strong-willed and moral qualities are limited. Therefore, it is necessary to work tirelessly on the development of these qualities in children, remembering that praise and encouragement methods at this age are much more effective than punishment methods.

11. Musical accompaniment of classes at this stage of initial training should be simple, understandable and accessible, close to children aged 5-7. According to the new Regulations on the Youth Sports School, at the initial stage of preparation, the involvement of accompanists is not provided. This, of course, complicates the work of trainers (L.A. Karpenko, 1989).

1.3. Characteristics of the means of OFP and SFP at the stage
preliminary training for young gymnasts

The successful implementation of the comprehensive physical education of young gymnasts largely depends on the skillful selection of means and methods of physical training over a number of years in an annual cycle.

Full physical training includes general and special training, between which there is a close relationship. This separation allows you to better build the pedagogical process, using various means and methods.

Special physical training is directly aimed at the development of physical qualities specific to this sport.

The means of special physical training are: 1) competitive exercises, i.e. holistic actions that are performed in compliance with all requirements established for competitions; 2) special preparatory exercises, directly aimed at the development of physical qualities. These are exercises aimed at developing muscle groups that carry the main load when performing a holistic action.

General physical training is aimed, first of all, at the general physical development of the gymnast, i.e. the development of physical qualities, which, although not specific to this sport, are necessary from the point of view of a comprehensive increase in the functional capabilities of the body.

General physical training enriches the athlete with a wide variety of skills. Despite the different specific manifestations of physical qualities, they all have common patterns of development, on the basis of which they manifest themselves in a particular sport.

General physical training is aimed at the overall harmonious development of the whole organism, the development of all its muscles, strengthening the organs and systems of the body and increasing its functionality, improving the ability to coordinate movements, increasing speed, strength, endurance, agility, flexibility, correcting deficiencies in physique and posture in young athletes.

The specific choice of means depends on the inclinations of those involved, the existing traditions of the sports team and the available opportunities.

For young gymnasts, the means of general physical training will be walking, running, climbing, exercises to develop a sense of balance, general developmental exercises with and without objects, exercises with weights.

A significant place in the program of their classes should be given to outdoor and sports games, various types of athletics, swimming and diving. .

General and special physical training should be presented in all types of the annual cycle - preparatory, competitive (basic) and transitional, but the ratio and tasks change.

In the first years of training, it is necessary to pay great attention to general physical training (A.G. Shlemin, 1958; Z.I. Kuznetsova, 1957; A.G. Detinkov, 1962), because. it contributes to the versatile development and increase in the functional capabilities of the body of young athletes. General physical training should be carried out throughout the year, varying in volume depending on the period of training. The authors of the programs emphasize that one of the most important conditions in training with young gymnasts is a combination of special and general physical training, because. Only under this condition can high sports results be achieved.

CHAPTER 2. OBJECTIVES, METHODS AND ORGANIZATION OF RESEARCH.

Analysis of the scientific and methodological literature made it possible to formulate the purpose and working hypothesis of the study.

Purpose: to evaluate the effectiveness of the means and methods used for the development of flexibility and coordination of movements.

Hypothesis of the study: against the background of the priority development of flexibility and coordination, the general motor fitness of young gymnasts aged 5-6 at the stage of preliminary training can also increase.

2.1. Research objectives.

1. Determine the level of development of general and special preparedness.

2. To reveal the relationship between the development of flexibility, coordination of movements and general motor fitness.

3. Development of an effective selection of means in the training process aimed at improving general and special training.

2.2. Research methods.

To solve the tasks, the following research methods were used:

1. Study analysis of scientific and methodological literature;

2. Pedagogical observations;

3. Testing of motor qualities;

4. Methods of mathematical statistics.

2.3. Organization of the study

Literature analysis. To obtain objective information on the issues under study, to clarify the research methodology, the following literature was studied: about the physical qualities of athletes, about the coordination abilities of children 5-6 years old, about the age characteristics of children 5-6 years old. The characteristics of the means of OFP and SFP at the stage of initial training in young gymnasts were studied; sports metrology data, which made it possible to objectively analyze and substantiate the results of the research. Recommendations on rhythmic gymnastics coaches were also used. In total, 40 literary sources of domestic authors were analyzed.

