Tests to determine the flexibility of athletes. Tests for assessing physical qualities

The main criterion for assessing flexibility is the greatest range of motion that can be achieved by the subject. The amplitude of movements is measured in angular degrees or in linear measures, using equipment or pedagogical tests. Hardware methods measurements are : 1) mechanical (using a goniometer); 2) mechanoelectric (using an electrogoniometer); 3) optical; 4) radiographic.

For especially accurate measurements joint mobility, electrogoniometric, optical and radiographic methods are used. Electrogoniometers allow you to get a graphical representation of flexibility and follow the change in articular angles in different phases of movement. Optical methods for assessing flexibility are based on the use of photographic, film and video equipment. The radiographic method allows you to determine the theoretically permissible range of motion, which is calculated on the basis of an x-ray analysis of the structure of the joint.

IN physical education the most accessible and common is the method of measuring flexibility using a mechanical goniometer - a goniometer, to one of the legs of which a protractor is attached. The legs of the goniometer are attached to the longitudinal axes of the segments that make up a particular joint. When performing flexion, extension or rotation, the angle between the axes of the joint segments is determined (Fig. 15, 9).

The main pedagogical tests for assessing the mobility of various joints are the simplest control exercises (Fig. 15).

1. Mobility in the shoulder joint. The test subject, holding the horse
tsy gymnastic pack (ropes), performs twisting of straight arms
back (Fig. 15, /). Mobility shoulder joint evaluated by race
standing between the hands when twisting: the smaller the distance,
the higher the flexibility of this joint, and vice versa (Fig. 15, 2). Besides,
the smallest distance between the hands is compared with the width
Noah shoulder girdle subject. Active abduction of straight arms
up from a lying position on the chest, arms forward. Measured by
greater distance from the floor to the fingertips (Fig. 15, 5).

2. Mobility of the spinal column. Determined by degree
torso forward (Fig. 15, 3, 4, 6). Subject in position
standing on a bench (or sitting on the floor) leans forward to
limit without bending the knees. Flexibility of the spine
wade with a ruler or tape at a distance of centimeters
rax from the zero mark to the third finger of the hand. If at the same time
fingers do not reach the zero mark, then the measured distance
nie is indicated by a minus sign (-), and if they fall below
zero mark - a plus sign (+).

"Bridge" (Fig. 15, 7). The result (in cm) is measured from the heels to the fingertips of the subject. The smaller the distance, the higher the level of flexibility, and vice versa.

3. Mobility in hip joint. Tested stre
rushes to spread the legs as wide as possible: 1) to the sides and 2) forward
back with support on hands (Fig. 15, 8). Mobility level in dan
joint is evaluated by the distance from the floor to the pelvis (coccyx):
the smaller the distance, the higher the level of flexibility, and vice versa.

4. Mobility in knee joints. The subject performs
squatting with arms extended forward or arms behind head
(Fig. 15, 10, I). About high mobility in these joints
full squatting. h

5. Mobility in the ankle joints(Fig. 15, 12, 13). Ie"
it is necessary to measure various parameters of movements in the joints, starting *]
in order to comply with the standard testing conditions: 1) the same
the initial positions of the links of the body; 2) the same (flock |
dart) warm-up; 3) repeated measurements of wire flexibility

at the same time, since these conditions somehow affect the mobility in the joints.

Rice. 15. Control exercises (tests) to assess the level of development

flexibility

Passive flexibility is defined by the greatest amplitude that can be achieved due to external influences. It is determined by the largest amplitude that can be achieved due to an external force, the value of which must be the same for all measurements, otherwise it is impossible to obtain an object.

active clothing of passive flexibility. The measurement of passive flexibility is suspended when the action of an external force causes a painful sensation.

An informative indicator of the state of the articular and muscular apparatus of the subject (in centimeters or angular degrees) is the difference between the values ​​of active and passive flexibility. This difference is called the active flexibility deficit.

7.6. Motor- coordination abilities and the basics of their upbringing

In modern conditions, the volume of activity carried out in probabilistic and unexpected situations has significantly increased, which requires the manifestation of resourcefulness, speed of reaction, the ability to concentrate and switch attention, spatial, temporal, dynamic accuracy of movements and their biomechanical rationality. All these qualities or abilities in the theory of physical education are associated with the concept dexterity- the ability of a person to quickly, efficiently, expediently, i.e. most rationally, learn new motor actions successfully solve motor problems in changing conditions. Agility is a complex complex motor quality, the level of development of which is determined by many factors. The highly developed muscular sense and the so-called plasticity of cortical nervous processes are of the greatest importance. The degree of manifestation of the latter determines the urgency of the formation of coordination bonds and the speed of transition from one setting and reaction to another. Coordination abilities form the basis of dexterity.

Motor-coordinating abilities are understood as the ability to quickly, accurately, expediently, economically and resourcefully, i.e. most perfectly, to solve motor problems (especially complex and unexpected ones).

Combining a number of abilities related to the coordination of movements, they can be divided into three groups to a certain extent.

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

Second group. Ability to maintain static "! (posture) and dynamic balance.

Third group. The ability to perform motor actions without excessive muscle tension (stiffness).

