According to the definition of the theory of physical education, physical (motor) qualities are certain 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 possessing these qualities.

Depending on the nature of sports movements, certain physical qualities are manifested to the maximum and are fundamental for a given sport. For example, in weightlifting- force; in the race long distances- endurance; in jumping and throwing - strength and speed; V sports games- speed and agility; V kettlebell lifting- strength and endurance. When basic qualities are demonstrated in a particular sport, some others are sure to appear. For example, in kettlebell lifting, in addition to strength and endurance, flexibility and speed are manifested to a certain extent.

The development of physical qualities is carried out in the process of physical exercises using a specially developed methodology.

Methods for developing physical qualities

Various methods are used to develop physical qualities: uniform, variable, repeated, interval, competitive, game and round robin.

Uniform method characterized by continuous long-term work from several minutes to several hours performed at 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-maximum intensity for the time prescribed 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-term (unlimited time) continuous work of moderate intensity, performed with light and lightweight weights. 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 speed, but at a variable speed. Depending on the purpose and conditions of the event training session the ratio between intense work and moderate work can be very different (“game of speeds”). For example, an athlete, when covering a competitive distance, runs one segment at maximum speed, another at a lower speed, then again at maximum speed, etc.

In kettlebell lifting, it is the continuous performance of an exercise with weights (kettlebells) with changes in tempo (speed) at certain intervals or a certain number of lifts. The number of repetitions (lifts) performed both at a high tempo and at a slow pace in one approach can be different. The impact of this method on the body is more varied 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.

Repeated method. A method in which the same exercises are repeated over and over with rest intervals, during which a fairly complete restoration of performance 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 every 3–4 minutes. The number of repetitions in each approach, as well as the rest time between approaches, can be very different, depending on the goal and purpose of this workout.

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

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

About a month before the competition, regularly training athletes are almost in top sports shape, but they are still definitely not convinced of their capabilities. Usually during this period so-called control assessments are carried out, i.e. they perform one or another competitive exercise until “failure”. Based on the results of the assessments, the athlete’s degree of readiness for the upcoming competition is determined, and the loads are adjusted in subsequent training cycles and individual sessions.

The competitive method develops strong-willed qualities. However, frequent - unnecessary - use of this method can lead to exhaustion of the nervous system and a decrease in sports results.

On certain stages general physical and technical training The competitive method is also used, but with different goals and objectives. For example, by the 4th monthly cycle of the first stage of the preparatory period, most students manage to master the technique of all basic exercises with weights quite well. At this time, it is advisable to hold mini-competitions on the best technology performing competitive and basic special-auxiliary exercises. Or approximately in the middle of the second stage of the preparatory period, when those involved have already done quite a lot of training work on general physical preparation, in separate classes it is possible to hold competitions in which athletes could demonstrate the basic physical qualities - strength and endurance, but also in other exercises, and others sports (push-ups or parallel bars, pull-ups on the bar, rope climbing, 1000 m running and others). Such competitions are also an effective means of developing the strong-willed qualities of those involved, accustoming them to sports rivalry and competition. After a competition, losers tend to train harder 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 is determined. at this stage training, draws the attention of those involved to shortcomings in their physical development, corrects individual plans training.

Game method most effective when working with children. The development of physical qualities occurs during the game. Classes are conducted at a high emotional level.

This method is used to develop general endurance and as a means active rest.

Circular method. This is the sequential execution of the complex physical exercise. 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 it is installed necessary equipment and inventory. Having completed the task at one “station”, 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 by increasing the number of circles, the number of repetitions of exercises at each “station”, and reducing rest intervals - general endurance and performance.

Application various methods development of physical qualities allows for a wider use of various means of physical education, brings variety to training process, promotes diversification physical development engaged.

Force. According to the definition of the theory of physical education, strength is a person’s ability to overcome external resistance or counteract it through muscular effort. Manifests physical strength depending on the specifics sports movement not the same. Thus, in athletics jumping and throwing, the strength of individual muscle groups is manifested to the maximum and in very a short time. This force is called explosive.

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

The force per 1 kg of an athlete’s own weight is called relative. For example, an athlete whose own weight is 70 kg lifted a barbell weighing 150 kg from the platform, and an athlete weighing 80 kg lifted a barbell weighing 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 weight lifted by 1 kg of his own.

You can increase relative strength only by increasing absolute strength, i.e., without increasing your own weight, increase strength. This is achieved through the selection of special exercises to develop the strength of the main muscle groups.

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

The greatest importance when performing competitive exercises with weights (especially the clean and jerk) is absolute strength, which manifests itself, although not fully, for quite a long time (10 minutes).

Duration of use of force - distinctive feature manifestations of this physical quality in kettlebell lifting.

