Physical qualities that determine the level of development of motor abilities. Age features of motor skills upbringing. Formation of motor skills

Development motor abilities on lessons physical culture.

The whole life of a person is associated with the performance of any movements that require him to display motor abilities (sometimes they are called physical qualities). They not only contribute to the formation of motor skills, but also develop themselves using specially selected physical exercises. The anatomical, physiological and mental characteristics of the human body act as the makings of motor abilities.

There are five main motor abilities:flexibility, strength, speed, endurance and agility.

With the development of motor abilities, physical culture lessons should be supplemented with independent exercises, in which it is necessary to systematically use specially selected exercises. They are given in the textbook for each of the five types of motor abilities. Tables of control exercises will help to assess the success of their development.

Motor skills under the age of 15 develop in close interaction with each other.

Before doing exercises that purposefully develop any motor abilities, it is necessary to warm up the muscles to avoid muscle injury. It includes walking, slow running, dancing movements, exercises for all parts of the body, jumping.

Flexibility is the ability to perform movements with a large amplitude. Flexibility exercises can be active, that is, performed independently, and passive, that is, with the participation of a partner, teacher, simulators or weights. These exercises involve bending, rotating, and swinging. The number of repetitions offered is sufficient for the initial phase of development: flexibility. In the future, the number of repetitions should be gradually increased up to 60-100 times a week, increasing the range of motion.

The greatest effect in the development of flexibility is achieved with daily exercise. These exercises should be performed, gradually increasing the amplitude, at first slowly, then faster. If muscle pain occurs, you must immediately stop exercising. However, you should not take breaks between classes for more than 1-2 weeks.

Flexibility Exercises

Exercises for the arms and shoulder girdle

1. Circular movements in the wrist and elbow joints forward and backward, without objects and with dumbbells up to 1 kg. 8-16 times.

2. Circular movements of straight arms forward and backward (take the elbows back to the attention of the shoulder blades). 4-8 times.

3. Jerks with a change of hands (one up, the other down) with a gradual increase in amplitude. The same, but in the hands of dumbbells up to 1 kg. 4-8 times.

4. Holding the stick in arms outstretched upward, smoothly take your arms back, then over the top - forward. The narrower the grip of the stick with the hands, the more difficult it is to perform this exercise.

5. Partners have their backs to each other. On command, they take a step forward and return to their original position (f. P.). 8-16 times.

The options are: hands down, to the sides, up.

Exercises for the trunk

1. I. p. - the main stand (os) or legs apart, hands on the belt, behind the head or extended upwards. Tilts of the body to the sides. 8 times in each direction.

2. I. p. - leg stand apart, then - about. with. Bending the torso back and forth without bending the knees. 8 times in each direction.

3. I. p. - stand feet apart, hands on the belt, behind the head or up. Circular movements of the body alternately left and right. 4-6 times

in each direction.

4. I. p. - stand feet apart, hands on the belt. Turns the body left and right. 8 times in each direction.

Option: arms forward with wide movements in the direction of the turn. The same, but turn your head in the opposite direction.

5. I. p. - leg stand apart with your back to the gymnastic wall (to any crossbar), hold the crossbar behind your head at shoulder level with your hands. Bend forward. Gradually, bending backward, move your hands to increasingly low-lying crossbars. 8 times.

6. I. p. - lying on your back, hands behind your head. Climb to the "bridge" position. Try to reduce the distance between arms and legs.

7. In pairs. One partner lies on his stomach, hands up. The second stands over him, holding his wrist joints with his hands. Abduction of the hands of the lying partner backward with back flexion. 6-8 times.

8. In pairs. One partner sits with legs together. The second, standing behind (hands on the shoulders of the first), produces springy inclinations of the seated forward. 6-8 times (fig. 23).

9. In pairs. Sitting with backs to each other, join hands at the elbow joints. Bending forward (without bending your knees) with your partner on your back. 6-8 times for each partner.

Exercises for the legs and hip joints

1. I. p. - standing on one leg. Swing your free leg. 16 times alternately with each leg.

The options are: swing a leg bent at the knee, straight, with a cotton over it.

2. I. p. - standing on one leg. Swing your free leg to the side. 16 times alternately with each leg.

3. I. p. - leg stand apart. Squat. 8 times.

The options are: slowly, at the expense 1-4 half-squat, stand up; on 1 - sit down, on 2-4 - half-squat, stand up.

4. I. p. - deep lunge with the left (right) leg forward. Hands to the sides, behind the head, on the knee in front standing leg... Spring squats. Change of legs: standing up, turning, jumping. 8 times in each direction.

5. I. p. - standing sideways to the support (and holding on to it with your hand), raise the left (right) leg bent at the knee to the side and sharply straighten it. 10 times with each leg.

6. In pairs. I. p. - standing facing each other in a stand with legs apart and holding hands. At the same time, squat to the left, take ip, the same to the right, and. p. 8 times in turn in each direction.

Test your flexibility

1. Twist the sticks back with straight arms.

2. Lean forward, legs together straight.

3. Bends forward from a sitting position, legs straight, in the hands of a stick.

4. "Bridge".

Force is the ability to overcome external resistance or to counteract it through muscular efforts. Well-developed strength means strong muscles, beautiful posture, the key to success in any kind of motor activity.

To develop strength abilities, exercises with increased resistance are used. The main condition for their development is maximum stress different groups muscles. It can be achieved small amount repetitions of exercises with weights (up to 1.5-2 kg), the maximum number of repetitions or performing them at the highest speed with a large weight (up to 1 - 1.5 kg).

At the age of 10-14 years, the prerequisites are created for the development of strength with the help of weights (dumbbells, stuffed balls, kettlebells, running uphill, on the water, against the wind, etc.) or overcoming their own weight. Exercising maximum effort at this age is not recommended, as it negatively affects the growth of adolescents.

Exercises for the development of strength, first repeat 8-10 times. Then, for 1.5-2 months, training with the same weight, increase the number of repetitions up to 15-20 times. Increasing the number of repetitions should be gradual only if fatigue is not observed after exercise. Strength training exercises should be performed 2-3 times a week, after each session, do muscle stretching and relaxation exercises.

Strength exercises

Hand Strength Exercises

1. Hangs on the bar: on two arms, on one arm (left, right), on bent arms.

2. I. p. - leg stand apart, arms with dumbbells (up to 1 kg) to the shoulders. Put your hands down, raise to the sides, up, return to I. p.

The options are: and. p. - sitting, lying on your back.

3. I. p. - a stand at a distance of 0.5 m from the wall (facing it). Flexion and extension of the arms, resting the fingers on the wall.

4. I. p. - emphasis lying (on the knees, on the hips). Flexion and extension of the arms.

The options are: legs on a chair, rest face up.

5. I. p. - emphasis on the backs of the chair or parallel bars, feet in the support in front (behind). Flexion and straightening of the arms (Fig. 26).

The options are: legs in a tuck position, in an angle position.

6. Rope climbing, horizontal stairs.

7. Pulling up on the bar in the hanging position. The options are: in a hanging angle (in a grouping).

8. In pairs. Standing one by one, hold your hands. The first raises and lowers his arms to the sides, overcoming the resistance of the second. Partners change places after 4-6 attempts.

9. In pairs. One partner assumes a position of support lying (face down), the second raises his legs. Walking on hands. Option: emphasis lying face up.

Exercises to develop leg strength

1. Squats.

The options are: half squats; movement forward, backward, sideways in squatting and semi-squatting; squats and half-squats on one leg (at first with an arm resting on a chair); the same with heavy objects in hands, with a partner on his back.

2. I. p. - legs wide apart. Squats on the left and right leg. Option: the same with burden.

3. I. p. - emphasis sitting, hands behind. Raising and lowering straight legs.

4. Rope climbing with hands and feet.

5. I. p. - hanging on the bar (gymnastic wall). Raise your legs into a tuck.

The options are: raise your legs in a grouping and straighten into a corner; lift into a corner (fig. 28).

6. In pairs. I. p. - standing with their backs to each other, hands are connected behind at the elbow joints. Squats and half-squats, squat jumping forward, backward, to the sides (Fig. 29).

7. In pairs. I. p. - emphasis sitting facing each other, legs bent. Simultaneous and alternate resistance of the partners with the legs.

8. In pairs. Pulling a partner with a grip by the arms, by the belt (legs are bent, apart).

Exercises to develop trunk muscle strength

1. Bends forward, backward, sideways with a medicine ball (dumbbells up to 2 kg).

2. I. p. - lying on your back, legs straight or bent at the knees. Flexion and extension of the trunk, touching the floor with the hands (hands behind the head, on the belt, above).

The options are: the same sitting on a chair (bench) and bending back; the same with a medicine ball in hand; inclinations to the left and right leg; with the resistance of a partner.

3. I. p. - lying on his stomach. Alternate and simultaneous raising and lowering of the legs and trunk.

The options are: the same with a medicine ball; with the help of a partner; raising and lowering the hips; lying on a dais.

4. Hanging on a bar (gymnastic wall). Swing straight legs forward and backward; raising the legs forward and up.

Option: hanging facing the gymnastic wall. Take your legs up and back, arching your back and taking your head away.

5. In pairs. Standing with your backs to each other and holding your elbows, bending forward with your partner on your back.

Option: the same sitting on the floor, alternating forward bends.

Rapidity- this is the ability to perform motor actions for the minimum period of time for the given conditions.

For the development of speed of movement, it is necessary to observe following conditions: perform motor actions with maximum speed; the technique of these actions must be well mastered; the duration of the exercises should be such that by the end of their implementation the speed does not decrease due to fatigue.

Exercises to develop speed of movement (speed abilities)

1. Running in place with vigorous movements of the arms and legs.

2. Running for short distances (up to 30 m) with maximum speed: normal running, mincing running, running with a high hip lift, throwing the lower leg back, moving sideways with a cross step, side steps, backwards, running up the stairs. Rest 1-2 minutes after each run.

3. Starts from various positions (from the supports, sitting down, lying down, from sitting and standing positions with your back to the side of the run) and jogging up to 10 m. After each start - rest 30 s. After 8 starts - rest 2-3 minutes.