Coordination abilities assigned to the first group depend, in particular, on the “sense of space”, “sense of time*; nor * and "muscular feeling", i.e. feelings of effort*,

Coordination abilities related to the second group depend on the ability to maintain a stable body position, i.e. balance, which consists in the stability of the posture in static positions and its balancing during movements. The coordination abilities belonging to the third group can be divided into the control of tonic tension and coordination tension. The first is characterized by excessive tension of the muscles that maintain the posture. The second is expressed in stiffness, enslavement of movements associated with excessive activity. muscle contractions, excessive activation of various muscle groups, in particular, antagonist muscles, incomplete exit of muscles from the contraction phase to the relaxation phase, which prevents the formation of a perfect technique.

The manifestation of coordination abilities depends on a number of factors, namely: 1) a person’s ability to accurately analyze “movements; 2) the activity of analyzers and especially motor ones; 3) the complexity of a motor task; 4) the level of development of other physical abilities (speed abilities, dynamic strength, flexibility, etc.), 5) courage and determination, 6) age, 7) the general preparedness of the trainees (i.e., the stock of various, mainly variable motor skills and abilities), etc.

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

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

At the age of 7-8 years, motor coordinations are characterized by instability of speed parameters and rhythm.

During period II up to 13-14 years, the accuracy of differentiation of muscle efforts increases, the ability to reproduce a given tempo of movements improves. Adolescents aged 13-14 are distinguished by a high ability to master complex motor coordination, which is due to the completion of the formation of a functional sensorimotor system, the achievement of a maximum level in the interaction of all analyzer systems and the completion of the formation of the main mechanisms of voluntary movements.

At the age of 14-15 years, there is a slight decrease in spatial analysis and coordination of movements. In the period of 16-17 years, the improvement of motor coor-

dynations to the level of adults, and trim * roving muscle mustache. li reaches the optimum level.

In the ontogenetic development of motor coordination, the child's ability to develop new motor programs reaches its maximum at 11-12 years of age. This age period is defined by many authors as especially amenable to targeted sports training. It is noted that in boys the level of development of coordination abilities with age is higher than in girls.

Tasks of development of coordination abilities. At The education of coordination abilities solves two groups of tasks: a) for their versatile and b) for their specially directed development.

The first group of these tasks is mainly solved V preschool age and basic physical education of students. The general level of development of coordination abilities achieved here creates broad prerequisites for further improvement. V motor activity.

A particularly important role in this is given to physical education in secondary schools. school curriculum provides for a wide fund of new motor skills and on this basis, the development of students' coordination abilities, manifested in cyclic and acyclic locomotion, gymnastic exercises, throwing movements with setting for range and accuracy, moving, sports games.

Tasks to ensure further and special development coordination abilities are solved in the process sports training and professional-applied physical training. In the first case, the requirements for them are determined by the specifics of the chosen sport, in the second - by the chosen profession.

In sports where the subject of competition is the very technique of movements (sports and gymnastics, figure skating, diving, etc.), of paramount importance are the ability to form new, more and more complex forms of movements, as well as to differentiate the amplitude and time of performing movements by various parts of the body, muscle tension various groups muscles.

The ability to quickly and expediently transform movements and forms of action in the course of competition is most required in sports games and martial arts, as well as in such sports as downhill skiing, mountain and water slalom, where obstacles are deliberately introduced into the action environment, which forced to instantly modify movements or switch from one precisely coordinated action to another.

In these sports, they strive to bring coordination abilities that meet the specifics of sports specialization to the highest possible degree of perfection.

The education of coordination abilities has a strictly specialized character and in professionally applied physical training(PPFGT)

Many existing and newly emerging types of practical professional activity in connection with scientific and technological progress do not require significant expenditure of muscle effort, but place increased demands on the central nervous system a person, especially to the mechanisms of movement coordination, the functions of motor, visual and other analyzers.

The inclusion of a person in a complex “man-machine” system sets a necessary condition for a quick perception of the situation, processing the information received in a short period of time and very accurate actions in terms of spatial, temporal and power parameters with a general lack of time. Based on this, the following tasks of the PPFP for the development of coordination abilities are defined:

1) improve the ability to coordinate movements are different
body parts (mostly asymmetrical and similar to
labor movements in professional activities);

2) development of coordination of movements of the non-leading limb;

3) development of abilities to measure movements in space
natural, temporal, and power parameters.

Solving the problems of physical education for the directed development of coordination abilities, primarily in classes with children (starting with preschool age), with schoolchildren and with other students leads to the fact that they:

Significantly faster and at a higher quality level
master various motor actions;

Constantly replenish their motor experience, which
then helps to cope more successfully with mastery tasks
more complex in terms of coordination motor
skills (sports, labor, etc.);

Acquire the ability to conserve their energy
physical resources in the process of motor activity;

Experience psychological feelings of joy
and satisfaction from the development in perfect forms of new and
varied movements.

PHOTO Getty Images

Walter Norton, Coach Olympic champions and director of the Institute of Physical Culture and Sports in North Reading (USA), at the first lesson he asks each of his clients to complete these simple exercises. This helps him to understand the client's physical condition and the degree of his preparation for training.