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

When maintaining the intensity of performing a certain work for a long time, special endurance is manifested. Special endurance also varies depending on the character physical work. So, when running 100 m, “one’s own” is manifested special endurance. At maximum intensity of physical action - speed endurance.

When lifting competition weights for 10 minutes, strength endurance at submaximal intensity (close to maximum).

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

The most significant thing in kettlebell lifting is strength endurance.

Agility. This is a person’s ability to quickly learn new exercises, as well as rearrange their motor activity in accordance with the requirements of a suddenly changing environment. Dexterity is a specific quality. You can be dexterous in one form and not dexterous enough in another.

In kettlebell lifting, agility contributes to faster mastery of technique. classical exercises, especially elements of juggling.

Flexibility. This is the ability to perform movements with a large amplitude. This quality is possessed by athletes with fairly good muscle stretch and joint mobility.

In relation to kettlebell lifting, flexibility is not one of the leading physical qualities and is far from fully manifested. Nevertheless, it has a largely positive effect on developing the basic qualities of a kettlebell lifter - strength, strength endurance, and also contributes to faster mastery of the technique. kettlebell biathlon, elements of juggling. Weightlifters who have sufficient flexibility and mobility in the joints perform exercises more gently, at ease, without unnecessary stress, which contributes to a more economical (rational) expenditure of strength and energy, as well as rapid growth sporting achievements.

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

Like other physical qualities, speed can vary in manifestation. For example, in the 100m sprint you can start fast but run relatively slowly.

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

Relationship between motor qualities

Training one physical quality necessarily affects the others. 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 transfer of qualities. The transfer of qualities can be like positive, so negative. Positive transfer of qualities occurs when exercises performed to develop one quality simultaneously develop another. For example, exercises to develop speed qualities develop both strength and endurance. A completely different relationship between strength and endurance. Excessive increase in strength exercises reduces endurance 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 body’s reaction, that is, the process that occurs in the body under the influence of strength exercises and endurance exercises, is completely different. Therefore, athletes specializing in strength sports (weightlifting, powerlifting) are not recommended to perform endurance exercises on a large scale. In kettlebell lifting, long-term use of endurance exercises (running, swimming) during the competitive period (about a month before the competition) is undesirable, since the result in the clean and jerk decreases. 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 during the competitive period, help maintain sports shape (the athlete’s highest readiness for competition), and are one of the best means of active recreation from physical activity with weights and restore the body well after these loads. Exercises to develop 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 clean and jerk at a high pace for 10 minutes.

Education of physical qualities

Nurturing strength. It is known that strength qualities develop under the condition of performing exercises with maximum or close to maximum muscle tension. Only beginner athletes can experience an increase in strength even when exercising with little muscle tension.

Taking into account this pattern, the methodology for developing 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 weightlifter. But the increase in strength qualities must go to a certain level and during 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 enormous absolute strength do not always achieve high athletic results in kettlebell lifting. Thus, in the snatch of a 32-kg kettlebell, the results (highest achievements) of lightweight athletes are almost not inferior to the achievements of heavyweight athletes weight categories, and sometimes even surpass them. Even in the kettlebell clean and jerk, where strength seems to decide everything, very often young athletes with 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 260 lifts in the clean and jerk of 2 weights of 32 kg without a time limit and become the champion of the USSR.

The author of these findings in 1975–1977, without increasing strength, managed to increase the result in the bench 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. Consequently, it is more expedient to select such strength exercises that would develop “one’s 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) for certain strength exercises They use various methods of developing strength. According to the definition of the theory of physical education, the main methods of developing strength are:

1. Maximum effort method.

2. Repeated effort method.

3. Isometric stress method.

Maximum Effort Method involves performing exercises with weights (barbell, weighted kettlebells) of near-maximum and maximum weight with a small number of repetitions in one approach. The maximum weight is considered to be 80–90% of best result an athlete in a particular exercise that can be lifted 1-3 times in one approach without unnecessary muscle tension. Muscle tension when working with extreme weights leads to compression of blood vessels and obstruction of blood circulation. Due to this and the short duration of work, metabolic processes in the body do not reach the desired level. Such stress can only have a negative effect on general and special endurance. In kettlebell lifting, this method is used in individual training periods and cycles when a specific task is solved - increasing strength. It is impractical to apply such loads constantly and in large quantities.

Repeated effort method. When developing strength using this method, non-limiting weights are used (50–70%) with a sufficiently large number of repetitions in each approach (from 10 to 20 repetitions or more). Such work not only leads to an increase in strength, but also has a positive effect on increasing the level of strength endurance. The last lifts 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 in muscle mass. However, in practice, performing classical and other exercises with kettlebells with a large number of repetitions has little effect on increasing muscle mass, since the exercises are performed mainly with minimal muscle tension - due to technique. Adequate rest between sets is very important when building strength using the repeated method. The rest time depends on the athlete’s fitness, the body’s recovery abilities, 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 full recovery body after the previous load.

