Agility - a person's ability to quickly, efficiently, expediently, i.e. most rationally, master new motor actions, successfully solve motor tasks in changing conditions. Agility is a complex complex motor quality, the level of development of which is determined by many factors. The highly developed muscular sense and the so-called plasticity of cortical nervous processes are of the greatest importance. Coordination abilities form the basis of dexterity.
motor-coordination abilities- the ability to quickly, accurately, expediently, economically and resourcefully (most perfectly) solve motor problems (especially complex and unexpected ones).
1. The ability to accurately measure and regulate the spatial, temporal and dynamic parameters of movements (from "sense of space", "sense of time" and "muscle sense").
2. Ability to maintain static (posture) and dynamic balance (depend on the ability to hold stable position body, i.e. balance, which consists in the stability of the posture in static positions and its balancing during movements).
3. Ability to perform motor actions without excessive muscle tension (control of tonic tension and coordination tension).
The manifestation of coordination abilities depends on a number of factors:
A person's ability to accurately analyze movements; activities of analyzers and especially motor;
Difficulties of motor task; the level of development of other physical abilities (speed abilities, dynamic strength, flexibility, etc.);
Courage and determination;
age;
The general readiness of those involved (i.e., the stock of various, mainly variable motor skills and abilities)
53 Homework by physical education: their features, main content, control over the implementation.
Physical education of children cannot be fully implemented only in physical education lessons. Additional motor activity of those involved in the form of doing homework in physical culture is necessary. Homework is a variant of independent activity of a student in PE (a necessary link in the subject of FC). With the help of homework, the following educational tasks are solved:
1) promotion motor activity children;
2) strengthening the core muscle groups;
3) formation correct posture;
4) preparation for the implementation of educational standards and program requirements.
Available from grades 1 to 11.
1-4 cells - observance of the hygienic regime, the ability to carry out the UGG, select outdoor switchgear for the development of f. qualities, organize independent games; 5-9 cells - the influence of FU on the body systems, the components of the personal FC, the development of volitional and moral qualities, self-training of motor abilities, healthy lifestyle; 10-11 cells. – FU at the place of residence, organization of independent sports training, self-control skills.
54 Technical training of young athletes (goal, objectives, content, organizational forms).Technical training- a pedagogical process aimed at perfect mastery of the system of movements (technique) of a given sports discipline, and aimed at achieving high sports results. Target- training an athlete in the basics of competitive activity technique or exercises that serve as a means of training, improving selected forms of technique. General technical training consists in expanding the fund of motor skills and abilities, in educating motor-coordinating abilities, which contribute to technical improvement in the chosen sport. Special technical training is aimed at the formation of such skills and abilities to perform competitive actions that allow using one's capabilities in competitions with the greatest efficiency, ensure the progress of technical mastery.
Facilities: general preparatory, specially preparatory and competitive exercises.
55 Features of the use of means and methods to improve the coordination abilities of students of different age groups.
FU of increased coordination complexity and containing elements of novelty. Complexity can be increased by changing the spatial, temporal and dynamic parameters, by external conditions, changing the order of the shells, their weight, height; changing the support area or increasing its mobility in balance exercises, etc.; combining motor skills; combining walking with jumping, running and catching objects; performing exercises on a signal or for a limited period of time.
General preparatory gymnastic exercises of a dynamic nature, simultaneously covering the main muscle groups (without objects and with objects, relatively simple and quite complex, performed under changed conditions, with different positions of the body or its parts, in different sides: elements of acrobatics (somersaults, various rolls, etc.), exercises in balance; outdoor and sports games, martial arts (boxing, wrestling, fencing), cross-country running, cross-country skiing, skiing)).
These are exercises to develop a sense of space, time, the degree of developed muscular effort:
a) lead-up exercises that contribute to the development of new forms of movements of a particular sport;
b) developing exercises aimed directly at the development of coordination abilities, manifested in specific sports.
Exercises aimed at developing coordination abilities are effective until they are performed automatically.
Methods: 1. Teaching new diverse movements with a gradual increase in their coordination complexity. Education of the ability to rebuild motor activity in a suddenly changing environment. This methodical approach is widely used in basic physical education, as well as in team sports and martial arts.
2. Increasing the spatial, temporal and power accuracy of movements based on the improvement of motor sensations and perceptions. This methodological technique is widely used in a number of sports ( gymnastics, sports games etc.) and professionally applied physical training.
3. Overcoming irrational muscle tension (excessive muscle tension (incomplete relaxation at the right moments of exercise) causes a certain discoordination of movements, which leads to a decrease in the manifestation of strength and speed, distortion of technique and premature fatigue).
Variation exercise method with many of its varieties has a wider application. It is divided into two sub-methods - with strict and non-strict regulation of the variability of actions and conditions for execution. The first includes the following types of methodological techniques:
Strictly specified variation of individual characteristics or the entire mastered motor action (change in power parameters, for example, long jumps or jumps up from a place at full strength, to half strength; change in speed according to a preliminary task and a sudden signal of the pace of movements);
Change of initial and final positions (running from a squat position, lying support);
Changing the ways of performing an action (running forward, backwards, sideways in the direction of movement, long or deep jumps, standing with your back or sideways in the direction of the jump, etc.);
- “mirror” performance of exercises (change of push and swing legs in high and long jumps with a run, throwing sports equipment with the “non-leading” hand, etc.);
Fulfillment of mastered motor actions after impact on vestibular apparatus(for example, exercises in balance immediately after rotations, somersaults);
Performing exercises with the exception of visual control - with special glasses or with eyes closed (for example, exercises in balance, dribbling and throwing into the ring).