"Spider-Man"

What we check: How flexible are the thigh muscles?

1. Get into a push-up position. Make sure your arms are parallel to your shoulders.
2. Place your right foot in line with your palms. The right knee should be bent at a right angle, and the left knee should touch the floor.
3. Gently move your right shoulder down, bending your arm at the elbow and placing your right palm on your left. Feel a pull in your thigh. Hold on like this for a couple of seconds. Breathe deeply.
4. Return to the starting position and repeat the same with the left leg. Repeat three times.

The problem is in that case, if the right or left foot is at a different level with the palm, or if one leg stretches better than the other.

What is the danger?

“Lack of stretch is caused by muscle weakness,” says Walter Norton. - The hip that is most difficult to stretch is also the weakest. This causes serious problems with balance, forcing all other muscles to compensate for the "skewness" and because of this, overstrain. And overexertion can lead to muscle fatigue and serious injury.” For example, if your right thigh is weaker than your left, it means you are leaning more on your left leg while walking. If this is not corrected, over time it can lead to "wear and tear" of the muscles in the left knee and ankle.

"Caterpillar"

What we check: tibia and hamstring.

1. Get into a push-up position. Then begin to take tiny steps towards the hands. Keep your back, arms and knees straight. Gradually, you should turn into the letter "A". Stay in this position for a few seconds.
2. Then begin to gently move your hands, returning to their original position. Do not bend your knees and elbows.
3. Repeat this exercise three times.

The problem is in that case if you can't do it without bending your knees and elbows.

What is the danger?

Excessive tension in the calves and hamstrings can mean that your legs are not working properly. “I often see this in treadmill enthusiasts,” says Walter Norton. - They run, forgetting to raise their knees, and for each new step they stretch their feet forward, injuring the muscles on rear surface legs. Poor footwork can also mean excessive load back, which could result in serious injury.

"Perpetual Motion"

What we check: how well your hips can move together.

1. Get on all fours, lean on your elbows. Spread your knees as wide as you can.
2. Without lifting your elbows and forearms from the floor, begin to move your hips back and forth. Hold each position for a couple of seconds.
3. Try to increase the range of motion each time.
4. Repeat ten times.

The problem is in that case if you can't spread your knees wide enough or if you can't increase your range of motion.

What is the danger?

If there is tension in the hips, then it is likely that all the muscles in your body are in the same tension. “Most likely, you lead a sedentary and too motionless lifestyle,” explains Walter Norton. - Once you start exercising, or at least walking more, your whole body will move more easily. This problem is common in older people, who tend to repeat only one movement (“sit-up”) throughout the day.” A sedentary lifestyle is dangerous because it can lead to heart disease and high blood pressure.

"Pretzel"

What we check: gluteal muscles.

1. Sit on the floor with your legs as wide apart as possible and your knees bent.
2. Bend over to your right leg, while trying to put your left knee on the floor without bringing your legs together. When bending over, turn your torso and place both hands with outside right leg.
3. Now try to touch the floor with your chest. Get down to the highest possible height. Stay in this position for a few seconds.
4. Return to the starting position and do the same with the left leg.
5. Repeat the exercise two times on each side.

The problem is in that case if you can't touch the floor with your knee or bend low enough.

What is the danger?

When your gluteal muscles are tense, they are not able to move as they should. And then your back takes on an additional load, which can lead to strain and pain. Train to stretch equally well in both directions, even if you feel more tension in the unstretched muscle. Otherwise, there is a high probability of injury associated with an uneven distribution of the load.

How to fix the situation?

“Of course, all the problems voiced sound unpleasant, but there is a solution, and it is very simple,” says Walter Norton. - Move more. If you lead a sedentary lifestyle in the office, walk more. If you regularly go to the gym, but still can not boast of flexibility, try to give yourself a balanced workout, not focusing on the same muscle group all the time. Don't forget to stretch! Stretch 3-4 times a week, and in a month everything will change.

For more information, see The Huffington Post website.

Now you can easily check your level of flexibility! We offer you four simple tests that allow you to evaluate flexibility in different parts of the body (in the most important, in the opinion of a professional fitness instructor).

Flexibility test number 1 (snatch test)

This exercise is perhaps one of the most demonstrative tests of the flexibility of the whole body. Its peculiarity is that when you perform it, you willy-nilly must show your physical ability that are most directly related to normal physiology and anatomy human body. If the exercise cannot be performed correctly, it means that you really have something to work on, even if you easily sit on any twine and make unthinkable bridges.

And the whole point of this test is the combination of strength the right muscles(core muscles) and flexibility in the hip joints, chest and thoracic spine.

Starting position: Take a long gymnastic stick (or barbell) in your hands and stand up straight. The width of the grip should be about 1 meter. Gently lower the pole into an overhead position (like a weightlifter lifting a weight).

Put your feet slightly wider than your shoulders and socks A little (!) spread apart. If you spread your socks too far, you will disrupt the biomechanics of the exercise, making it useless as a test.

Gently bend your knees and, holding the stick above your head, try to sit as low as possible. If this was successful, and you did not skid either forward or backward, and did not have to tear your heels off the floor, then the test was passed. If not, then you should start doing this exercise every day until it starts to work out. And I know that you will appreciate the effect when you get it right!