If the next approach is performed while the body is under-recovered, then the training effect of this approach in developing 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.

Building endurance. The main principle of developing general endurance is to gradually increase the duration of moderate endurance exercise. The best remedy This physical quality is cultivated through cyclic sports: long running, skiing. Some types of sports games, such as football and hockey, are also quite effective. Alternation cyclic species sports with sports games brings variety to the training process, increases the emotional background of classes and, in addition to solving main task- developing general endurance, is an effective means of active recreation from heavy loads.

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 low intensity of movements. This kind of work accustoms the body to performing long-term work, improves the condition of the cardiovascular and respiratory systems, and expands the functional capabilities of the whole organism. Further development of general endurance is achieved by increasing the intensity of the exercise. 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.

Cultivating special endurance. Unlike the method of training general endurance, which uses various exercises, when developing special endurance - only those exercises in which the athlete specializes, or those close to them in the structure of movements. If when cultivating general endurance, the duration and volume of work are of decisive importance, then when cultivating special endurance it is very important to establish an optimal ratio between the volume and intensity of work.

This ratio changes 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 light weight kettlebell snatch can be performed alternately with one hand, then with the other, at a low pace for 5-10 minutes or more.

At the next stage, after about two weeks, you can reduce the time and increase the intensity by increasing the tempo of the exercises or increasing the weight of the kettlebell. As the training of those involved increases, the tendency to increase the volume and intensity of work continues. Only after the volume of work reaches the planned level does it begin to decrease, and the intensity, on the contrary, continues to increase.

Changing the ratio of volume and intensity reduces the body’s adaptation (adjustment, habituation) to stress and helps to increase the level of special endurance.

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

When using 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 using variable method This or that exercise is performed for a long time with variable intensity, i.e. 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 approaches. The pace of the exercises in each approach may be different. The intensity is increased by increasing the tempo of the exercises, decreasing the rest time between sets and increasing the weight of the weights.

Competitive method education of special endurance is used mainly at the final stage of 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 the maximum level. In insufficiently prepared athletes, frequent use of this method can negatively affect the technique of performing classical exercises and lead to fatigue of the nervous system. For well-prepared people, this method helps to consolidate and improve technique in difficult conditions and increase the level of special endurance, as well as the development of volitional qualities.

Round-robin and game methods more suitable for developing general endurance or as an active recreation. These methods are not used to develop special endurance in kettlebell lifting.

The use of various methods of developing special endurance, depending on the stage of the athlete’s training, also introduces variety into the training process and contributes to a more rapid increase in this quality.

Cultivating flexibility. The most effective methods for cultivating this quality are the repeated and circular methods. Exercises are mainly used to stretch muscles and move joints.

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

When applying the 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 stretch other muscles, etc. After passing all the “stations” the circle can be repeated several times.

Showing flexibility in kettlebell lifting is not the most important thing. Therefore, if an athlete possesses this quality to a sufficient extent, there is no point in devoting a lot of training time to further developing this quality. To maintain flexibility at the proper level, it is enough to regularly include exercises for muscle stretching and joint mobility in morning exercises, warm-up before training, during rest between hikes and in the final part of the lesson.

Cultivating dexterity. The development of dexterity is positively affected by the versatile education of motor qualities, i.e. more exercise If an athlete can perform it, 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 nurturing dexterity - play. Like flexibility, agility for those specializing 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 lifting or power juggling.

Physical qualities- these are various aspects of a person’s motor capabilities, the degree of mastery of certain movements.

It is known that anyone can learn to skate or ride a bicycle. But this does not mean that every person will be able to skate 10 km or ride a bicycle 100 km. Only those who have developed strength, speed, endurance, and agility can do this. We say: a person is strong, fast, resilient, dexterous. These words denote physical, or, as they are also called, motor qualities.

Changes in physical qualities with age.

Without sufficient development of physical qualities, one cannot seriously dream of any success in sports. Physical qualities develop during training and physical exercise. It depends on the degree of their development physical training athlete. General physical training - diversified development of all qualities; special physical training - development of physical qualities necessary in a particular sport.

Development of physical qualities (for example, strength) is not an end in itself. An athlete needs a certain strength in order to quickly master the necessary motor skills. If a teenager does not have the strength to raise straight legs to the bar from a hang, then he will never learn to perform a kip-up, no matter how well he knows the technique of doing this gymnastic element. Therefore, before you learn any movement, you must do a whole series well. preparatory exercises. Physical qualities are important. They help students learn to control their movements and develop motor skills. And for this it is important that physical qualities develop comprehensively and in a timely manner. Disharmony in their development is the same deviation from the norm as disproportion in physique. The standards of the GTO complex help develop physical qualities. In order to receive a rank or title in their chosen sport, athletes must pass the standards of the GTO complex.