Methodological methods of not strictly regulated variation are associated with the use of unusual conditions of the natural environment (running, cross-country skiing), overcoming obstacles in arbitrary ways, practicing individual and group attacking technical and tactical actions in conditions of not strictly regulated interaction of partners.
game method with additional tasks and without them, providing for the performance of exercises either at a limited time, or under certain conditions, or with certain motor actions, etc.
Competitive Method is used only in those cases when the trainees are sufficiently physically and coordinatively prepared in the exercise proposed for the competition.
56 Planning of educational work on physical education at school; purpose, tasks, types, planning documents, the procedure for their preparation; forms of planning: thematic and lesson-based, initial planning material, use in practice.
Physical education planning- this is a preliminary development and definition for the upcoming activities of targets and tasks, content, methodology, forms of organization and methods of the educational process with a specific contingent of those involved.
forward planning - this is long-term planning (for example, in a comprehensive school for several years with the distribution of program material by year of study).
Current planning covers the stages of work (for example, in a comprehensive school - this is planning for the academic quarter).
operational planning carried out in the near future (for the upcoming lesson).
When developing any plan, it is desirable to adhere to such a sequence of basic operations.
1. Information about the contingent of those involved (about the state of health, the level of physical and sports and technical readiness, etc.) 2. The goals and objectives of the educational process.
3. Standards and requirements that must be met by those involved at the appropriate stages. 4. Sections of the curriculum and the calculation of study time for the development of the theoretical and practical content of the program, its passage. 5.Rational sequence of passage educational material(theoretical and practical) by periods, stages, individual classes, and the volume and intensity of loads are specified. 6. General organization of work on the implementation of the plan, methods and forms of classes are selected to solve the set pedagogical tasks. 7. Drawing up the plan (all its points, sections, load parameters, etc. are reviewed and agreed upon.
Planning is sequential in nature and is carried out on the basis of generalized to more detailed.
The main planning documents in physical education: curriculum, curriculum, schedule educational process, working (thematic) plan, class schedule, lesson plans.
Physical education curricula and programs for general education schools, secondary and higher specialized educational institutions, sports schools and other organizations are developed by state bodies (ministries, committees). Schedules of the educational process, work plans and lesson plans are developed by the teachers themselves.
Syllabus - the main (initial) document, on the basis of which all the multifaceted work on physical education is carried out in state educational institutions of all levels.
The curriculum establishes: a) the total duration of physical education classes in a general education school, educational institution; sports specialization in the Youth Sports School and others sports schools; b) sections (types) of the program material with an indication of the hours for their passage by year of study.
Training program is a study planning document that defines:
a) goals and general tasks of the pedagogical process;
b) the amount of knowledge, skills and abilities that should be mastered by those involved in the planned period of classes, a list of basic physical exercises, means that ensure the solution of the tasks set;
c) credit requirements and educational standards (test indicators).
The physical education program consists of sections: 1 - physical education lessons; 2 - physical culture recreational activities during the school day; 3 - physical culture outside school hours; 4 - mass sports and sports events. Program structure: 1 - explanatory note (goal and objectives of the course of physical education, characteristics of the contingent of those involved, the structure of the program, methods and forms of classes, instructions for planning and accounting, etc.); 2 - educational material on theoretical and practical sections (list of main theoretical topics for study, description of all physical exercises to be mastered by years of study), test requirements and educational standards; 3) application (list of recommended literature, samples of plans, applications, standard report card sports equipment and equipment necessary to provide physical education classes, sample maps physical fitness and student development, etc.). Schedule of the educational process - an expedient sequence of passing the material of the theoretical and practical sections of the curriculum by months and weeks for one (number of hours for each section). Working (thematic) plan - a consistent presentation of the content of each lesson of the academic quarter (specific educational tasks of the lessons (general and private); theoretical information on physical education; means, methods, magnitude of loads; control exercises(tests)). The work plan fixes the methodological sequence of passing the educational material and at the same time reveals the content of each specific lesson. Timetable of classes should be as constant as possible stable and provide for approximately equal intervals of time between physical education classes. Lesson outline (classes) - a complete detailed scenario of the upcoming lesson (number of the lesson according to the work plan, main and particular tasks of the lesson, means, load parameters (number of repetitions, intensity, duration) and rest for all exercises, organizational and methodological instructions).
57 Moral-volitional training of young athletes (goal, objectives, content, organizational forms).
Moral-volitional training- a system of psychological and pedagogical influences used to form and improve athletes' personality traits, mental qualities. It creates a mental state that promotes the greatest use of physical and technical readiness, allows you to resist pre-competitive and competitive knocking factors (fear of a possible defeat, self-doubt, stiffness, overexcitation). The goal is to realize the potential capabilities of the athlete's personality, ensuring effective activity.
Tasks: - formation of motivational attitudes, - education of volitional qualities, - development of intellect, - achievement of mental stability to the load - education of communicative properties of the individual, mutual respect, a sense of collectivism. General mental preparation- training in universal techniques that ensure readiness for activities in extreme conditions: ways of self-regulation of emotional states, concentration and distribution of attention, mobilization for maximum physical and strong-willed efforts. Mental preparation for a specific competition. Means and methods of moral-volitional training:
Mobilizing - to increase mental tone (self-orders, persuasion, exciting massage); - corrective; - relaxing - reducing the level of excitation, facilitate the recovery process (successive excitation and relaxation of muscles, psychoregulation).
Selection of tasks that contribute to team building;
Organization of joint actions, mutual assistance, mutual assistance;
Encouragement of positive and condemnation of negative deeds;
Exercises related to overcoming indecision and fear.
When educating coordination abilities, the following methodological approaches are used.