And just in case, a couple of photos:

I usually use a similar exercise in strength training for people with weak backs and poor flexibility. And, if you have already tried this exercise, you know why.

Flexibility test number 2

Sit on a chair with your back pressed firmly against its back so that it does not lean back. Be sure to tighten your lower back and lift chest. Your hips should rest completely on the chair and the seat should end under your knees.

And now, without changing the position of the body relative to the chair, straighten right leg. If you managed to straighten it as much as possible and it became parallel to the floor, then the flexibility of your right biceps femoris is normal.

Follow the same procedure for the left leg. If it was also possible to straighten it completely, then the left biceps of the thigh is stretched quite well.

Flexibility test number 3

The test evaluates the degree of stretching of the hamstrings and buttocks, as well as the strength of the back muscles.

Stand straight, legs about 25 cm wide. Next, keeping your back straight and bending at the waist, perform a smooth forward tilt, trying to reach the floor in front of you with your fingers. As you bend over, you should feel a stretch in the back of your thighs, in your buttocks, and possibly under your knees. When tilting, only two joints should work - the left and right hips.

If, following the technique, you could not reach the floor, then you have insufficient flexibility in the hip joints.

If you managed to reach the floor with your fingers with the observance of the technique, then you have normal flexibility in the hip joints.

If you managed to touch the floor not only with your fingers, but also with your knuckles or even with your palms, following the technique of the exercise, then let me congratulate you! You just have great flexibility in the hip joints. However, this does not mean that you are equally flexible in other parts of the body. This is an axiom of stretching - flexibility in some joints does not mean flexibility in others.

Flexibility test number 4

This test evaluates the degree of stretching of the chest, anterior deltoid muscles and biceps.

For the exercise, you will need a gymnastic stick or a rope about one and a half meters long.

Grasp the stick at a width of about 110 cm (the distance between your thumbs). Hold it in front of you. Then gently lift it up, without changing or relaxing your grip, and, passing over your head, bring it behind your back.

If you succeeded easily, return the stick to its original position, slightly reduce the width of the grip and repeat the exercise. Do it until you reach such a grip width that you can not bring your hands with a stick back. Write down or mark directly on the stick the last successful distance between the thumbs. Now this is a measure of your flexibility in the muscles of the chest and shoulder girdle. As you stretch your pectoral muscles, this number should decrease.

The norm is considered a figure of 80-90 cm.

In order to measure mobility in the joints, angular and linear measures are used. When using linear measures, the results of the measurement may be affected by the individual capabilities of the subjects, for example, the length of the arms or the width of the shoulders, which will affect the results of the measurement, when bending forward or when performing a twist with a stick. Therefore, in all cases where there is a possibility for this, measures should be taken to eliminate the negative influence of the individual characteristics of those involved in the correctness of measuring joint mobility using linear measures.

For example, when performing a twist with a stick, it will be effective to determine the flexibility index, which is the ratio of the width of the grip to the width of the shoulders (in cm).

Most accurately, mobility in the joints is determined in angular measures using a goniometer.

When measuring the amplitude of flexion, extension and abduction of the shoulder, the legs of the compass of the goniometer are placed on the head of the lateral condyle humerus. When measuring the supination of the shoulder, the arm is bent at the shoulder joint to horizontal position with the thumb pointing up. The legs of the compass are placed on the most protruding points of the medial and lateral condyles of the shoulder.

When measuring mobility in elbow joint the legs of the compass are placed on the ulnar and styloid processes of the ulna. When measuring the supination of the forearm, the shoulder is fixed in a vertical position, the forearm is in a horizontal position, the hand is placed with the thumb up. The legs of the compass are placed on the most protruding points of the styloid processes of the radius and ulna.

By changing the amplitude of flexion, extension, adduction and abduction of the hand in the wrist joint in the initial position, it is placed with the thumb up, the forearm is placed on a horizontal stand. The legs of the compass are placed on the head of the third metacarpal bone and in the middle of the line connecting the radial and ulnar styloid points.

To assess mobility in the hip joint, the amplitude of flexion, extension, abduction and adduction of the hip is determined. The legs of the compass are placed on the lateral epimuscle of the thigh and the top of the greater trochanter. The measurement is carried out in a standing or lying position. In a standing position, mobility is determined with an unbent lower leg. In the initial position, the thigh is located vertically. In the prone position, the amplitude of flexion is measured with a bent and straightened leg, the amplitudes of extension, abduction and adduction - only with a straightened leg. The starting position of the thigh is horizontal.

To determine the mobility in the knee joints, it is necessary to cordon the amplitude of flexion of the lower leg, which is measured in the supine position. When measuring, the legs of the compass are placed on the horses of the lateral ankle and the top of the head of the fibula.

Mobility in the ankle joint (flexion, extension, abduction and adduction of the lower leg) is assessed from the initial position of the foot at a right angle to the axis of the lower leg. The legs of the compass are placed flat on the plantar surface of the foot, the goniometer disk is oriented in the plane of foot movement.