4. I. p. - o. s, hands to chest, clenched into fists. Straightening and bending the arms (boxing). Rest for 1 minute after 16 "hits".

5. From a distance of 2-3 m from the wall, throwing the ball at a fast pace with one and two hands and catching with both hands from and. p. - standing legs apart, facing the wall, kneeling, from gray legs apart, lying on his stomach. After 12-16 throws - a break of up to 1 minute.

6.From a distance of 1.5-2 m from the wall, kicks the ball at a fast pace. Break up to 1 minute after 15-20 seconds of the exercise.

7. Exercises 5 and 6 are performed with a partner.

The options are: the distance between partners is 4-6 m, after passing the ball, sit down, stand up, turn around, swing your leg forward, backward, to the side, clap your hands under your foot, behind your back, jump.

8. Running in pairs. The partner running in front accelerates and pulls the arm of the partner behind. The partner running behind creates little resistance. After running up to 30 m - a break of 2-3 minutes.

Exercises that simultaneously develop strength and speed

These exercises include jumping and throwing. They develop speed-strength abilities.

1. Jumping: in place on one and two legs, v length, in height, with a rope, from a height, over obstacles. After mastering jumping, you can pick up dumbbells (up to 1 kg) or a medicine ball. After completing 20-40 jumps, rest 2 minutes.

2. Multiple jumps from foot to foot, on two, on one (left and right). After 10-12 multiple jumps, rest 2 minutes.

3. Pushing, throwing and throwing balls with two and one hands: forward, backward, sideways.

It is more convenient to perform these exercises with a partner or against a wall with a medicine ball (1-2 kg), series of 5-6 minutes of various movements, with playing balls (basketball, handball, etc.), series up to 10 minutes.

4. In pairs. Jumping legs apart (bending) through the partner, leaning on him (the partner is in support on his knees).

Endurance is the ability to perform any activity for a long time without reducing its effectiveness. Allocate general endurance, as well as endurance for activities of a power and speed nature.

For the development of various types of endurance, it is necessary to perform motor actions, gradually increasing their duration until the onset of fatigue; educate your will to develop the ability to endure the unpleasant sensations of fatigue; repeat exercises or games after full recovery.

The most common means of developing general endurance are long running, skiing, cycling, and swimming. These types of exercises are called cyclical for continuously repetitive movements. Regularly using these funds, it is easy to track the volume (quantity) and intensity of the load, gradually increasing them. In case of fatigue, poor health, it is necessary to reduce the load. You can use mobile and sports games, various martial arts. However, in these types, it is difficult to independently regulate the load.

Exercises to develop endurance

1. Running for medium and long distances. A gradual increase in distance: in slow running - from 400 to 1000 m, from 1000 to 3000 m; running at an average pace - 200 m, walking - 200 m; a gradual increase in the running interval and a decrease in the walking interval (running - 250 m, walking - 150 m, etc.).

2. Swimming. A gradual increase in swimming distance in any style without stopping from 25 to 100 m.

3. Cross-country skiing. A gradual increase in the running distance up to 1000 m.

4. Cross-country cross-country in pairs or as part of a group.

5. Outdoor and sports games. On the playgrounds or in the gym, playing active (tag, rounders, classics, jumping through an elastic band, ball) or sports games according to simplified rules (basketball 2x2, 3x3; one-gate handball, mini-football 3x3, 4x4), alternate active actions (jumps, jerks, accelerations, throws, strikes, feints) with active rest (running backwards, side steps, protective actions, choosing the right place on the site). Start playing for 20-30 minutes (2x10, 2x15), gradually increasing the playing time up to 40-60 minutes (2x20, 2x30). It is advisable to play games for at least 4-5 hours during the week.

6. Observing the principle of a gradual increase in the load, jumping rope can be used to develop endurance.

Agility- is a complex of certain mental and motor abilities that ensure the fulfillment of any motor task correctly, accurately, quickly, rationally, economically and resourcefully.

The presence of dexterity contributes to the development of such important personality traits as will, decisiveness, initiative, intelligence, memory, attention, etc. their motor actions in accordance with the requirements of a changing environment.

Agility exercises can lead to fatigue quickly enough and are best done before strength training.

In the process of developing dexterity, unusual starting positions are used, mirror performance of exercises, a change in the speed or pace of movements, the boundaries of the sites and the number of players, a change in the methods of performing exercises, the complication of the conditions in which the movements are performed, a change in the counteractions of those engaged in paired or group exercises, conditions that increase the manifestation of motor activity, available motor skills in outdoor, sports games and martial arts.

Exercises to develop motor agility

Exercises for developing manual dexterity

1. Throwing and catching the ball with one and two hands.

2. Juggling with two or three balls.

3. Various movements of hands with clubs, ribbons, flags, balls.

4. Place the stone on your bent forearm. Quickly unbending the forearm, catch the falling pebble.

Competition: who will catch the most out of 5 attempts with the right and left hand.

5. Place a few pebbles on the back of the hand. Throw them up and try to catch them in the palm with a grip from above.

The options are: toss up the pebbles and at the same time have time to pick up 1 (2, 3, 4) pebble from the floor and catch the flying one.

Exercises for the development of locomotor agility

(this type of dexterity is manifested in motor actions that require the participation of the muscles of the trunk and lower extremities)

1. Juggling the ball with all parts of the body (head, hip, foot).

2. Dribbling the ball with one and two hands.

3. Exercises with short and long rope:

1) swinging the rope from behind the back forward and front to back;

2) stepping over the rope, first slowly, then quickly;

3) jumping on two legs at the same time, alternately, with crossed legs, with a change of rope handles, on the left (right) leg in a semi-squat, with two spins, with lateral rotations, with rotation on the ground;

4) jumping in pairs, standing side by side or one after the other;

5) jumping over a long rope (rope) with tossing, dribbling the ball, two skipping ropes, jumping together.

Inherited inclinations supporting development

Motor abilities, motor classification

abilities

The unequal development of abilities is based on the hierarchy of different innate (hereditary) anatomical and physiological inclinations. These are such inclinations as:

1 Anatomical - morphological features of the brain and nervous system (properties of nervous processes - strength, mobility, balance, individual variants of the structure of the cortex, the degree of functional maturity of its individual areas, etc.);

2 Physiological (features of the cardiovascular and respiratory systems- maximum oxygen consumption, indicators of peripheral circulation, etc.);

3 Biological (features of biological oxidation, endocrine regulation, metabolism, energy of muscle contraction, etc.);

4 Bodily (length of the body and limbs, body weight, mass of muscle and adipose tissue, etc.);

5 Chromosomal (gene);

6 Psychodynamic (properties mental processes, temperament, character, features of regulation and self-regulation mental states and etc.).

Classification of motor abilities. Before the start of activity, abilities exist in a latent, unrealized form, in the form of anatomical and physiological inclinations, or so-called potential possibilities, which may remain in potency if the appropriate conditions are not created. Abilities are manifested and developed in the process of performing an activity, but this is always the result of the joint action of hereditary and environmental factors.

Despite the efforts of scientists, which have lasted for about a century, a unified generally accepted classification of physical (motor) abilities has not yet been created. Perhaps the most common is their systematization into two large classes.

Conditioning or energy (in the traditional sense, physical) abilities to a much greater extent depend on morphological and histological rearrangements in muscles and the body as a whole. These include strength and endurance.

Coordination abilities are mainly due to the central - nervous influences(psychophysiological mechanisms of control and regulation).

A number of specialists do not attribute speed abilities and flexibility to the group of conditioning abilities, but consider them, as it were, on the border of two classes.

It is necessary to distinguish between absolute (explicit) and relative (latent latent) indicators of motor abilities. Absolute indices characterize the level of development of certain motor abilities without taking into account their influence on each other. Relative indicators allow judging the manifestation of motor abilities, taking into account this influence. For example, absolute (explicit) indicators include running speed, jump length, weight lifted, distance covered, etc. Relative (hidden) indicators of abilities are, for example, indicators of a person's strength relative to his mass, endurance of long-distance running, taking into account speed, indicators of coordination abilities in relation to speed or speed-strength capabilities of a particular individual.

A physical education teacher should know what the absolute and relative indicators of the physical abilities of children and young athletes are equal to. This will help him to determine the explicit and hidden motor abilities in the preparation of his students, to see what exactly is not developed enough - coordination or conditioning abilities, and in accordance with this exercise and correct the course educational process.

The above abilities can be represented as existing potentially, i.e. before starting to perform any motor activity(they can be called potential capabilities ), And How manifested in reality, at the beginning and in the process of performing this activity – actual motor abilities .

In this regard, pedagogical (motor) tests always provide information about the degree of development of an individual's actual physical abilities. In order to get an idea of ​​potential abilities on the basis of pedagogical (motor) tests, it is necessary to follow the dynamics of actual abilities indicators over several years. If a student always maintains a high ranking place in his class or progresses, significantly ahead of his peers in training, this is a sign of high potential opportunities.

With a certain degree of convention, we can talk about elementary and complex motor abilities. Elementary are, say, coordination abilities in running or tasks for static balance, quick response in simple terms, flexibility in individual joints, etc., and more complex ones - coordination abilities in martial arts and sports games, responsiveness or orientation in difficult conditions, endurance in a long run, etc.

The research results give grounds to distinguish between the following types of motor abilities: special, specific and general.

Special motor abilities belong to homogeneous groups of integral motor actions: running, acrobatic and gymnastic exercises projectiles, propelling motor actions, sports games... This is how special endurance for running for short distances, medium and long distances is distinguished, they talk about the endurance of a basketball player, weightlifter, etc. Coordination, power and speed abilities also behave differently depending on in what motor actions they are manifested.

Specific manifestations of physical abilities can be spoken of as the components that make up their internal structure. Attempts to describe the structure of each individual motor ability are still incomplete. Nevertheless, it was found that the structure of each of the main motor abilities (speed, coordination, strength, endurance, flexibility) is not homogeneous (homogeneous). On the contrary, the structure of each of the named abilities is heterogeneous (heterogeneous).

