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The effectiveness of teaching preschoolers basic motor actions, i.e. the formation of the necessary motor skills and abilities, provide primarily coordination abilities, which at the same time have a significant impact on the mental development of the child.

Motor development of children preschool age depends on their ability to quickly learn new movements, the ability to reorganize their motor activity in accordance with the changing environment, to optimally control and regulate motor actions, i.e. on the degree of formation of his motor- coordination abilities.

Scientists have begun to widely use this concept in the last 25-30 years to specify the ideas about the so-called motor quality "dexterity". In the vast majority of textbooks, teaching aids, monographs and articles up to the present time, one can read that dexterity consists of two main abilities: firstly, to quickly master new motor actions - the ability to learn movements; secondly, quickly and in a coordinated way to switch from one motor action to another - the ability to rebuild motor activity in case of a sudden change in the situation. Such an idea, however, did not correspond to the huge number of facts encountered in practice and obtained experimentally.

The ability to quickly learn movements, known since the 20s of the last century, actually turned out to be very specific. It was found that a person who learns some movements faster than others (for example, acrobatic or gymnastics), in other cases (for example, when mastering technical and tactical actions in sports games) may be among the laggards.

Currently, there are from 2-3 general to 5-7-11-20 (and more) special and specifically manifested coordination abilities: coordination of activities of large muscle groups body; general balance, balance with and without visual control, balance on an object, balancing of objects; speed of restructuring of motor activity. Coordinating abilities also include: spatial orientation; to differentiation, reproduction and evaluation of various parameters of movements to rhythm; to vestibular stability, to voluntary muscle relaxation, etc.

This was the reason for the fact that instead of the term "dexterity", which turned out to be "multi-valued", "universal", "hard to define", "fuzzy" and, finally, "everyday", the term "coordination abilities" was introduced into science and practice. They began to talk about the "system" (set) of such abilities and the need for a differentiated approach to their assessment and development.

By definition, V.I. Lyakha, coordination abilities- these are the capabilities of the individual, which determine his readiness for optimal control of motor actions and its regulation. The author identifies the following types of coordination abilities: special (determining the readiness of an individual for optimal control and regulation of motor actions similar in origin and meaning), specific (determining readiness for optimal control of certain motor tasks: “for balance”, “for orientation in space”, “ on the speed of response”, “on the restructuring of motor activity”, “on the coordination of movements”, etc.) and general (potential and realized human capabilities that determine his readiness for optimal control and regulation of motor actions that are different in origin and meaning).

It is currently known that each coordination ability has a complex structure. IN AND. Lyakh gives the following interpretation:

• ability to navigate in space- this is the ability of an individual to accurately determine and timely change the position of the body (or its parts) and carry out movements in the right direction;

• ability to differentiate motion parameters provides high precision and cost-effectiveness spatial(reproducing angles in the joints), power(tension in the working muscles) and temporary(reproduction of microintervals of time) parameters of movements;

• responsiveness- allows you to quickly and accurately perform a holistic, short-term movement to a signal known or not known in advance with the whole body or a certain part of it (arm, leg, torso);

• ability to restructure motor activity- speed of switching from one motional action to another according to changing conditions;

• ability to coordinate motor actions- this is the subordination of individual movements and actions, their combination into integral motor combinations;

• ability to balance- maintaining the stability of the posture in static positions of the body (in racks) or in the course of performing movements (in walking, when performing acrobatic exercises);

• ability to rhythm- accurate reproduction of a given rhythm of a motor action or its adequate variation under changing conditions;

• vestibular (statokinetic) stability- the ability to accurately and stably perform motor actions under conditions of vestibular stimulation (for example, after somersaults, throws, turns, etc.);

• movement learning ability- is determined by the possibilities of motor memory and characterizes the ability or inability of an individual to quickly master new (including complex coordination) motor actions;

• ability to voluntarily relax muscles-optimal coordination of relaxation and contraction of certain muscles at the right time to perform movements.

Formation and development of coordination abilities in preschool children is an important condition for ensuring the optimal volume of their motor activity. The motor activity of a preschooler is so diverse that it cannot be limited to the manifestation of only the listed coordination abilities. Its content is supplemented by a whole complex of coordination qualities: dexterity, mobility, accuracy, jumping ability, rhythm, accuracy, plasticity.

Reflecting various aspects of motor activity due to structural order, all these motor coordinations represent an integral system and have common properties, but at the same time, each of them has a certain specificity. So, mobility provides maximum amplitude rotational movements, turns, circular motions. Without accuracy it is impossible for the movement to correspond to its form and content. Rhythm allows rational distribution of efforts in time and space. Specificity jumping ability- the maximum manifestation of explosive power at the right moment, and accuracy- accuracy of hitting a given target. Plastic forms unity, harmony and beauty of movements.

Together, all these qualities ensure the perfect performance of a motor action. Insufficient level of manifestation of at least one of them does not allow solving the motor task in full.

The nature of the motor activity of preschool children is largely determined by ability to balance- static and dynamic.

Inability to maintain balance in a static position (sitting at a table while exercising in kindergarten) leads to a curvature of the spine and, consequently, to a deterioration in health.

Based on the foregoing, L.D. Nazarenko defines balance as one of the main coordination abilities, the development and improvement of which is necessary throughout life.

Any motor actions of the child (walking, running, jumping, skiing, skating, swimming and much more) are associated with maintaining a stable body position, which ensures the normal functioning of all physiological systems, optimal range of motion, rational distribution of muscle effort, and as a result this is the economy of energy consumption and increasing the efficiency of motor action.

The first component is the rational position of the body- Promotes better balance. So balancing the body on narrow support it is much easier if the arms are freely spread apart.

The second component is maintaining a stable body position associated with minimizing the number of degrees of freedom. A variety of body movements can have hundreds of degrees of freedom. In this case, it is almost impossible to control the motor activity of the child. Rational motor coordination is characterized primarily by a decrease in the number of degrees of freedom.