1) Teaching new diverse movements with a gradual increase in their coordination complexity. This approach is widely used in basic physical education, as well as in the early stages sports improvement. By mastering new exercises, trainees not only replenish their motor experience, but also develop the ability to form new forms of motor coordination. Possessing great motor experience (stock of motor skills), a person copes with an unexpected motor task more easily and quickly.
2) The cessation of learning new diverse movements will inevitably reduce the ability to master them and thereby slow down the development of coordination abilities.
3) Education of the ability to reorganize motor activity in a suddenly changing environment. This methodical approach also finds great application in basic physical education, as well as in team sports and martial arts.
4) Increasing the spatial, temporal and power accuracy of movements based on the improvement of motor sensations and perceptions. This methodical technique is widely used in a number of sports (artistic gymnastics, sports games, etc.) and professionally applied physical training.
5) Overcoming irrational muscle tension. The fact is that excessive muscle tension (incomplete relaxation at the right moments of exercise) causes a certain discoordination of movements, which leads to a decrease in the manifestation of strength and speed, distortion of technique and premature fatigue.
Muscle tension manifests itself in two forms (tonic and coordination).
Tonic tension (increased muscle tone at rest). This type of tension often occurs with significant muscle fatigue and can be persistent.
To remove it, it is advisable to use: a) stretching exercises, mainly of a dynamic nature; b) a variety of swing movements of the limbs in a relaxed state; c) swimming; d) massage, sauna, thermal procedures.
Coordination tension (incomplete relaxation of muscles during work or their slow transition to the relaxation phase).
To overcome the coordination tension, it is advisable to use the following methods:
a) in the process of physical education, it is necessary for students to form and systematically update a conscious mindset for relaxation at the right moments. In fact, relaxing moments should be included in the structure of all movements studied and this should be specially taught. This will largely prevent the appearance of unnecessary tension;
b) apply special relaxation exercises in the classroom in order to form a clear idea of the tense and relaxed states of muscle groups among those involved. This is facilitated by such exercises as a combination of relaxation of some muscle groups with tension in others; controlled transition of the muscle group from tension to relaxation; performing movements with the installation to feel complete relaxation, etc.
The following methods are used to develop coordination abilities in physical education and sports:
Standard-repeated exercise;
Variation exercise;
Game;
Competitive.
When learning new fairly complex motor actions, the standard-repeated method is used, since such movements can be mastered only after a large number their repetitions under relatively standard conditions.
The variational exercise method, with its many varieties, has a wider application. It is divided into two sub-methods - with strict and non-strict regulation of the variability of actions and conditions for execution. The first includes the following types of methodological techniques:
1) strictly specified variation of individual characteristics or the entire mastered motor action (change in power parameters, for example, long jumps or jumps up from a place at full strength, half strength; change in speed according to a preliminary task and a sudden signal of the pace of movements, etc.);
2) changing the initial and final positions (running from a squat position, lying down; performing exercises with the ball from the initial position: standing, sitting, squatting; varying the final positions - throwing the ball up from the initial standing position - catching while sitting and vice versa);
3) changing the ways of performing an action (running forward, backward, sideways in the direction of movement, long or deep jumps, standing with your back or sideways in the direction of the jump, etc.);
4) "mirror" performance of exercises (change of push and swing legs in high and long jumps with a run, throwing sports equipment with the "non-leading" hand, etc.);
5) performance of mastered motor actions after impact on the vestibular apparatus (for example, exercises in balance immediately after rotations, somersaults);
6) performing exercises with the exception of visual control in special glasses or with eyes closed (for example, exercises in balance, dribbling and throwing into the ring).
Methodological methods of not strictly regulated variation are associated with the use of unusual conditions of the natural environment (running, cross-country skiing), overcoming obstacles in arbitrary ways, practicing individual and group attacking technical and tactical actions in conditions of not strictly regulated interaction of partners.
An effective method of developing coordination abilities is a game method with and without additional tasks, which provides for the implementation of exercises either in a limited time, or under certain conditions, or certain motor actions, etc. The competitive method is used only in those cases when the trainees are sufficiently physically and coordinatively prepared in the exercise proposed for the competition. It cannot be used if the trainees are not yet ready enough to perform coordination exercises. The game method without additional tasks is characterized by the fact that the student must solve the arising motor tasks independently, based on his own analysis of the current situation.
The methodology for improving the accuracy of movements includes means and methods aimed at developing the ability to reproduce, evaluate, as well as to differentiate the spatial, temporal and power parameters of movements. These abilities are based primarily on proprioceptive sensitivity, since motor sensations and perceptions are of the greatest importance for controlling movements (visual, auditory, vestibular, etc.).
The accuracy of any motor action depends both on the sensitivity of the sensory systems involved in the control, and on the ability of a person to consciously perceive his sensations. The ability to perceive and distinguish changes in movements (up to minimal ones) in terms of spatial and temporal parameters is well trained. It is more difficult to perceive the magnitude of muscle tension.
Musculo-motor sensations and perceptions are specific in each type of physical exercise and sport. In the process of training, specialized perceptions are developed, which have received the following names: "a sense of distance" - among fencers and boxers; "sense of time" - among runners, swimmers, skaters; "feeling of the ball" - among volleyball players, basketball players, etc. From this it follows that the spatial, temporal and power accuracy of movements is associated with the subtlety of specialized perceptions and their improvement.
The ability to accurately perform movements is developed primarily through the use of general preparatory exercises with a systematic increase in their coordination complexity. Their examples can be tasks for the accuracy of reproducing simultaneous or sequential movements and positions of the arms, legs, torso when performing general developmental exercises without objects, walking or running for a given time; exercises for the accuracy of estimating the spatial parameters of the range of a jump from a place or takeoff run, throwing range, etc.
