To determine the flexibility of schoolchildren, a standard is used. Shoulder Flexibility Test
In this section, you can view examples of Olympiad tasks in physical education for the 6th grade. This set includes 10 test items and 5 open-ended questions that provide detailed answers.
These tasks can be used both for conducting the Olympiad and for preparing for it, because they are as close as possible to those that students face directly at the Olympiad in physical education. Students can use these tasks to self-study, since both tests and open-ended questions are accompanied by the correct answers.
Test tasks
1. Name the heart rate (pulse) at rest
healthy person:
A) 50-60 beats per minute
B) 60-80 beats per minute
C) 90-100 beats per minute
D) 25-30 beats per minute
2. How many field players are on the basketball team?
A) 5
B) 6
AT 7
D) 8
3. The game "Volleyball" appeared in:
A) in the UK
B) in the USA
B) in Italy
D) in France
4. Emergency braking on skis is carried out:
A) plow
B) cash
B) controlled fall
D) side slip
5. To determine the flexibility of schoolchildren, a physical education teacher uses the standard
A) pull-ups on the bar
b) 30 meter run
B) lean forward from a sitting position on the floor
D) 100 meter run
6. The distance between two athletes standing in the ranks is called;
A) column
B) interval
B) line
D) line
7. When were the first Olympic Games held in ancient Greece?
A) 778 BC
B) 776 BC
C) 876 BC
D) 1896 AD
8. At what age can you start hardening?
A) from the age of 5
B) only from 25 years old
c) at any age
D) hardening is harmful to health
9. The emergence of physical exercise is historically due mainly to ...
A) the level of development of primitive people
B) human development
C) the nature of labor and combat operations
D) the geographical location of human habitation
10. Darts is it?
A) sport
B) sports title
B) type of exercise
D) kind of ball
Open questions
Question 1
What does the word "athletics" mean in Greek?
Question 2
What is the name of a foreign player in a football team?
Question 3
In what year and in what city did the tradition of lighting the Olympic flame in the stadium begin?
Question 4
What device is used to determine the functional capabilities of the respiratory system (lung capacity)? What can you tell us about how the measurements are made?
Question 5
What is fatigue in sports?
Answers to tests
| Test | № 1 | № 2 | № 3 | № 4 | № 5 |
| Answer | B | A | B | IN | IN |
| Test | № 6 | № 7 | № 8 | № 9 | № 10 |
| Answer | B | B | IN | B | A |
Answers to open questions
Answer to question 1:
The Greek word "athletics" in translation means "struggle, exercise." IN Ancient Greece athletes were those who competed in strength and agility. Currently, athletes are called physically developed and strong people.
Answer to question 2:
Legionnaire - an athlete who plays under a contract for a foreign club team.
Answer to question 3:
In our time, the Olympic torch relay was resumed in 1936 during Olympic Games in Berlin (Germany). Then the first modern athlete to start the relay was the Greek Konstantinos Kondilis, and the German Fritz Schilgen who lit the torch at the stadium in Berlin.
Answer to question 4:
Vital capacity (VC) - an indicator that reflects the functionality of the respiratory system, is measured using a spirometer. A person standing takes a full breath, pinches his nose and, clasping the mouthpiece of the device with his lips, makes a uniform, as deep exhalation as possible, while trying to stay straight, without slouching. 2-3 measurements are made, and the greatest result is recorded with an accuracy of 100 cubic centimeters.
Answer to question 5:
Fatigue is a state of the body characterized by a violation of the course of physiological processes and resulting from very intense or very long work. Fatigue leads to decreased performance. In the case of severe physical fatigue, mental activity also deteriorates, and, conversely, after mental stress, the ability to perform work that requires physical effort decreases.
Other classes
- Physical Education Olympiad Grade 6
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 method is to measure 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 subject, holding the ends of the gymnastic stick (rope), twists straight arms back (Fig. 15, G). 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 (Fig. 15.2). In addition, the smallest distance between the hands is compared with the width shoulder girdle subject. 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 (Fig. 15, 5).