There are certain periods in a person’s life when it is best to develop one or another motor quality. This should be taken into account when training. To assess the level of development of physical qualities, various tests are used or control exercises. The main indicator of strength as a motor quality is the maximum amount of tension developed by the muscles. Strength is measured using various dynamometers. It is known that the strength of a muscle depends on its thickness. With the same level of training, heavier people can exhibit greater strength. To compare the strength of people of different weights, they use the concept "relative strength", i.e. maximum voltage.

Absolute Power- force per 1 kg of athlete’s weight. In sports involving movements of the athlete’s body in space, it is important relative strength.

Each sport requires the development of strength in certain muscle groups. For weightlifters it is most important to develop the muscles of the arms, legs and torso, for jumpers - legs, for gymnasts - muscles shoulder girdle. To develop different muscles, you need to constantly change exercises.

Rapidity. There are two words to define the same motor quality: speed and speed. Running speed, for example, depends on the frequency and length of steps, and on the strength of the leg muscles. To characterize this physical quality, they use the concept of “speed”, which consists of three indicators: motor reaction time (time of response to any previously known signal); time of individual movement; frequency, tempo of movements. Speed ​​can be defined as a person’s ability to perform motor actions in a minimum period of time for given conditions. Human speed abilities are relative: you can perform some movements very quickly and others much slower. If the movements are different, for example running and swimming, then you can run fast and swim very slowly. For each movement, speed must be developed separately, although in similar movements the previously acquired skill is important. To develop speed, the exercise technique must be mastered correctly. The exercise is performed in full force, as quickly as possible and in a short period of time, since it takes a long time to maintain maximum speed impossible. The number of repetitions should be such that the next attempt does not cause a decrease in speed. It is necessary to rest between attempts so that the exercises resemble competitions or games.

Endurance- a person’s ability to long-term implementation any type of activity without reducing its effectiveness, the ability to withstand fatigue. Distinguish general endurance- ability to perform for a long time different kinds movements of moderate intensity - and special endurance - the ability to maintain performance for a long time. To develop endurance, you need to gradually increase the time you perform moderate-intensity exercises: running at a calm pace, skiing, swimming. In the future, you need to gradually increase the speed of passing the distance. With the development of endurance, volitional qualities are cultivated, and the ability, as athletes say, to “endure” at a distance develops. The appearance of a feeling of heaviness in the legs (legs like weights), tightness in the chest (the heart is about to jump out), suffocation (cannot breathe), apathy (why is all this necessary) - signs of the onset of the so-called dead point. It takes a lot of willpower from an athlete to overcome this condition. After this, a “second wind” sets in, the athlete experiences a feeling of relief and can continue working for a long time. The main reason for the “dead point” is insufficient restructuring of the heart and respiratory organs. This condition occurs when there is excessive high load or speed at the beginning of the race if the warm-up before the race was insufficient or if the athlete is not physically prepared. Volitional qualities also develop during spurts - accelerations over a distance.

Developing endurance takes time and patience.

Dexterity- a person’s ability to quickly rearrange motor activity in accordance with the requirements of a changing environment.

Agility is a complex motor quality and very difficult to measure.

Agility indicator - accuracy of movement, high coordination, quick reaction, ability to quickly master new movements. Dexterity is most clearly manifested in sports games and sports related to martial arts: boxing, wrestling, fencing.

To develop dexterity, you need to constantly change exercises and complicate the conditions for their implementation.

Among other physical qualities, the following are very important: flexibility - the ability to perform movements with a large amplitude; coordination - the ability to accurately and economically perform various movements; balance - the ability to maintain a given body position, as well as a sense of time, rhythm, and space.

The highest development of any physical quality cannot be achieved without a high level of development of other physical qualities. Physical fitness must be versatile.

Great value for improvement physical fitness It has exact knowledge and recording of sports results.

Every schoolchild, every athlete must record and know their results. They can be used to judge how much physical fitness has changed. Such recordings will clearly show the effect of physical exercise.

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The effectiveness of teaching preschool children basic motor actions, i.e. the formation of the necessary motor skills and abilities provides, first of all, 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 rearrange their motor activity in accordance with a changing situation, to optimally manage and regulate motor actions, i.e. on the degree of formation of his motor-coordinating abilities.

Scientists have begun to widely use this concept in the last 25-30 years to concretize ideas about the so-called motor quality “dexterity”. In the vast majority of textbooks, teaching aids, monographs and articles to this day, one can read that agility consists of two main abilities: firstly, to quickly master new motor actions - the ability to learn movements; secondly, quickly and coordinatedly switch from one motor action to another - the ability to rearrange motor activity in the event of a sudden change in the situation. This 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 gymnastic), in other cases (for example, when mastering technical and tactical actions in sports games) may be among the lagging behind.

