The overall speed depends on the manifestation of elementary forms of speed, such as the speed of a motor reaction, the speed of a single movement and the frequency of movements. Also, the speed depends on the coordinated work on tension and relaxation of the muscles involved in the movement ( which is the same frequency, but on the other hand).

The development of speed is an indispensable part of a football player's work on his progress, and training aimed at increasing speed is necessary for any player. Exercises using the football coordination ladder allow you to develop both the pace and coordination of movements. It is important that this form of manifestation of speed lends itself well to training.

I will say right away that the ladder is not the only option for developing tempo, and even more so not the only option for developing coordination, but today we will consider it, and we will turn to other options later.

The essence of all possible exercises using the football ladder: move as quickly as possible, and it is characteristic that small steps are performed, without a high knee lift and without a significant separation of the foot from the surface - as often as possible, as soon as possible.

Such a technique as developing a pace on a football ladder refers to running along the marks, when the performer is required to perform a step (or two, to the side, a jump or some other combination) on each of them.

Such training is needed for players of all roles. Progress in the pace of movements and their coordinated work will allow you to move better (faster) in short distances, in episodes where the player takes a football stance, moves to the side, turns around, backs up or puts pressure on the player with the ball. The ability to move with balance and kick at a high pace is the basis for good ball control when dribbling and performing feints.

Quick short steps will increase the speed of reaction to a changing situation, both in terms of attacking actions and in terms of defensive ones. The legs will become faster, which will have a positive effect on both ball control and martial arts for its weaning.

As a result of training, the coordinated work of all parts of the body should be adjusted. Here we are talking about both the coordinated work of the arms and legs, and the muscles involved in the work. In many ways, the pace of movement depends on the ability of the muscles involved in the movement to quickly relax.. We did our job - we relaxed, we do not interfere with the antagonist muscles to perform a return movement ... and such a cycle throughout the movement. In the process of training with a ladder, we “teach” muscles, including this.

Actually about the exercises.

• The starting position is similar to a football stance - the center of gravity is lowered, but the legs are not so wide apart, the legs are shoulder-width apart or even slightly narrower. Body weight on toes throughout the exercise.
• The neck is not bent, we do not look at the floor, the head is in a natural position.
• We do not tilt the body much forward - this limits the movement of the legs and leads to unnecessary tension in the back. The angle between the torso and thigh is about the same as the angle between the lower leg and thigh.
• The arms are bent at the elbows and remain in this position throughout the exercise. The movement of the hands occurs in the shoulder joint, it is not necessary to move the forearm separately.
• The arms move in accordance with the movement of the opposite leg with the same speed and range of motion as the legs. It is important that when working on a frequency, we do not bring the knee forward up, respectively, and do not throw our hands strongly forward. The movement of the arms is commensurate with the movement of the legs both in sharpness and in amplitude.
• It is wrong to move your arms too actively in the elbow joint. It is wrong to strain the trapezius muscles and pull the shoulders up to the neck. It is wrong to swing your arms to the sides.
• The pace should not decrease towards the end of the stairs, it is important to pass the last cell at high speed. To do this, you can set the finish goal three to four meters from the last cell - so that there is a need to make an acceleration. You can also add different elements after the stairs for this: a turn, a zigzag or an acceleration and a hit after receiving or picking up the ball.

At the initial stage of mastering the exercises, we focus on technique, that is, what is described above must be observed. You can perform penetrations not at the maximum in order to “catch” the correct execution. Further, we strive to increase the intensity while maintaining the technique.

The volume of training depends on preparedness, at the initial stage, you can choose 3-4 exercises and repeat them 4-5 times. Rest time between sets is 1-1.5 minutes. If the stairs are part of some lane, then the rest time can be increased to 2-3 minutes.

After mastering the basic exercises, you can add weights or elastic bands to your legs to your workout. The change of the surface on which the work takes place can also become a complication: the softer the harder . You can train not on sand, on snow or even in water - the more the leg is immersed in water, the more resistance and load. When training on soft surfaces, the starting stance should be slightly higher.

What is a big plus of the stairs is the options for performing various exercises on it. Children and adults will not be bored or accustomed to training with this projectile. For example, 101 exercises are given, and if there is a free half an hour, you can familiarize yourself with them. Not all possible exercises are suitable for football players to perform. Although the ladder refers to the means of general development of physical qualities, nothing prevents us from making it a means of special development - that is, to “football” exercises, to perform those that will imitate or be close to specific football movements.

You can move up the stairs facing forward, sideways and back forward.
We add a ball to the exercises on the stairs - there are several options when there are footballs in the flights of stairs through one, and there are options when we move / lead a soccer ball in parallel with the movement along the stairs. In the first case, passing the flight of stairs where the ball is standing, it is necessary to touch it so that it remains in place. In the second case, you can move the ball with both feet or only one, get it into the cages or lead it parallel to the stairs, and so on.

The staircase itself can be the same as ours, bought in a store or assembled on your own, or it can simply be marked or marked. For example, our first staircase in the home version

You can also develop the pace on an ordinary staircase (in the sense of leading somewhere up, but not on a stepladder or a fire escape), especially if its steps are small. Also, while maintaining the desire, with the correct position of the body and movements of the hands, take steps up the stairs as quickly as possible, stepping on each step. With this version of speed-strength work, the emphasis will noticeably shift to the power side. It is important not to go too far with the amount of work - we intensively rise in just 8-10 seconds.

Our video shows several options for doing exercises.

***

Exercises to develop the pace on the football ladder can accompany a football player throughout his career - from a very early age to "veteran". It is clear that training is required to develop strength and speed, but in order to maintain the achieved level of strength and speed, it is also necessary to constantly train. With a decrease in the volume and intensity of training for the development of individual forms of speed, and even more so when they stop, there is a drop in the indicators of speed manifestation.

Train, get faster and stay fast! Good luck!

In contact with

There are many offers on the Internet to buy a miracle staircase, which is called differently by everyone:

1. Ladder of Agility
2. training ladder
3. Coordination track

But most of them are just expensive. After thinking and counting, we found a way out and made the stairs ourselves:

finished staircase

Rolled up trainer

Application of the simulator.

The training ladder is used when training on the ground (game room, open area, grass). The simulator is located on a horizontal surface and unfolds to its full length. Athletes take turns performing various exercises on the stairs. Using a ladder solves another problem. A variety of training loads and a good emotional background. Any athlete is “bored” by constant exercises, which means that they are performed without enthusiasm, under the pressure of “necessity”. And training should give pleasure not only from overcoming difficulties, but also from the “joy of movement.” The size of the cells was selected in such a way that all elements of the movement would be practiced with the necessary amplitude and frequency.

For a warm-up, we choose 7-8 exercises, and the children do it once, or 2-3 exercises twice, without a break. Workout on the stairs: three to four exercises 5-15 times, with a 2-minute rest between sets, enough for a single workout.