A higher level of motor coordination is achieved special exercises on the proportionality of movements within the given limits of time, space and muscle effort. The following methods are used:
The method of multiple exercise performance followed by measurement of accuracy in time, space and muscle effort with the setting for memorizing indicators and subsequent self-assessment by those involved in measures of time, space and effort and reproducing them according to assignments; the method of "contrasting tasks";
The method of "contiguous tasks".
All of these methods are based on the comparison by the practitioners of objective urgent information about the parameters of the movements performed, obtained by means of technical means, with their subjective sensations of movements and the introduction of appropriate corrections into them. Awareness of the differences between subjective sensations and objective data with repeated repetition of the exercise increases sensory sensitivity, which creates opportunities for more accurate control of movements.
Tasks for the accuracy of differentiation of force, temporal and spatial parameters are the most difficult to master. Therefore, it is more rational to use them according to the methodology of contrasting tasks or converging tasks.
The essence of the "contrast task" method is the alternation of exercises that differ sharply in some parameter. For example, according to the spatial parameter: alternation of ball throws into the ring from 6 and 4m, from 4 and 2m; long jumps from a place to the maximum distance and half it; acceptance by hands of the position of the angle of 90 and 45 °, etc. According to this method, a relatively rough differentiation accuracy is required.
As regards the technique of "converging tasks", fine differentiation is necessary here. Examples: taking the position of the angle of 90 and 75 °, 90 and 80 °, etc. with the hands; long jumps from a place (with open and closed eyes) at 140 and 170 cm, 140 and 160 cm, etc.
However, a number of professional activities and sports require not only spatial accuracy of movements, but also a highly developed "sense of space" - the ability to correctly assess the spatial conditions of action (distance to the target, size of obstacles, distance during the interaction of athletes in games, martial arts, etc.) and accurately measure actions with them.
For the development of a "sense of space", the methods described above of "contrasting task" and "converging task" described above are effective. Examples of their application can be exercises practiced in sports games with precisely specified variation of playing distances - distances for passing the ball, puck, finishing shots on goal, throwing the ball into the ring.
Improving the spatial accuracy of movements performed under relatively standard conditions (exercises of artistic gymnastics, figure skating skating, diving, etc.), is carried out mainly in the following methodological areas:
a) improving the accuracy of reproduction of the specified (reference) parameters of movements that meet the requirements of a rational technique of sports and technical skill. Tasks are used with the installation: it is possible to accurately and standardly reproduce the reference parameters of amplitude, direction of movement or body position. At the same time, the task is to achieve the stability of the reference parameters of movements;
b) improving the accuracy of the movements performed in accordance with the specified changes in the parameters. For example, increase the amplitude of the swing by a certain number of degrees when swinging on the uneven bars or take-off height before performing somersaults. These tasks are differentiated.
Power accuracy of movements involves the development of abilities to assess and differentiate the degree muscle tension various groups muscles and in various movements. As means, exercises with various weights, exercises on shells with strain gauges, isometric stresses developed on a hand dynamometer, etc. are used.
To improve the ability to control muscle efforts, tasks are used to repeatedly reproduce a certain amount of muscle effort or change it with the installation of minimally increasing or decreasing the effort in repeated attempts. The sizes of deviations (errors) at reproduction of the set parameters characterize degree of power accuracy.
The temporal accuracy of movements depends on the development of a "sense of time". Feeling the time means being able to subtly perceive time parameters, which makes it possible to distribute one's actions at a strictly specified time. To improve the temporal accuracy of movements, tasks are used to evaluate macro-time intervals - 5, 10, 20 s (using a stopwatch to check) and micro-time intervals - 1; 0.5; 0.3; 0.2; 0.1 s, etc. (using an electronic device).
The ability to perceive micro-intervals of time can be developed in the process of special training to a very high degree - up to 1 ms (one thousandth of a second). This was established in a special experiment with qualified football players and sprinters.
For different types of equilibria, the following are used: methodological techniques:
a) for postural balance:
Lengthening the time of maintaining a pose;
Exclusion of the visual analyzer, which imposes additional requirements on the motor analyzer;
Reducing the area of support;
Increase in the height of the supporting surface;
Introduction of an unstable support;
Introduction of accompanying movements;
Creation of opposition (paired movements);
b) for dynamic equilibrium:
Exercises with changing external conditions (relief, soil, track, coverage, location, weather);
Exercises for training the vestibular apparatus (equipment - swings, lounges, centrifuges and other simulators).
The development of coordination abilities requires strict adherence to the principle of systematicity. Unjustified breaks between sessions should not be allowed, as this leads to the loss of muscle sensations and their subtle differentiation during tension and relaxation.
The general attitude during the exercises "for coordination" should be based on the following provisions:
a) it is necessary to engage in a good psychophysical condition;
b) loads should not cause significant fatigue, since fatigue (both physical and mental) greatly reduces the clarity of muscle sensations, and in this state, coordination abilities improve poorly;
c) in the structure of a separate lesson, it is advisable to plan exercises for the development of coordination abilities at the beginning of the main part;
d) the intervals between repetitions of individual exercises should be sufficient to restore performance;
e) the development of various types of coordination abilities should take place in close connection with the development of other motor abilities.
motor coordination ability
3. Means of education of coordination abilities
The practice of physical education and sports has a huge arsenal of means for influencing coordination abilities.
The main means of developing coordination abilities are physical exercises of increased coordination complexity and containing elements of novelty. The complexity of physical exercises can be increased by changing the spatial, temporal and dynamic parameters, as well as due to external conditions, changing the order of the projectiles, their weight, height; changing the support area or increasing its mobility in balance exercises, etc.; combining motor skills; combining walking with jumping, running and catching objects; performing exercises on a signal or for a limited period of time.