2. Mobility of the spinal column. It is determined by the degree of torso tilt forward (Fig. 15, 3, 4, 6). The subject in a standing position on a bench (or sitting on the floor) leans forward to the limit without bending his knees. The flexibility of the spine is assessed using a ruler or tape by the distance in centimeters from the zero mark to the third finger of the hand. If at the same time the fingers do not reach the zero mark, then the measured distance is indicated by the minus sign (-), and if they fall below the zero mark, the 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 the hip joint. The subject seeks to spread his legs as wide as possible: 1) to the sides and 2) back and forth with support on his hands (Fig. 15, 8). 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 knee joints. The subject performs a squat with arms extended forward or hands behind his head (Fig. 15, 10, 11). High mobility in these joints is evidenced by a full squat.
5. Mobility in the ankle joints(Fig. 15, 12, 13). Measurement of various parameters of movements in the joints should be based on the observance of standard testing conditions: 1) the same initial positions of the body links; 2) the same (standard) warm-up; 3) repeated measurements of flexibility should be carried out at the same time, since these conditions somehow affect mobility in the joints.
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.
E J-K. Kholodov
A positive assessment 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. Engine-coordinating abilities and the basics of their education
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 theory physical education associated with the concept eat l ductility- the ability of a person to quickly ^ she! 5att1vno, 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. 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.
Under motor-coordination abilities refers to 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" and "muscle sense", 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.
Manifestation coordination abilities depends on a number of factors, namely: 1) a person's ability to accurately analyze movements; 2) activity of analyzers and especially motor; 3) the complexity of the motor task; 4) the level of development of others physical ability(speed abilities, dynamic strength, flexibility, etc.); 5) courage and determination; 6) age; 7) general readiness of trainees (i.e. 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.
In the period from 11 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. During 16-17 years, the improvement of motor coor-
Dinanie up to the level of adults, and the differentiation of muscle efforts reaches the optimal 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. When educating coordination abilities, two groups of tasks are solved: a) for their versatile and b) for their specially directed development.
The first group of these tasks is mainly solved at preschool age and basic physical education of students. The general level of development of coordination abilities achieved here creates broad prerequisites for further improvement in motor activity.
A particularly important role in this is given to physical education in secondary schools. The school program provides for the provision of a wide fund of new motor skills and, on this basis, the development of students' coordination abilities, manifested in cycle personal and acyclic locomotions, gymnastic exercises”, throwing movements with setting to 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 ~ different parts of the body, muscle tension various groups muscles, t ^ / 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 in an environment of action deliberately introduce obstacles that force them 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(PPFP)
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) improving the ability to coordinate movements with different parts of the body (mainly asymmetric and similar to working movements in professional activities);
2) development of coordination of movements of the non-leading limb;
3) development of abilities to measure movements in terms of spatial, temporal and power parameters.
I ^Solving the problems of physical education for the directed development of coordination abilities, primarily in the classroom 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 more successfully cope with tasks for mastering more complex motor skills in terms of coordination (sports, labor, etc.);
Acquire the ability to economically spend their energy resources in the process of motor activity;
Psychologically, they experience feelings of joy and satisfaction from mastering new and diverse movements in perfect forms.
Test to determine the flexibility in shoulder joints
1. Flexibility in the shoulder joints to determine the torsion with gymnastic stick in centimeters of grip width:
Girls
Score "5" - shoulder width (in cm) X2 "4" - shoulder width X 2 + 10 cm. "3" - shoulder width X2 + 20 cm.
boys
"5" - shoulder width X 2 + .10 cm. "4" - shoulder width X2 + 20 cm. "3" - shoulder width X2 + 30 cm.
Test for determining flexibility in the spinal column
2. Flexibility in the spine is checked by tilting forward in the position of a gray-haired leg apart on the floor:
"5" - touching the floor with the chest.