Important point:

1. Work with your head up, look not down, but in front of you;
2. Pick up a club or medicine ball from 2 to 5 kg. Competitive exercises on ladders located parallel to each other are very effective.
3. Include in the complexes more exercises related to rotations of 90, 180, 360 degrees.
4. It is necessary to constantly update the exercises in the complex. We do not forget that the main task is the development of dexterity, and without “new” movements, there is no effective development of this quality.

JUMPS ON ONE LEG.

JUMPS ON TWO LEGS.

COMBINED JUMPS.

Send your good work in the knowledge base is simple. Use the form below

Students, graduate students, young scientists who use the knowledge base in their studies and work will be very grateful to you.

Posted on http://www.allbest.ru/

INTRODUCTION

1.2 Types of stairs

2. RESEARCH METHODS, ORGANIZATION OF RESEARCH, RESULTS OF OWN RESEARCH AND THEIR DISCUSSION

2.1 Research methods

2.2 The system of using the coordination ladder

2.3 Organization of the study

2.4 Results of own research and their discussion

CONCLUSION

LIST OF SOURCES USED

APPS

INTRODUCTION

One of the main tasks of state policy today is to create conditions for the development of physical culture and sports, as an effective means of attracting children, adolescents and youth to an active lifestyle, their health improvement, increasing the level of physical development and crime prevention. According to the Ministry of Health and Social Development of the Russian Federation, children's health continues to deteriorate. The goal of physical culture at school is the formation of a versatile physically developed personality, able to actively use the values ​​of physical culture to strengthen and maintain their own health for a long time, optimize labor activity and organize outdoor activities. The third hour of physical culture has already been introduced, the development and implementation of a new sports and technical complex "GTO" is underway. This is dictated by the objective need to increase the role of physical culture and sports in the education of schoolchildren, strengthening their health, and instilling healthy lifestyle skills.

A healthy lifestyle is based on the constant internal readiness of the individual for physical self-improvement. It is the result of regular (for many years) physical exercises with a positive and active attitude towards them by the students themselves. As you know, the nature of the child is characterized by intense physical activity. In the interests of physical education, it is necessary to organize children's mobility, motor skills in the correct forms, give it a reasonable way out (Grishina, Yu.I. General physical training. Know and be able: textbook Rostov n / D: Phoenix, 2012. 249 p.). Interest and pleasure in playing sports gradually turn into a habit to systematically engage in them, which then turns into a stable need that persists for many years.

The basis of good performance is a high level of speed and coordination abilities (Kostikova L.V. Physical culture. ABC of sports. M., 2002. 176 p.). High results in sports and development can be achieved if the basic physical qualities are developed - speed, coordination, endurance. Every year, new ways are being sought for the development of physical qualities, used in physical education lessons (Lyakh V.I. Tests in the physical education of schoolchildren. M., 1998. 237 p.).

Relevance of the study: a child in physical education classes needs to master the technique of movements, quickly and accurately use motor skills and abilities in a suddenly changing game environment, rationally reorganize their actions. That is why it is necessary to develop speed and coordination abilities among schoolchildren, to look for new means that increase interest in physical education lessons, in game activities. One of the ways to solve this problem is the use of coordination (speed) ladders in physical education at school, which enhances the positive effect of the lessons, the children's interest in playing activities increases. With systematic exercises, vision improves, the ability of the neuromuscular apparatus to quickly tighten and relax muscles increases; performance of running and jumping exercises helps to strengthen the musculoskeletal apparatus of the lower extremities; improves metabolism, the work of the circulatory and respiratory organs.

Proceeding from this, it is possible to single out a contradiction between the need to develop the speed and coordination abilities of students and the inefficiency of traditional means.

The problem arises from the contradiction, which means of development of speed and coordination abilities are the most effective.

Object of study: the process of development of speed and coordination among students at the level of basic general education.

Subject of study: means and methods of developing speed and coordination qualities of schoolchildren using coordination (speed) ladders.

Hypothesis: if a special set of exercises with coordination (speed) ladders is used to organize the motor activity of children in game classes, this will contribute to the development of physical qualities: speed and coordination.

The purpose of the work: to reveal the effectiveness of the influence of exercises performed with coordination (speed) ladders on the development of physical qualities: speed and coordination.

Tasks:

1 Analyze the scientific and methodological literature on this topic.

2 Determine the level of development of speed and coordination among students at the level of basic general education.

3 Develop a set of exercises with coordination (speed) ladders.

The novelty of the study lies in the use of a new set of exercises in game classes aimed at developing the speed and coordination of students.

The practical significance lies in the ability to apply the proposed complex in the classroom for the development of speed and coordination of students.

1. THEORETICAL FOUNDATIONS FOR THE USE OF COORDINATING (SPEED) LADDERS IN PHYSICAL EDUCATION LESSONS

1.1 Features of coordination ladders

One of the main tasks solved in the process of physical education is to ensure the optimal development of physical qualities inherent in a person. It is customary to call physical qualities congenital (genetically inherited) morphological and functional qualities, due to which a person’s physical (materially expressed) activity is possible, which receives its full manifestation in expedient motor activity (Lyakh, V.I. Comprehensive program of physical education of students .: Enlightenment, 2010.127 p. ). The main physical qualities include strength, speed, endurance, flexibility and agility. In physical education classes, one of the important qualities is speed and coordination.

Speed ​​is the ability to make movements in the minimum amount of time, with the greatest possible speed.

Coordination - the ability to master new movements and rebuild motor activity in accordance with the requirements of a changing environment.

Developing speed and coordination, a teacher of physical culture should know well the main means of developing these physical qualities. To increase interest and motivation for training, we use not only well-known means, but also look for new non-traditional ones that will increase physical activity, interest and need for physical activity.

Having studied the literature on the development of speed and coordination of school-age children (Sports games: Technique, teaching tactics: A textbook for students of higher pedagogical educational institutions /. Edited by Yu.D. Zheleznyak, Yu. M. Portnov. M., 2001. 520 pp.), we came to the conclusion that the use of exercises with coordination ladders will help form children's interest in not only sports games, but also physical culture in general. Exercises on the coordination ladder force the human neurological system to send additional information to his muscles at a tremendous speed, including more and more motor cells in the work. This helps children to be faster, more agile, and more mobile. The ladder works on the principle of developing general sports skills, which can then be transferred to some specific sports industry.

The coordination ladder is one of the most common and effective training equipment in many sports. It is used both for individual and group lessons (Physical culture. A textbook for universities of physical culture, edited by Yu.M. Portnov. Moscow. 1997., 480 p.).