Pedagogical observations. Pedagogical observations were carried out at competitions and trainings in the village of Kozhevnikovo. Observations were carried out on children 5-6 years of age from December 2003. to March 2004 in KSSh - 2 villages of Kozhevnikovo.

Testing of motor qualities. An important organizing and guiding factor in the process of physical training is the control over the development of qualities. One of the indicators that characterize the level of general physical fitness of gymnasts is their successful passing of physical fitness tests.

As a result of a series of scientific studies, a set of pedagogical control tests has been developed. It characterizes the level of development of the basic physical qualities of children involved in rhythmic gymnastics. This complex was developed taking into account the normative documents of the Youth Sports School.

The following tests were used to determine flexibility:

"TWINE" on the right leg. Gymnasts 5-6 years old perform splits on the floor. The distance from the floor to the hip is measured in centimeters. "Split" allows you to determine the development of flexibility in the hip joints.

"BRIDGE" is fixed for 2 seconds, the distance between the gymnast's hands and heels is estimated in centimeters. "Bridge" allows you to determine the development of the flexibility of the spinal column.

"TWIST" in the shoulder joints with a rope is performed three times. The distance between the brushes is measured in centimeters. "Twist" allows you to determine the mobility in the shoulder joints.

Based on the analysis of literary sources (V.I. Lyakh, 1989, 1998; A.V. Lagutin, 1996), three tests were used to determine the following types of CS:

Ability to maintain balance;

Ability to coordinate movements;

Coordination abilities related to holistic motor actions (the ability to orientate in space).

The HERON test is performed as follows.

I.P. - stand on the right (left) leg, the knee of the left (right) is turned to the side, the foot is pressed to the knee of the supporting leg. Hands forward with palms down.

On command, the subject must close his eyes and remain motionless for the maximum amount of time.

As soon as small fluctuations in movement began to be observed, the stopwatch was stopped.

To determine the ability to coordinate movements, the test "Squat UP - LAYING UP" was taken.

I.P. – O.S.

1. Emphasis crouching;

2. Emphasis lying;

3. Emphasis crouching;

One point is awarded for one fully completed exercise, each of the four phases of the exercise is ¼ point.

The ability to orientate in space was assessed using the G-8 test. Crawling in an emphasis, standing bent over, along an eight-shaped distance.

I.P. - Standing on half-fours (knees do not touch the floor) between two cubes located at a distance of 1.5 meters from each other. The palm of one hand is on the mark indicating the middle of the distance between the cubes.

Task: crawl on the half-fours "EIGHT", bending around each cube three times. Estimated task execution time in seconds. The result of one attempt is taken into account.

To determine the general physical fitness, the following tests were taken:

1. Long jump from a place. The distance is measured in centimeters.

2. Run 20 meters. Estimated task execution time in seconds. Three attempts are run and the best result is left.

3. Hanging on bent arms. Estimated task execution time in seconds.

I.P. - hanging on a high bar with an overhand grip, the chin is above the bar, does not touch. As soon as the chin touched the crossbar, the stopwatch was stopped.

Methods of mathematical statistics.

All the results of experimental studies were processed using the methods of mathematical statistics described in the relevant manuals (L.P. Kanakova, O.I. Zagrevskii, 2003, etc.).

1. Arithmetic mean value of the feature:

2. standard deviation - dispersion:

3. arithmetic mean error:

4. Spearman's rank correlation coefficient.

5. The significance of differences was determined by the rank correlation coefficient:

According to the assessment of the reliability of the results obtained, the 1–5% significance level was taken as the main one.