The third component is the dosage and redistribution of muscle effort. The difficulty of maintaining a stable position of the body after performing any movement (turn, jump, somersault) lies in the fact that the efforts of muscle groups are of a short-term nature, occurring only in certain phases of the motor action; at the same time, at the beginning and end of the movement, the magnitude of these forces is different. The amount of applied muscular effort is largely determined by the specific manifestation of balance.

The fourth component is the level of spatial orientation. To perform any motor action - from elementary natural movements (holding any posture, walking, running) to technical difficult exercises- a certain level of spatial orientation is required. The better it is, the easier it is to maintain a stable body position.

The mechanisms of balance regulation are complex, as they are determined by the activity of various analyzers and functional systems.

Obviously, a large role in maintaining balance belongs not only to the motor, but also to the visual, vestibular, and tactile analyzers. However, their participation in this process cannot be the same. So, in maintaining a certain posture (sitting, standing, tilting position, etc.), the motor analyzer is the leader. While maintaining balance after rotational movements, the vestibular analyzer becomes more important. When maintaining balance after performing jumps and jumping exercises, as well as when balancing with objects, the role of visual and tactile analyzers significantly increases. Consequently, the participation of one or another analyzer is determined by a specific motor task associated with the manifestation of one or another type of balance.

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

Thus, it can be concluded that coordination abilities are the main component motor development preschool children.

Agility - a person's ability to quickly, efficiently, expediently, i.e. most rationally, master new motor actions, successfully solve motor tasks in changing conditions. Agility is a complex complex motor quality, the level of development of which is determined by many factors. The highly developed muscular sense and the so-called plasticity of cortical nervous processes are of the greatest importance. Coordination abilities form the basis of dexterity.

motor-coordination abilities- the ability to quickly, accurately, expediently, economically and resourcefully (most perfectly) solve motor problems (especially complex and unexpected ones).

1. The ability to accurately measure and regulate the spatial, temporal and dynamic parameters of movements (from "sense of space", "sense of time" and "muscle sense").

2. The ability to maintain static (posture) and dynamic balance (depend on the ability to maintain a stable position of the body, i.e. balance, which consists in the stability of the posture in static positions and its balancing during movements).

3. Ability to perform motor actions without excessive muscle tension (control of tonic tension and coordination tension).

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

A person's ability to accurately analyze movements; activities of analyzers and especially motor;

Difficulties of motor task; level of development of others physical abilities(speed abilities, dynamic strength, flexibility, etc.);

Courage and determination;

age;

The general readiness of those involved (i.e., the stock of various, mainly variable motor skills and abilities)

53 Homework by physical education: their features, main content, control over the implementation.

Physical education of children cannot be fully implemented only in physical education lessons. Additional motor activity of those involved in the form of doing homework in physical culture is necessary. Homework is a variant of independent activity of a student in PE (a necessary link in the subject of FC). With the help of homework, the following educational tasks are solved:

1) increasing the motor activity of children;

2) strengthening the main muscle groups;

3) formation of correct posture;

4) preparation for the implementation of educational standards and program requirements.

Available from grades 1 to 11.

1-4 cells - observance of the hygienic regime, the ability to carry out the UGG, select outdoor switchgear for the development of f. qualities, organize independent games; 5-9 cells - the influence of FU on the body systems, the components of the personal FC, the development of volitional and moral qualities, self-training of motor abilities, healthy lifestyle; 10-11 cells. – FU at the place of residence, organization of independent sports training, self-control skills.

54 Technical training of young athletes (goal, objectives, content, organizational forms).Technical training- a pedagogical process aimed at the perfect mastery of the system of movements (technique) of a given sports discipline, and aimed at achieving high sports results.Target– teaching the athlete the basics of technique competitive activity or exercises that serve as a means of training, improving selected forms of technology. General technical training consists in expanding the fund of motor skills and abilities, in educating motor-coordinating abilities, which contribute to technical improvement in the chosen sport. Special technical training is aimed at the formation of such skills and abilities to perform competitive actions that allow using one's capabilities in competitions with the greatest efficiency, ensure the progress of technical mastery.

Facilities: general preparatory, specially preparatory and competitive exercises.

55 Features of the use of means and methods to improve the coordination abilities of students of different age groups.

FU of increased coordination complexity and containing elements of novelty. Complexity can be increased by changing the spatial, temporal and dynamic parameters, by external conditions, changing the order of the shells, their weight, height; changing the support area or increasing its mobility in balance exercises, etc.; combining motor skills; combining walking with jumping, running and catching objects; performing exercises on a signal or for a limited period of time.

General preparatory gymnastic exercises of a dynamic nature, simultaneously covering the main muscle groups (without objects and with objects, relatively simple and quite complex, performed under changed conditions, with different positions of the body or its parts, in different sides: elements of acrobatics (somersaults, various rolls, etc.), exercises in balance; outdoor and sports games, martial arts (boxing, wrestling, fencing), cross-country running, cross-country skiing, skiing)).

These are exercises to develop a sense of space, time, the degree of developed muscular effort:

a) lead-up exercises that contribute to the development of new forms of movements of a particular sport;

b) developing exercises aimed directly at the development of coordination abilities, manifested in specific sports.

Exercises aimed at developing coordination abilities are effective until they are performed automatically.

Methods: 1. Teaching new diverse movements with a gradual increase in their coordination complexity. Education of the ability to rebuild motor activity in a suddenly changing environment. This methodological approach is widely used in basic physical education, as well as in game types sports and martial arts.

2. Increasing the spatial, temporal and power accuracy of movements based on the improvement of motor sensations and perceptions. This methodological technique is widely used in a number of sports ( gymnastics, sports games, etc.) and professionally applied physical training.