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

This was the basis for the introduction of the term “coordination abilities” into science and practice instead of the term “dexterity”, which turned out to be “ambiguous”, “universal”, “difficult to define”, “fuzzy” and, finally, “everyday”. They began to talk about a “system” (set) of such abilities and the need for a differentiated approach to their assessment and development.

According to the definition of V.I. Lyakha, coordination abilities- these are the capabilities of the individual, determining his readiness for optimal control of motor actions and its regulation. The author identifies the following types of coordination abilities: special (determining the individual’s readiness for optimal control and regulation of motor actions similar in origin and meaning), specific (determining the readiness for optimal control of certain motor tasks: “balance”, “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 capabilities of a person, determining his readiness for optimal control and regulation of motor actions of different 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 promptly change the position of the body (or its parts) and carry out movements in the desired direction;

• ability to differentiate movement parameters ensures high accuracy and cost-effectiveness spatial(reproduction of angles in joints), security forces(tension in working muscles) and temporary(reproduction of micro-intervals of time) movement parameters;

• responsiveness- allows you to quickly and accurately perform a holistic, short-term movement to a known or unknown signal with the whole body or a certain part of it (arm, leg, torso);

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

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

• balance ability- maintaining posture stability in static body positions (in standing positions) or during movements (while walking, when performing acrobatic exercises);

• ability to rhythm- accurate reproduction of a given rhythm motor action or its adequate variation in 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.);

• ability to learn movements- determined by the capabilities 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 moment in performing movements.

Formation and development of coordination abilities in preschool children is an important condition for ensuring the optimal volume of their physical 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 complemented by a whole complex of coordination qualities: agility, mobility, accuracy, jumping ability, rhythm, accuracy, plasticity.

Reflecting various aspects of motor activity due to structural ordering, all these motor coordinations represent an integral system and have common properties, but at the same time, each of them has certain specifics. So, mobility provides maximum amplitude rotational movements, turns, circular movements. Without accuracy It is impossible for movement to correspond to its form and content. Rhythm allows you to rationally distribute efforts in time and space. Specifics jumping ability- maximum manifestation of explosive force 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 execution of a motor action. An insufficient level of manifestation of at least one of them does not allow solving the motor task in full.

The nature of 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 during exercise) kindergarten) leads to curvature of the spine and, consequently, to deterioration of health.

Based on the above, 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 a 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 movements, rational distribution of muscle efforts, and as a result This means saving energy expenditure and increasing the efficiency of motor action.

The first component is rational body position- promotes better balance. Thus, balancing the body on a narrow support is much easier if the arms are freely spread to the sides.

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

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

The fourth component is the level of spatial orientation. To perform any motor action - from elementary natural movements (holding a pose, 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 activities of various analyzers and functional systems.

It is obvious that 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. Thus, in maintaining a certain posture (sitting, standing, bending position, etc.), the motor analyzer is leading. When 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 the 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 system. It is known that with forced breathing, the oscillatory movements of the body increase, which leads to greater effort to maintain balance. In this case, holding your breath for at least 30 seconds causes a decrease in body vibrations.

Thus, we can conclude that coordination abilities are the main component of the motor development of preschool children.

When cultivating coordination abilities, the following methodological approaches are used.

1) Learning new and varied movements with gradual increase 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, students not only replenish their motor experience, but also develop the ability to form new forms of coordination of movements. Having extensive motor experience (stock of motor skills), a person copes with an unexpected motor task more easily and quickly.

2) Stopping learning new and varied movements will inevitably reduce the ability to master them and thereby slow down the development of coordination abilities.

3) Developing the ability to rearrange motor activity in a suddenly changing environment. This methodological approach also finds great application in basic physical education as well as game types sports and martial arts.

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

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

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

Tonic tension (increased muscle tone at rest). This type of tension often occurs when muscle fatigue is significant and can be persistent.

To remove it, it is advisable to use: a) stretching exercises, mainly of a dynamic nature; b) various swinging movements of the limbs in a relaxed state; c) swimming; d) massage, sauna, thermal procedures.

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

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

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

b) use special relaxation exercises during classes in order to form in students a clear understanding of the tense and relaxed states of muscle groups. This is facilitated by exercises such as combining relaxation of some muscle groups with tension in others; controlled transition muscle group from tension to relaxation; performing movements with the intention of feeling complete relaxation, etc.

To develop coordination abilities in physical education and sports, the following methods are used:

Standard-repetition exercise;

Variable exercise;

Game;

Competitive.

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

The variable exercise method with its many varieties has wider application. It is divided into two submethods - with strict and non-strict regulation of the variability of actions and conditions of implementation. The first includes the following varieties methodological techniques:

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

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

3) changing the methods of performing an action (running face forward, backward, sideways in the direction of movement, long or depth jumps, standing with your back or side in the direction of the jump, etc.);

4) “mirror” execution of exercises (changing the push and swing legs in high and long jumps from the run, throwing sports equipment with the “non-dominant” hand, etc.);

5) performing mastered motor actions after influencing the vestibular apparatus (for example, balance exercises immediately after rotations, somersaults);

6) performing exercises with the exception of visual control in special glasses or with eyes closed (for example, balance exercises, dribbling the ball and shooting hoops).