"4" - touching the floor with the chin.
"3" - forehead touching the floor.
boys
"5" - touching the floor with the chin. "4" - forehead touching the floor. - "3" - touching the forehead with a fist placed on the floor.
3. Flexibility during back bending is assessed by performing a “bridge” from a supine position:
Girls
"5" - arms vertical, legs straight. "4" - shoulders over the ends of the fingers. "3" - arms are inclined to the floor at an angle of 45 °.
boys
"5" - shoulders over the ends of the fingers.
"4" - hands are inclined to the floor at an angle of 45 °.
"3" - arms at an angle of 45 °.
Test to determine the flexibility in the hip joint
4. Mobility in hip joints check by performing twines. Students perform three splits: straight, left in front, right in front. The average mark for three splits is set:
"5" - full touch of the floor. "4" - touching the floor with your fingers with a vertical torso.
"3" - touch gymnastic bench.
boys
"5" - touching the floor with your fingers. "4" - touching the gymnastic bench. "3" - touching the gymnastic bench with your fingers with a vertical torso.
Dribbling a basketball with the lead hand while running with a change of direction
Equipment:
stopwatch, fixing tenths of a second; basketballs; a flat path 10 m long, bounded on the sides by parallel lines; 3 vertical posts.
Three circles with a diameter of 0.8 m are carried out in a straight line of running. The centers of the circles where vertical racks are installed are located 2.5 m apart from each other. The distance from the start line to the center of the first rack and from the finish line to the center of the third rack is also 2, 5 m. Description of the test. At the command "Start!" the student assumes a high start position on the starting line with the ball in his hands. At the command "March!" the subject starts running with the ball dribbling with one leading hand. Sequentially running around each of the three racks, he finishes, trying to complete the task in the shortest time.
Result.
The time that the subject shows when crossing the finish line is recorded.
General instructions and remarks. In our version (see table), the subjects perform tasks with their dominant hand. In two attempts, it takes into account best time. When tracing the post, the student must run "as close as possible to the edge of the circle. If, while dribbling, he loses control of the ball, which flies more than 1 m from the circle drawn around the post, he is given a second attempt. Schoolchildren 7-9 years old perform handball task or soccer ball, and at the age of 10 to 17 years - basketball. The ball must have a good rebound, the ground (floor) must be flat. The subjects perform the task in sneakers or half-shoes.
Throwing tennis ball at a distance 1-2-3-4-5-6-7-8-9-10-11 CLASS
Evaluation of coordination abilities in acrobatics (three somersaults forward for a time) 1-2-3-4-5-6-7-8-9-10-11 class
Three somersaults forward
Equipment:
stopwatch; mats. Description of the test. The student stands at the edge of the mats laid in length, taking the main stance. On the command "You can!" the subject takes the position of the stop crouching and sequentially, without stopping, performs three somersaults forward, trying to do them in the minimum amount of time. After the last somersault, the student again takes the main stance.
Result.
The time for performing three somersaults forward from the command “You can!” is fixed. before the students take the starting position
General instructions and remarks. After the command "You can!" the performer of the test must necessarily take the crouching position of the stop, and then proceed to perform somersaults. The implementation of long somersaults is prohibited. After the last somersault, the position of the main rack should be fixed. Two valid attempts are allowed, the result of the best of them is recorded in the protocol.
Standards for evaluating the results of flexion and extension of the arms in an emphasis lying on a gymnastic bench
Training standards Volleyball is an integral part of a physical education lesson by the type of program material. Final control should be carried out after studying or improving technical action or skill.