The ladder consists of strong nylon tapes and 7, 11 flexible (4 or 8 meters) plastic cross bars. The width of the ladder is 50 cm, the distance between the planks is 40 cm. At the beginning of the experiment, there were difficulties in purchasing this simulator, and we used a hand-made coordination ladder. The first option - all the details were from the ropes. The second option was - from ropes and rulers, until we acquired a real coordination ladder.

The coordination ladder is nothing more than a simulator designed to develop speed skills when performing movements over short distances, as well as to develop maneuverability, strength, endurance, coordination (body balance control) of movements and to synchronize motor skills (Zheleznyak Yu.D., Portnov Yu.M. Sports games. M., 2002. 240 p.),

It is widely used in training in team sports such as football, basketball, tennis, skiing, rugby. Working on the coordination ladder, the balance of the body is controlled. Perfect for developing speed skills, which is an integral part of training in team sports and functional training. Training on the coordination ladder is complex: it combines both a warm-up and a workout itself.

When exercising on the coordination ladder, you can adjust the level of load, which allows absolutely everyone to practice on it.

And, perhaps, the last and important factor is convenience. This trainer is very compact and doesn't take up a lot of space.

By repeating the same exercises, constantly increasing the pace, the brain and nervous system are accustomed to faster movements - this is how stable progress is achieved (Sortel N. Physical culture: first steps / Translated from English. M., 2002. 237s.).

As with many technical exercises, correctness of execution is more important here, rather than speed of execution. There are many exercises on the coordination ladder. Some of them are specialized, designed for a particular sport, some are universal, but almost all of them are aimed at improving the coordination and speed of footwork, movement technique and balance.

We have compiled sets of exercises on the coordination ladder: in walking, running, jumping exercises, exercises in support, exercises with the ball.

Before you begin to perform exercises with coordination ladders, you should conduct a short briefing.

1 Be sure to warm up before exercising

2 Participants must keep their distance.

3 Try not to get on the slats of the stairs.

4 Always keep your back straight.

5 Correct technique is more important than speed, do not rush. First you need to achieve good performance, then gradually increase the speed (Matveev L.P., Theory and Methods of Physical Culture 1991. 543 p.).

1.2 Types of stairs

Figure 1.1 shows a coordination ladder equipped with rungs, which are attached as stiffeners to the sling through 37-40 cm from each other. Its characteristic feature is a flat bottom and a rounded top, or a completely round crossbar. It is very important that athletes do not stand on the floor or on the rungs while using the ladder, and the rounded top reminds athletes that their feet must be suspended and bounce from square to square.

Figure 1.1. - Types of coordination ladders

Flat Staircase (Flat Style Staircase). With crossbeams that are absolutely flat with respect to the ground. These stairs usually have adjustable rungs, so the trainer can change their position from 37 to 50 cm. But these stairs have fewer rungs per overall length.

There are also varieties of stairs doubled, lightweight, with connecting fasteners for increasing the length or making up crosswise.

The ladder works on the principle of developing general sports skills, which can then be transferred to some special sports industry (Peculiarities of classes on the coordination ladder [Electronic resource] - Access mode: http://samsebetrener.rf/ (Date of access 03/07/2016 ).

One of the most important elements for developing general athletic skills is training the neurological system to activate more motor cells. This allows the muscles to work more productively and, with the help of contractions, higher speed and strength are achieved, which later helps to provide stability and proprioception (feeling of one's body).

Figure 1.2. - Single and double speed ladders

Ladder exercises cause a person's neurological system to send additional information to their muscles at a tremendous rate, bringing more and more motor cells into play. This helps the athlete to be faster, more agile, and more mobile (Lyakh, V.I. A comprehensive program of physical education for students. M .: Prosveschenie, 2010. 127 p.).

1.3 Coordination ladder exercises

There are many exercises with a coordination ladder. Some of them are specialized for the needs of a particular sport, some are universal, but almost all of them are aimed at improving the coordination and speed of footwork, movement technique and balance.

As with many technical exercises, correctness of execution is more important here, rather than speed of execution. First you need to learn to do it right, and then learn to do it right and at the same time - quickly. I have seen some “speed races” in training, where the players tried to go through the stairs faster than anyone else, instead of working out the necessary elements. Handwork and the height of the center of gravity were also often ignored.

Constant and sudden changes in game situations require young players to be extremely focused, quick to react, heightened attention, the ability to quickly respond to the actions of opponents and partners, quickly assess the game situation, instantly make a tactical decision and immediately implement it. Also, to achieve the best result, a young hockey player must do everything quickly: start and run on skates, brake and maneuver, dribble around an opponent, dribble, pass and receive, throw the puck into the goal, stop the opponent with a power hold or, conversely, evade power combat. These components of the game activity of a hockey player require a high level of development of coordination and speed abilities (speed), as well as distributed attention, spatial orientation and dynamic balance. For the development of the above physical qualities, the training system of young hockey players uses a wide arsenal of general physical training means. Not so long ago, in the domestic system of training hockey players, a new simulator began to be used - a coordination ladder (speed ladder, agility ladder), which contributes to the development of the players' physical qualities (speed and dexterity) necessary for playing activities (Exercises with a coordination ladder [Electronic resource] // Detenok: site Access mode http://detenok.ru/?p=3463).

Exercise number 1 - "classics".

* Begin the exercise by taking a starting position at the bottom of the stairs, feet shoulder-width apart.

* Jump forward, pushing off with both feet, and land on the first sector of the ladder on your left foot.

* Next, pushing off with your left foot, jump forward again, but land on two feet already.

* Push off with both feet again, jump forward and land on the right foot.

* Pushing off only with the right foot, jump forward and land on two feet. This is 1 cycle. Repeat this cycle until the ladder ends.

Figure 1.3. - Exercise classics

Exercise number 2 - "inside out."

* Begin the exercise with your feet shoulder-width apart before starting the stairs.

* Step (do not jump, namely step) into the first section of the stairs, first with your left and then with your right foot.

* After the right foot is in the first section, immediately place the left foot to the left of the next section of the ladder, then the right foot to the right of the ladder.

* Again, step your left foot inside the stairs, and then also step your right foot (as if returning to the previous position).

* Repeat this movement pattern until the ladder ends.

Figure 1.4. - Inward-outward exercise

Exercise number 3 - "step to the side."

* Start the exercise by standing near the lower left corner of the stairs (we used to start the exercise in the center, but now we need to move a little to the left).

* Step onto the first section with your left foot, and without stopping immediately step there with your right (as if doing a jump, or jump stop; in the original this movement is called "1-2 motion", minimize the time between each step).

*Now you need to move to the right of the current section, again placing first the left and then the right foot.

* Now step diagonally to the left and up, again using the left and then the right foot.

* Move to the left, going beyond the stairs, first with your left and then with your right foot. Here we are in the starting position.

* Continue moving in the same way to the end of the stairs. If you decide to perform this exercise several times, then each time start on the opposite side of the stairs, so that your leading foot (in the example this is the left foot) will change regularly.