3. Overcoming irrational muscle tension (excessive muscle tension (incomplete relaxation at the right moments of exercise) causes a certain discoordination of movements, which leads to a decrease in the manifestation of strength and speed, distortion of technique and premature fatigue).

Variation exercise method with many of its varieties has a wider application. It is divided into two sub-methods - with strict and non-strict regulation of the variability of actions and conditions for execution. The first includes the following types of methodological techniques:

Strictly specified variation of individual characteristics or the entire mastered motor action (change in power parameters, for example, long jumps or up jumps from a place in full force, half strength; change in speed according to a preliminary task and a sudden signal of the pace of movements);

Change of initial and final positions (running from a squat position, lying support);

Changing the ways of performing an action (running forward, backwards, sideways in the direction of movement, long or deep jumps, standing with your back or sideways in the direction of the jump, etc.);

- “mirror” performance of exercises (change of push and swing legs in high and long jumps with a run, throwing sports equipment with the “non-leading” hand, etc.);

Performing mastered motor actions after exposure to the vestibular apparatus (for example, exercises in balance immediately after rotations, somersaults);

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

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

game method with additional tasks and without them, providing for the implementation of exercises either at a limited time, or under certain conditions, or with certain motor actions, etc.

Competitive Method is used only in those cases when the trainees are sufficiently physically and coordinatively prepared in the exercise proposed for the competition.

56 Planning of educational work on physical education at school; purpose, tasks, types, planning documents, the procedure for their preparation; forms of planning: thematic and lesson-based, initial planning material, use in practice.

Planning physical education - this is a preliminary development and definition for the upcoming activities of targets and tasks, content, methodology, forms of organization and methods of the educational process with a specific contingent of those involved.

forward planning - this is long-term planning (for example, in a comprehensive school for several years with the distribution of program material by year of study).

Current planning covers the stages of work (for example, in a comprehensive school - this is planning for the academic quarter).

operational planning carried out in the near future (for the upcoming lesson).

When developing any plan, it is desirable to adhere to such a sequence of basic operations.

1. Information about the contingent involved (about the state of health, the level of physical and sports technical readiness etc.) 2. Goals and objectives of the educational process.

3. Standards and requirements that must be met by those involved at the appropriate stages. 4. Sections of the curriculum and the calculation of study time for the development of the theoretical and practical content of the program, its passage. 5.Rational sequence of passage educational material(theoretical and practical) by periods, stages, individual classes, and the volume and intensity of loads are specified. 6. General organization of work on the implementation of the plan, methods and forms of classes are selected to solve the set pedagogical tasks. 7. Drawing up the plan (all its points, sections, load parameters, etc. are reviewed and agreed upon.

Planning is sequential in nature and is carried out on the basis of generalized to more detailed.

The main planning documents in physical education: curriculum, curriculum, schedule educational process, working (thematic) plan, class schedule, lesson plans.

Physical education curricula and programs for general education schools, secondary and higher specialized educational institutions, sports schools and other organizations are developed by state bodies (ministries, committees). Schedules of the educational process, work plans and lesson plans are developed by the teachers themselves.

Syllabus - the main (initial) document, on the basis of which all the multifaceted work on physical education is carried out in state educational institutions of all levels.

The curriculum establishes: a) the total duration of physical education classes in a general education school, educational institution; sports specialization in the Youth Sports School and others sports schools; b) sections (types) of the program material with an indication of the hours for their passage by year of study.

Training program is a study planning document that defines:

a) goals and general tasks of the pedagogical process;

b) the amount of knowledge, skills and abilities that should be mastered by those involved in the planned period of employment, a list of basic exercise, means that ensure the solution of the tasks;

c) credit requirements and educational standards (test indicators).

The physical education program consists of sections: 1 - physical education lessons; 2 - physical culture and recreational activities in the mode of the school day; 3 - physical culture outside school hours; 4 - mass sports and sporting events. Program structure: 1 - explanatory note (goal and objectives of the course of physical education, characteristics of the contingent of those involved, the structure of the program, methods and forms of classes, instructions for planning and accounting, etc.); 2 - educational material on theoretical and practical sections (list of main theoretical topics for study, description of all physical exercises to be mastered by years of study), test requirements and educational standards; 3) application (list of recommended literature, samples of plans, applications, standard report card sports equipment and equipment necessary to provide physical education classes, sample maps physical fitness and student development, etc.). Schedule of the educational process - an expedient sequence of passing the material of the theoretical and practical sections curriculum by months and weeks for one (number of hours for each section). Working (thematic) plan - a consistent presentation of the content of each lesson of the academic quarter (specific educational tasks of the lessons (general and private); theoretical information on physical education; means, methods, magnitude of loads; control exercises(tests)). The work plan fixes the methodological sequence of passing the educational material and at the same time reveals the content of each specific lesson. Timetable of classes should be as constant as possible stable and provide for approximately equal intervals of time between physical education classes. Lesson outline (classes) - a complete detailed scenario of the upcoming lesson (number of the lesson according to the work plan, main and particular tasks of the lesson, means, load parameters (number of repetitions, intensity, duration) and rest for all exercises, organizational and methodological instructions).

57 Moral-volitional training of young athletes (goal, objectives, content, organizational forms).

Moral-volitional training- a system of psychological and pedagogical influences used to form and improve athletes' personality traits, mental qualities. Creates a mental state conducive to greatest use physical and technical readiness, allows you to resist pre-competitive and competitive knocking factors (fear of a possible defeat, self-doubt, stiffness, overexcitation). The goal is to realize the potential capabilities of the athlete's personality, ensuring effective activity.