The main pedagogical tests are the simplest control exercises that allow you to assess the mobility of various joints (shoulder, hip, knee, ankle, mobility of the spinal column, etc.).

They are based on the implementation of exercise complexes that impose maximum requirements on mobility in the corresponding joints.

When determining flexibility, testing should be done in the morning, preferably at the same time. On the eve of the day of the examination, strenuous training sessions are not carried out. Before measuring flexibility, a special warm-up is carried out, including exercises with a large range of motion.

J.K. Kholodov and V.S. Kuznetsov identified the following main pedagogical tests for assessing the mobility of various joints:

1. Mobility in the shoulder joint. The test subject, holding the ends gymnastic stick(ropes), twists straight arms back. The mobility of the shoulder joint is assessed by the distance between the hands during twisting: the smaller the distance, the higher the flexibility of this joint, and vice versa. In addition, the smallest distance between the hands is compared with the width of the subject's shoulder girdle. Active abduction of straight arms up from a lying position on the chest, arms forward. The greatest distance from the floor to the fingertips is measured.

Test: Raise your arms up while lying on your stomach.

This test is used to assess the level of flexibility of the upper shoulder girdle.

Equipment: tape measure, stick 1.5 m long, bench.

Testing procedure. The subject lies on the bench with his stomach, resting his chin on it, and stretches his arms forward. With both hands he holds a stick. Without lifting his chin from the bench, he raises straight arms as high as possible above his head.

The teacher, using a tape measure, measures the length of an imaginary perpendicular from the stick to the bench. The interpretation of this result is carried out in the same way as in the previous test.

Test: Moving away from the wall. This test is also used to measure the flexibility of the upper shoulder girdle.

Equipment: tape measure.

Testing procedure. The subject stands with his back to the wall, legs together, spreads his arms to the sides so that the little fingers of both hands touch the wall.

Then, without taking his little fingers off the wall, he moves forward to the maximum distance.

The teacher measures at the level of the shoulder blades the distance from the subject's back to the wall. The interpretation of this result is carried out in the same way as in the previous test.

2. Mobility of the spinal column.

Test: Torso forward in a sitting position.

Testing procedure. The subject sits on the floor or bench, resting his feet against the wall, tilts his body forward and down. The teacher uses a tape measure to measure the distance from the subject's chest to the floor (bench).

The result is an indicator of the level of development of the student's flexibility.

There are two options for interpreting the result: a) comparing the test score with the performance of other students in this test; b) comparison of his result in the indicated test with the results in other tests of flexibility.

Option. The same test, but performed from a standing position.

Test: "Bridge".

The procedure for performing this exercise is known.

The result is the distance from the heels to the fingertips of the subject. The shorter the distance, the better the result.

Test: Trunk flexion.

Equipment: bench, tape measure.

Testing procedure. The subject lies on his stomach on a bench or on the floor, puts his hands behind his back, the partner fixes his legs, pressing them to the floor (bench). Then the test subject raises his head and back as high as possible.

The net result is the distance from the floor (bench) to the subject's jugular fossa. However, the result calculated according to the following scheme is more informative: the net result multiplied by 100 and divided by the length of the body, measured in centimeters.

• 3. Mobility in the hip joint. The subject seeks to spread his legs as wide as possible: to the sides and forward back with support on his hands. The level of mobility in this joint is assessed by the distance from the floor to the pelvis (coccyx): the smaller the distance, the higher the level of flexibility, and vice versa.
• 4. Mobility in the knee joints. The subject performs a squat with arms extended forward or hands behind the head. High mobility in these joints is evidenced by a full squat.
• 5. Mobility in the ankle joints. Measurement of various parameters of movements in the joints should be based on compliance with standard testing conditions: the same initial positions of the body links; the same (standard) warm-up; repeated measurements of flexibility should be carried out at the same time, since these conditions somehow affect mobility in the joints.

Ankle flexor and extensor flexibility test.

Equipment: bench, sheet of paper, tape measure.

Testing procedure. The subject sits on a bench, legs together. WITH inside legs perpendicular to the bench is placed a blank sheet of paper. The subject extends the leg at the ankle joint. At this moment the position thumb fixed with a dot on paper. Then the student bends the leg at the ankle joint, the position of the heel is fixed with a point, as well as the upper point of the instep of the foot. The same is done with the second leg.

The result is determined as follows: the points on the paper are connected and the angles obtained from the horizontal are measured. The interpretation of this result is carried out in the same way as in the previous tests.

Thus, while exerting a directed influence on the development of flexibility, it should be borne in mind that stretching exercises have the greatest effect if they are performed daily or even 2 times a day. When you stop performing exercises for flexibility, its level gradually decreases and after 2-3 months it will return to its original level. Therefore, a break in classes can be no more than 1-2 weeks.

With the development of flexibility, the following ratios of various stretching exercises are appropriate: 40% active, 40% passive and 20% static. But there is such a pattern: the younger the age, the greater the proportion should be active exercise and smaller - static, it is important to ensure the harmonious development of mobility in all joints. At the same time, it must be borne in mind, first of all, those links of the supporting locomotive apparatus which are of the greatest importance in mastering applied vital actions (shoulder, hip, ankle joints, articulations of the hand). In case of individual mobility restrictions (hereditary or resulting from diseases) Special attention is given to the restoration of normal range of motion.