Training standards Grade 11
| Youths |
||||
| Exercises | grade |
|||
| « shuttle run» 4x9 m (sec.) | ||||
| Run 100 m (sec) | ||||
| Running 3000 m (min., sec.) | ||||
| Cross 1000 m (min., sec.) | ||||
| Shuttle run 10x10 m | ||||
| Standing long jump (cm) | ||||
| Running long jump (cm) | ||||
| Throwing medicine ball 2 kg (cm) | ||||
| Throwing grenade 500g | ||||
| Hanging pull-ups (times) | ||||
| Angle at emphasis on bars (sec) | ||||
| Roll up (one time) | ||||
| Bending-extension of the arms in emphasis | ||||
| Skiing 5km (min, sec) | ||||
| Sitting Forward Bend (cm) | ||||
| girls |
||||
| Run 100 m (sec) | ||||
| Run 2000 m (min., sec.) | ||||
| Standing long jump (cm) | ||||
| Running long jump (cm) | ||||
| Throwing grenade 500g | ||||
| Throwing a medicine ball 1 kg (cm) | ||||
| Trunk lift | ||||
| Jumping rope for 1 min. | ||||
| Sitting Forward Bend (cm) | ||||
| Skiing 3km (min., sec.) | ||||
| Cross 2000 m | ||||
| Hanging pull-ups (times) | ||||
| "Shuttle run" 4x9 m (sec.) | ||||
Training standards Grade 10
| Exercises | grade |
|||||||||||||
| Run 100 m. (sec) | ||||||||||||||
| Running 3000 m (min., sec.) | ||||||||||||||
| Cross 800 m. (min., sec.) | ||||||||||||||
| Standing long jump | ||||||||||||||
| Running long jump | ||||||||||||||
| Medicine ball throwing | ||||||||||||||
| Throwing grenade 500g (m) | ||||||||||||||
| Hanging pull-ups (times) | ||||||||||||||
| Body lift (times) | ||||||||||||||
| jumping rope | ||||||||||||||
| Sitting Forward Bend (cm) | ||||||||||||||
| Skiing 5km | ||||||||||||||
| Cross 3000 m. | ||||||||||||||
| "Shuttle run" 4x9 m (sec.) | ||||||||||||||
| girls | ||||||||||||||
| Run 100m (sec) | ||||||||||||||
| Run 2000 m (min., sec.) | ||||||||||||||
| Standing long jump (cm) | ||||||||||||||
| Running long jump | ||||||||||||||
| Medicine ball throwing | ||||||||||||||
| Throwing grenade 500g | ||||||||||||||
| Body lift (times) | ||||||||||||||
| jumping rope | ||||||||||||||
| Sitting Forward Bend (cm) | ||||||||||||||
| Skiing 3km | ||||||||||||||
| Cross 2000 m. | ||||||||||||||
| Hanging pull-ups | ||||||||||||||
| "Shuttle run" 4x9 (sec.) | ||||||||||||||
Control exercises (tests) to determine the level of flexibility development
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 subject, holding the ends of the gymnastic stick (rope), 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.
2. Mobility of the spinal column. It is determined by the degree of torso tilt forward. The subject in a standing position on a bench (or sitting on the floor) leans forward to the limit without bending his knees. The flexibility of the spine is assessed using a ruler or tape by the distance in centimeters from the zero mark to the third finger of the hand. If at the same time the fingers do not reach the zero mark, then the measured distance is indicated by the minus sign (-), and if they fall below the zero mark, the plus sign (+).
"Bridge". 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.
Mobility in the hip joint. The subject seeks to spread his legs as wide as possible: 1) to the sides and 2) back and forth 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.
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.
Mobility in the ankle joints. Measurement of various parameters of movements in the joints should be based on the observance of standard testing conditions: 1) the same initial positions of the body links; 2) the same (standard) warm-up; 3) repeated measurements of flexibility should be carried out at the same time, since these conditions somehow affect mobility in the joints.
M.A. Godik noted that passive flexibility is determined by the greatest amplitude that can be achieved due to external force. Its value should be the same for all measurements, only in this case it is possible to obtain an objective assessment of passive flexibility.