Figure 1.5. - Side step exercise

Exercise number 4 - "Tango".

* Begin this exercise by standing at the bottom left of the stairs (like the previous exercise).

* Step your left foot over your right foot and stand in the middle of the first section.

* Further, without stopping, place your right foot at the level of the cross bar between the first and second sections, and immediately place your left foot near the right.

* This exercise is performed at the expense of 1-2-3, as in a dance.

* From this position, the right foot steps over the left, and becomes the center of the second section of the ladder, then the left foot.

Figure 1.6. - Tango exercise

Exercise number 5 - "Five steps."

This is the most difficult exercise of all presented here, it will require a very high level of training and innate dexterity to complete it. But if you learn to perform this exercise smoothly, without breaking down and at high speed, most of your opponents simply will not be able to keep up with your movements.

* Starting position - feet shoulder width apart, we stand in front of the stairs in the center.

* With the right foot, we stand to the right of the first section of the stairs, almost simultaneously with this, put the left foot into the first section of the stairs.

* The right foot moves to the left, after which the left moves to the second section (i.e. steps forward), and the right goes after it.

* The movement consists of 5 steps - this is the first phase. The second is almost similar to this one, but the movement begins in the left leg. The exercise must be repeated along the entire length of the stairs. (Exercises for the development of agility, speed and speed of footwork

Figure 1.7. - Exercise five steps

Hand work

When doing footwork speed exercises to increase cadence while running, armwork is just as important as footwork. You can't run with your legs moving at one speed and your arms at another. The speed should be the same, respectively, the arms should be trained simultaneously with the legs and preferably with the required amplitude.

In more complex exercises, where the movements are directed in different directions, but the legs work alternately as when running, more active work with the hands helps to "catch" the rhythm and makes the exercise easier. In some exercises, the hands are a balancer, allowing you to perform exercises more sharply and actively. With hanging hands or with fists clenched at chest level, there will be no balance bar.

Center of gravity height

Almost all changes in the direction of movement are associated with a decrease in the center of gravity. Try to do these exercises not on straight legs, but on bent ones - this way it will be easier for you to apply the acquired skills in the game.

On table 1.1. and 1.2. Let's consider examples of work with the coordination ladder for schoolchildren of normal physical development and sports.

Table 1.1. - Sample program for beginners

Level: Beginner
An exercise
Running with one foot
Running with two legs
Lateral run (lateral)
Jumping (hop scotch)
Wide jumps (straddle hop)
"Saw" (baz saw)
Seeding (icky shuffle)
Total approaches

Table 1.2. - Sample program for advanced level

Level: Advanced
An exercise
Running with one foot
Running with two legs
"Skier" (cross-country skier)
Jumping (hop scotch)
Wide jumps (straddle hop)
Jumping feet together Qumcuts)
Turns (crazy climber)
"Saw" (baz saw)
Tail (trail whip)
Seeding (icky shuffle)
Total APPROACHES

· Be sure to warm up before exercising.

· Perform this program 2-3 times a week (at least 48 hours between workouts).

· “L” and “R” means that you first do the exercise with one foot in front (left), and then again with the other (right) foot in front.

· "x 2" means that you need to do 2 approaches. In this case, one approach is the passage of the stairs in one direction and back.

Between sets, take a break of 30-60 seconds, depending on how quickly you recover.

Proper technique is more important than speed, take your time. First achieve good performance, then gradually increase the speed (Exercises with the coordination ladder

1.4 Coordination abilities and the basics of their education in adolescence

In modern circumstances, the volume of activities carried out has significantly increased, in unexpected situations that require the manifestation of quick response, resourcefulness, the ability to switch and concentrate attention, temporal, spatial, dynamic clarity of movements and their biomechanical rationality. All these abilities or qualities in the theory of physical education are combined with the concept of dexterity.

Dexterity is the ability of a person to quickly, expediently, promptly, i.e. more rationally, learn new motor actions, safely solve motor tasks in changing circumstances. Agility is a complex complex motor quality, the degree of development of which is determined by numerous factors. Of great importance is a highly developed muscular sensation, or the so-called plasticity of cortical nervous processes. The level of manifestation of the latter depends on the urgency of creating coordination links and the speed of transition from one reaction and set to another. Coordination abilities form the basis of dexterity (Kholodov Zh.K., Kuznetsov V.S. Theory and methods of physical education and sports: Textbook for students of higher educational institutions. M .: Publishing center "Academy", 2000. 480 p.).

Motor-coordinating abilities are the abilities accurately, quickly, economically, expediently and resourcefully, i.е. more perfectly, to solve motor problems (especially complex and unexpected ones).

Combining a number of abilities that relate to the coordination of movements, they can be divided into 3 groups to a specific extent:

1 group. The ability to accurately regulate and measure the spatial, dynamic and temporal parameters of movements.

2 group. The ability to maintain dynamic and static (postural) balance.

3rd group. The ability to perform motor actions without unnecessary muscle tension (stiffness) (Zatsiorsky V.M. Education of speed, dexterity and some particular abilities // Theory and methods of physical education / Edited by L.P. Matveev, A.D. Novikov. Moscow: 1975. S. 190-203.).

Coordination abilities, which belong to group 1, often depend on the "sense of time", "sense of space" and "sense of muscles", i.e. feelings of applied tension.

Coordination abilities, which belong to group 2, depend on the ability to maintain a stable body position, i.e. balance, which consists in the stability of the posture in fixed positions and its balancing during movements.

The coordination abilities that belong to the 3rd group can be divided into the control of coordination tension and tonic tension. The first is characterized by excessive tension in the muscles that maintain the posture. The second is manifested in stiffness, stiffness of movements, which are associated with excessive intensity of muscle contractions, excessive activation of different muscle groups, and specifically, antagonist muscles, incomplete release of muscles from the moment of contraction to the moment of relaxation, which hinders the development of perfect technique (Maximenko A.M., Fundamentals of the theory and methodology of physical culture. Moscow: Fizkultura i sport, 1999. 165p.).

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

· activities of analyzers and in particular motive;

human ability to accurately analyze movements;

decisiveness and courage;

the degree of development of other physical abilities (speed abilities, flexibility, dynamic strength, etc.);

the complexity of the motor task;

Age

general readiness of those involved (i.e., the stock of various, mainly variable motor skills and abilities), etc. (Guzhalovsky A.A., Fundamentals of the theory and methodology of physical culture. Moscow: Fizkultura i sport, 1988, 186 p.).

Coordination abilities, characterized by the accuracy of regulation of power, temporal and spatial parameters and provided by the difficult interaction of peripheral and central parts of motor skills based on reverse afferentation (transmission of impulses from working centers to nerve centers), have a pronounced age-related feature.