CHAPTER 3. METHODOLOGICAL ASPECTS OF FLEXIBILITY AND MOVEMENT COORDINATION DEVELOPMENT OF 5-6 YEAR GIRLS IN THE EDUCATIONAL AND TRAINING PROCESS AT THE PRELIMINARY TRAINING STAGE.

3.1. The study of motor fitness of 5-6 year old gymnasts at the preliminary stage at the beginning of the study.

Table #1

The level of motor fitness at the beginning of the study

Table number 2

Correlation table of the relationship between the development of flexibility and coordination
movements at the beginning of the study

Based on the correlation analysis of gymnasts at the stage of preliminary training, a weak inversely proportional relationship was revealed between the flexibility of the spinal column and the coordination of movements, as well as mobility in the shoulder joints and statistical balance. The resulting correlation coefficient was r=0.08, which is an unreliable indicator. The strongest directly proportional relationship was obtained between mobility in the shoulder joints and coordination of movements, the correlation coefficient was r = 0.3. The reliability of the results was not found (P> 0.05).

Table No. 3

Correlation table of the relationship between the development of coordination of movements
and general motor fitness at the beginning of the study.

Correlation analysis revealed the closest directly proportional relationship between speed-strength and strength abilities, the correlation coefficient was r = 0.7 and turned out to be significant (p< 0,05)

3.2. Characteristics of the means and methods for the development of flexibility and coordination of movements according to the experimental method.

As the analysis of literary sources has shown, in rhythmic gymnastics, in order to achieve a high level of sportsmanship, it is necessary to develop among those involved in such a quality as flexibility. This position is also confirmed by our experimental studies. Therefore, the main task of the pedagogical experiment for us was to improve the methodology for developing flexibility, based on the results of our own research.

The process of development of flexibility was carried out gradually.

The dosage of exercises aimed at developing flexibility was small, but the exercises were applied systematically, at each lesson. Also, these exercises were included in the morning exercises.

Before starting exercises to increase joint mobility, a warm-up was carried out to warm up the muscles.

Stretching exercises had an effect if they were repeated until a feeling of slight soreness appeared.

The main means of developing flexibility were stretching exercises, which could be dynamic (springy, swing, etc.) and static (maintaining maximum amplitude in various postures) character.

Stretching exercises were performed both with and without weights.

The use of weights allows you to accentuate the development of muscles that provide movement in the joints.

Complexes of exercises aimed at developing mobility in various joints of the musculoskeletal system consisted of active exercises (the maximum amplitude is achieved by the performer himself) and passive exercises (the maximum amplitude is achieved with the help of additional external efforts). The load in flexibility exercises in individual sessions and throughout the year increased due to an increase in the number of exercises and the number of their repetitions. The pace during active exercises was 1 repetition per 1 second; with passive - 1 repetition in 1 - 2 seconds; holding static positions - 20-30 seconds.

When performing tasks on flexibility, the child was given a specific goal, for example, to reach a certain point or object with his hand. This technique allows you to achieve a greater range of motion.

The main method of developing flexibility is the repeated method, where stretching exercises were performed in series of 10-12 repetitions each. The amplitude of movements increased from series to series. Such exercises gave the greatest effect, and if the children performed daily at home and did not miss training. In training, 40% of the time was devoted to the development of flexibility. The following ratio was used in the use of exercises for the development of flexibility: 40% - active; 40% passive; 20% static.

Since classes were held 3 times a week for children aged 5-6, a homework system was used, which included: exercises aimed at developing the flexibility of the spine, in the hip and ankle joints, popliteal ligaments, as well as jumping rope. For the Development of Flexibility in the training process, exercises of a speed-strength nature were used: springy movements, swings, followed by holding the legs. At the same time, if the exercises were performed with weights, the weight of the weights should not reduce the speed of swings or springy movements (weights did not exceed 2-3% of the gymnast's body weight). As methods for improving flexibility, game and competitive methods were used, then the classes were interesting and fun (who will be able to bend lower; who, without bending their knees, will be able to lift a flat object from the floor with both hands, etc.).