So the main components of coordination abilities are the ability to orientate, balance, react, differentiate the parameters of movements, the ability to rhythm, reorganization of motor actions, vestibular stability, voluntary muscle relaxation. These abilities are referred to as specific coordination abilities.

The main components of the structure of speed abilities are considered the speed of response, the speed of a single movement, the frequency of movement and the speed manifested in integral motor actions.

The manifestations of strength abilities include static (isotonic) strength and dynamic (isotonic), - explosive, depreciation. The structure of endurance is very complex: aerobic, requiring oxygen sources of energy breakdown for its manifestation; anaerobic (glycolytic, creatine phosphate energy source - without oxygen); endurance of various muscle groups in static poses - static endurance, endurance in dynamic exercises performed at a speed of 50-60% of the maximum, etc. The forms of flexibility manifestation, where active and passive flexibility, static and dynamic flexibility are distinguished, are somewhat less complicated.

The results of the development of specific special and specific motor abilities, a kind of their generalization make up the concept of "general coordination", "general strength", "general speed", "general motor abilities". The fact that such generalized categories exist is evidenced by the results of studies where generalized factors are distinguished, interpreted as general speed readiness (general speed abilities), general coordination abilities, general endurance, etc. Finally, in many studies, the factor "general motor abilities" is highlighted, which is close in value to the general motor endowment.

There are children who equally successfully cope with all kinds of coordination, strength or speed exercises, but there are also those who have the ability to motor activity in general (general motor ability).

So under general motor abilities should be understood as potential and realized opportunities a person, determining his readiness for successful implementation of motor actions, different in origin and meaning.Special motor abilities in this regard, these are the capabilities of a person, which determine his readiness for the successful implementation of motor actions similar in origin and meaning. The tests provide information, first of all, about the degree of formation of special and specific motor (speed, coordination, power, endurance, flexibility) abilities.

2.3 Theoretical and methodological provisions for the development of motor abilities

From the characteristics of motor abilities it follows that for their development it is necessary to create certain conditions of activity, using appropriate physical exercises "for speed", "for strength", etc. However, the effect of training these abilities depends, among other things, on individual norm reactions to external loads. The process of development of motor abilities is more successful with parallel work on the upbringing of mental, in particular, intellectual and volitional qualities. It must be remembered that, especially at primary school age, the same exercise is used to teach motor skills and to develop motor quality (qualities). For example, when improving the technique of a long jump from a run or a high jump, the process of developing speed-strength and coordination abilities is simultaneously underway.

The development of the motor abilities of schoolchildren at the physical culture lesson is carried out through various organizational and methodological forms:

Exercises - tasks;

Control exercises;

Outdoor and sports games;

Additional exercises;

Circular lessons;

The successful solution of tasks for the development of motor abilities depends on accurate knowledge about age, gender and individual characteristics of development in students from grades 1 to 4, from 5 to 9 and from 10 to 12 grades, as well as on a clear understanding of what specific coordination and conditioning abilities are developed with the use of one or another program material.

Throughout the entire period of schooling and during a particular academic year, the teacher must have a multifaceted impact on all the basic physical abilities of students. At the same time, at primary school age, several greater importance should be given to the development of coordination, speed and speed-power abilities, endurance to moderate loads, flexibility; on average - coordination, speed - power, endurance to various types of loads, excluding maximum, in the senior - power, power and coordination endurance.

With the development of motor abilities, it is of no small importance to teach schoolchildren the ability to correctly and accurately perform general developmental exercises without objects and with objects, and other physical exercises. It is important to teach them to breathe correctly and deeply, to be able to rationally strain and relax their muscles.

Success in practical work on increasing physical fitness largely depends on the correct planning of the material for the development of motor abilities throughout the year.

The most common planning option is the parallel development of physical abilities and training in appropriate motor actions. For example, when teaching a high jump, the teacher simultaneously plans the development of high-speed, speed-strength (takeoff, energetic repulsion) and coordination abilities (movement in flight when crossing the bar, coordination of movements, landing), as well as improving flexibility (swing of the free leg). In this regard, the teacher needs to choose exercises for the development of these abilities, which would be related to the details of the technique of the main movement, mastered in the lesson.

Another planning option is more complex. It is based on the advanced development of physical abilities, which facilitate the development of certain motor actions in the future. For example, recent athletics lessons include special exercises for the development of motor abilities necessary for the development of gymnastic skills. In the content of the last lessons in gymnastics - special exercises for the development of physical abilities that are significant for teaching technique winter species sports. However, such an advance in material presentation should not be premature.

When planning material on the development of motor abilities, it is necessary to assess the individual level of physical readiness of schoolchildren, using the tests offered in complex programs on physical culture, as well as other tests available to children of this age. The test results enable the teacher to see how effectively the material of the program is used, and to more purposefully influence the child's motor abilities, which are weak or underdeveloped.

Success in working on the development of motor abilities also depends on the development of basic planning documents (for a year, a quarter, a lesson). This allows for a deeper analysis of the result of their activities and, if necessary, make appropriate adjustments.

Finally, the teacher must know well the basic means and methods of development and improvement of various motor abilities, as well as the ways of organizing classes. In this case, he will be able to more accurately select the optimal combination of tools, forms and methods for their improvement in relation to specific conditions.

The development of abilities is due to the initial level of congenital (hereditary) anatomical and physiological inclinations, including:

• anatomical and morphological features of the brain and nervous system (properties of nervous processes - strength, mobility, balance, individual variants of the structure of the cortex, the degree of functional maturity of its individual areas, etc.);
• physiological (features of the cardiovascular and respiratory systems - maximum oxygen consumption, indicators of peripheral circulation, etc.);
• biological (features of the chemistry of oxidation, endocrine regulation, metabolism, energy of muscle contraction, etc.);
• bodily, otherwise morphological, constitutional features (height, weight, constitutional features, and in general - somatotype, length of limbs, mass of muscle and adipose tissue, morphofunctional features of muscle structure, etc.);
• chromosomal (gene), etc.

Naturally, the manifestation of motor abilities is influenced by psychodynamic inclinations - the properties of mental processes, temperament, character, features of the regulation of mental states, etc.

The inclinations are one of the conditions for the formation of abilities. In the scientific literature, traditional ideas are that the development of abilities, including motor abilities, is based on biologically fixed prerequisites for development - inclinations. It is believed that the makings underlie the development of abilities, predetermine the process of development of abilities and determine their successful formation. The makings are multi-valued, multifunctional, i.e. on the basis of the same prerequisites, various properties of the organism may develop, unequal sets of signs may arise, different shapes their interactions. In essence, the inclinations are prerequisites for the development of motor abilities, which develop in the process of human activity and organized motor training. But they are not the only ones who are the determining factor in a person's giftedness for this or that activity. With regard to sports activities, the processes of directed education, education and training act as environmental factors.

In the existing literature, there is no sufficiently reasoned concept of such an important biological prerequisite for the development of abilities as a deposit. Let's consider the conceptual content of this term - "inclinations". A number of authors discussing the problem of inclinations consider them as an anatomical and physiological concept. There is such an approach when the deposit is analyzed as an anatomical and physiological substrate. Such a disciplinary approach is theoretically untenable. The question arises: why the structure of inclinations, their properties, the mechanism of their influence are considered from the standpoint of only two biological disciplines, namely anatomy and physiology? If we are to be guided by the disciplinary principle, then the number of biological disciplines participating in the formation of the inclinations can be significantly expanded - biochemistry, embryology, genetics, etc.

The inclinations are associated with the innate features of the human nervous system, the properties of the sense organs. The typological properties of the nervous system act as inclinations, on which the speed of formation of temporary nervous connections, their strength, the strength of concentrated attention, the endurance of the nervous system, and mental performance depend. It has now been established that, along with the fact that typological properties - strength, balance and mobility of nervous processes - characterize the nervous system as a whole, they can characterize the work of individual areas of the cortex in a completely different way - visual, auditory, motor, etc. In this case, the typological properties are partial("Partial" - partial, separate), since they characterize the work of only individual parts of the cerebral cortex. Partial properties can already more definitely be considered the makings of abilities associated with the work of the visual or auditory analyzer, with the speed and accuracy of movements. The level of development and the ratio of the first and second signaling systems should also be considered as inclinations. Depending on the characteristics of the relationship between the signaling systems I. II. Pavlov distinguished three specifically human type higher nervous activity: art type with a relative predominance of the first signaling system; thinking type with a relative predominance of the second signaling system; middle type with the relative equilibrium of the signaling systems. The inclinations include some innate features of the visual and auditory analyzers.

There is an interpretation of the inclinations from the standpoint of genetics. So, it is argued that the genotype is a set of hereditary inclinations. Such a broad interpretation of the makings can also be considered unjustified. Genotype is understood as the entire set of genes of a given individual, and not only that partial complex of hereditary structures that underlies the development of a particular motor ability. The material carriers of heredity are DNA molecules, which are concentrated in the cell nucleus as part of the chromosomes. Genes are the unit of inheritance. In humans, 46 chromosomes (23 pairs) contain 40-80 thousand genes, which contain all hereditary information. The notions are developing that the inheritance of motor abilities, as well as quantitative morpho features - length, body weight - occurs due to the influence of many genes. Such inheritance occurs both on the maternal and paternal lines. It should be borne in mind that the mother transmits both the son and the daughter one X chromosome, and the father the X chromosome - to the daughter and the Y chromosome to the son. The father's X chromosome, which is passed on to his daughter, is larger in size and stock of hereditary information than the Y chromosome passed on to his son. Therefore there is Great chance the similarities of the daughter with the father. The mother passes on the same set of chromosomes to her daughter and son. But here there may be a greater resemblance in the son. In a daughter, the mother's X chromosome can oppose the father's X chromosome. Due to the presence of the father's Y chromosome in the son, such opposition to the maternal Y chromosome will be less.