The widest and most accessible group of means for developing coordination abilities are general preparatory gymnastic exercises of a dynamic nature, which simultaneously cover the main muscle groups. These are exercises without objects and with objects (balls, gymnastic sticks, skipping ropes, maces, etc.), relatively simple and quite complex, performed in changed conditions, with different positions of the body or its parts, in different directions: elements of acrobatics (somersaults, various rolls, etc.), exercises in balance.
The development of coordination abilities has a great influence on the development of correct technique natural movements: running, various jumps (in length, height and depth, vaults), throwing, climbing.
To develop the ability to quickly and expediently reorganize motor activity in connection with a suddenly changing situation, mobile and sports games, martial arts (boxing, wrestling, fencing), cross-country running, cross-country skiing, and mountain skiing serve as highly effective means.
A special group of means is made up of exercises with a primary focus on individual psychophysiological functions that provide control and regulation of motor actions. These are exercises to develop a sense of space, time, the degree of developed muscular effort.
Special exercises for improving the coordination of movements are developed taking into account the specifics of the chosen sport, profession. These are coordinatingly similar exercises with technical and tactical actions in a given sport or labor actions.
In sports training, two groups of such means are used:
a) leading, contributing to the development of new forms of movements of a particular sport;
b) developing, aimed directly at cultivating coordination abilities that are manifested in specific sports (for example, in basketball, special exercises in difficult conditions - catching and passing the ball to a partner when jumping over the gymnastic bench, after performing several somersaults in a row on gymnastic mats, catching the ball from a partner and throwing it into the basket, etc.).
Exercises aimed at developing coordination abilities are effective until they are performed automatically. Then they lose their value, since any motor action mastered to a skill and performed under the same constant conditions does not stimulate the further development of coordination abilities.
The implementation of coordination exercises should be planned for the first half of the main part of the lesson, since they quickly lead to fatigue.
4. Methodical approaches and methods of education of coordination abilities
When educating coordination abilities, the following main methodological approaches are used.
1. Teaching new diverse movements with a gradual increase in their coordination complexity. This approach is widely used in basic physical education, as well as in the first stages of sports improvement. By mastering new exercises, trainees not only replenish their motor experience, but also develop the ability to form new forms of motor coordination. Possessing great motor experience (stock of motor skills), a person copes with an unexpected motor task more easily and quickly.
The cessation of learning new diverse movements will inevitably reduce the ability to master them and thereby slow down the development of coordination abilities.
Education of the ability to rebuild motor activity in a suddenly changing environment. This methodical approach also finds great application in basic physical education, as well as in team sports and martial arts.
Increasing the spatial, temporal and power accuracy of movements based on the improvement of motor sensations and perceptions. This methodical technique is widely used in a number of sports (artistic gymnastics, sports games, etc.) and professionally applied physical training.
Overcoming irrational muscle tension. The fact is that excessive muscle tension (incomplete relaxation at the right moments of exercise) causes a certain discoordination of movements, which leads to a decrease in the manifestation of strength and speed, distortion of technique and premature fatigue.
Muscle tension manifests itself in two forms (tonic and coordination).
1. Tonic tension (increased muscle tone at rest). This type of tension often occurs with significant muscle fatigue and can be persistent. To remove it, it is advisable to use:
a) stretching exercises, mainly of a dynamic nature;
b) a variety of swing movements of the limbs in a relaxed state;
c) swimming;
d) massage, sauna, thermal procedures.
2. Coordination tension (incomplete relaxation of muscles during work or their slow transition to the relaxation phase).
To overcome the coordination tension, it is advisable to use the following methods:
a) in the process of physical education, it is necessary for students to form and systematically update a conscious mindset for relaxation at the right moments. In fact, relaxing moments should be included in the structure of all movements studied and this should be specially taught. This will largely prevent the appearance of unnecessary tension;
b) apply special relaxation exercises in the classroom in order to form a clear idea of the tense and relaxed states of muscle groups among those involved. This is facilitated by such exercises as a combination of relaxation of some muscle groups with tension in others; controlled transition of the muscle group from tension to relaxation; performing movements with the installation to feel complete relaxation, etc.
The following methods are used to develop coordination abilities in physical education and sports:
1) standard-repeated exercise;
2) variable exercise:
3) game;
4) competitive.
When learning new fairly complex motor actions, the standard-repetitive method is used, since such movements can be mastered only after a large number of their repetitions under relatively standard conditions.
The variational exercise method, with its many varieties, has a wider application. It is divided into two sub-methods - with strict and non-strict regulation of the variability of actions and conditions for execution. The first includes the following types of methodological techniques:
Strictly specified variation of individual characteristics or the entire mastered motor action (change in power parameters, for example, long jumps or jumps up from a place at full strength, half strength; change in speed according to a preliminary task and a sudden signal of the pace of movements, etc.);
Changing the initial and final positions (running from a squat position, lying down; performing exercises with the ball from the initial position: standing, sitting, squatting; varying the final positions - throwing the ball up from the initial standing position - catching while sitting and vice versa);
Changing the ways of performing an action (running forward, backwards, sideways in the direction of movement, long or deep jumps, standing with your back or sideways in the direction of the jump, etc.);
- “mirror” performance of exercises (change of push and swing legs in high and long jumps with a run, throwing sports equipment with the “non-leading” hand, etc.);
Performing mastered motor actions after impact on the vestibular apparatus (for example, exercises in balance immediately after rotations, somersaults);
Performing exercises with the exception of visual control - with special glasses or with eyes closed (for example, exercises in balance, dribbling and throwing into the ring).