Methodological techniques of not strictly regulated variation are associated with the use of unusual conditions of the natural environment (running, cross-country skiing), overcoming an obstacle course 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 the game method with and without additional tasks, which involves performing exercises either in a limited time, or under certain conditions, or with certain motor actions, etc. The competitive method is used only in cases where the participants are sufficiently physically and coordinatedly prepared for the exercise proposed for the competition. It cannot be used if students are not yet sufficiently prepared to perform coordination exercises. The game method without additional tasks is characterized by the fact that the student must solve emerging motor problems independently, relying on his own analysis of the current situation.

The methodology for improving the accuracy of movements includes means and methods aimed at developing the ability to reproduce, evaluate, as well as differentiate the spatial, temporal and power parameters of movements. These abilities are based primarily on proprioceptive sensitivity, since motor sensations and perceptions are of greatest importance for controlling movements (visual, auditory, vestibular, etc.).

The accuracy of any motor action depends both on the sensitivity of the sensory systems involved in control, and on the person’s ability to consciously perceive his sensations. The ability to perceive and distinguish changes in movements (even minimal ones) in spatial and temporal parameters is well trained. The magnitude of muscle tension is more difficult to perceive.

In each type of physical exercise and sport, muscle-motor sensations and perceptions are specific. During the training process, specialized perceptions are developed, which are named: “sense of distance” - among fencers and boxers; “sense of time” - among runners, swimmers, skaters; “sense of the ball” - among volleyball players, basketball players, etc. It follows that the spatial, temporal and power accuracy of movements is associated with the subtlety of specialized perceptions and their improvement.

The ability to accurately perform movements is developed, first of all, through the use of general preparatory exercises with a systematic increase in their coordination complexity. An example of this would be tasks on the accuracy of reproducing simultaneous or sequential movements and positions of the arms, legs, and torso when performing general developmental exercises without objects, walking or running for a given time; exercises on the accuracy of estimating spatial parameters of the distance of a standing jump or run-up, throwing range, etc.

A higher level of motor coordination is achieved special exercises on the proportionality of movements within specified limits of time, space and muscle effort. The following methods are used:

· the method of repeatedly performing an exercise with subsequent measurement of accuracy in time, space and muscle effort with the goal of memorizing indicators and subsequent self-assessment of measures of time, space and effort by the student and reproducing them according to tasks; method of "contrasting tasks";

· method of “converging tasks”.

All of these methods are based on comparison by the practitioners of objective immediate information about the parameters of the movements performed, obtained through technical means, with their subjective sensations of the movements and making appropriate corrections to them. Awareness of the differences between subjective sensations and objective data when repeating the exercise several times increases sensory sensitivity, which creates opportunities for more precise control of movements.

Tasks on the accuracy of differentiation of force, time and spatial parameters are the most difficult to master. Therefore, it is more rational to use them using the method of contrasting tasks or similar tasks.

The essence of the “contrast task” method is the alternation of exercises that differ sharply in some parameter. For example, according to the spatial parameter: alternating throws of the ball into the hoop from 6 and 4m, from 4 and 2m; standing long jump to the maximum distance and half of it; Acceptance of 90 and 45° angles with your hands, etc. This method requires relatively rough differentiation accuracy.

As for the methodology of “converging tasks,” subtle differentiation is necessary here. Examples: taking the hands into an angle of 90 and 75°, 90 and 80°, etc.; standing long jump (with eyes open and closed) at 140 and 170 cm, 140 and 160 cm, etc.

However, a number of species professional activity and sports requires not only spatial precision of movements, but also a highly developed “sense of space” - the ability to correctly assess the spatial conditions of action (distance to the goal, size of obstacles, distance when athletes interact in games, martial arts, etc.) and accurately proportion actions to them .

For the development of a “sense of space,” the above-described methods of “contrasting task” and “converging task” are effective. Examples of their application can be exercises practiced in sports games with precisely specified variations in playing distances - distances for passing the ball, puck, finishing shots on goal, throwing the ball into the ring.

Improving the spatial accuracy of movements performed under relatively standard conditions (exercises artistic gymnastics, figure skating, diving, etc.), is carried out mainly in the following methodological areas:

a) improving the accuracy of reproducing given (reference) movement parameters that meet the requirements of rational sports and technical skills. Tasks with the setting are used: to accurately and standardly reproduce standard parameters of amplitude, direction of movement or body position. In this case, the task is to achieve stability of the reference parameters of movements;

b) improving the accuracy of movements performed in accordance with specified changes in parameters. For example, increase the amplitude of the swing by a certain number of degrees when swinging on the uneven bars or the take-off height before performing a somersault. These tasks are differentiated.