It is believed that the inheritance of motor abilities occurs in a dominant manner. It is known that the presence of a dominant trait in at least one of the parents necessarily manifests itself in a certain number of offspring. This facilitates the analysis of pedigrees and allows you to study the inheritance of dominant traits in humans. The study of the pedigrees of athletes by the genealogical method shows that often the children of prominent athletes in the past subsequently also had significant sporting achievements. There are cases when brothers and sisters showed high sports results. But these observations are insufficient to prove the influence of hereditary factors on the development of motor abilities. Sports achievements of children, brothers, sisters can be a consequence of the characteristics of the family physical education, i.e. determined by the conditions of the external environment. It is argued that on average 50% of the children of outstanding athletes can expect high athletic performance. And not necessarily in the form in which their parents achieved success, in this case we are talking about general motor endowments. It is assumed that if the inheritance of athletic abilities is both paternal and maternal, then it can be expected that they will be expressed in about 70% of cases if both parents were outstanding athletes, and in 33% of cases if one of the parents was recognized athlete.

At present, almost no one doubts the validity of the statement that a high level of psychophysical state is the result of a complex interaction of the influence of hereditary factors and training. As you know, the basis of heredity is genetic information that is transmitted from one generation to another. It largely determines the growth of the organism, its adaptive responses to external influences, the level of preparedness and the pace of progressive development. Inheritance as a process of transferring genetic information is carried out according to certain laws, which can be most fully manifested with an adequate interaction of the organism with the corresponding environmental conditions and motor training. The deposit as a biological structure, as a genetically fixed prerequisite for development, obviously affects not only the temporal sequence of the formation of functions, the development of the musculoskeletal system, motor abilities, the rate of increase in functional capabilities, but also the magnitude of the development of the trait. In genetics, the degree of development of a trait is defined as a hereditary rate of reaction. In motor training, the correct interpretation of the hereditary norm of reaction - reserve possibilities for the realization of inclinations - acquires special significance. The influence of genetic factors on the state of health and the level of physical fitness has been studied insufficiently. It is assumed that it ranges from 20-90%. According to K. Bouchard, the world famous Canadian physiologist, the level of physical fitness is 25-40% determined by genetic factors. This point of view is shared by many scientists. Thus, there remains a 60-75% possibility of influencing the level of physical fitness with the help of motor training, means of physical education and rational regime vital functions, nutrition. Undoubtedly, there are people whose heart and lungs function more efficiently from birth, and whose muscular system is more powerful, while they lead an active lifestyle, exercise or exercise with sufficient intensity, and, therefore, can fully realize their genetic potential. If this potential is high enough, then with adequate physical training, they can achieve great success in sports. However, if a person is a hopeless lazy person, then even an excellent genetic hereditary structure will not be able to reduce the risk of developing diseases and practically will not protect him from bad habits. Thus, the level of an individual's health depends on the genetic background, stage of the life cycle, adaptive abilities of the organism, the degree of its activity, the cumulative influence of external factors, including social, environment. Ability development is the result of a complex interplay of genetic and environmental factors.

So, when considering this problem, it is advisable to take into account the following aspects:

• - the deposit should be considered as a genetic formation, but what is the nature and mechanism of formation is not yet clear enough;
• - the deposit affects the development program, determining the morphological features organism- structural features of the body, composition of muscle fibers, capillarization muscles, structural features of sensory systems, etc .;
• - the deposit affects the functional characteristics, the specificity of adaptations, the predominant tendency to improve anaerobic, aerobic, anabolic metabolism during muscle activity;
• - the deposit determines the development of motor coordination, the ability of central nervous mechanisms to control the work of muscles, individual parts of the body, the interaction of functions;
• - the deposit affects the formation of psychophysiological properties and individual characteristics of higher nervous activity as a qualitative specificity of the personality.

The twin method obtained data that individual indicators of physical development in different ways depend on heredity and environment. A high degree of influence of hereditary factors on body length (height) was established. The external environment has little effect on growth. Less, but also enough high impact renders hereditary factor by body weight (weight). As established in studies, the proportion of the influence of heredity on body length is determined within 98%, and body weight - 78%. The share of heredity accounts for 50% of the influences that determine the development of soft tissues (muscles, internal organs), and 70-80% of the influences forming the skeleton. Heredity determines the final size of the body to a greater extent than the rate of change in various structures of the body over time.

Development motor qualities is also the result of a complex interaction of heredity and environment. A high proportion of the influence of the genotype on the speed has been established. motor reaction, jumping distance, running time for 10-30 m. The development of flexibility in the joints is also under significant genetic control. This influence is more characteristic of women than for male body... With regard to muscle strength, the following data were obtained: the development of absolute muscle strength depends to a greater extent on environmental factors, and the relative strength of muscles is a more conservative feature and more depends on hereditary factors. A significant predisposition was established for the manifestation of certain motor qualities, aerobic performance, autonomic reactions from the influence of hereditary factors. Thus, BMD in twins has almost the same concordance - 89.4%. Comparison of the research data of many authors shows that the degree of inheritance of the ability to BMD is approximately 80%, and the influence of environmental factors is only 20%. A significant hereditary predisposition was noted in relation to simple - 84.2% and complex - 80.7% reactions. The study of speed-strength indicators, such as a long jump from a standing position, upward, a 30-meter run, also testifies to a large hereditary predisposition - by 76.1, 79.4, 77.1%, respectively. Genetic factors are also susceptible to such indicators as the duration of breath holding - by 82.5%, the degree of decrease in oxygenation arterial blood- by 76.9%. A large role of environmental factors and a decrease in hereditary factors were noted in determining the wrist and back dynamometry: the concordance of the dynamometry of the right and left hand was 61.4 and 59.2%, and of the back strength - 64.3%. It was noted that the degree of similarity of heart rate at rest was 62.7%, after exercise in the step test - 58.8%, and in the duration of recovery - 59.1%. To assess the influence of genetic and environmental factors, the ratio of fast and slow muscle fibers in the muscles is of interest. It was found that in sprinters (100 m - 9.9 s) in the muscles of the lower limb, the number of fast fibers was 75%, and slow fibers - 25%; for long distance runners (10,000 m - 28 min), fast - 24%, slow - 76%. In a study in American middle and long distance runners, the ratio of muscle fibers was determined: as a rule, lower than 65% of slow fibers were not observed, and the highest number found was 79%. It should be noted that it is necessary to be careful about the quantitative characteristics of the share of hereditary and environmental factors. These data can be used only for a very approximate assessment of the effects of genotype and environment.

Knowledge of what level of factors - genotypic or phenotypic, acquired - are due to this moment the ability and efficiency of an athlete's activity is important for coaches when predicting his success in the present and future. Depending on the aspect in which the coach is interested in the athlete's capabilities, the role of factors related to different levels also changes. When assessing the capabilities of an athlete at a given moment, for example, it becomes unimportant, due to which these capabilities are manifested - due to education and training or due to innate characteristics. Here, the assessment of the athlete's capabilities is based on abstraction from the reasons that caused them, the fact of control of these capabilities, the test assessment is important. When you need to find out, the consequence of which are the available capabilities of the athlete - congenital features or social factors- upbringing, education, training, where motives, interest, knowledge, abilities, skills acquire an important role, then there is a need for an in-depth analysis of the components that make up the available capabilities of an athlete, grouping these components by levels, genotypic and other aspects and the inclusion of these groups factors within the framework of a certain concept - "sports giftedness".

It is very important to find out the role of congenital factors in the manifestation of a person's available capabilities in the following cases:

• 1) if you need to understand why two or more athletes, given equal conditions of activity created by them and with the same aspiration they have, have different achievements;
• 2) if it is necessary to find out how different subjects achieved the same efficiency;
• 3) if they want to predict the achievements of this athlete for the future (when they want to assess the prospects for his development).

In organized motor training, motor abilities are most clearly detected, which depend primarily on the physiological and morphological characteristics of the human body, as well as on the properties of the central nervous system, energy supply.

Physiological features of the human body. Studying the role of hereditary and acquired quality in the development of the most important quality for human life - endurance (general working capacity), which is based on the capabilities of the aerobic energy production system, scientists have identified the genetic determinism of changes in the main indicator of these capabilities - maximum oxygen consumption (MOC). It was found that long-term training in BMD can be significantly increased, but the limits of its increase are limited by the individual genotype. For example, highest rate VO2 max in male athletes was observed in skiers and was recorded at 94 ml / kg / min, in female athletes - 76 ml / kg / min, in qualified middle and long distance runners it was 75-80 ml / kg / min, in average but the level of human health the MIC is 40-49 ml / kg / min.

The biological composition of muscle fibers is very important for a person involved in physical activity. So, a person from birth has a different ratio of rapidly twitching and slowly twitching muscle fibers. Slow twitch fibers (red) are better suited for endurance work and more effective implementation aerobic exercise. They contract more slowly and are not involved to a large extent in work when movements are performed with extreme efforts due to the activation of fast (white) muscle fibers. The considered type of muscle fibers is most pronounced in long locomotions performed at a slow and medium pace. At the same time, the question arises: is it possible, by training, to change this or that ratio of muscle fibers in the direction necessary for the student? The results of recent studies indicate the possibility of such a change through long-term purposeful use of loads of the corresponding orientation in training. Changes, however, are only possible to a very small extent.

As you know, endurance depends not only on the aerobic, but also on the anaerobic capabilities of the body. The research results indicate that anaerobic performance, assessed by the results of short-distance running, resistance to hypoxia - holding the breath while inhaling, and the frequency of movements in the tapping test are also largely hereditary. The ability to endure the oxygen starvation that occurs during intense running is increased through the use of appropriate training methods and means. However, the formation of these abilities is also influenced by genetic factors. Thus, the possibilities for the development of the main factors limiting the manifestation of endurance are largely determined by the genotype of each person.

Functional properties of the central nervous system. Motor abilities are primarily due to such functional properties of the nervous system as strength, mobility and balance of nervous processes, the functional activity of the neuromuscular apparatus. The psychological components of motor abilities are determined by motor memory, motor representations, motor sensations, observation, emotional balance, strong-willed qualities... All these psychological factors provide for the control of human motor abilities. A number of studies have shown that the main properties of the nervous system are hereditary.

Power supply. Important role in achieving a high level of manifestation of motor abilities also belongs to energy supply, which is interconnected with the functioning of the regulation mechanism, primarily blood circulation and other physiological processes occurring in the human body. Studies show that the capabilities of this mechanism are mainly influenced by iodine genetic factors and depend little on training factors.