Tasks: - formation of motivational attitudes, - education of volitional qualities, - development of intellect, - achievement of mental stability to the load - education of communicative properties of the individual, mutual respect, a sense of collectivism. General mental preparation- training in universal techniques that ensure readiness for activities in extreme conditions: ways of self-regulation of emotional states, concentration and distribution of attention, mobilization for maximum physical and strong-willed efforts. mental preparation for a specific competition. Means and methods of moral-volitional training:

Mobilizing - to increase mental tone (self-orders, persuasion, exciting massage); - corrective; - relaxing - reducing the level of excitation, facilitate the recovery process (successive excitation and relaxation of muscles, psychoregulation).

Selection of tasks that contribute to team building;

Organization of joint actions, mutual assistance, mutual assistance;

Encouragement of positive and condemnation of negative deeds;

Exercises related to overcoming indecision and fear.

One of the main tasks solved in the process of physical education is to ensure the optimal development physical qualities inherent in man. Physical qualities are usually called innate (genetically inherited) morphological and functional qualities, due to which the physical (materially expressed) activity of a person is possible, which is fully manifested in purposeful motor activity. The main physical qualities include, speed, and dexterity.

Rapidity

Rapidity- this is the ability of a person to perform motor actions in the minimum time for these conditions, without reducing the effectiveness of the technique performed by the motor action.

It is divided into 2 groups:

• speed of a single movement (for example, running)
• the speed of motor reactions is a process that begins with the perception of information from stimulating actions and ends with the beginning of responses.

Agility

Agility- this is the ability of a person to solve a motor task in a short period of training, as well as to rebuild his motor actions in changing external conditions.

Divide into two groups:

• static balance (no movement)
• dynamic balance (with displacement)

Agility develops in unusual positions that are performed when the external conditions for the exercise change.

Force

Force- this is the ability of a person to overcome external and internal resistances, by means of muscle tension.

Distinguish:

• absolute force is the amount of maximum effort
• relative strength is the amount of absolute strength per kilogram of body weight

force gradient- this is the ability of a person to increase efforts per unit of time (for example, pulling up for a while)

Flexibility

Flexibility is the ability of a person to perform movements with maximum amplitude.

Distinguish:

• active flexibility - increase in amplitude due to muscle tension
• passive flexibility - the amplitude is achieved due to external tensile forces

The difference between active and passive flexibility is called "flexibility margin"

Endurance

Endurance- this is the ability of a person to resist fatigue, to perform work without losing its effectiveness.

Fatigue- This is a temporary decrease in performance caused by mental or physical stress.

Fatigue phases

• Fatigue: This is the subjective feeling of being tired.

• compensated fatigue: in this phase, it is possible to maintain the power of work due to additional volitional efforts.

• uncompensated fatigue: this is a decrease in the overall power of work, up to its termination.

The main means of developing endurance is exercise, a sufficiently long load.

Regarding the dynamics of changes in indicators of physical qualities, the terms "development" and "education" are used. The term "development" characterizes the natural course of changes in physical quality, and the term "education" provides for an active and purposeful influence on the growth of physical quality indicators.

In modern literature, the terms "physical qualities" and "physical (motor) abilities" are used. However, they are not identical. In general, motor abilities can be understood as individual characteristics that determine the motor capabilities of a person.

The basis of a person's motor abilities is physical qualities, and the form of manifestation is motor skills and abilities. Motor abilities include power, speed, speed-strength, motor-coordination abilities, general and special endurance. It should be remembered that when it comes to the development of muscle strength or speed, this should be understood as the process of developing the corresponding strength or speed abilities.

Each person's motor abilities are developed in different ways. The development of abilities is based on a hierarchy of various congenital (hereditary) anatomical and physiological inclinations:

• anatomical and morphological features of the brain and nervous system(properties of nervous processes - strength, mobility, balance, individual variants of the structure of the cerebral cortex, the degree of functional maturity of its individual zones);

• physiological features of the cardiovascular and respiratory systems - maximum oxygen consumption, indicators of peripheral circulation;

• biological (features of oxidation, endocrine regulation, metabolism, energetics of muscle contraction);

• bodily (length of the body and limbs, body weight, mass of muscle and adipose tissue);

• chromosomal (gene).

The manifestation of motor abilities is also influenced by psychodynamic inclinations (properties of psychodynamic processes, temperament, features of regulation and self-regulation of mental states).

A person's abilities are judged not only by his achievement in the process of learning or performing some kind of motor activity, but also by how quickly and easily he acquires skills and abilities.

motor coordination ability

3. Means of education of coordination abilities

The practice of physical education and sports has a huge arsenal of means for influencing coordination abilities.

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

The widest and most accessible group of means for developing coordination abilities are general preparatory gymnastic exercises of a dynamic nature, which simultaneously cover the main muscle groups. These are exercises without objects and with objects (balls, gymnastic sticks, jump ropes, maces, etc.), relatively simple and quite complex, performed in changed conditions, with different positions of the body or its parts, in different directions: elements of acrobatics (somersaults, various rolls, etc.), exercises in balance.

The development of coordination abilities has a great influence on the development of correct technique natural movements: running, various jumps (in length, height and depth, vaults), throwing, climbing.

To develop the ability to quickly and expediently reorganize motor activity in connection with a suddenly changing situation, mobile and sports games, martial arts (boxing, wrestling, fencing), cross-country running, cross-country skiing, and mountain skiing serve as highly effective means.

A special group of means is made up of exercises with a primary focus on individual psychophysiological functions that provide control and regulation of motor actions. These are exercises to develop a sense of space, time, the degree of developed muscular effort.

Special exercises for improving the coordination of movements are developed taking into account the specifics of the chosen sport, profession. These are coordinatingly similar exercises with technical and tactical actions in a given sport or labor actions.

In sports training, two groups of such means are used:

a) leading, contributing to the development of new forms of movements of a particular sport;

b) developing, aimed directly at cultivating coordination abilities that are manifested in specific sports (for example, in basketball, special exercises in difficult conditions - catching and passing the ball to a partner when jumping over the gymnastic bench, after performing several somersaults in a row on gymnastic mats, catching the ball from partner and throw in the basket, etc.).