Methodological methods of not strictly regulated variation are associated with the use of unusual conditions of the natural environment (running, cross-country skiing), overcoming obstacles in arbitrary ways, practicing individual and group attacking technical and tactical actions in conditions of not strictly regulated interaction of partners.
An effective method of developing coordination abilities is a game method with and without additional tasks, which provides for the implementation of exercises either in a limited time, or under certain conditions, or certain motor actions, etc. The competitive method is used only in those cases when the trainees are sufficiently physically and coordinatively prepared in the exercise proposed for the competition. It cannot be used if the trainees are not yet ready enough to perform coordination exercises. The game method without additional tasks is characterized by the fact that the student must solve the arising motor tasks independently, based on his own analysis of the current situation.
The term “dexterity” was used for a long time to characterize a person’s ability to coordinate their movements (Bernstein N.A., 1947, 1991; Zatsiorsky V.M., 1970; Ilyin E.P., 1982; Lyakh V.I., 1995; etc.). But since the mid-1970s, the term “coordination abilities” has been increasingly used (Donskoy D.D., 1971; Platonov V.N., 1986, 1997, 2004; Suslov F.P., Kholodov Zh.K., 1997; Kuramshin Yu.F., 2004; etc.). Coordination abilities are manifested in activities that occur in probabilistic and unexpected situations that require resourcefulness, quick reaction, ability to concentrate and switch attention, spatial, temporal, dynamic accuracy of movements and their rapid development.
At present, due to the complexity of the manifestation of this motor quality, there are a large number of definitions of coordination abilities. The most complete definition, in our opinion, is given by Yu.F. Kuramshin (2004): coordination abilities can be defined as a set of human properties that manifest themselves in the process of solving motor problems of different coordination complexity and determine the success of motor actions control and their regulation.
To elementary forms of manifestation of coordination abilities Yu.F. Kuramshin attributes abilities:
To learning new movements;
To the differentiation of various parameters of movement (temporal, spatial, power, etc.);
To orientation in space;
to balance;
To the connection (combination) of movements;
Adaptations to a changing situation and to an unusual statement of the problem;
To complete tasks in a given rhythm;
To control the time of motor reactions;
Anticipate various signs of movements, the conditions for their implementation and the course of a change in the situation as a whole;
To rational muscle relaxation.
In real activity, all these abilities are manifested not in a pure form, but in a complex interaction, largely determining the success of the execution of motor actions. The specificity of the type of motor activity imposes different requirements on the manifestation of elementary forms of coordination abilities. In some activities, individual abilities play a leading role, in others - an auxiliary one.
In different age periods, unevenness in the development of certain types of coordination abilities is observed. At the age of 15-16, their level of development approaches that of an adult.
The main features of exercises aimed at improving coordination abilities are their novelty, complexity, unconventionality, the possibility of diverse and unexpected solutions to motor problems (Platonov VN, 1986).
When educating coordination abilities, the following main methodological approaches are used:
Teaching new diverse movements with a gradual increase in their coordination complexity;
Education of the ability to rebuild motor activity in a suddenly changing environment;
Increasing the spatial, temporal and power accuracy of movements based on the improvement of motor sensations and perceptions;
Improving static and dynamic balance.
Learning new varied movements mainly used in basic physical education and at the initial stages of sports improvement. Mastering new exercises
singing, engaged not only replenish their motor experience, but also develop the ability to form new forms of coordination of movements.
The standard-repetitive method is used for the development of coordination abilities when learning quite complex motor actions, since such movements can be mastered only after a large number of their repetitions under relatively standard conditions.
To cultivate the ability reorganize motor activity in a changing environment use the method of variable exercise with its many varieties. At the same time, methodological techniques are distinguished with strict and changing variability of actions and conditions for execution.
TO highly variable exercise group include the following methods:
Strictly specified variation of individual characteristics or the entire mastered motor action (for example, long or high jumps at full strength and half strength; changing the speed or pace of movements according to a preliminary task or a sudden signal, etc.);
Changing the way you conduct actions (for example, running facing forward, back, sideways in the direction of movement);
Changing starting or ending positions (for example, starts from different starting points: standing, sitting, lying down, etc.; ball throw: up, forward, right, left, after catching, dribbling, standing, etc.);
- "mirror" performance of exercises (for example, repulsion from the right or left foot, throw with the right or left hand);
Performing motor actions after affecting the vestibular apparatus (for example, jumping up immediately after rotations or somersaults);
Performing motor actions with the exception of visual control (for example, in special glasses or with closed eyes);
Exclusion from the movement of individual coordinating actions (for example, jumping up or forward without the help of a swing of the arms).
To the group of methodological techniques changing actions and conditions for performing exercises include:
Performing motor actions in unusual environmental conditions (for example, cross-country skiing, jumping on an elastic support);
Development of individual and group actions with various options for the actions of partners and opponents.
Methodology improvement of spatial, temporal and power accuracy of movements includes means and methods aimed at developing the ability to reproduce, evaluate and differentiate individual parameters of movements. These abilities, on the one hand, largely depend on the degree of development of visual, auditory, tactile, and especially muscle-motor sensations in a person, and on the other hand, on his ability to consciously perceive his sensations.
"Sense of space" associated with the perception, evaluation and regulation of the spatial parameters of movements: the distance to any object, the size of the site or obstacle, shape, direction, amplitude of movement, etc.
With the development of a "sense of space" resort to the following methodological techniques:
Improving Accuracy reproduction of reference spatial characteristics(for example, accurately reproduce certain body positions, direction and amplitude of movement during repeated exercise);
Improving the accuracy of the movement in accordance with given changes parameters; In this case, several options for tasks can be distinguished:
With a gradual increase or decrease in the values of the spatial characteristics of the tasks performed (for example, hitting the ball into the basket from a distance of 4, 6, 10 m and reverse order);
Using the alternation of contrasting exercises of the “contrasting task” (for example, throwing the ball into the basket from a long distance and from under the shield);
With the gradual convergence of coarse and fine differentiations in the assessment of spatial perceptions of the “converging task”.