Morphological features. Significant influence on the manifestation of motor abilities is exerted by such indicators as height, body weight, body size ratio, as well as somatotype - asthenic, normosthenic, hypersthenic, etc., which are also largely hereditarily determined, which affects the ease of formation of motor skills. and skills and their achievable quality, and therefore on motor skills. So, for example, for throwers, a large body weight is an advantage, as well as for weightlifters. For middle distance runners, this is a disadvantage that inhibits development and improvement. The localization of body masses also means a lot: for example, a large mass of legs is a negative factor for gymnasts, but does not interfere with weightlifters or rowers. A large relative mass of the body, useful for wrestlers in the super-heavy category, interferes with jumpers, volleyball players. How can one not consider these characteristics of the physique as motor abilities? Thus, the hereditary factor has a significant impact on the morphofunctional development of a person as a whole and on motor abilities in particular.

Above were given and considered the factors influencing the possibility and efficiency of motor activity, related mainly to the genotypic level. True, abilities can also be considered as a phenotypically determined derivative, since they are determined not only by innate prerequisites - inclinations, but also develop under the influence of social factors, where motives, inclinations, need, interest play an important and significant role in upbringing, teaching and training. It is characteristic that knowledge, skills and abilities are acquired faster in greater volume and best quality in people with certain abilities; but, in turn, education and training contribute to the development on the basis of innate inclinations of the manifested abilities of a person.

Recent studies show that with serious purposeful physical exercise, the performance of individual organs and systems of the human body can be improved within 15-30%. When conducting healthy way life, there is an improvement in the psychophysical state by 10-12%. Recent detailed analyzes of the patterns of inheritance have shown that the totality of acquired traits of an organism - the phenotype - does not always correspond to the complex of its hereditary inclinations - the genotype, since even on the same hereditary basis, traits can develop in different ways under the influence of various external environmental conditions.

At the beginning of the 20th century, scientists noticed that in the process of growth and development of an animal organism, there are special periods when sensitivity to the effects of the external environment increases. Periods that are characterized by significant changes in the age-related development of the organism are called critical or "sensitive" - ​​sensitive. Known Soviet teacher L. Vygotsky drew attention to the need to study sensitive periods in order to establish the optimal timing of education and training. He said that pedagogical influence can give desired effect only for a certain stage age development, and in other periods it can be neutral or even negative.

Purposeful education of specific qualities in "sensitive" periods gives the greatest effect, as it provides the highest rates of their growth. In the age-related development of power abilities proper, the following "sensitive" periods are distinguished: in boys - the age from 9 to 12 years and from 14 to 17 years, in girls - the age from 10 to 12 years and from 16 to 17 years. At the same time, the rates of development of individual large muscle groups are uneven and do not always coincide. So, for example, the most intense, especially from the age of 10 in boys and from the age of 9 in girls, increase the indices of the extensors of the trunk, then the extensors of the hip and foot, then the flexors of the shoulder, trunk and, finally, the flexors and extensors of the forearm and lower leg. The biological maturation of the organism of schoolchildren determines the intensive development of speed and speed-strength abilities in boys from 10 to 11 years old and from 14 to 16 years old, and in girls from 9 to 10 years old and from 13 to 14 years old. The highest growth rates of endurance in the maximum load zone are observed in boys at the age of 14-16 years, in girls - 13-14 years old. "Sensitive" periods for the development of endurance to submaximal work, characterized by the capabilities of the anaerobic-glycolytic mechanism of energy supply, are the ages of 10-11 years and 15-17 years for boys and 9-10 and 13-14 years for girls. The most favorable conditions for the development and education of dexterity are created at primary school age, when the greatest increase in coordination abilities occurs. It is advisable to focus classes on the development of spatial and strength characteristics of movements - the ability to distinguish between the length and frequency of a step, a jump, and the distance of a throw. In early and middle school age, the ability to maintain body balance develops. In middle school age, it is necessary to improve spatial orientation, develop rhythmic abilities. During puberty, the growth of coordination abilities stops. In senior school age, dexterity and coordination abilities mainly develop when the conditions for performing the studied exercises change, they continue to grow as physical reinforcement is available, i.e. develop during exercise.

Table 3.1 and 3.2 show the general patterns of the development of motor abilities in schoolchildren from 7 to 17 years old, indicating the "sensitive" - ​​critical periods of low, medium and high growth rates. The data obtained by A.A. Guzhalovsky (1979) have been confirmed for more than 40 years in many studies. However, today they are being revised, where the main call of opponents is a differentiated approach to the physical education of girls and boys. They note: the statement that supposedly girls and boys up to 15-16 years old develop in the same way, therefore they can engage in physical education together, is illegal and this fact should be revised. The basis of this myth was the thesis about the superiority of girls over boys in terms of physical development - anthropometry, and tests characterizing the basic motor abilities at 11-14 years old. Today's views of researchers are based on the fact that physical education classes should be conducted separately for girls and boys from at least 10-11 years old - 5th grade.

Table 3.1

Critical periods of development of motor abilities of children school age(after A. A. Guzhalovsky, 1979)

Age periods, from and to, years	Motor ability
	Absolute Deadly Strength	Rapidity movements	Speeds o- power	endurance	Flexibility
Boys

Note. 0 - sub critical periods(period of reduced rates of development of motor abilities); 1 - critical periods of low sensitivity (low rate of development); 2 - critical periods of medium sensitivity (moderately high rate of development); 3 - critical periods of high sensitivity (high rate of development)

Table 3.2

Critical periods of the development of motor abilities of school-age children (generalized data)

Physical qualities	Age periods, years
	Boys
Speed ​​of movement		7-9, 10-11, 13-14
Quick response
Maximum frequency of movements
Speed-power qualities
Aerobic endurance (general)	8-9, 10-12, 14-15
Power endurance (dynamic)
Speed ​​endurance (glycolytic)
Flexibility
Coordination abilities
The ability to orientate in space	from 7 to 10, 13-15
Dynamic Balance Ability
The ability to rebuild actions	7-11, 13-14, 15-16
The ability to rhythm
The ability to relax
Accuracy

Against the background of a complex biological restructuring of the body in adolescence there is a slowdown in the functional growth of the motor apparatus, which is largely due to a decrease in physical activity. Retardation observed during puberty, characterized by slow development physical qualities with a characteristic stagnation at 11 - 12 years old for girls and at 12-13 years old for boys. Therefore, it is very important at the age of 10-13 years to take into account such an important criterion as the individual rates of puberty, to take into account their significant impact on the characteristics of physical development, the growth of functional capabilities and the formation of motor abilities of adolescents. So, the degree of puberty - biological age - is characterized by significant individual fluctuations in adolescents, is ± 5-8 months for boys and girls of the same passport age. And this is reflected in the physical fitness of adolescents, when accelerators during testing show a higher initial level of motor abilities, and many retardants, with a lag in the initial level of development of physical qualities, but at high rates of growth of abilities already in the nearest time period catch up with their peers, and even overtake them. in skills, skills, craftsmanship.

The concepts of "sensitive" periods are of great theoretical and practical importance. Research in this direction continues to be of particular relevance at the present time. A great contribution to the development of the theory of "sensitive" periods in relation to physical education was made by such researchers as V. S. Farfel, Z. I. Kuznetsova, A. A. Guzhalovsky. As a result of studies of these authors and a number of other scientists, it was revealed that various functional systems of the body are formed, mature and develop throughout a person's life at a time and unevenly. Periods of accelerated growth periodically alternate with phases of delayed development of various motor functions of children and adolescents. It was noticed that during such periods the child's body reacts differently to the effects of physical activity.

It is widely believed that if the directed development of motor qualities is carried out during the period of their accelerated age-related development, then the pedagogical effect turns out to be much higher than during the period of their slow growth. In this regard, it is concluded that it is advisable to carry out the directed development of certain motor qualities in children in those age periods when their highest natural age growth is observed.

At school age, there are often periods of accelerated growth of physical qualities, in which the results of additional pedagogical influences sometimes lead to a lack of positive increments, sometimes to insignificant growth, and sometimes even to a slight decrease in growth rates. In this regard, it is necessary to differentiate two concepts:

• - period of natural growth in the development of a particular physical quality, which is a specific period of ontogenesis and does not always differ in sensitivity to external influences;
• - the sensitive period itself characterized by greatest effect in accelerating the rates of development of individual motor qualities iodine by the influence of physical exercises aimed at their development.

In determining the "natural" growth of physical qualities development, SP Levushkin (2006) used a conventional unit of reference, the value of the average annual growth rate over a 10-year period of schooling. Based on this approach, all periods were differentiated by the magnitude of the relative shift for periods with low growth rates (when the increase in the test result was lower than the average annual growth rate); periods with moderately high growth rates (from 1.0 to 1.5 conventional units); periods with high growth rates (from 1.51 to 2.0 conventional units); periods with very high gains (more than 2.0 conventional units). Based on the analysis of the rates of natural growth of physical qualities, the author managed to compile a chronology of annual periods of development of motor qualities in schoolchildren of different body types.

Physique features are considered to be an important typological feature characterizing the manifestation of motor abilities. Realizing that the morphological and functional characteristics of students with different types physique cannot but affect the manifestation of schoolchildren of their motor functions, one should know the "sensitive" periods in the development of physical qualities of students with different types of physique.

As the author revealed in the study, individual motor qualities had natural accelerations in development in the most different age periods, and the degree of these accelerations differs for each physical quality. In children with different body types, the dynamics of natural accelerations in the development of qualities differs depending on the age when they occur, as well as the magnitude and duration of accelerations in the development of each of the qualities. So, for example, a natural high increase in speed in schoolchildren of a muscular body type occurs at 8-9 years old, while in children with asthenothoracic and digestive types, these processes are less pronounced and occur a year earlier - at 7 -8 years. Regardless of the type of physique, the highest growth rates for most of the studied indicators of motor fitness are observed in primary school age, as well as in adolescents of 13-15 years old. At the same time, most of the natural acceleration in growth rates occurs at the age of 7 to 10 years.