Exercises aimed at developing coordination abilities are effective until they are performed automatically. Then they lose their value, since any motor action mastered to a skill and performed under the same constant conditions does not stimulate the further development of coordination abilities.

The implementation of coordination exercises should be planned for the first half of the main part of the lesson, since they quickly lead to fatigue.

4. Methodical approaches and methods of education of coordination abilities

When educating coordination abilities, the following main methodological approaches are used.

1. Teaching new diverse movements with a gradual increase in their coordination complexity. This approach is widely used in basic physical education, as well as in the first stages of sports improvement. By mastering new exercises, trainees not only replenish their motor experience, but also develop the ability to form new forms of motor coordination. Possessing great motor experience (stock of motor skills), a person copes with an unexpected motor task more easily and quickly.

The cessation of learning new diverse movements will inevitably reduce the ability to master them and thereby slow down the development of coordination abilities.

Education of the ability to rebuild motor activity in a suddenly changing environment. This methodical approach also finds great application in basic physical education, as well as in team sports and martial arts.

Increasing the spatial, temporal and power accuracy of movements based on the improvement of motor sensations and perceptions. This methodical technique is widely used in a number of sports (artistic gymnastics, sports games, etc.) and professionally applied physical training.

Overcoming irrational muscle tension. The fact is that excessive muscle tension (incomplete relaxation at the right moments of exercise) causes a certain discoordination of movements, which leads to a decrease in the manifestation of strength and speed, distortion of technique and premature fatigue.

Muscle tension manifests itself in two forms (tonic and coordination).

1. Tonic tension (increased muscle tone at rest). This type of tension often occurs with significant muscle fatigue and can be persistent. To remove it, it is advisable to use:

a) stretching exercises, mainly of a dynamic nature;

b) a variety of swing movements of the limbs in a relaxed state;

c) swimming;

d) massage, sauna, thermal procedures.

2. Coordination tension (incomplete relaxation of muscles during work or their slow transition to the relaxation phase).

To overcome the coordination tension, it is advisable to use the following methods:

a) in the process of physical education, it is necessary for students to form and systematically update a conscious mindset for relaxation at the right moments. In fact, relaxing moments should be included in the structure of all movements studied and this should be specially taught. This will largely prevent the appearance of unnecessary tension;

b) apply special relaxation exercises in the classroom in order to form a clear idea of ​​the tense and relaxed states of muscle groups among those involved. This is facilitated by such exercises as a combination of relaxation of some muscle groups with tension in others; controlled transition of the muscle group from tension to relaxation; performing movements with the installation to feel complete relaxation, etc.

The following methods are used to develop coordination abilities in physical education and sports:

1) standard-repeated exercise;

2) variable exercise:

3) game;

4) competitive.

When learning new fairly complex motor actions, the standard-repetitive method is used, since such movements can be mastered only after a large number of their repetitions under relatively standard conditions.

The variational exercise method, with its many varieties, has a wider application. It is divided into two sub-methods - with strict and non-strict regulation of the variability of actions and conditions for execution. The first includes the following types of methodological techniques:

Strictly specified variation of individual characteristics or the entire mastered motor action (change in power parameters, for example, long jumps or jumps up from a place at full strength, half strength; change in speed according to a preliminary task and a sudden signal of the pace of movements, etc.);

Changing the initial and final positions (running from a squat position, lying down; performing exercises with the ball from the initial position: standing, sitting, squatting; varying the final positions - throwing the ball up from the initial standing position - catching while sitting and vice versa);

Changing the ways of performing an action (running forward, backwards, sideways in the direction of movement, long or deep jumps, standing with your back or sideways in the direction of the jump, etc.);

- “mirror” performance of exercises (change of push and swing legs in high and long jumps with a run, throwing sports equipment with the “non-leading” hand, etc.);

Performing mastered motor actions after impact on the vestibular apparatus (for example, exercises in balance immediately after rotations, somersaults);

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

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

An effective method of developing coordination abilities is a game method with and without additional tasks, which provides for the implementation of exercises either in a limited time, or under certain conditions, or certain motor actions, etc. The competitive method is used only in those cases when the trainees are sufficiently physically and coordinatively prepared in the exercise proposed for the competition. It cannot be used if the trainees are not yet ready enough to perform coordination exercises. The game method without additional tasks is characterized by the fact that the student must solve the arising motor tasks independently, based on his own analysis of the current situation.

According to the definition of the theory of physical education, physical (motor) qualities are called separate aspects of a person's motor capabilities. These include strength, endurance, speed, flexibility and agility. All of them are manifested in movements, and the nature of their manifestation depends on the structure of the movement itself.

It is difficult to name a sport in which one could achieve high results without these qualities.

Depending on the nature of sports movements, certain physical qualities are manifested to the maximum and are the main ones for this sport. For example, in weightlifting- force; in long-distance running - endurance; in jumping and throwing - strength and speed; in sports games - speed and dexterity; V kettlebell lifting- strength and endurance. With the manifestation of the main qualities in a particular sport, some others are necessarily manifested. For example, in kettlebell lifting, in addition to strength and endurance, flexibility and speed are manifested to a certain extent.

The education of physical qualities is carried out in the process of physical exercises according to a specially developed methodology.

Methods of education of physical qualities

For the education of physical qualities, various methods are used: uniform, variable, repeated, interval, competitive, game and circular.

uniform method characterized by continuous long-term work from several minutes to several hours, performed with a relatively constant intensity.

In practice, two variants of this method are used, depending on the duration of the work. First- when work with competitive weights is performed with maximum or near-limit intensity during the time stipulated by the rules (10 minutes). This option is used to develop special endurance in order to check the level of development of this quality.