Strength accuracy of movements involves the development of the ability to assess and differentiate the degree of muscle tension in different muscle groups and in different movements. The means used are exercises with various weights, exercises on apparatus with strain gauges, isometric stress developed on a wrist dynamometer, etc.

To improve the ability to control muscle efforts, tasks are used to repeatedly reproduce a certain amount of muscle effort or change it with the goal of minimally increasing or decreasing the force in repeated attempts. The size of deviations (errors) when reproducing specified parameters characterizes the degree of power accuracy.

The temporal accuracy of movements depends on the development of the “sense of time.” To sense time means to be able to subtly perceive time parameters, which creates the ability to distribute one’s actions at a strictly specified time. To improve the temporal accuracy of movements, tasks are used to evaluate macro time intervals - 5, 10, 20 s (using a stopwatch to check) and micro time intervals - 1; 0.5; 0.3; 0.2; 0.1 s, etc. (using an electronic device).

The ability to perceive micro-intervals of time can be developed in the process of special training to a very high degree - up to 1 ms (one thousandth of a second). This was established in a special experiment with qualified football players and sprinters.

For different types for equilibria, the following methodological techniques are used:

a) for postnostatic balance:

Extending the time of maintaining a pose;

Elimination of the visual analyzer, which places additional demands on the motor analyzer;

Reducing the support area;

Increasing the height of the supporting surface;

Introduction of unstable support;

Introduction of accompanying movements;

Creation of counteraction (paired movements);

b) for dynamic equilibrium:

Exercises with changing external conditions (terrain, soil, route, surface, location, weather);

Exercises for training the vestibular apparatus (equipment - swings, longis, centrifuges and other exercise equipment).

The development of coordination abilities requires strict adherence to the principle of systematicity. Unjustified breaks between classes should not be allowed, as this leads to loss of muscle sensations and their subtle differentiations during tension and relaxation.

The general orientation during “coordination” classes should be based on the following provisions:

a) it is necessary to engage in good psychophysical condition;

b) loads should not cause significant fatigue, since with fatigue (both physical and mental) the clarity of muscle sensations is greatly reduced, and in this state coordination abilities are poorly improved;

c) in the structure of a separate lesson, it is advisable to plan exercises for the development of coordination abilities at the beginning of the main part;

d) the intervals between repetitions of individual exercises should be sufficient to restore performance;

e) the education of various types of coordination abilities should occur in close connection with the development of other motor abilities.

Strength, speed, endurance, flexibility - how can all this be called in one word? The answer is simple: human motor abilities. Some of them are innate potential, while others require systematic and targeted development. We will analyze motor abilities by type and present their characteristics. Let us also touch upon their internal classification.

Definition of the concept

Motor (physical) abilities are a combination of psychophysical and morphological human properties that will meet the requirements of any muscular activity and ensure the effectiveness of its implementation.

I must say that different people- individual physical abilities from birth. Their subsequent development or lack thereof further increases the difference between us. In addition, someone may concentrate on improving themselves in strength abilities, someone - in terms of endurance, someone wants to be flexible. All this makes the differences more significant.

Individual motor physical abilities are also those qualities with which we can characterize a particular person. Hardy, fast, strong, flexible, dexterous, etc.

Another thing is honestly connected with our concept - the physical qualities of a person. These are the innate anatomical, physiological, psychological qualities of each of us. They directly affect the development of a person’s motor abilities. In addition, improvement of the latter depends on the following:

• character, willpower;
• life goals;
• environment, social circle;
• ease of mastering new skills and abilities;
• load tolerance, etc.

Types of abilities

What human motor abilities exist? The main ones are the following:

• Power.
• Coordination.
• Express.
• Flexibility.
• Endurance.

Let's look at each of the presented categories in detail.

Power abilities

What kind of human motor abilities are these? Their complex is based on the concept of “muscle strength”. This is the name of the effort that is required for a person to make any movement, move his body or maintain its position in space.

In terms of physical human capabilities - the ability to overcome external opposition, to prevent it due to one’s own muscle tension. It depends on the following:

• Muscle mass.
• Quality muscle coordination.
• Contractile properties of muscles - the ratio of red and white tissue fibers.
• Central nervous factors.
• Psychological and personal prerequisites.

How can muscles actually demonstrate their strength capabilities? There are several options:

• Increasing your own length.
• Reducing your own length.
• Without changing its own length.
• With a change in both length and muscle tension.

Dynamic muscle work - the first two cases, static work - the third, static-dynamic - the last example.