Thus, children 4-6 years old have a low level of development of coordination, unstable coordination of symmetrical movements. Motor skills are developed in them against the background of an excess of orienting, excessive motor reactions, and the ability to differentiate efforts is low.

In the period of 7-8 years, motor coordinations are characterized by instability of rhythm and speed parameters. At the age of 11-14 years, the accuracy of differentiation of muscle efforts increases, the ability to reproduce the established tempo of movements improves. Schoolchildren aged 13-14 are distinguished by a high ability to master difficult motor coordinations, which is determined by the completion of the development of the sensorimotor functional system, the achievement of the maximum degree in the assistance of all analyzer systems and the completion of the formation of the key mechanisms of voluntary movements.

In the period from 14-15 years there is a certain decrease in spatial analysis and coordination of movements. At the age of 16-17 years, motor coordination continues to improve to the level of adults, and the differentiation of muscle loads reaches an optimal level (Ashmarin B.A., Theory and methods of physical education. Moscow: Fizkultura i sport, 1990, 235p.).

In the ontogenetic formation of motor coordinations, the child's ability to develop new motor programs reaches its own maximum by the age of 11-12. This age period is determined by numerous authors as especially amenable to purposeful sports training. It was recorded that the degree of development of coordination abilities in boys with age is greater than in girls (Matveev L.P., Theory and methods of physical culture. 159 p.).

1.5 Tasks for the development of coordination abilities in schoolchildren

When forming coordination capabilities, two groups of tasks are solved: for their specially directed and diversified development.

1 group of designated tasks is preferably resolved at preschool age and primary physical education of students. The general degree of formation of coordination abilities achieved here forms broad prerequisites for further improvement in motor activity.

A particularly important role is given to physical education in secondary schools. The school curriculum provides for the provision of a wide fund of the latest motor skills and abilities and, on this basis, the formation of students' coordination capabilities, which are manifested in acyclic and cyclic locomotion, gymnastic exercises, mobile, sports games, throwing movements indicating accuracy and range (Lyakh V.I. Coordination-motor improvement in physical education and sports: history, theory, experimental studies, 1995. No. 11.).

The tasks of providing special and further formation of coordination capabilities are resolved in the course of professionally applied physical training and sports training. In 1 case, the requirements for them are determined by the peculiarity of the chosen sport, and in 2 - by the chosen profession.

In all sports where the technique of movements itself is the subject of competition (rhythmic and artistic gymnastics, diving, figure skating, etc.), the ability to create new, more and more complicated figures of movements, as well as to differentiate the execution time and amplitude of movements by different parts of the body, muscle efforts by different muscle groups.

The ability to expediently and quickly transform the forms and movements of actions in the process of competition is more necessary in martial arts and games, downhill skiing, mountain and water slalom, etc., where obstacles are deliberately introduced into the action environment, forcing you to instantly modify movements or switch from one clearly coordinated movements to others (Guzhalovsky A.A., Fundamentals of the theory and methodology of physical culture. Moscow: Fizkultura i sport, 1988, 186 p.).

In the noted sports, they try to bring the coordination capabilities that correspond to the characteristics of sports specialization to the highest possible level of perfection.

The development of coordination abilities has a strictly specialized character in professional-applied physical training.

Numerous newly emerging and existing forms of practical professional activity in connection with scientific and technological progress do not require significant expenditure of muscle tension, but place high demands on the central nervous system of the face, in particular on the mechanisms of movement coordination, the functions of visual, motor and other analyzers (Kuramshin Yu F. Theory and Methods of Physical Culture: A Textbook for Students of Higher Educational Institutions, Moscow: Publishing House "Soviet Sport", 2004).

The inclusion of a person in the complex system "man - machine" determines the necessary condition for the rapid perception of the conditions, processing of information and very clear actions in terms of temporal, spatial and power parameters with a general lack of time.

Based on this, the following tasks of the PPFP for the formation of coordination abilities have been established:

Improving the ability to coordinate movements with different parts of the body (mainly asymmetric and similar to working movements in professional activities);

Formation of coordination of movements of the non-leading limb;

Formation of abilities to measure movements according to temporal, spatial and power parameters.

Solving the problems of physical education for the oriented development of coordination abilities, primarily in the classroom with school-age children, leads to the fact that they:

they master various motor actions much faster and at the highest quality level;

continuously replenish their own motor experience, which then helps to better cope with the tasks of mastering more complex motor skills in terms of coordination (labor, sports, etc.);

acquire the ability to economically consume their own energy resources in the course of physical activity;

psychologically feel the emotions of satisfaction and joy from mastering the latest and various movements in perfect forms (Kuznetsov V.S. Theory and methods of physical culture: a textbook for students of institutions of higher professional education. Moscow: Publishing Center "Academy", 2012. C . 166-170.).

1.6 Means of educating coordination abilities in schoolchildren

The practice of sports and physical education has a large arsenal of means to influence coordination abilities.

Physical exercises of increased coordination complexity and containing novelty components are considered the key means of developing coordination abilities. The difficulty of physical exercises can be increased by changing the temporal, spatial and dynamic parameters, as well as external circumstances, changing the order of the location of the projectiles, their height, weight; changing the support area or increasing its mobility in balance exercises, etc.; combining motor skills; combining walking with jumping, catching objects and running; performing exercises on a signal or for a limited period of time.

A more accessible and wide group of methods for the development of coordination abilities include general preparatory gymnastic exercises of a dynamic nature, simultaneously covering the main muscle groups. These are physical exercises with and without objects (gymnastic sticks, balls, maces, jump ropes), quite complex and relatively simple, performed in modified environments, with different positions of the body or its parts. In different directions: components of acrobatics (various rolls, somersaults), exercises in balance (Kholodov Zh. Practicum on the theory and methodology of physical education and sports: Textbook for students of universities of physical culture. M .: Academy, 2001. 144 p.).

The greatest influence on the formation of coordination abilities is shown by the assimilation of the correct technique of natural movements: various jumps (high, long, vaults), running, climbing, throwing.

To develop the ability to expediently and quickly change motor activity in connection with an unexpectedly changing situation, sports and outdoor games, cross-country running, martial arts (wrestling, boxing, fencing), skiing, skiing are effective ways.

A special group of methods is made up of exercises with a dominant focus on specific psychophysiological functions that provide regulation and control of motor actions. These are exercises to develop a sense of time, space, the level of developed muscle tension.

Special exercises to improve coordination movements are developed taking into account the characteristics of the chosen sport. These are coordinatively similar exercises with technical and tactical actions in this sport or labor actions (Zakharov E.E., Karasev A.V., Safonov A.A. Encyclopedia of physical training: Methodological foundations for the development of physical qualities. M .: Leptos, 1994 368.).