Second option- long (time is not limited) continuous operation moderate intensity performed with light and lightweight kettlebells. This option improves the aerobic (in conditions of sufficient oxygen supply to the body) capabilities of the body. It is used to develop general and special endurance and performance.

variable method differs from uniform in that the same work is performed not at a uniform rate, but at a variable rate. Depending on the purpose and conditions of the training session, the ratio between intensive work and moderate work can be very different (“play of speeds”). For example, an athlete, when passing a competitive distance, runs one segment with maximum speed, the other - with a lower one, then again with a maximum, etc.

In kettlebell lifting, this is a continuous exercise with kettlebells (kettlebell) with a change in pace (speed) at certain intervals or a certain number of lifts. The number of repetitions (lifts) performed both at a high pace and at a slow pace in one approach may be different. The impact of this method on the body is more diverse than with a uniform one. Both aerobic and anaerobic mechanisms are improved simultaneously, and consequently, the level of development of both general and special endurance increases.

Repeat method. A method in which the performance of the same exercises is repeated with intervals for rest, during which a fairly complete recovery of working capacity occurs. For example, an athlete performs a classic kettlebell exercise and does several sets with a certain number of sets in each set with a rest interval between sets. For example, approach 24+24 kg 10 times in 3-4 minutes. The number of repetitions in each approach, as well as the rest time between sets, can be very different, depending on the goal and objective of this workout.

In kettlebell lifting, the repeated method is quite effectively used in teaching the technique of performing competitive exercises and developing strength.

competitive method. The method of performing the exercise and the conditions close to the competition.

Approximately a month before the competition, regularly trained athletes are almost in the highest sports form, but they are not yet completely convinced of their capabilities. Usually, during this period, so-called control estimates are carried out, i.e. they perform one or another competitive exercise until “failure”. Based on the results of the estimates, the degree of readiness of the athlete for the upcoming competitions is determined, the loads are adjusted in subsequent training cycles and individual sessions.

The competitive method brings up strong-willed qualities. However, frequent - unnecessarily - use of this method can lead to exhaustion of the nervous system and a decrease in athletic performance.

At certain stages of general physical and technical training, the competitive method is also used, but with other goals and objectives. For example, by the 4th monthly cycle of the first stage of the preparatory period, the majority of those involved have time to master the technique of all the basic exercises with kettlebells quite well. At this time, it is advisable to hold mini-competitions on the best technique performing competitive and basic special auxiliary exercises. Or approximately in the middle of the second stage of the preparatory period, when the trainees have already done a fairly large amount of training work on general physical preparation, in separate classes it is possible to hold competitions in which athletes could show basic physical qualities - strength and endurance, but also in other exercises, and others. sports (push-ups from the floor or on the uneven bars, pull-ups on the crossbar, rope climbing, running 1000 m and others). Such competitions are also effective tool educating the volitional qualities of those involved, accustom them to sports rivalry and competition. After the competition, the losers are usually eager to train more in order to catch up with their leaders in the next competition.

Based on the results of such competitions, the level of development of individual physical qualities of athletes at this stage of training is determined, the attention of those involved is drawn to shortcomings in their physical development, and individual training plans are adjusted.

game method most effective when working with children. Education of physical qualities occurs during the game. Classes are held at a high emotional level.

This method is used in the education of general endurance and as a means of active rest.

circular method. This is a consistent implementation of a set of physical exercises. According to the goals and objectives of the training session, exercises are selected, each of which is performed in a certain place of the “station”, where the necessary equipment and inventory are installed. Having completed the task at one "station", the students move to another - as if in a circle. If the load is insufficient, the circle is repeated.

In kettlebell lifting, this method is used to develop strength, flexibility, and with an increase in the number of circles, the number of repetitions of exercises at each "station", and a reduction in rest intervals - overall endurance and performance.

The use of various methods for the development of physical qualities allows a wider use of various means of physical education, diversifies training process, contributes to the diversification physical development involved.

Force. According to the definition of the theory of physical education, strength is the ability of a person to overcome external resistance or counteract it due to muscular efforts. Manifested physical strength depending on the specifics sports movement unequally. So, in athletics jumping, throwing, strength individual groups muscle is manifested to the maximum and in very a short time. Such a force is called explosive.

The maximum total tension of all the main muscle groups in any movement, when an athlete shows the highest achievement in a strength exercise (barbell pull, squats with a barbell on his shoulders, etc.), without taking into account his own weight, is called absolute by force.

The force per 1 kg of the athlete's own weight is called relative. For example, an athlete, whose own weight is 70 kg, tore off a barbell weighing 150 kg from the platform, and an athlete weighing 80 kg - 160 kg. The absolute strength is greater for the second, since he lifted more weight, and the relative strength will be greater for the first - he has more lifted weight per 1 kg of his own.

It is possible to increase the relative strength only by increasing the absolute, that is, without increasing its own weight, increase the strength. This is achieved by choosing special exercises to develop the strength of the main muscle groups.

In kettlebell lifting, neither explosive, nor absolute, nor relative strength is manifested to the maximum, but nevertheless they are of great importance for achieving high sports results.

The greatest value when performing competitive exercises with kettlebells (especially clean and jerk) is absolute strength, which manifests itself, although not in full, but for quite a long time (10 minutes).

The duration of the use of force - distinguishing feature manifestations of this physical quality in kettlebell lifting.

Endurance. This is a feature of performing work with a given intensity for a long time. Depending on the nature of physical activity (sport), endurance also manifests itself in different ways. Endurance, which manifests itself for a long time when performing various physical activities of moderate intensity, is conventionally called general endurance.

When maintaining a long time the intensity of a certain work, a special endurance is manifested. Special endurance is also different depending on the nature of physical work. So, when running 100 meters, “own” special endurance. At the maximum intensity of physical action - high-speed endurance.