To identify "sensitive" periods in the development of motor qualities, an approach was used, which was based on the identification of the difference in gains (in percent) in the development of a certain physical quality in schoolchildren under the influence pedagogical methodology and comparing this difference with the average annual natural increase. It was considered to be highly sensitive such age periods when, in the presence of low natural rates of development of motor qualities, the difference in increments was more than 75% of the average annual natural increase; moderately high rates of natural growth were accompanied by a difference in increments of over 50%; in the age periods with high and very high rates of natural growth of physical qualities, the difference in growth in the group was more than 35%. Age periods are considered to be moderately sensitive, if the low natural development of motor qualities was accompanied by a difference in the increase in test results ranging from 60 to 75% of the average annual increase; in the presence of moderately high rates of natural growth, the difference in its rates was in the range from 40 to 50%; high and very high rates of natural growth were accompanied by a difference in the growth rates of physical qualities in the group from 25 to 35%.

The studies carried out indicate that:

• - regardless of the morphofunctional type, the age of 7-10 years is characterized by high degree"Sensitivity" to the effects of physical activity and the largest number periods with a high natural increase in motor qualities. The smallest number of "sensitive" periods and the number of high natural growth rates of motor qualities were revealed in the period of 10-13 years. This is probably due to the age-related characteristics of the development of the energy supply of muscular activity, since at the primary school age there is a progressive development of all mechanisms of energy supply and the flowering of aerobic abilities, and for the period of 10-13 years, the absence of increases in aerobic capabilities and a moderate increase in anaerobic capabilities are characteristic;
• - although high concentration periods with the greatest natural increases in the development of motor skills and "sensitive" periods of the development of physical qualities fall at the age of 7-10 years, these periods coincide only in 44% of cases. Throughout the entire school age, the number of matches is 20% of cases;

periods of high natural development of motor qualities and "sensitive" periods in schoolchildren of different types of physique quite often differ in the time of their beginning, the degree of severity and duration of the course;

The greatest number of "sensitive" periods in the development of physical qualities was revealed in schoolchildren of the muscular body type, somewhat less in students with a digestive somatotype; in representatives of the asthenothoracic body type, these periods are less common.

In the age aspect, the development of physical qualities is different in time - heterochronism. Speed ​​qualities reach the peak of biological development at 13-15 years old, and power qualities - at 25-30 years old. At the same time, there are periods positive carryover effect in the process of exercises with the directed education of some physical qualities on the development of other physical qualities. So, in the early stages of their upbringing - in novice athletes, the development of one quality determines the development of others. At a certain stage of education, as a rule, in highly qualified athletes, complex education of qualities can hinder the specialized development of motor function.

Research shows that in the early stages of training, the development of strength, speed or endurance and their components leads to the development of other abilities. However, as the level of versatile physical fitness increases, such a parallel growth of abilities stops. Exercises that previously provided the development of all motor abilities will now have a training effect on only a few of them. For example, the use of sprint running will not lead to any significant increase in strength or endurance. At the same time, the use of speed-strength exercises, including sprint running, will have a stimulating effect on the improvement of speed abilities. Work aimed at developing the body's aerobic capabilities leads to the emergence of adaptive changes in organs and functions that determine the level of aerobic performance; performing a force-oriented load leads to an increase in muscle fibers and their diameter, an increase in the energy potential of the fibers, an improvement in intermuscular coordination, etc. Thus, from the given data it becomes obvious that in the early periods, influencing one of the motor abilities in the process of physical education, we influence the rest, and this positive growth is observed only at a certain time point. The nature and magnitude of this influence depends on three reasons: the means used; the specifics of the applied loads, the direction of the volume and intensity; initial readiness of those involved, including physical, coordination and psychological readiness trainees to master the loads. It should also be noted that in a small amount research works it is shown that the motor abilities of boys and girls develop with different methodological approaches to the use of means and methods. So the general endurance in girls develops more effectively due to the amount of funds performed, and in boys due to the intensity in the zones of moderate and high power. With the development of strength abilities, the greatest increase is observed in the indicators of strength endurance in girls, and in boys - in the development of absolute strength.

Today, pedagogical science has accumulated a huge amount of factual material about the patterns of development of human motor skills, it notes the progressive development of physical qualities during the period of its growth and maturation, it is indicated that the development of physical qualities in ontogenesis occurs unevenly, in leaps and bounds, and the most significant growth rates of physical qualities are observed in children and youth. years. It is known that in the development of qualities can be observed periods of uniform or accelerated development, low or high increase in physical abilities, due to the heterochronous maturation of body systems. At the same time, sensitive "labile" periods in the extinction of motor functions are also distinguished. Very often a person says: “how much I have aged in a year”, and there is a certain truth in this. So, for example, a significant increase in body weight in men is observed at the age of 26, 36 and 45 years - this is a period of risk of acute diseases of the cardiovascular system, nervous system and other organs due to changes in the morphostructure of the male body. No data are available for women.

The study of various aspects that determine the versatile physical fitness of a person allows us to conclude that it is mainly provided by three factors. The leading factor is a hereditary predisposition, since a person is born with genetic conditioned prerequisites (inclinations) for the manifestation of motor abilities, which change in accordance with the age patterns of the growth of the human body. The second most important factor is the initial level of motor abilities, which is largely determined by the previous motor activity, which puts forward the thesis about the stimulation of voluntary movements already in the earliest periods of childhood. The third factor is the growth rate of motor abilities, expressed by the minimum and maximum limit of the body's growth indicators and depending on three components: natural biological growth, growth due to versatile motor training and growth due to specialized exposure.

In adolescence and adolescence, there are periods of the most significant age-related changes in the body, including in the development of physical qualities. In the scientific literature, there are scattered data concerning the rate of increase in the indices of motor abilities in separate age periods. Comparison of the data of different authors revealed differences in the dynamics of the development of motor abilities. In this regard, the process of identifying the growth rates of these indicators for the entire period of age development becomes very important.

Analysis of indicators of physical development of children, adolescents, young men shows that boys, as well as girls, have a constant annual excess of body weight over its height, which indicates the first signs of so-called age-related obesity. So, for girls, the annual growth rates of the Quetelet weight-and-height index are equal: at 8 years old - 5.8%, at 9 children - 8.5%, at 10 years old - 9.2%, at 11 years old - 12.2%, at 12 years - 13.1%, and for the entire period of study at school - 71.1%; in boys, respectively, at 8-10 years old - 5.0-5.3%, at 11 years old - 10.4%, at 12 years old - 15.3%, at 13 years old - 8.2%, and for the whole the period of study at school - 72.4%; in adolescence, there is an equalization of indicators and the ratio of weight and height becomes proportional. Thus, it should be stated that the biological acceleration observed in the 50-70s. of the last century, was replaced, expressed by an inverse dependent ratio - an excessive increase in body weight in modern schoolchildren. The dynamics of motor abilities is subordinated to the general laws of the age-related development of the organism in ontogenesis, however, the development and growth rates for each motor ability are characterized by variability and depend on the age period and the direction of motor activity.

The growth rates were determined by the formula proposed by S. Brody:

where is U 1? U 2 - initial and final results.

So, summarizing the entire body of accumulated scientific data, we can conclude:

• - age-related change in motor abilities proceeds through the stages and stages of age-related development of a person; this means that different motor qualities reach their natural maximum growth at different ages, that the development of different motor abilities occurs at different times - heterochronously;
• - there is a period of increased critical rates of development of motor abilities, in which it is necessary to distinguish: a) the highest; b) moderately high; and c) a period of reduced rates of growth of abilities;
• - for different motor abilities "sensitive" periods are different, or, in other words, the development of different motor abilities in sensitive periods is different; along with this, there are also "labile" periods of extinction of the motor function;
• - the value of the annual growth in different age periods is not the same for boys and girls, and is also characterized by positive and negative dynamics, if we compare the growth of different motor abilities;
• - analysis of the dynamics of the growth of indicators characterizing the basic motor abilities, shows that between each neighboring age there is a certain rhythm and gradual increase in the rates of motor abilities;
• - in the majority of children and adolescents of primary and secondary school age, the indicators of different motor abilities are different in their absolute manifestation, the relative indicators and components of physical qualities and abilities are also different;
• - the dynamics of age-related development of motor abilities in girls and boys is different both in the composition of abilities and in the quantitative indicators of their growth; in view of this, it should be considered inappropriate to compare the indicators of the growth of abilities between girls and boys, this also prompts the need for various methodological approaches to educate the motor abilities of these contingents;
• - in the process of age-related development, motor abilities interact with each other, the development of one of them has a positive effect on the development of others and, conversely, a lag in the development of one or several abilities retards the development of the rest;
• - the dynamics of the interaction of developing abilities will depend on how developed the qualities characterizing them are: with a low level of their development, parallelism in their development is noted, with an average - independence, and with an excessively high - the opposite direction;
• - at the age of 6 to 13 years, the development of some abilities is accompanied by a parallel growth of other abilities that are not relevant during this period; in the future, the development of one ability may not affect the development of others or inhibit their development, it depends on the individual level of development of motor abilities;
• - special training by the same methods with the same volume and intensity of physical load gives a different pedagogical effect in the growth of certain motor abilities in different children, adolescents and young men.

In the majority of scientific and methodological works, the authors recommend considering the rate of increase in motor abilities as a forecast of a person's potential in his physical training. The data obtained by many authors on the increase in various motor abilities are still insufficiently combined and systematized. Meanwhile, the determination of the most favorable age periods for the intensive development of certain abilities or their components, the determination of the relationship between the values ​​of the growth of various indicators and sports results with the parameters of pedagogical influences provide the necessary information for long-term management of diversified physical fitness person.

The results of the analysis of the literature data on the growth rates of motor abilities in the initial period of sports training allow us to consider them as the most important criterion for monitoring and assessing the optimality and effectiveness of building the educational-training process. At the same time, to assess the optimal development of psychophysical readiness, individual rates of increase in motor function from one age to another should be used for control. The analysis of potential possibilities of complex development of motor abilities in the age period of 7-19 years allowed to determine that there is a specific dynamics of growth rates, expressed by categories of qualitative assessment in the form of "high", "medium", "low" growth rates. These potential opportunities for the complex development of motor abilities depend on the initial level of development of motor abilities, their growth rates, on the individual rates of puberty, as well as on purposeful motor training.