In sports training, 2 groups of similar means are used:

a) leading, which contribute to the development of new configurations of movements of a particular sport;

b) developing, which are aimed directly at the development of coordination abilities that are manifested in certain sports (for example, in basketball, specialized exercises in difficult conditions - catching, as well as passing the ball to a partner in jumping over a gymnastic bench, after performing some somersaults on gymnastic mats in a row, catching the ball from a partner, as well as throwing into the basket, etc.).

Exercises that are aimed at the formation of coordination abilities are effective until they are performed automatically. Then they lose their value, since each motional action studied to a skill and performed in the same constant circumstances does not provoke further formation of coordination abilities (Maximenko, A. M. Theory and methods of physical culture: textbook for students of higher education. educational institutions, 2nd ed., revised and supplemented, M.: Physical culture, 2009. 496 pp. Bibliography: pp. 488-492.).

Coordination exercises should be planned in the first half of the main part of the lesson, as they will quickly lead to fatigue.

1.7 Methodical approaches and methods of education of coordination abilities in schoolchildren

When developing coordination abilities, the following key methodological approaches are used:

Teaching the newest various movements with a gradual increase in their coordination complexity. This approach is widely used in primary physical education, as well as at the first stages of sports improvement. By studying new exercises, students not only enrich their own motor experience, but also develop the ability to create the latest figures of movement coordination. Having a great motor experience (stock of motor skills), a person solves unexpected motor tasks faster and easier. Completion of training in the newest various movements will inevitably reduce the ability to study them and thereby slow down the formation of coordination abilities.

Development of the ability to change motor activity in situations of a suddenly changing environment. This methodological approach is also widely used in primary physical education, as well as in martial arts and team sports.

Increasing the temporal, spatial and power clarity of movements based on the improvement of motor feelings and perceptions. This methodical technique is widely used in professional-applied physical training and a number of sports.

Overcoming irrational muscle tension. The fact is that excessive muscle tension (inadequate relaxation at the necessary moments of the exercise) causes some discoordination of movements, which leads to a decrease in the manifestation of speed and strength, premature fatigue and distortion of technique (Theory and Methods of Physical Culture: Textbook / Ed. prof. Yu.F. Kuramshina, 2nd ed., Rev. M.: Soviet Sport, 2004, p. 464).

Muscle tension manifests itself in two forms:

1. Tonic tension (increased muscle tone at rest). This type of tension often appears with severe muscle fatigue and is able to be persistent. To remove it, it is reasonable to use: coordination ladder exercise speed

Stretching exercises, preferably of a dynamic nature;

Various swing movements of the limbs at rest;

Swimming;

Sauna, massage, thermal treatments.

2. Coordination tension (incomplete relaxation of muscles during work or their inhibited transition at the moment of relaxation). To overcome the coordination tension, it is advisable to use the following methods:

In the course of physical development, it is necessary for trainees to systematically update and form at the right moments a conscious mindset for relaxation. In fact, relaxing factors should be part of all movements studied and such should be specially taught. The present largely prevents the appearance of unnecessary tension;

Use specialized relaxation exercises in the classroom in order to develop an accurate idea of ​​the relaxed and tense states of muscle groups among the trainees. This is facilitated by exercises for a combination of relaxation of some muscle groups with the effort of others; adjustable transition of the muscle group from effort to relaxation; making movements with the rule for feeling perfect relaxation, etc. (Kuznetsov, V.S. Theory and methods of physical culture: textbook. For students of higher professional education. M .: Academy, 2012. 410 p.: ill. (Higher professional education Bachelor's degree) - Bibliography: 409 p.).

For the formation of coordination abilities in sports and physical education, the following methods are used:

* standard-repeated exercise;

* variable exercise;

* competitive;

* gaming.

When studying new rather difficult motor actions, the standard-repeated method is used, since it is possible to comprehend such movements only after a large number of their repetitions under relatively standard conditions. The variational exercise method, with its many varieties, has a wider application. It is divided into 2 sub-methods - with non-strict and strict regulation of the variability of conditions and execution actions. 1 includes the following variations of methodological methods:

Precisely specified modification of individual characteristics or the entire studied motor action (change of power parameters, for example, jumps up from a place at full strength or length, at half strength; modification of speed according to an advance task and an unexpected signal of the pace of movement, etc.);

changing the end and starting positions (running from a lying position, squatting; performing exercises with the ball from the starting position: standing, sitting, squatting; modifying the end positions - throwing the ball up from the starting position while standing - catching while sitting and vice versa);

changing the methods of performing an action (running forward, sideways in the direction of movement, back, jumps in depth or length, standing sideways or with your back in the direction of the jump, etc.);

"mirror" execution of exercises (changing the fly and jerk legs in long and high jumps with a run, throwing sports equipment with a "non-leading" hand, etc.);

execution of the studied motor reactions after the influence on the vestibular apparatus (for example, exercises in balance immediately after somersaults, rotations);

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

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

An effective method of developing coordination abilities is considered to be a game method with and without additional tasks, which provides for performing exercises either at a limited time, or in certain circumstances, or due to motor actions, etc. The competitive method is used only when the students are sufficiently coordinated and physically prepared in the exercise proposed for the competition. It cannot be used if students are not yet ready to complete coordination exercises. The game method without additional tasks is characterized by the fact that the exerciser must solve the emerging motor tasks independently, focusing on a personal study of the current situation (Artemyev, V.P. Theory and methods of physical education. Motor qualities: study guide. Mogilev: Moscow State University. A A. Kuleshova, 2004. 284 p.).

1.8 Development of coordination abilities in middle school age

Practice shows that children (especially girls), who started to do acrobatics, gymnastics, figure skating, diving and other sports at the age of 5-7, by the age of 13-14 achieve their first sports success, often significant. Achievements in these sports are largely due to high coordination abilities, the development of which, at the end of secondary school age, reaches and sometimes exceeds the level of an adult. For the development of coordination abilities, the period from 10 to 12 years is very important, when it is still possible to correct the mistakes made during the development of coordination abilities at primary school age. Later it will be difficult to do this (Lyakh V.I. Coordination abilities: diagnostics and development. M .: TVT Division, 2006. 290 p.).