When lifting competitive weights for 10 minutes, it manifests itself strength endurance at submaximal intensity (close to maximum).

In kettlebell lifting, the highest world achievements (records) are recorded in kettlebell lifting without time limit (1–2 or more hours). Here, as in long-distance running, special endurance is manifested with a high intensity of physical work.

The most significant in kettlebell lifting is strength endurance.

Agility. This is the ability of a person to quickly master new exercises, as well as rebuild his motor activity in accordance with the requirements of a suddenly changing environment. Dexterity is a specific quality. You can be smart in one way and not smart enough in another.

In kettlebell lifting, agility contributes to a faster mastering of the technique. classic exercises, especially juggling elements.

Flexibility. This is the ability to perform movements with a large amplitude. This quality is possessed by athletes with fairly good stretching of the muscles and mobility in the joints.

With regard to kettlebell lifting, flexibility does not belong to the leading physical qualities and is far from fully manifested. Nevertheless, it largely positively affects the education of the basic qualities of a kettlebell lifter - strength, strength endurance, and also contributes to a faster mastering of the technique of kettlebell lifting, elements of juggling. Weightlifters with sufficient flexibility and mobility in the joints perform exercises more gently, naturally, without unnecessary stress, which contributes to a more economical (rational) expenditure of strength and energy, as well as rapid growth. sports achievements.

Rapidity. The ability of a person to perform movements in the shortest possible time.

Like other physical qualities, speed can be different in manifestation. For example, in the 100-meter race, you can start quickly, but run relatively slowly.

In kettlebell lifting, the result as a whole depends entirely on the speed (tempo) of performing one or another classical exercise, since the execution time is limited to 10 minutes.

The relationship of motor qualities

Training one physical quality necessarily affects the rest. For example, with the development of strength, the speed of movements also increases, and when performing a high-speed load, not only speed, but also strength and endurance.

In the theory of physical education, such interaction (relationship) is called quality transfer. The transfer of qualities can be positive, and negative. A positive transfer of qualities occurs when exercises performed to develop one quality simultaneously develop another. For example, exercises for the development of speed qualities develop both strength and endurance. A completely different relationship between strength and endurance. An excessive increase in strength exercises reduces endurance indicators and, conversely, excessive use of long running, and especially swimming, reduces strength. Here the transfer of qualities is already negative.

This is explained by the fact that the reaction of the body, i.e., the process that occurs in the body under the influence of strength exercises and endurance exercises, are completely different. Therefore, athletes who specialize in power types sports (weightlifting, power triathlon), it is not recommended to perform endurance exercises in large volumes. In kettlebell lifting, long-term use of endurance exercises (running, swimming) in the competitive period (about a month before the competition) is undesirable, since the result in the clean and jerk is reduced. The jerk is less affected. But this does not mean that running and other endurance exercises should be excluded. In a certain dosage at a high pace, both walking and running, even in the competitive period, help maintain sportswear(the highest readiness of an athlete for competitions), are one of the best means of active recreation from physical activity with weights and well restore the body after these loads. Exercises for the development of strength and endurance, even if one quality negatively affects the other, should be given the greatest attention, since with insufficient strength or endurance it is impossible to perform a push or snatch at a high pace for 10 minutes.

Education of physical qualities

Strength training. It is known that strength qualities develop under the condition of performing exercises with maximum or close to maximum muscle tension. Only for beginner athletes, the growth of strength indicators can be even when exercising with a slight muscle tension.

With this regularity in mind, the methodology for educating strength should be built. In kettlebell lifting, the use of maximum muscle tension with a minimum number of repetitions is not always justified.

Force- one of the main physical qualities of a kettlebell lifter. But the increase in strength should go to a certain level and in certain periods of training. In the future, you need to learn how to rationally use this force, make it directed (according to the principle of a directed explosion), taking into account the specifics of performing exercises in kettlebell lifting. In practice, athletes with great absolute strength do not always achieve high sports results in kettlebell lifting. Thus, in the 32-kg kettlebell snatch, the results (highest achievements) of lightweights are almost as good as those of heavyweight athletes. weight categories and sometimes exceed them. Even in the clean and jerk of kettlebells, where, it would seem, everything is decided by strength, very often young athletes, who have significantly less absolute strength, show high results.

For example, at the 3rd USSR Championship in 1987, A. Moshennikov, at the age of 18, being one of the youngest and “weakest” athletes in terms of strength, managed to show in the clean and jerk 2 kettlebells of 32 kg without time limit 260 lifts and become the champion of the USSR.

The author of these conclusions in 1975–1977, without increasing strength, managed to increase the result in the press of a 32-kg kettlebell with only one left hand from 103 lifts to 250. A. Yu. Romashin from Serpukhov, also without increasing strength, improved the result in the clean and jerk two-pound weights from 45 to 220 lifts. Therefore, it is more expedient to choose such strength exercises that would develop “their own” special strength, contributing to the achievement of high results in kettlebell lifting.

Those involved in kettlebell lifting, depending on the goals and objectives of the training session, as well as to the extent of their inclinations (preferences) to one or another strength exercises use a variety of strength training methods. According to the definition of the theory of physical education, the main methods of strength education are:

1. The maximum effort method.

2. Method of repeated efforts.

3. Method of isometric stresses.

Max effort method provides for the implementation of exercises with weights (barbell, weighted weights) of near-limit and maximum weight with a small number of repetitions in one approach. The weight limit is 80-90% of best result an athlete in a particular exercise, which can be lifted 1-3 times in one approach without undue muscle tension. Muscle tension when working with extreme weights leads to squeezing of blood vessels and difficulty in blood circulation. In connection with this and the short duration of work, metabolic processes in the body do not reach the desired level. Such stresses can only negatively affect general and special endurance. In kettlebell lifting, this method is used in separate training periods and cycles, when a specific task is solved - increasing strength. It is not advisable to apply such loads constantly and in large volumes.