Accurate differentiation of power parameters movements indicates the effectiveness of their management. The means of educating the accuracy of the power parameters of movements are exercises with weights of various sizes, throwing
projectiles of different weights, long and high jumps with metered parameters, as well as exercises on simulators that allow you to set one or another amount of muscle effort.
The methodological methods of educating the differentiation of the accuracy of power parameters can be gradual change in difficulty tasks to be performed, as well as "contrasting task" And "adjacent task". The methodology for developing the ability to control the power parameters of movements is based on comparing the subjective assessment of the developed effort with the objective results.
Perfection ability to voluntarily relax muscles allows to reduce the energy consumption of the performed motor actions, increase their speed and the magnitude of the developed efforts, improve the technique of movement.
To develop the ability to voluntary muscle relaxation, special exercises are used, including various forms of alternation and combination of tension and relaxation of the corresponding muscle groups:
Combination of preliminary tension with subsequent relaxation (for example, holding a free link in a certain position due to tense muscles and their subsequent relaxation in combination with a "fall" of the link or transfer to another position);
Relaxation of some muscle groups in combination with the tension of others (for example, the movement of a relaxed part of the body by inertia due to muscle contractions, carrying out movements by other parts of the body);
The combination of muscle relaxation with an impact on other functional systems (for example, tension - on inhalation, relaxation - on exhalation, relaxation to music, light, sound and rhythm leaders, use of massage, sauna, etc.).
Development exercises "sense of time" in most cases based on comparison of subjectively estimated and true time, spent on any task. The magnitude of the error allowed to judge the degree of development of this quality. They use both a total estimate of the time of the entire task, and a differentiated estimate of the execution time of its individual parts, as well as the ability to speed up or slow down the execution time of the task for a certain period of time.
Great importance in the development of a "sense of time" in recent years has been given to the use of various technical and training devices (metronomes, sound and light leaders, urgent information devices, etc.), which allow you to reproduce, correct and program the duration, themes, rhythm and other temporal characteristics of the movement.
Important factor, which characterizes the motor activity of a person, is the ability to perform rhythmic movements. Rhythm in movements is a unifying moment, contributing to the organic linking of various elements into a single whole. Improving rhythmic abilities is achieved by special exercises for the proportionality of movements within the given limits of time, space and muscle effort.
Means of development of rhythm can be:
Exercises on the spot, including movements with arms, legs, head, torso under the count, sound leader signals or musical accompaniment;
Exercises in motion in accordance with the given signals (sound, light, tactile) - at a constant pace and with a change in the pace and direction of movement;
Improvised exercises - motor improvisation according to a rhythmic pattern or to music, free dance to modern music;
Repeated performance of exercises with the installation of memorizing indicators and subsequent self-assessment by those involved in measures of time, space and effort.
Improving static and dynamic balance includes the following methodological techniques;
A) posture - static balance:
Lengthening the time of maintaining a pose;
Exclusion or restriction of the visual analyzer;
Reducing the area of support;
Increase in the height of the supporting surface;
Introduction of an unstable support;
Introduction of accompanying movements;
Creation of opposition (paired movements);
b) dynamic balance:
Changes in the external conditions for performing exercises (relief, coverage, location, climatic conditions);
Changing the impact on the vestibular apparatus (swings, lounges, centrifuges, etc.);
Limitation of the visual analyzer.
In conclusion, it should be emphasized that the development of various types of coordination abilities occurs in close connection with other motor abilities.
?Questions and tasks for self-control
1. Define physical abilities.
2. What underlies the formation of physical abilities?
3. Define speed abilities.
4. List the elementary forms of manifestation of speed abilities. What causes them to appear?
5. Open the methodology for improving motor reactions.
6. Expand the methodology for improving the speed of a single movement.
7. What is the methodology for improving the frequency of movements?
8. Methodology for improving the speed of motor actions.
9. Define muscle strength.
10. In what modes is muscle strength manifested?
11. What indicators of strength are used in sports?
12. How is the relationship between strength and speed, strength and endurance manifested?
13. What resistances are used in the development of strength and in what modes are they performed?
14. What techniques are used to create the maximum power voltage in dynamic mode?
15. How is the maximum effort method implemented?
16. How is the reloading method implemented?
17. How is the method of dynamic loads implemented?
18. How is the method of repeated isometric efforts implemented?
19. Expand the features of the development of strength abilities in children.
20. Describe the concentric method of strength training.
21. Describe the eccentric method of strength training.
22. Describe the polymetric method of strength training.
23. Describe the isokinetic method of strength training.
24. Give the characteristic of a method of variable efforts.
25. Describe the method of conjugate effects.
26. What non-specific methods are used in strength training?
27. Describe endurance.
28. What types of endurance are shown in sports practice?
29. What is general endurance and how is it improved?
30. Give a definition of special endurance and in what forms does it manifest itself?
31. What is the methodology for developing special endurance in cyclic types sports?
32. Describe the basics of the methodology for developing special endurance in speed-strength sports.
33. Describe the basics of the methodology for educating and improving special endurance in sports games and martial arts.
34. Describe the fundamentals of the method of education and improvement of special endurance in complex coordination sports.