From the age of 12, the development of coordination abilities proceeds in a differentiated and contradictory way. In girls, the development of abilities to optimally control movements under different conditions sharply slows down, stops, and even temporarily worsens in some indicators. In boys, some indicators of coordination abilities continue to improve markedly, especially from 13 to 14 years of age (coordination abilities in cyclic and acyclic locomotion, acrobatic exercises, ballistic movements with an emphasis on distance). This is due to the parallel growth of strength and speed-strength abilities. At the same time, individual indicators of coordination abilities (first of all, sports-playing motor actions) in boys from 12 to 14 years old remain at the level of 12-year-olds or, like in girls, temporarily deteriorate. This is primarily due to such reasons as the effect of endocrine gland hormones on the activity of the central nervous system; the restructuring of the motor apparatus taking place during this period; discrepancy between increased mass, increased growth and muscle strength. Deterioration in the accuracy and accuracy of movements, angularity, awkwardness can also be caused by a significant decrease in motor activity in adolescence compared to the younger age stage. Such adverse events are found mainly in adolescents who are not involved in sports or are engaged only in physical education classes. In children involved in sports sections or systematically developing coordination abilities, this, as a rule, does not happen. In general, despite the existing contradictions and difficulties in the development of coordination abilities in the second half of middle school age, adolescence is the second most important period for the formation of coordination abilities after primary school age. Therefore, the main task of the teacher and trainer is to continue targeted work on the development of various coordination abilities that they began to develop in elementary school (Lyakh V.I. Coordination abilities: diagnostics and development. - M .: TVT Division, 2006. P. 86.) .

1.9 Psychological characteristics of adolescence

Adolescence is a period of intense morphological and functional restructuring of the body, going in two directions: a “hormonal storm” is a restructuring of the endocrine glands, a “flood” of new hormones occurs. The pituitary gland and thyroid gland play a particularly important role in this process, which begin to secrete hormones that stimulate the work of most other endocrine glands. The central nervous system comes into a state of great activity, its excitability increases. This explains the behavioral manifestations of adolescence: indifference to important events with violent indignation over trifles; behavioral negativism; violations of the emotional plan and as a result - emotional imbalance, resentment, vulnerability; lack of coordination, fatigue, absent-mindedness, drop in productivity at work, sleep disorders, apathy, lethargy, etc. It should be noted that the onset of puberty largely depends on the level of socio-economic development of society, on national ethnographic and climatic factors, on the characteristics of historical time, on the specific circumstances of the life of a given adolescent. The onset of puberty in girls occurs 2 years earlier than in boys (in girls at 11-12, in boys at 13-14), which creates a certain imbalance in the appearance of representatives of different sexes in the class (Shapovalenko I.V. Age psychology. M., 2004. 349 p.).

* "Jumps in growth" - body growth in length, change in proportions, development of the muscular skeleton according to the male or female type. During adolescence, children grow by 5-8 cm per year. Girls grow more actively at 11-12 years old, boys gain height at 13-14 years old, and after 15 years they overtake girls in height. Along with growth, body weight also increases: girls add 4-8 kg per year, boys - 7-8 kg per year. Changes in height and weight are accompanied by changes in body proportions. The first sizes characteristic of adults reach the head, hands and feet. The arms and legs grow faster than the trunk, which is the last to complete development. This determines the appearance of a teenager: a bony, elongated figure. The discrepancy between the size of the skeleton and body weight leads to insufficient coordination of movements, general awkwardness, angularity, an abundance of unnecessary movements (Kraig, Development Psychology, Bokum, St. Petersburg: St. Petersburg, 2007. 793 p.).

The increased growth of organs and tissues makes special demands on the activity of the cardiovascular system and manifests itself in the form of low endurance of the adolescent organism (palpitations, headaches, dizziness, increased blood pressure, fatigue, exposure to adverse climate influences, etc.). the age is somehow "invalid", on the contrary, it is the age of activity, seething energy. But it is necessary to take into account these age-related features in educational work. The physiological changes taking place with a teenager, especially those that are external in nature, are well understood by him. The teenager begins to understand that the changes taking place with him bring him closer to an adult, he acquires the same features as an adult, he has new physiological changes, like an adult, and all this strengthens his confidence that he can enter the world of adults equally. In addition, he wants adults to recognize this and treat him as an equal. The need to be and be considered an adult, which arises during the preadolescent crisis, now receives objective confirmation of adulthood. All this leads to the fact that the leading need of adolescence is the desire to assert oneself as an adult, becoming significant and independent in the eyes of others. Energetically and psychologically this need is very strong. It produces a new social situation of development and is realized in a new leading activity (Batyuta M.B. Developmental psychology: study guide. M .: Logos, 2011. P. 304.).

...

Similar Documents

Characteristics of the concept of coordination abilities. Consideration of outdoor games as a means of developing motor skills. Development of a set of exercises with students of middle school age with the development of coordination abilities directed.

thesis, added 05/12/2018


Motor-coordinating abilities, bases and methods of their education. Tasks of development of coordination abilities in children of school age. The need to develop a system of exercises aimed at developing coordination abilities in children.

term paper, added 10/22/2012


Physical training in basketball, development of endurance and flexibility, speed, strength and coordination abilities. Anatomical, physiological and psychological characteristics of children of primary school age, exercises for the development of physical qualities.

term paper, added 02/09/2012


The most effective means and methods for developing coordination abilities. The program of tactical and technical actions from martial arts. The method of modernizing the physical education of students on the basis of the inclusion of karate means in the content of the lesson.

term paper, added 01/17/2014


Varieties, tasks, methods and techniques for the development of coordination abilities, features of their development in people of different sex and age. Tests to control coordination. Outline of a physical education lesson aimed at developing coordination.

term paper, added 05/11/2014


Anatomical and physiological features of children 13-14 years old. Types of coordination abilities, means and methods of their education. Characteristics of acrobatic disciplines in snowboarding. A set of exercises for the development of general and special coordination among snowboarders.

thesis, added 04/18/2014


Characteristics of the coordination abilities of children with hearing impairment. Outdoor games as the main means of physical education of junior schoolchildren, their influence on the development of coordination abilities and motivation for physical exercises.

term paper, added 10/23/2012


Coordination abilities and their types. Features of the development of children aged 9-10 years. Means and methods of development of coordination abilities of schoolchildren, their testing. The study of the level of development of coordination abilities in children of school age.

term paper, added 06/16/2014


Wrestling as a means of comprehensive development of physical qualities and motor skills. Analysis of the role of coordination abilities in the training process of young wrestlers. Peculiarities of education of coordination abilities by means of music.

thesis, added 04.12.2010


Anatomical and physiological characteristics of children of primary school age. Psychological aspects of the development of motor functions of younger schoolchildren. The concept and types of coordination abilities. Methods of development and evaluation of coordination abilities.

Exercises on the coordination ladder

When teaching children the exercises on the coordination ladder, it is necessary to follow the basic pedagogical principles of training, starting with slow and controlled movements and gradually moving to fast and explosive ones, increasing coordination complexity.

Exercises can be performed by schoolchildren of different classes in group and individual work, at one of the circuit training stations, relay races, games, when passing an obstacle course, etc.

Exercises on the floor stairs can be divided into several groups:

– walking exercises;

– running exercises;

– jumping;

– emphasis exercises.

To form the appropriate skills, it is necessary to perform the exercises several times; some of them should be complicated over time by increasing the speed and dosage of execution; inclusion in the work of hands or the use of weights.

Walking exercises

I.p. - standing facing the stairs. Walk facing forward, each time stepping into the next cell of the stairs.