An important point in the education of flexibility is to control it. There are various instrumental methods for controlling joint mobility, but in general practice it is more advisable to use the method of tests and control exercises. The main criterion for assessing flexibility is the greatest range of motion that can be achieved by the subject. The amplitude of movements is measured in degrees or linear measures, using equipment or pedagogical tests.

Diagnostics physical fitness preschool children kindergarten No. 232 JSC Russian Railways

Target: survey physical condition both an individual child and a group as a whole in a preschool educational institution.

Tasks:

• Reveal level physical development, physical fitness and performance of children.
• Implement an individually differentiated approach to the physical education of children.
• Organize data recording, information collection.

Relevance.

IN common system educational work MDOU physical education occupies a special place. It is in preschool childhood that, as a result of purposeful pedagogical influence, the health of the child is strengthened, training takes place. physiological functions body, movements, motor skills and physical qualities are intensively developed, which are necessary for the all-round harmonious development of the personality.

One of the most important activities of the senior educator is pedagogical control over the implementation of the physical education program based on the analysis of the results of the diagnosis of the physical condition of pupils.

Novelty.

A set of test exercises and forms of reporting documentation are proposed, which allow conducting a mass examination of children at a certain time.

The proposed system of measures for collecting, processing, analyzing information, assessing and predicting the state of health and physical development of children allows you to track the results and predict future work in a timely manner.

There is a problem of obtaining high-quality information about the level of development of pupils in preschool educational institution in all sections of the program and in particular in physical development. This is due to the fact that new generation programs do not offer criteria for assessing the quality of education, do not provide tests to determine the level of development of a preschooler. This is also the case with complex educational program"Childhood", on which our preschool institution works.

The program under the section "Raising children healthy, strong, cheerful" characterizes age features pupils, levels in mastering the content of program tasks

(high, medium, low), minimal results suggested, but test tasks No, therefore, it became necessary to systematize work in this direction.

We have developed a program of physical examination of preschoolers, which consists of diagnostic tests with a description of the methodology.

Diagnostics of physical development allows:

• get an objective assessment of the level of physical development and physical fitness of children;
• draw up a plan of physical culture and health-improving work with preschoolers, adjust it;
• to implement an individually differentiated approach in the physical education of children.

When testing, it is important to consider:

• individual abilities of the child;
• features of the tests, which should reveal even the smallest deviations in motor development child.

Before performing control motor tasks, a small warm-up should be carried out (calm walking, turning into running, continuous running for 1.5 minutes, breathing exercises).

Tests are best done in a playful way so that children enjoy the activities, so that they can experience the “muscle joy” of physical activity.

Tests for children 2 junior group.

Testing of this age group is carried out in one session. Given the increasingly complex nature of the exercises, one should more carefully approach the organization of the preparatory part. It is necessary to include exercises in walking on toes, heels, in a semi-squat, along a rope.

It is necessary to provide for a number of jumping exercises: jumping off the bench, jumping from circle to circle, lying at an accessible distance. It is desirable to include exercises for climbing and throwing balls, running exercises, games.

Test 1

Target: determine coordinating abilities.

The child must walk along a line 3 m long, 15 cm wide. The test is considered completed if the child, holding his head, passes along this line without touching the restrictions.

Test 2

Target: to determine the endurance of children, the ability to run without stopping, the frequency of coordination abilities.

Children should run slowly, continuously for one minute. The exercise is performed together with an adult who runs ahead and sets a pace that is feasible for children.

Test 3

Target: determine strength and coordination abilities.

Children must climb up and down gymnastic wall to a height of 1.5m.

Children perform the exercise on their own, but with a safety net. Mats should lie at the base of the wall.

Test 4

Target: Determine the accuracy of movements.

Children must pass each other a rubber ball with a diameter of 15-20 cm and catch it. The distance between the children is 1.5 m. The test is considered completed if the child caught the ball 2 times out of 3 times.

Test 5

Target: Determine the strength of the muscles of the legs, the ability to jump, pushing off with two legs.

The child should jump up and touch with an outstretched hand an object raised to a height of 15 cm from the outstretched hand. The test is considered completed if the child took out the object twice out of three attempts.

Test 6

Target: determine coordination abilities, volitional manifestations.

The child must jump off a pedestal (bench) 20 cm high into a circle with a diameter of 80 cm. The test is considered passed if the child, having pushed off with both legs, lands on both legs without touching the border of the circle.

Evaluation of the results of testing children of the 2nd junior group.

5 points – all elements of the test are performed in full accordance with the model presented in this paper.

4 points - one error was made during the test, which does not significantly affect the final result.

3 points - the test was performed with great difficulty, there are significant errors, deviations from the specified model.

2 points - the test was practically not completed, however, the child makes attempts, where 1-2 elements that are not significant are still performed.

1 point - the child does not make any attempts to complete the test, is physically unable to complete any element of the test.

Entrance diagnostics of physical readiness of children of the 2nd junior group

Tests to determine the speed qualities.