35. Define flexibility. What elementary forms of manifestation of flexibility are considered in sports practice?
36. What is the reason for the manifestation of flexibility and its improvement?
37. What exercises are used to improve passive flexibility?
38. What exercises are used to improve active flexibility?
39. What exercises are used to improve the amplitude of competitive movements?
40. What are the methods of development of flexibility?
41. What is meant by the term "coordination abilities"?
42. What are the individual forms of manifestation of coordination abilities?
43. What methodological techniques are used in the development of coordination abilities?
Physical Qualities- these are different aspects of a person's motor capabilities, the degree of mastery of certain movements.
It is known that anyone can learn to skate or ride a bicycle. But this does not mean that anyone can skate 10 km or cycle 100 km. Only those who have developed strength, speed, endurance, dexterity can do this. We say: a person is strong, fast, hardy, dexterous. These words denote physical, or, as they are also called, motor qualities.
Change in physical qualities with age.
Without a sufficient development of physical qualities, one cannot seriously dream of any success in sports. Physical qualities develop during training, classes exercise. Depends on the degree of their development physical training athlete. General physical training - versatile development of all qualities; special physical training is the development of physical qualities necessary in a particular sport.
Development of physical qualities (for example, strength) is not an end in itself. An athlete needs a certain strength in order to quickly master the necessary motor skills. If a teenager does not have the strength to raise straight legs to the crossbar from the hang, then he will never learn how to perform a kip raise, no matter how well he knows the technique of performing this gymnastic element. Therefore, before you learn any movement, you must definitely do a whole series of preparatory exercises well. Physical qualities are important. They help students learn to control their movements, develop motor skills. And for this it is important that physical qualities develop comprehensively and in a timely manner. Disharmony in their development is the same deviation from the norm as disproportion in physique. The standards of the TRP complex help to develop physical qualities. Athletes, in order to receive a rank or title in their chosen sport, must pass the norms of the TRP complex.
There are certain periods in a person's life when one or another motor quality can be best developed. This should be taken into account when training. To assess the level of development of physical qualities, various tests or control exercises are used. The main indicator of strength as a motor quality is the maximum amount of tension developed by the muscles. The strength is measured with various dynamometers. It is known that the strength of a muscle depends on its thickness. At the same level of training, people more weight can show great power. To compare the strength of people of different weights, use the concept "relative strength", i.e. the maximum voltage.
Absolute Power- the force per 1 kg of the athlete's weight. In sports related to the movements of the athlete's body in space, it is important relative strength.
Each sport requires the development of the strength of certain muscle groups. For weightlifters, it is most important to develop the muscles of the arms, legs and torso, for jumpers - the legs, for gymnasts - the muscles shoulder girdle. To develop different muscles, you need to constantly change exercises.
Rapidity. There are two words for defining the same motor quality: quickness and speed. Running speed, for example, depends on the frequency and length of steps, on the strength of the leg muscles. To characterize this physical quality, the concept of “speed” is used, which consists of three indicators: the time of a motor reaction (the time of response to some pre-known signal); time of a separate movement; frequency, pace of movement. Rapidity can be defined as a person's ability to perform motor actions in the minimum period of time for given conditions. The speed abilities of a person are relative: you can perform some movements very quickly and others much more slowly. If the movements are different, such as running and swimming, then you can run fast and swim very slowly. For each movement, speed must be developed separately, although in similar movements the previously acquired skill matters. To cultivate speed, it is necessary that the exercise technique be correctly mastered. The exercise is performed in full force, as quickly as possible and in a short period of time, since it is long to maintain top speed impossible. The number of repetitions should be such that the next attempt does not cause a decrease in speed. Between attempts, you need to rest so that the exercises resemble competitions or games.
Endurance- the ability of a person to perform any type of activity for a long time without reducing its effectiveness, the ability to resist fatigue. Distinguish general endurance - the ability to perform for a long time different kinds movements of moderate intensity - and special endurance - the ability to maintain working capacity for a long time. To develop endurance, you need to gradually increase the time of doing exercises of moderate intensity: run at a calm pace, go skiing, swim. In the future, it is necessary to gradually increase the speed of passing the distance. With the development of endurance, strong-willed qualities are brought up, the ability, as athletes say, to “endure” at a distance develops. The appearance of a feeling of heaviness in the legs (legs like weights), tightness in the chest (the heart is about to jump out), suffocation (nothing to breathe), apathy (why is all this necessary) are signs of the onset of the so-called dead point. It takes a lot of will power from an athlete to overcome this condition. After that, a “second wind” sets in, the athlete feels a sense of relief and can continue to work for a long time. The main reason for the “dead center” is the insufficient restructuring of the work of the heart and respiratory organs. This condition appears with an excessively high load or speed at the beginning of the distance, if the warm-up before the race was insufficient, or if the athlete is poorly prepared physically. Volitional qualities are also developed during spurts - accelerations at a distance.
Building endurance takes time and patience.
Agility- the ability of a person to quickly rebuild motor activity in accordance with the requirements of a changing environment.
Agility is a complex movement quality, and it is very difficult to measure it.
An indicator of agility is the accuracy of the movement, high coordination, quick reaction, the ability to quickly master new movements. Agility is most clearly manifested in sports games and in sports related to martial arts: boxing, wrestling, fencing.
For the development of dexterity, it is necessary to constantly change the exercises and complicate the conditions for their implementation.
Among other physical qualities, the following are very important: flexibility - the ability to perform movements with a large amplitude; coordination - the ability to accurately and economically perform various movements; balance - the ability to maintain a given body position, as well as a sense of time, rhythm, space.
The highest development of any physical quality cannot be achieved without high level development of other physical qualities. Physical fitness should be versatile.
Accurate knowledge and registration of sports results is of great importance for improving physical fitness.
Every student, every athlete must record and know their results. From them you can judge how physical training has changed. Such records will clearly show the effect of physical exercises.