Flexibility exercises were performed in the following sequence: at the beginning, exercises for the joints of the upper limbs, then for the trunk and lower limbs.

The conditions for performing the exercise are greatly facilitated by the support. Exercises were first performed at the support, then without support.

Active and passive flexibility develop in parallel.

Exercises used to develop flexibility:

1. Repeated springy movements that increase the intensity of stretching. N-R: springy forward bends.

2. Movements performed in the largest possible amplitude. N-R: bending back and forth to failure.

3. Inertia of movements of any part of the body. H-R: swing your legs forward or to the side with a gradually increasing amplitude of movement.

4. Additional external support. Н-Р: grips with the hands on the rail of the gymnastic wall or a separate part of the body, followed by pulling one part of the body to another.

5. Active help from a partner.

A set of exercises for the development of flexibility

1. Tilt forward, sitting legs apart. Touch the chest to the floor and hold this position for 2-3 seconds. To successfully meet this regulatory requirement, it is recommended that you master the following exercises:

a) sitting on the floor, legs together, tilting forward with the help of a trainer who presses his hands in the area of ​​​​the shoulder blades;

b) standing in an inclination forward, strive to touch the floor with the palms, then with the forehead, chest of the legs;

c) stand with your back to the gymnastic wall, lean forward, grab the second rail and pull towards you, leaning deeper and deeper (do not bend your legs);

d) standing facing the gymnastic wall, put the right foot on the rail at the height of the belt (or chest) and, leaning forward, try to touch the leg with the chest;

e) sitting legs apart wider, tilt forward with help.

2. Bridge from a prone position.

The ability to perform the bridge is essential not only for the development of body flexibility, but also for successful floor and acrobatic exercises.

Bridge exercises:

a) bending back, touching the wall with your hands;

b) kneeling, hands up, tilting back, trying to touch the floor with your hands;

c) sitting with your back to the wall, grasp the rail at the height of your head, bend your legs and put them shoulder-width apart, bending to stand up;

d) standing with your back to the wall, lean back and leaning your hands against the wall, complete the bridge;

e) lying on your back, bend your legs and rest your hands behind your head;

e) standing, tilting back bridge with the help of a trainer.

3. Raising a straight leg forward, to the side (to the height of the belt, chest), back (above the knee), standing at the gymnastic wall and leaning on it with his free hand on the belt:

a) swinging naked forward, backward, to the side, standing at the gymnastic wall and leaning on it with your hand (when swinging your foot, turn your foot outward, keep your body and head straight);

b) stand facing (sideways) to the wall and put a straight leg on the rail at the height of the belt. Squat on the supporting leg, keep the straight leg on the rail;

c) standing against the wall, raise the straight leg forward, to the side and back with the help of a trainer (avoid pain);

d) Standing against the wall, lift the straight leg forward, backward, to the side with weights (sandbags weighing 1-2 kg).

4. Twists in the shoulder joints with a rope.

To develop flexibility in the shoulder joints, it is recommended to regularly perform the following exercises:

a) circular movements of the hands in the lateral and frontal planes alternately, sequentially and simultaneously;

b) also with clubs, dumbbells, sandbags;

c) from a standing position, hands up with a rubber bandage, twist, lowering the hands back behind the back and returning to the starting position;

d) too, but with a rope, arms up wider than shoulders.

5. Straight twine.

It is recommended to start twine training with the exercises described in paragraph 3. Raising the legs to the side by 90 degrees contributes to the good performance of straight split and eliminates traumatic injuries. In addition to these exercises, the following are recommended:

a) from an emphasis lying legs apart wider, socks turned outward, turning the torso to the right and left, exposing the arms to one side or the other. Turning to the left, strive to touch the floor with the right thigh, turning to the right - with the left thigh;

b) standing facing the gymnastic wall, spread your legs apart wider. Holding hands on the wall, strive to go down as low as possible;

c) too, but stand on the 2nd - 3rd rail;

d) standing with legs apart wider, medicine ball between legs. Stretching your legs to try to sit on the ball;

e) from the gray-haired legs apart wider, leaning on the hands forward, stand on your feet and return to I.P.