Speed ​​- the ability to perform motor actions in the shortest possible time, which is determined by the speed of reaction to the signal and the frequency of repeated actions.

Test number 1. Running 10 m on the move

Target: determine the speed qualities of the child and his reaction in running 10 meters from the move.

Methodology: Start and finish lines are marked on the paved path. Behind the finish line (6 - 7 m from it) a landmark (a bright object - a pin, a cube) is placed so that the child, crossing the finish line, does not make an abrupt stop. Two attempts are offered, rest between them is 5 minutes.

The child on the command "to start" goes to the line and takes comfortable posture. The teacher stands to the side of the start line with a stopwatch. After waving the flag, the child takes a run. At the moment of crossing the start line, the teacher turns on the stopwatch and turns it off when the child reaches the finish line.

fixed best result out of two attempts.

Test #2

Target: determine the speed qualities in running 30 meters from a high start.

Methodology: The task is carried out on a treadmill (length not less than 40 m, width 3 m). The track is marked with a start line and a finish line. Testing is carried out by two adults; one is with a flag on the line
start, the second (with a stopwatch) - at the finish line. A bright landmark is placed behind the finish line at a distance of 5-7 m. At the command of the teacher “attention”, the child approaches the start line and takes the starting position. Then follows the command "march" - wave the flag (it must
given to the side of the child). At this time, the teacher standing on the line
finish, includes a stopwatch. During a short rest (3 - 5 min)
calm walking with breathing exercises.

Two attempts are offered, the best result is recorded. Attention! While running, do not rush the child, adjust his run.

Tests for determining speed-strength qualities

Force - it is the ability to overcome external resistance and counteract it through the muscular apparatus.

Test number 3. Standing long jump

Target: determine the speed-strength qualities in the standing long jump.

Methodology: Examination of long jumps from a place can be carried out on the site of the kindergarten in the warm season, and indoors in the cold season. The jump is performed into a sand-filled jumping pit or onto loosened ground (1x2 meters in area). Under adverse weather conditions, jumping can be carried out in the gym, for this a gym track can be used.

The child is offered, pushing off with both legs, with an intensive wave of the arms, from the marked line of repulsion to the maximum distance for him and landing on both legs. When landing, do not lean behind your hands. The distance between the repulsion line and the footprint (along the heels) is measured upon landing (in cm). 3 attempts are made. The best attempt counts.

The test is intended for children from 3 to 7 years old.

Test number 4. Throwing medicine ball weighing 0.5 kg. Away with both hands with a swing from behind the head from the SP. standing

Target: determination of strength and coordination.

Methodology: The test is carried out on a flat area with a length of at least 10 m. The child stands at the control marking line and throws the ball from behind his head with both hands forward from the initial standing position, one leg in front, the other behind or legs apart. When throwing, the feet must remain in contact with the ground. Movement is allowed following the throw. 3 attempts are made. The best result counts.

The test is intended for children from 3 to 7 years old.

Test number 5. Throwing a bag of sand into the distance

Target: definition of agility and coordination.

Methodology: The examination of the throwing range is carried out on an asphalt track or a sports ground. The throwing corridor must be at least 3 meters wide and 15-20 meters long. The track is pre-marked with chalk with transverse lines every meter and the distance is numbered with numbers. The repulsion line 40 cm wide is shaded with chalk. On command, the child approaches the repulsion line, from the sp. standing, throws a bag (200 gr.), with one hand from behind the head, one leg is placed in front of the other at a step distance. When throwing, you can not change the position of the feet. The best result of three attempts is counted.

The test is intended for children from 3 to 7 years old..

Endurance tests.

Endurance - is the ability to resist fatigue And any activity. It is determined by the functionalstability of the nerve centers, coordination of the functions of the motor apparatus and internal organs.

Test number 6. Lifting the torso from a lying position.

Target: determine climbing endurance.

Methodology: The child lies on a gymnastic mat on his back, arms crossed over his chest. At the command “begin”, the child rises without bending his knees (the teacher slightly holds the child’s knees, sitting on the mat next to him), sits down and lies down again. The teacher counts the number of lifts. The test is considered correctly performed if the child did not touch the mat with his elbows while lifting, and the back and knees remained straight.

Of the two attempts, the best result is counted..

The test is intended for children from 4 to 7 years old.

Test number 7. Running at a moderate (slow) pace.

Target: determination of general endurance in running at a distance of 9, 120, 150.

Methodology: The test is conducted with a small subgroup (5 - 7 people), formed taking into account the level motor activity children. There are two educators and a nurse who monitors the well-being of children.

The teacher needs to measure the distance of the treadmill in advance (in meters) and mark it - mark the start line and half the distance. The path can go around preschool. Children come to the start line. The teacher of the group gives the command "to start" and turns on the stopwatch. Educator for physical education runs ahead of the column at an average pace of 1-2 laps, the children run after him, then the children run on their own, trying not to change the pace. The run continues until the first signs of fatigue appear. The test is considered correctly completed if the child runs the entire distance without stopping.

The test is intended for children: 5 years old - distance 90 m;

6 years - distance 120 m;

7 years - distance 150 m.

Flexibility test.