I.p. - standing with your back to the stairs. Walk backwards, each time stepping into the next cell of the stairs.

I.p. - standing right side to the stairs. Walking with side steps with the right side, each time stepping into the cells of the stairs with the right and left foot.

The same on the left side.

I.p. - standing right side to the stairs. Walking with side steps with the right side with a high raising of the hip, each time stepping into the cells of the stairs with the right and left foot.

The same on the left side.

I.p. - standing right side to the stairs. Walking with side steps with the right side, stepping into the cells of the stairs through one.

The same on the left side.

I.p. - standing right side to the stairs. Walking with cross steps with the right side, alternately stepping into the cells of the stairs with the right and left foot.

The same on the left side.

Running exercises

I.p. - standing facing the stairs. Run forward, each time stepping into the next cell of the stairs.

Same with high hips.

The same with overflowing the lower leg back.

I.p. - standing facing the stairs. Running face forward, stepping into the cells of the stairs through one.

Same with high hips.

I.p. - standing facing the stairs. Running forward, each time stepping into the cells of the stairs indicated by the teacher.

Same with high hips.

I.p. - standing with your back to the stairs. Run backwards, each time stepping into the next cell of the stairs.

I.p. - standing right side to the stairs. Running with cross steps with the right side, alternately stepping into the cells of the stairs with the right and left feet.

The same on the left side.

I.p. - standing with your right side to the stairs, facing the first cell. Movement with the right side, each time stepping into the cells alternately with the right and left foot.

The same on the left side.

I.p. - standing with the right side of the stairs, with your back to the first cell. Movement with the left side, each time stepping into the cells alternately with the left and right foot.

The same on the left side.

jumping

I.p. - standing facing the stairs. Jumps on two legs, each time stepping into the next cell of the stairs.

The same on the right leg.

The same on the left leg.

I.p. - standing facing the stairs. Jumping on two legs, stepping into the cells of the stairs through one.

The same on the right leg.

The same on the left leg.

I.p. - standing right side to the stairs. Jumps on two legs with the right side, each time stepping into the next cell of the stairs.

The same on the right leg.

The same on the left leg.

I.p. - standing left side to the stairs. Jumps on two legs with the left side, each time stepping into the next cell of the stairs.

The same on the right leg.

The same on the left leg.

I.p. - standing with your back to the stairs. Jumping on two legs backwards, each time stepping into the next cell of the stairs.

The same on the right leg.

The same on the left leg.

I.p. - standing facing the stairs. Jumping on two legs backwards, stepping into the cells of the stairs through one.

The same on the right leg.

The same on the left leg.

I.p. - standing facing the stairs. Jumping on two legs, performing a leg jump together into the first cell of the ladder, then a leg jump apart, placing the legs outside the second cell of the ladder, then again jumping the legs together into the third cell, etc.

I.p. - standing to the right of the first cell of the stairs. With a push of two legs, jump inside the first cell of the stairs, with the next jump, land to the left of the first cell, then jump inside the second cell, then land to the right of it, etc.

The same back in the direction of movement.

I.p. - standing with your right side to the stairs, facing the first cell. Jumping with the right side, each time stepping into the cells alternately with the right and left foot.

The same on the left side.

I.p. - standing with the right side of the stairs, with your back to the first cell. Jumping with the left side, each time stepping into the cells alternately with the left and right foot.

The same on the left side.

Exercises in emphasis

To strengthen the muscles of the forearm, you can also use the floor ladder and perform a series of exercises in the lying position.

I.p. - emphasis lying with the right side to the stairs, facing the first cell. Movement with the right side, each time alternately placing the right and left hand in the next cell of the stairs.

The same on the left side.

I.p. - emphasis lying with the right side to the stairs, facing the first cell. Movement with the right side, each time alternately placing the right and left hand crosswise in the next cell of the stairs.

The same on the left side.

I.p. - emphasis lying with the left side to the stairs, with your back to the first cell. Moving with the right side, each time alternately placing the left and right foot in the next cell of the stairs.

The same on the right side.

I.p. - emphasis lying with the left side to the stairs, with your back to the first cell. Movement with the right side, each time alternately placing the left and right foot crosswise in the next cell of the stairs.

The same on the right side.

Pair exercise. The first number takes the position of the support lying facing the stairs, the second holds him by the ankles. Partners move forward in such a way that the first number alternately puts brushes in the next cells of the ladder. Then the partners switch roles.

Friends! For most of you, it is no secret that the coordination track or, as it is also called, the training ladder is a very effective simulator for improving coordination, agility, speed, general control over the body, distribution of the center of gravity of the body when changing direction. The coordination ladder has long been included in the mandatory set of simulators in all game sports, especially in such as Hockey, Football, Rugby, Basketball, where a quick response to changing circumstances is necessary.

Today we want to bring to your attention an overview of two coordination tracks SKLZ QUICK LADDER and SPEED LADDER and talk about their features.

	Coordination path (ladder)
	The coordination path (ladder) "SKLZ QUICK LADDER" is presented in a modification with a length of 4.5 m, 11 rungs. The distance between them is 38 cm. The SPEED LADDER track has two modifications - length 5m, 9 rungs and 7m, 13 rungs.
	The slings of the "SKLZ QUICK LADDER" coordination ladder are stitched in such a way that the rungs are fixed, their parallel arrangement is preserved, as well as the size and shape of the span. The peculiarity of the SPEED LADDER track is that the distance between the rungs can be adjusted up to 50 cm.
	The "SKLZ QUICK LADDER" coordination ladder comes with pegs that allow you to fix the training ladder and provide it with greater immobility. The SPEED LADDER lanes can be fastened to each other in sequence in length with buttons on the straps.
	Both coordination ladders have a bag for storage and transportation. Track "SKLZ QUICK LADDER" is additionally packed in a beautiful box (see photo above)

In our opinion, the "SKLZ QUICK LADDER" Coordinating Ladder has an optimal length and number of rungs; The mount that comes with the kit ensures immobility on the field. The packing box allows you to present the ladder as a gift.

The main advantage of the SPEED LADDER coordination track is its cost-effectiveness and the possibility of increasing the length by connecting several ladders in series.

However, no matter which track you choose for your training, we are sure that soon you will start to outperform your opponents on the field.

For clarity, we have summarized the characteristics of the two training ladders in a table.

	Coordination track (ladder) "SKLZ QUICK LADDER"	Coordination track (ladder) SPEED LADDER
track length	4.5 m	1) 5m. 2) 7m.
Number of crossbeams	11 pcs.	1) 9 pcs 2) 13 pcs.
Distance between crossbars	38 cm	50 cm
Ability to adjust the distance between the crossbars	No	there is
Pegs for fastening	4 things.	No
Bag for storage and transportation	No	No

Read more about the coordination ladder