The main task of coordination improvement is to provide a broad basis (the fund of acquired motor skills and abilities) and, on its basis, achieve a versatile development of coordination abilities.

In order to successfully solve it, children are first of all taught a wide range of motor actions. To do this, in the classroom with them used a variety of exercises, most of them new or unusual, most of which can be considered as coordinating. The widest of them was the group of general preparatory coordination exercises. In older preschool age, analytical coordination exercises that affect various special and specific c.s. Much attention at this age was paid to general developmental exercises without and with objects.

Speaking about the features of the development of c.s. older preschool age, it is necessary to highlight the problem of the optimal ratio of methods of standard - repeated and variable (variable) exercises.

The method of standard-repetitive exercise is absolutely necessary in working with preschoolers, however, as students begin to confidently perform acquired motor actions, it should give way to the method of variable exercise. Otherwise, the acquired skills can turn into inert stereotypes, and this is unacceptable, because. movement technique will be rebuilt in the future due to the growth of physical abilities and a significant increase in body size.

Among the techniques related to the method of variable (variable) exercise, at this age, techniques of strictly regulated variation should prevail.

As a means of educating motor-coordinating abilities, in principle, a variety of physical exercises can be used, and if their implementation is objectively associated with overcoming more or less significant coordination difficulties. Such difficulties have to be overcome in the process of mastering the technique of any new motor action.

However, as the action becomes habitual and the skill associated with it becomes more and more fixed, it becomes less and less difficult in terms of coordination and therefore stimulates the development of coordination abilities less and less. Novelty, at least partial, unusualness and the resulting extraordinary requirements for coordination of movements are the most important criteria when choosing exercises for an effective impact on motor-coordination abilities.

Particularly valuable in this regard are the infinitely varied combinations of movements that make up the material of gymnastics, as well as sports and outdoor games.

With the development of the CS, the methodology of N.V. Khomyakov (1998) was taken as the basis. In his methodology, he proposed the use of special exercises at the initial stage of training aimed at eliminating motor asymmetry, which will contribute to the harmonious development of gymnasts, a more complete manifestation of coordination abilities and allow them to achieve better results in the future.

L.P. Matveev (1991) suggests the development of motor-coordinating abilities along two main lines:

The first line is implemented directly in the process of learning new motor actions, by sequentially solving new motor tasks arising from the need to coordinate movements and overcome obstacles that arise at the initial stages of motor skills formation.

The second line in the methodology of motor-coordinating abilities education is characterized by the introduction of an unusual factor in the performance of actions, which imposes additional requirements on the coordination of movements.

Coordination abilities in rhythmic gymnastics are manifested in the ability of a gymnast to perform exercises freely, easily, gracefully, as well as accurately and economically.

CS are closely related to the development of strength, speed and endurance.

In the process of technical training, gymnasts need not only to master the complex coordination of movements, but also to learn how to maintain it in various changing conditions, which is of great importance in their sports activities.

Coordination is unthinkable without the development of articular-muscular sensitivity, which contributes to the formation of fine motor differentiation.

Therefore, gymnasts need to systematically perform new, more and more complex exercises in various conditions.

Dance movements, acrobatic and gymnastic exercises were used to develop coordination of movements. But the best means were rhythmic gymnastics exercises, especially with objects, as well as elements of dance, which contributed to the development of coordination of movements, orientation in space and time. For the same purpose, exercises in turns were included.

In order to educate the CS at the training sessions, the gymnasts were placed in new, unusual conditions for them: they changed the main direction, performed exercises from the other leg and in the other direction. Sometimes they changed the shape of familiar objects: they gave a large ball; jump rope - shorter or longer, made of a different material; hoop - lighter or heavier, with a larger or smaller diameter; tape - longer or wider; stick - heavier and shorter; when performing strength exercises, weights were used.