Repetition method. When educating strength by this method, weights of unlimited weight (50-70%) are used with a sufficiently large number of repetitions in each approach (from 10 to 20 repetitions or more). Such work leads not only to an increase in strength, but also has a positive effect on increasing the level of strength endurance. The last ascents have the greatest training effect. It is believed that this method contributes to a sharp increase in metabolic processes in the body and leads to an increase muscle mass. However, in practice, the performance of classical and other exercises with kettlebells with a large number of repetitions does not significantly affect the increase in muscle mass, since the exercises are performed mainly with minimal muscle tension - due to technique. Sufficient rest between sets is very important when building strength with the repetition method. The rest time depends on the fitness of the athlete, the recovery abilities of the body, as well as the degree of general fatigue, against which the next approach is performed. Rest should be optimal and sufficient so that the next approach is performed on the full recovery of the body after the previous load.

If the next approach is performed on the under-recovery of the body, then the training effect of this approach in the development of strength is significantly reduced. This will have a more positive effect on the development of strength endurance.

The method of repeated efforts is most effective in developing strength in relation to kettlebell lifting.

Endurance education. The main principle of developing general endurance is to gradually increase the duration of the exercise of moderate endurance. The best means of educating this physical quality are cyclic sports: long run, skiing. Some types of sports games, such as football, hockey, are quite effective. alternation cyclic species sport with sports games adds variety to the training process, increases the emotional background of the training and, in addition to solving the main task - the education of general endurance, is an effective means of active recreation from loads with weights.

At the initial stage of training, the load increases due to a gradual increase in the duration of continuous work (up to 1 hour or more), while maintaining a small intensity of movements. This work trains the body to perform long work, improves the state of the cardiovascular and respiratory systems, expands the functionality of the whole organism. Further development of general endurance is achieved by increasing the intensity of the training work. As the intensity increases, the duration of work stabilizes or decreases slightly. After the body adapts to this load, it is increased again.

Education of special endurance. In contrast to the method of general endurance education, where various exercises are used, in the education of special endurance, only those exercises in which the athlete specializes, or movements close to them in structure. If the duration and volume of work is of decisive importance in the development of general endurance, then in the development of special endurance it is very important to establish the optimal ratio between the volume and intensity of work.

This ratio varies depending on the stage of preparation, as well as the level of preparedness of the athlete. For example, at the first stage of developing special endurance, a snatch of a lightweight kettlebell can be performed alternately with one, then with the other hand at a low pace for 5-10 minutes or more.

On next step, after about two weeks, you can, by reducing the time, increase the intensity by increasing the pace of the exercises or increasing the weight of the kettlebell. As the training level of the trainees increases, the tendency to increase the volume and intensity of work remains. Only after the volume of work reaches the planned level, it begins to decrease, and the intensity, on the contrary, continues to increase.

A change in the ratio of volume and intensity reduces the adaptation (adaptation, addiction) of the body to loads and contributes to an increase in the level of special endurance.

When educating special endurance, well-known methods of educating physical qualities are used.

When applied uniform method one or another classical exercise or a special auxiliary exercise is performed for a long time (from 5 to 20 minutes) at a low pace with light weights.

When applied variable method this or that exercise is performed for a long time with variable intensity, that is, after a certain number of lifts or a period of time, the pace (speed) of execution either increases or decreases.

At repeated method several approaches are performed with a sufficiently large number of repetitions with a certain rest interval between sets. The pace of the exercises in each approach may be different. The intensity increases by increasing the pace of the exercises, reducing the rest time between sets and increasing the weight of the kettlebells.

Competitive Method education of special endurance is used mainly on final stage development of this quality, i.e. at the end of the preparatory and competitive periods. During this period (about a month before the competition) the volume of training work is significantly reduced, and the intensity of the load reaches a maximum or close to maximum level. In insufficiently trained athletes, the frequent use of this method can adversely affect the technique of performing classical exercises and lead to fatigue of the nervous system. For those who are well trained, this method contributes to the consolidation and improvement of technique in difficult conditions and to an increase in the level of special endurance, as well as the development of strong-willed qualities.

Circle and game methods more suitable for general endurance training or as an outdoor activity. For the development of special endurance in kettlebell lifting, these methods are not used.

The use of various methods of developing special endurance, depending on the stage of the athlete's training, also adds variety to the training process and contributes to a faster increase in this quality.

Education of flexibility. The most effective for cultivating this quality are the repeated and circular methods. Mainly exercises for stretching the muscles and mobility in the joints are used.

When applying the repeated method, the same exercise is performed repeatedly at intervals. For example, an athlete performs several forward bends until the palms touch the floor, then after a short rest repeats the exercise, etc.

When applied circular method at one "station" the athlete performs an exercise to stretch some muscles, at another - an exercise to develop mobility in the joints or to stretch other muscles, etc. After passing through all the "stations", the circle can be repeated several times.

The manifestation of flexibility in kettlebell lifting is not the most important thing. Therefore, if an athlete has this quality to a sufficient extent, it makes no sense to spend a lot of training time on the further development of this quality. To maintain flexibility at the proper level, it is enough to regularly include exercises for stretching the muscles and mobility in the joints in morning exercises, warm-up before training, during the rest between hikes and in the final part of the lesson.

Agility training. The development of dexterity is positively affected by the versatile education of motor qualities, i.e. than more exercise the athlete will be able to perform, the easier and faster he can master a new movement. Therefore, in practice, it is necessary to constantly change the exercises or the conditions for their implementation.

IN childhood dexterity develops much faster.

Most effective method education of dexterity - game. Like flexibility, dexterity for those who specialize in kettlebell lifting is not one of the leading qualities. Therefore, it is necessary to develop this quality, as well as flexibility, to a certain level that meets the requirements of kettlebell biathlon or power juggling.