The value of passive flexibility is determined at the moment when the action of an external force causes a painful sensation. Consequently, indicators of passive flexibility are heterogeneous and depend not so much on the state of the muscular and articular apparatus, but also on the athlete's ability to endure discomfort for some time. Therefore, it is important to motivate him so that he does not stop the test at the first signs of pain.
The difference between the values of active and passive flexibility (in centimeters or angular degrees) is called the active flexibility deficit (DAD) and is a criterion for the state of the athlete's articular and muscular apparatus.
Lyakh V.I. in his book: "Tests in the physical education of schoolchildren" noted that, as a rule, similar tests are used to measure flexibility in schools in different countries. To perform individual control tests "for flexibility", certain equipment is required (goniometers, rulers). Testing is not particularly difficult for the teacher.
1. 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 (Figure 4.2).
Figure 4.2. - Torso tilt from a standing position
2. Raising the arms up in the supine position (Figure 4.3).
Figure 4.3 - Raising hands up from a prone position
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.
Departure 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, arms spread apart so that the little fingers of both hands touch the wall (Figure 4.4).
Figure 4.4 - Departure from 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.
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 in 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.
Flexion of the body.
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.
"Clean" result is the distance from the floor (bench) to the jugular fossa of the test person. 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.
"Bridge" (Figure 4.5).
Figure 4.5 - "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.
Testing procedure. The subject seeks to spread his legs as wide as possible: 1) to the sides and 2) back and forth with support on his hands.
The result is the distance from the top of the angle formed by the legs to the floor. The shorter the distance, the greater the flexibility.
Control exercises for assessing the flexibility of various joints are shown in Figure 4.6.
Figure 4.6 - Control exercises to assess the flexibility of various joints
The most important physical quality- flexibility. Since flexibility develops in childhood and adolescence, the main work on its formation should be planned for this period of about 11-14 years. With a properly organized process of physical education in subsequent years, it will only be necessary to maintain flexibility at the achieved level.
Unfortunately, little attention has been paid to the development of flexibility in school curriculum in physical culture. This quality is not reflected in the indicators physical development schoolchildren. But not flexible person looks like a jerk. A flexible person learns different things faster exercise, easily grasps the most complex labor operations. Therefore, I propose to introduce a differentiated assessment of the development of flexibility in schoolchildren and present tests to determine it:
Shoulder Flexibility Test
1. Flexibility in the shoulder joints is determined by twisting with a gymnastic stick in centimeters of grip width:
Girls
Score "5" - shoulder width (in cm) X2 "4" - shoulder width X 2 + 10 cm. "3" - shoulder width X2 + 20 cm.
boys
"5" - shoulder width X 2 + .10 cm. "4" - shoulder width X2 + 20 cm. "3" - shoulder width X2 + 30 cm.
Test for determining flexibility in the spinal column
2. Flexibility in the spine is checked by tilting forward in the position of a gray-haired leg apart on the floor:
"5" - touching the floor with the chest.
"4" - touching the floor with the chin.
"3" - forehead touching the floor.
boys
"5" - touching the floor with the chin. "4" - forehead touching the floor. - "3" - touching the forehead with a fist placed on the floor.
3. Flexibility during back bending is assessed by performing a “bridge” from a supine position:
Girls
"5" - arms vertical, legs straight. "4" - shoulders over the ends of the fingers. "3" - arms are inclined to the floor at an angle of 45 °.
boys
"5" - shoulders over the ends of the fingers.
"4" - hands are inclined to the floor at an angle of 45 °.
"3" - arms at an angle of 45 °.
Test to determine the flexibility in the hip joint
4. Mobility in the hip joints is checked by performing splits. Students perform three splits: straight, left in front, right in front. The average mark for three splits is set:
"5" - full touch of the floor. "4" - touching the floor with your fingers with a vertical torso.
"3" - touching the gymnastic bench.
boys
"5" - touching the floor with your fingers. "4" - touching the gymnastic bench. "3" - touching the gymnastic bench with your fingers with a vertical torso.