At present, most often, the prediction of sports abilities is guided not only by the initial level of development of stable indicators (natural prerequisites), but also by the rate of growth of sports results in the course of basic training. Table 3.3 shows a scheme for identifying potential opportunities for the complex development of motor abilities in age period 7-19 years old.

Table 33

Scheme for determining the potential opportunities for the complex development of motor abilities in the age period of 7-19 years

When faced with a manifestation of an accelerated pace of development, outstanding results are usually expected. By the same logic, the lag in the pace of development from peers is inclined to be considered a pathology and a source of future problems. But it has been noticed and confirmed in experimental studies that a slow (against the norm) rate of development does not always indicate a child's lifelong backwardness. There is also evidence that the impact of exercise in early age more effective for gifted children; on the contrary, for children with a low level of development of motor abilities, the maximum effect of training is manifested at a later age.

Thus, with a significant degree of confidence, it can be argued that the fact of acceleration or deceleration of development, qualified as giftedness, regardless of its conditionality (genotypic or environmental), should not be considered as an unambiguous predetermination of its final level. One of the conditions for the development of giftedness is considered its early detection, but, as practice shows, the age of identification depends on the type of giftedness (earlier detection of mental giftedness and later motor gifts) and methods of its diagnosis. An important, but often overlooked factor of giftedness is the interests and inclinations of children and adolescents and their extracurricular hobbies, the constancy of which characterizes creative stability.

The combination of a high initial level and high growth rates indicates an extraordinary physical endowment, but in sports practice this is quite rare. This is explained by the presence of facts of the existence of "actual", "potential", "explicit", "hidden" and "late" giftedness, which emphasizes the complexity and importance of the problem of forecasting development. What signs, properties of personality, neurodynamics, character traits, features of behavior and activity can indicate that an individual in the future may become outstanding in one or several types of activity? The answer to this complex question cannot be simple. A series of pedagogical experiments shows that the greatest progress in sports improvement was achieved by those children who were selected for sports on the basis of certain morphological and functional indicators. The children, selected according to the indicators of the level of development of physical qualities, had an advantage only at the initial stage of education, and then they were inferior to their peers in the rates of sports improvement. W. Oshritch came to the conclusion that anthropometric indicators affect the growth of results only during puberty, starting from the age of 16-17, their influence is reduced to nothing. V. Kolradi, one of the first to study the body structure of Olympic athletes, admitted that the temperament and character of an athlete are, perhaps, more important than the shape of his body.

It is noted that the development of giftedness is associated with functional (relatively stable) and operational (extremely variable) mechanisms of abilities in terms of achieving the goal of activity. Consideration of the motor giftedness manifested in sports activity clearly shows the need to take into account the manifestation of psychophysiological and morphological characteristics of a person in it, and the more of these components a person has, the more gifted he is. Currently, among the natural inclinations that affect the development of various abilities and the success of mastering (and functioning) of sports activity, morphological and functional characteristics, biodynamic parameters, physical qualities, psychophysical characteristics, properties of analyzer systems are called. If the quantitative analysis of giftedness should be carried out taking into account the diagnosis of all the properties of the organism, including morphofunctional, biological, and biochemical, then for a qualitative analysis it is sufficient to study the psychophysiological properties of the individual, because his task is to establish an individual way to achieve the predicted result of activity, to determine individual ways successful training, education, improvement of sports skills. With the introduction of indicators of the integral properties of neurodynamics into the diagnostic complex, quantitative analysis, according to the author, really becomes a reality.

The lack of studies concerning the issues of orientation and selection based on model characteristics was that the results of the average statistical data of individual body systems (motor, functional, morphological) and, less often, of personality and individuality as a whole were taken as the basis. Trying to statistically prove the reliability of their conclusions, scientists more often seek to include multiple samples in the study and compare the characteristics of children with different types and levels of giftedness. of different ages, gender, education in different conditions. Up to 90% of such studies were carried out by the method of one-year, cross-sections ( crossectional) on small samples of one or several ages. The main disadvantage of any test, including the one for determining the level of abilities, was that the information received indicates the level of preparedness, knowledge, skills, skills, development professional qualities, about the attitude to the survey, etc. Although these indicators are, with a certain degree of probability, the main ones for predicting the success of an activity, the essence of the ability still remains unclear. It seems that it is best to rely not on the average statistical data of even the most outstanding athletes, but on a thorough analysis of all factors, accompanying achievement outstanding sports performance for each individual athlete.

• Guzhalovsky A.A. Stages of development of physical (motor) qualities and the problem of optimization of physical training of schoolchildren: author. dis. ... Doctor of Pedagogical Sciences / A. A. Guzhalovsky. M., 1979.
• Levushkin S.P. 2006. No. 6. S. 2-5; Blinkov S.N., Levushkin S.P.Features of age-related development of physical qualities in schoolgirls 7-17 years old of different morphofunctional types // Physical culture: upbringing, education, training. 2010. No. 5. S. 17-19.
• Kolradi V. Medico-biological aspects of sports orientation and selection / V. Kohradi. 1984.

Each person has some motor abilities (for example, he can lift some weight, run some meters in a given time, etc.). They are realized in certain movements, which differ in a number of characteristics, both qualitative and quantitative. So, for example, sprint running and marathon running impose different requirements on the body, cause the manifestation of various physical qualities.

It has now been experimentally established that the structure of each physical quality is very complex. As a rule, the components of this structure have little or no relation to each other. For example, the components of speed, at least, are the speed of reaction, the speed of a single movement, the frequency of movements, the ability to quickly pick up the maximum speed, the ability to maintain the achieved maximum speed for a long time. The components of coordination abilities (they are also called coordination or dexterity) are referred to as accurate reproduction, differentiation and measurement of spatial, power and temporal parameters of movements, a sense of rhythm, balance, the ability to orientate and respond quickly in difficult conditions, the ability to coordinate (communication) and restructuring of motor activity, vestibular stability, the ability to voluntary muscle relaxation and others. The complex structure is also characterized by other, previously considered uniform qualities: endurance, strength, flexibility.

Despite the efforts of scientists, which have lasted for about a century, a unified generally accepted classification of the physical (motor) abilities of a person has not yet been created. The most common is their systematization into two large classes. Conditioning or energy (in the traditional sense, physical) abilities to a much greater extent depend on morphological factors, biomechanical and histological rearrangements in muscles and the body as a whole. Coordination abilities are mainly due to central nervous influences (psychophysiological mechanisms of control and regulation). We also note that a number of specialists do not attribute speed abilities and flexibility to the group of conditioning abilities, but consider it as if on the border of two classes.

It is necessary to distinguish between absolute (explicit) and relative (hidden, latent) indicators of motor abilities. Absolute indices characterize the level of development of certain motor abilities without taking into account their influence on each other. Relative indicators allow judging the appearance of motor abilities taking into account this phenomenon. For example, absolute (explicit) indicators include running speed, jump length, weight lifted, distance covered, etc. Relative (hidden) indicators of abilities are, for example, indicators of a person's strength relative to his mass, endurance of long-distance running, taking into account speed, indicators of coordination abilities in relation to speed or speed-strength capabilities of a particular individual. Quite a lot of absolute and relative indicators of motor abilities are presented. Physical education teachers should know what the absolute and relative indicators of physical abilities of children and young athletes are equal to. This will help them to determine the explicit and hidden motor abilities in the preparation of their students, to see what exactly is insufficiently developed - coordination or conditioning abilities, and in accordance with this, implement and correct the course of the educational process.

The aforementioned abilities can be represented as existing potentially, i.e. before the beginning of the fulfillment of any motor activity (they can be called potentially existing abilities), and how it manifests itself really, at the beginning and in the process of performing this activity (actual motor abilities). In this regard, verification tests always provide information about the degree of development of an individual's actual physical abilities. In order to get an idea of ​​potential abilities on the basis of tests, it is necessary to follow the dynamics of indicators of actual abilities over several years. If a student always maintains a high ranking place in his class or progresses, significantly outperforming his peers during training, this is a sign of high potential opportunities.

IN AND. Lyakh notes that with a certain degree of conventionality one can speak of elementary and complex motor abilities. Elementary are coordination abilities in running or tasks for static balance, quick response in simple conditions, flexibility in individual joints, etc., and more complex - coordination abilities in martial arts and sports games, quick response or orientation in difficult conditions, endurance in long running and etc.

Motor abilities are divided into the following types: special, specific and general. Special motor abilities belong to homogeneous groups of integral motor actions: running, acrobatic and gymnastic exercises on apparatus, throwing motor actions, sports games. This is how special endurance for running for short, medium and long distances is distinguished, they talk about the endurance of a basketball player, weightlifter, etc. Coordination, power and speed abilities also behave differently depending on in what motor actions they are manifested.

Specific manifestations of physical abilities can be spoken of as the components that make up their internal structure. Attempts to describe the structure of each individual motor ability have not yet been completed. Nevertheless, it was found that the structure of each of the main motor abilities (speed, coordination, strength, endurance, flexibility) is not homogeneous (homogeneous). On the contrary, the structure of each and named abilities is heterogeneous (heterogeneous).

So, the main components of coordination abilities are the ability to orientate, balance, react, differentiate the parameters of movements, the ability to rhythm, reorganize motor actions, vestibular stability, voluntary muscle relaxation. These abilities are related to specific coordination abilities. The main component of the structure of speed abilities is considered to be the speed of response, the speed of a single movement, the frequency of movements and the speed manifested in integral motor actions.

The manifestations of strength abilities include static (isometric) strength and dynamic (isotonic) - explosive, depreciation. The structure of endurance is very complex: aerobic, requiring oxygen sources of energy breakdown for its manifestation; anaerobic (glycolytic, creatine phosphate energy source - without oxygen); endurance of various muscle groups in static positions - static endurance, endurance in dynamic exercises performed at a speed of 50-90% of the maximum, etc. Forms of flexibility manifestation, where active and passive flexibility are distinguished, are less complex.