Flexibility - morphological and functional properties of the musculoskeletalapparatus, which determine the degree of mobility of its links. Flexibility characterizes the elasticity of muscles and ligaments.

Test number 8. Torso forward from a standing position.

Target: definition of flexibility.

Methodology: The test is administered by two teachers. The child becomes gymnastic bench(the surface of the bench corresponds to the zero mark). Task: lean down, trying not to bend your knees (if necessary, one of the educators can hold them). The second teacher, along a ruler installed perpendicular to the bench, registers the level to which the child reached with his fingertips. If the child does not reach the zero mark (the surface of the bench), then the result is counted with a minus sign. During the performance of this test, you can use the game moment “get the toy”.

The test is intended for children from 3 to 7 years old.

Agility test

Agility - this is the ability to quickly master new movements (the ability to quickly learn), quickly and accurately reorganize their actions in accordance with the requirements of a suddenly changing environment.

Test number 9.

Target: determine dexterity in zigzag running.

Methodology: The test is carried out on sports ground or in a hall with a length of at least 15 m. A start line is outlined, which is also the finish line. From the “start” line at a distance of 5 m, 2 large balls are placed, from them at a distance of 3 m 2 more large balls parallel to the first and 2 more balls at the same distance. Thus, the distance is divided into 3 zones. The distance between the balls is 2 m. It is necessary to indicate the direction of movement with arrows.

At the command "Start!" the child stands behind the start line. By the command "March!" the child runs in a zigzag in the direction indicated by the arrow between the balls and finishes. The teacher turns off the stopwatch only after the child has covered the entire distance. Time is measured with an accuracy of 1/10s. The test is carried out by one child 2 times and the best result is recorded. If the child touches the ball or pushes it off the spot, strayed off course or fell, the test is repeated.

The child needs a show.

The test is intended for children from 4 to 7 years old.

Diagnostic card of physical readiness of children 4-7 years old

Surname, name of the child	force	speed	speed is power			coordination movements		dexterity	flexibility	endurance	Level
	dynamometry	Running 30 m from a high start (sec.)	long jump with seats (cm)	running high jump (cm)	Distance throw (m)	Test #1	Test #2	Running "zigzag" (sec.)	Down slope (cm)	Lifting the torso from a prone position (number of times in 30 seconds)

Criteria and indicators

physical fitness of children 3-7 years old

	Name of indicator	Floor	3 years	4 years	5 years	6 years	7 years
	medicine ball throw	Mal	110-150	140-180	160-230	175-300	220-350
		Dev	100-140	130-175	150-225	170-280	190-330
	Standing long jump	Mal	60-85	75-95	85-130	100-140	130-155
		Dev	55-80	70-90	85-125	90-140	125-150
	Torso forward from a standing position (cm)	Mal
		Dev				7-10	8-12
	10 meter run	Mal	7,8-7,5	5,5-5,0	3,8-3,7	2,5-2,1	2,3-2,0
		Dev	8,0-7,6	5,7-5,2	4,0-3,8	2,6-2,2	2,5-2,1
	30 meters running	Mal		8,5-10,0	8,2-7,0	7,0-6,3	6,2-5,7
		Dev		8,8-10,5	8,5-7,4	7,5-6,6	6,5-5,9
	Zigzag run	Mal		9,5-11,0	9,2-8,0	8,0-7,4	7,2-6,8
		Dev		9,8-11,5	9,5-8,4	8,5-7,7	7,5-7,0
	Raising the body in a sitting position for 30 seconds. (quantity)	Mal			9-11	10-12	12-14
		Dev				8-10	9-12
	Running for a distance of 90,120,150 meters	Mal			31,6-34,6	31,9-35,0	31,5-35,2
		Dev			32,0-35,0	32,0-36,0	32,5-37,0
	Throwing a stuffed bag into the distance	Mal		4,0-4,5	6,0-7,0	7,5-8,5	8,5-12
		Dev		4,0- 4,5	5,5-6,5	7,0-8,0	7,5-10

Test to determine the increase in psycho indicators physical qualities

To assess the growth rate of indicators of psychophysical qualities, we propose to use the formula proposed by V.I. Usachyov:

100(V1 - V2)

W = ½ (V1+V2)

where W is the growth rate in %

V1 - baseline

V2 - final level.

For example: Sasha D. jumped in length from a place at the beginning of the year by 42 cm, and at the end - by 46 cm. Substituting these values ​​into the formula, we get:

W= 100(46-42) = 9%

1/2(42+46)

Is it good or bad? The answer to this question can be found in the scale for assessing the rate of growth of physical qualities.

Scale of assessments of the growth rates of physical qualities of preschool children

Growth rate (%)	Grade	What caused the growth
Up to 8	unsatisfactory	Through natural growth
8-10	Satisfactorily	Due to natural growth and natural motor activity
10-15	Fine	Due to natural growth and a targeted system of physical education
Over 15	Great	Through the effective use of the natural forces of nature and physical exercises

Thus, the presented tests and diagnostic methods

allow:

1. evaluate various aspects of the psychomotor development of children;
2. to see the dynamics of physical and motor development, the formation of coordination mechanisms and their control processes;
3. to widely use these tasks in the practical activities of preschool institutions.