They changed the usual conditions, thereby forcing the gymnasts to overcome the difficulties that arise. For example, during static balance exercises, the support area was reduced or increased, the number of rotational movements was increased, bringing them to a maximum, exercises were performed in balance at a very slow pace, and others at a very fast pace, etc.

When studying the elements of acrobatics, it is useful for gymnasts to perform exercises on the floor without a carpet, and as they master the technique, exclude insurance and assistance.

Game and competitive methods were used as the development of the CS.

3.3. Research results.

Table No. 4

Correlation table of the relationship between the development of flexibility and coordination of movements at the end of the study.

Based on the correlation analysis, a weak inverse relationship was found between flexibility in the shoulder joints and orientation in space. The correlation coefficient was r = 0.08 and turned out to be unreliable at (p > 0.05). The closest direct proportional relationship is observed between flexibility in the hip joints and static balance, as well as between the flexibility of the spinal column and the coordination of movements, and orientation in space. The correlation coefficient was r = 0.4 and was not significant at (p > 0.05).

Table number 5

Correlation table of the relationship of general motor
readiness and coordination of movements at the end of the study

Correlation analysis revealed a strong directly proportional relationship between the coordination of movements and the strength endurance of the hands. The correlation coefficient was r = 0.6 and turned out to be significant (p< 0,05).

Table No. 6

Dynamics of indicators of development of flexibility and coordination of movements
in the process of research (X).

An increase in results is observed in all tests characterizing the development of flexibility (mobility of the spine was 0.2; mobility in the shoulder joints 1.34; mobility in the hip joints was 0.9), as well as coordination of movements (balance on one leg was 0.4; "squatting emphasis - lying emphasis" was 0.2; movement along the eight-shaped trajectory was 1.2), which indicates the reliability of the differences. Reliability of the statistic is significant p< 0,05.

Table number 7

Dynamics of indicators characterizing the general motor readiness in the course of the study.

During the study, a significant improvement was found in all indicators. Thus, an increase in results is observed in all tests that characterize motor fitness ( speed abilities amounted to 0.2; speed-strength abilities 0.6; hand strength 0.8), which indicates the reliability of differences p< 0,05.

Thus, we can conclude that the development of coordination of movements and flexibility in girls aged 5-6 years allows to increase the level of motor fitness.

CONCLUSIONS:

1. Analysis of literary sources and available data on the topic of the thesis showed that at the stage of preliminary training, one of the important conditions in classes with young gymnasts is a combination of general and special physical training, the components of which are flexibility and coordination of movements; in rhythmic gymnastics, in comparison with other motor qualities, much attention is paid to the development of flexibility and coordination abilities, because these qualities are crucial in achieving high sports results; thanks to the targeted development of flexibility, it is easier to perform all types of gymnastic exercises - inclinations, balances, jumps, waves;

In the implementation of purposeful development and improvement of coordination abilities, young athletes master various motor actions much faster and rationally.

2. Based on the results of the preliminary study, it was revealed:

– the level of development of motional qualities turned out to be insignificant in all indicators assessing the coordination abilities and flexibility of gymnasts at the stage of preliminary training.

– according to the indicators of general motor readiness, the level above the average is observed only in speed-strength abilities.

3. At the beginning of the study, a weak inversely proportional relationship (P > 0.05) between flexibility and coordination of movements was revealed, and between general motor fitness and coordination of movements, the relationship was above average (P< 0,05).

4. A complex set of tools, methods and methodological techniques aimed at developing flexibility and coordination of movements in the process of a pedagogical experiment allowed to significantly increase the level of motor fitness of young gymnasts. A significant increase in results is observed with the development of flexibility, coordination of movements, in strength training. And there are no significant changes in speed-strength readiness.

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