The result of the development of a number of specific special and specific motor abilities, a kind of generalization of them are the concepts of “general coordination”, “general power”, “general speed” and “general motor” abilities. General motor abilities should be understood as potential and realized abilities of a person, which determine his readiness for successful implementation of motor actions, different in origin and meaning. In this connection, special motor abilities are a person's capabilities that determine his readiness for successful implementation of motor actions similar in origin and meaning. And the tests provide information, first of all, about the degree of formation of special and specific motor abilities.

Educational tasks at primary school age are associated with the formation of motor skills and abilities, the enrichment of motor experience, as well as with the acquisition of knowledge about the importance of physical exercises for human health, about the motor regime, personal hygiene, and hardening. The system of conditioned connections, formed at this age, is distinguished by significant strength and affects the motor abilities in later life. It is very important not to miss this favorable period for the development of motor skills and abilities, since subsequently much more time and effort will have to be spent on their acceleration. So, it is much easier to teach swimming techniques at the age of 7-9 years than at 17-19 and older.

In the course of teaching movements, children accumulate certain motor experience, which facilitates the process of mastering new, more complex skills and abilities.

Wellness tasks are to promote the natural development of the body of children, to ensure an increase in its functional capabilities, the formation of posture, and the fight against overweight students.

The development of physical qualities is one of the most important tasks facing physical education in primary school... To the greatest extent, this concerns speed and dexterity, since training in the lower grades coincides with the period most favorable for the intensive development of these particular qualities.

In the development of endurance, the main task is to promote an increase in the aerobic capabilities of the body of children and, on this basis, to ensure an increase in overall endurance.

The tasks in the development of strength are primarily associated with the formation of posture and the strengthening of muscle groups lagging behind in development.

Flexibility in junior schoolchildren should be maintained within optimal limits so that its performance does not decrease with the natural age-related decrease in tissue elasticity and increase in muscle mass.

Physical exercises, games create conditions for solving problems moral education... Despite the existence of certain rules, situations are always created in the game, by the example of which children can be shown “what is good and what is bad”.

Awakening interest in physical culture and sports is a task that should be solved already in elementary school, since the habits laid down in childhood are very strong. A strong interest in physical exercise in children can only be aroused when the activities bring them joy.

The main means of physical education of younger students are presented in the school curriculum. Basic gymnastics exercises are designed to enrich the motor experience of children and contribute to the development of physical qualities.

Marching exercises - formation in a line, column, circle, movement and execution of marching commands, rebuilding and elements of figured marching - are included in the content of most physical education lessons, teaching children to be organized and collective.

General developmental exercises without objects and with objects have a very wide range of effects and are used to solve the main problems of physical education of primary schoolchildren both in the classroom and in extracurricular activities. V equally what has been said applies to walking and running in different ways. So, jogging with overcoming obstacles and shuttle running 3X10 m is a good tool for developing dexterity, a long uniform run (1-2 km) helps to increase endurance, and running 30 m at maximum speed - the development of speed.

Elements of acrobatics, throws of a medicine ball weighing 1 kg, throwing a small ball at a target, various jumps, exercises in balance and climbing, dance movements - this is not a complete list of means for developing strength, agility, speed and learning the skills and abilities provided by the school curriculum ...

Outdoor games represent a very important section in a number of means of physical education of primary schoolchildren. Outdoor games should contribute to the consolidation and improvement of the studied exercises or solve independent tasks for the development of physical qualities. A huge variety of outdoor games allows you to make a choice taking into account the tasks, conditions for classes, local traditions.

Swimming and skiing are excellent means of helping to solve the problems of applied training and endurance education in junior schoolchildren.

Speaking about the means of physical education, it would be a mistake not to mention those that are used by children on their own: classics and jump ropes, yard football and hockey, various ball games, ice skating, sledging, skiing, bicycles, scooters and much more. Encouraging and encouraging the use of these tools will go a long way towards ensuring optimal exercise throughout the day.

In recent years, elements of sports have been used as a means of physical education for primary schoolchildren. First of all, this applies to sports that require a high degree of coordination of movements, beauty, expressiveness and accuracy: acrobatics, artistic and rhythmic gymnastics, diving, alpine skiing, swimming, tennis, figure skating. These funds used qualified specialists, do not raise objections, provided that high sports achievements are thought only in the long term and classes are conducted based on the interests of the child's development and strengthening his health.

For children with deviations in health or posture disorders, exercises from the arsenal of physiotherapy exercises and corrective gymnastics are used as additional means of physical education.

In the process of physical education of children of primary school age, methods of exercise, methods of using words and methods of providing clarity are used. With regard to the age of the students, the use of these methods is associated with some features that the teacher should pay attention to.

Some features of the application of the exercise method in working with younger students:

When teaching, preference should be given to a holistic exercise, dividing it into elements reduces interest in performance;

Repeated repetition of the same exercise tires children, but without this, the formation of a motor skill is impossible. For the successful teaching of younger schoolchildren, it is necessary to vary exercises, change the conditions of performance, starting position, direction of movement, etc.;

The younger the age of the trainees, the more often direct assistance (or guidance) as a methodological technique should be used. This technique is essential when teaching 6-year-olds; , ". *

Long breaks in class have a negative impact on the learning process; a new exercise should be studied in 3-4 lessons in a row, and then periodically repeated in subsequent lessons with the clarification of individual elements.

Features of the use of methods to ensure visibility in teaching younger students:

The show must be of high quality and repeated. It is necessary to show exercises from different angles, not only at the pace at which the movement should be performed, but also in slow motion;

It is necessary to show immediately before the children perform the movement. If a long pause is allowed between showing and execution, then the attention of children will switch to foreign objects;

It is not only the teacher himself who should show; in the course of training, it is advisable to choose a child who did the exercise well as a demonstrator. This instills in other children confidence in the accessibility of the exercise, activates their activity and accelerates the process of mastering a motor action;

In addition to natural display, visual aids can also be used. These should be colorful color images of children performing the appropriate exercises, or layouts, filmstrips, etc. With all their amusement and brightness, visual aids should emphasize the basis of the structure of the exercise, highlight its main elements;

The use of subject landmarks is a methodological technique that contributes to greater visibility. When working with children, it is advisable wide application items such as flags, colored chips, sticks, hoops, hanging balls, rings, as well as marking signs with chalk or paint on the floor, wall, asphalt, path. For example, when teaching young skiers, markings in the form of funny animals are used instead of traditional flags.

At all stages of training, the demonstration must be accompanied by a verbal explanation. The methods of word and visualization are closely related: an accessible figurative explanation provides a more complete visualization, a deeper understanding of the content of the action to be studied.

Not only the volume of motor skills and abilities is small in children, but also the vocabulary. Therefore, the word method should be used when teaching them in compliance with a number of methodological features:

Explanation, story, instructions and commands should be concise, accessible and understandable to children;

The use of figurative speech not only helps to comprehend the essence of movement, but also introduces an element of play, an emotional coloring in the course of classes, which is extremely necessary for children and helps to speed up the learning process;

Verbal signals are also applicable when mastering the tempo and rhythm of the exercise being performed. Here, conditional sound signals by voice or whistle can also be used. The rhythm can be set by hand claps, music;

In the practice of physical education, such a technique as a combination of performing an exercise with loud pronunciation - recitative is also successfully used. It is especially often used in group lessons;

Performance assessment is an important methodological technique that contributes to the activity of children. By repeating the exercise, the child must be sure that his efforts and successes will be appreciated.

In order to successfully manage the process of developing physical qualities, it is necessary to periodically measure the level of their indicators using control exercises or tests. For younger schoolchildren, 30-60 m running, 3X10 m shuttle running, standing long jumps, pull-ups, throwing a medicine ball weighing 1 kg, measuring the flexibility of the spinal column, etc. are acceptable as tests. Testing should be carried out at least twice a year.

When raising speed qualities one should strive to develop in children the ability to a high rate of movement, which will be extremely difficult to do at an older age. Game and competitive methods are the best way to help solve this problem. Integral motor actions should be preferred and highly specialized exercises should be avoided. Considering the extreme importance of speed and the sensitive age of the trainees, speed exercises should be included in all physical education lessons in primary grades.

In the development of strength in younger schoolchildren, the method of repeated efforts should be considered the main one. When the exercise is repeated; multiple times (8-12 times), this contributes to the thickening of muscle fibers and the growth of muscle mass. Great attention it is necessary to pay attention to the muscle groups that form the posture. Short-term static exercises are also acceptable here. Strength exercises should be used not only in class, but also as homework assignments.

Developing agility by increasing the stock of motor skills and skills and by acquiring the ability to quickly rebuild motor activity in accordance with the changing situation - the process is quite lengthy. In this regard, the development of dexterity in children should be started as early as possible, preferably when they arrive at school. Material contributing to the development of this quality should be included in every physical education lesson.

Agility should be cultivated in the preparatory and at the beginning of the main part of the lesson. When performing complex coordination exercises in series, the rest intervals should be sufficient for recovery.

Among the methodological techniques that are used to develop dexterity in the process of physical education of younger schoolchildren, we can recommend: a) the use of unusual initial and final positions when performing exercises; b) "mirror" exercise performance; c) performing exercises in balance.

The education of flexibility in younger schoolchildren, as a rule, does not pose a problem due to the high degree of tissue elasticity, the lack of powerful muscles and other factors. Maintaining optimal flexibility in your shoulder, hip, and spinal column can be achieved by including appropriate exercises in the classroom, homework, morning exercises, and other forms of activity. Flexibility exercises should be used after warming up (warm-up); they can alternate with strength exercises, performed against a background of fatigue. The criterion for the sufficiency of these exercises is the feeling of pain at the time of execution.

Endurance in younger schoolchildren develops both as a result of the total effect of the loads associated with the upbringing of other qualities, and in specially directed classes. Some experts successfully use for this purpose a long run at a speed of 60% of the maximum.

Since endurance training involves performing exercises against the background of fatigue, they should be practiced at the end of the lesson after learning a new material or after performing exercises for speed and dexterity. Multiple, monotonous repetition of the exercise for the purpose of fostering endurance does not attract younger students;