Types of strength abilities

Based on all that has been said, these human motor abilities are divided into additional categories:

• Speed-power. Quick movements of a yielding or overcoming form, rapid switching from overcoming to yielding work, and vice versa. That is, actions where, along with speed, speed of movement is also important. One of the varieties of these abilities will be " explosive force" - the manifestation of large amounts of force in minimal time.
• Actually power. There will be two varieties inside. The first is holding maximum weights with maximum muscle tension for a certain period. The second is moving objects with heavy weight.

The concept of “human power” is also divided into two groups:

• Absolute is the maximum force that will be exerted by a person in any movement, regardless of the weight of his body.
• Relative - the amount of force that will be exerted per 1 kg of mass.

Speed ​​abilities

Speed ​​motor abilities - totality functional properties, ensuring the execution of physical actions in the minimum amount of time for current conditions.

These abilities manifest themselves in two forms - elementary and complex.

The basic ones include the following:

• Quick human reaction to a signal.
• Performing local single movements with maximum speed for the individual.
• Sharpness is the ability to quickly begin any action.
• The ability to perform certain movements at the fastest possible pace.

These elementary types are most often combined with other motor abilities. Their combination (complex, in other words) will form the following group. The complex category includes:

• Fast starting abilities. This is the ability to quickly gain speed at the start of an action to the maximum individually possible.
• Distance speed abilities. Reaching the maximum level of remote speed.
• Quick switching from one movement or action to something completely different.

Speed ​​abilities: main influencing factors

Both the formation of motor abilities and their manifestation and development in this case will be influenced by the following:

• Mobility of nervous processes. What does it mean? The speed of transition of nervous processes from a state of rest to a state of excitation and back.
• Fiber ratio muscle tissue, their elasticity, extensibility.
• Efficiency of coordination - intermuscular and intramuscular.
• Development of volitional qualities, strength, coordination, flexibility.
• Level of perfection of movement technique.

What is coordination?

The most general definition is the transformation of the actions of one’s organs into a controlled system. On this path, a person faces many difficulties - the distribution of his own attention between the movements of joints, parts of the body, the need to coordinate them (the movements), overcoming a large number of degrees of freedom inherent in the body, the elastic compliance of the muscles.

Motor activity requires three types of coordination:

• Nervous. Coordination of nervous processes that, through muscle tension, are able to control movements.
• Muscular. Coordination of the work of muscles that transmit control commands from the nervous system and other addressees to parts of the body.
• Motor. Coordination of combinations of movements of body parts in time and space, which must correspond to the motor task being performed.

The concept of “coordination” is also important. This is the name for the harmonious combination of the movements performed and the task at hand, the conditions of activity and the state of the body.

Coordination abilities

What then will be considered? This is a complex of properties of an individual, which manifests itself when solving various coordination complexity of motor tasks. They are responsible for the success of its implementation. The basis of motor ability here is an understanding of the task at hand and a quick search for ways to implement it.

What specific types are they represented by? First of all, the following stands out:

• Differentiation of various parameters of action - force, time, space, etc.
• Orientation in space.
• Equilibrium.
• Connecting and rearranging movements.
• Quick adaptation to a changing situation or an unusually posed task.
• Carrying out tasks at a specific rhythm.
• Controlling the duration of your motor reaction.
• Anticipation of various signs of movements, conditions for their execution, changes in the environment, etc.
• Rational muscle relaxation.

Let us note that in life these abilities no longer appear in their pure form, but in various combinations with each other.

What is agility?

Dexterity is the unifying component of all of the listed coordination abilities. It is necessary to perform motor tasks in unusual, rapidly and unexpectedly changing conditions, when the situation is complicated. Dexterity allows you to quickly get out of a difficult situation, show adaptability, maneuverability, and redirection of actions. This is the individual’s readiness for unpredictable and sudden influences beyond his control.

Agility is not a purely physical quality. A large role in improving motor ability behind the central nervous system. Many scientists cite wisdom as the reason for agility. In this case, this is a certain experience of behavior in a variety of situations.

Agility is a psychophysical quality that cannot be measured quantitatively. It is important to note its uniqueness - each person’s sphere of development of this ability will be individual.

Endurance

A simple and succinct definition is the ability to withstand natural physical fatigue while performing a muscular task.

There are two main criteria here:

• The time during which a given muscular work is carried out.
• Consistency of correct execution of given actions.

As a motor ability, endurance is divided into two types:

• General. Ability to perform moderate intensity work for long periods of time. It is believed that this endurance is most influenced by the actual environment.
• Special. This is already a type of endurance that correlates with the task that a person performs - speed, coordination, strength. Depends on a complex of factors - the potential of the muscular-nervous system, rational technique of controlling one’s own body, the rate of waste of muscle energy, etc.

General endurance is a prerequisite for special endurance. However, the different types of this ability are insignificantly dependent on each other. So, a person with a well-developed strength endurance doesn't always show excellent results in coordination endurance.

Flexibility

Flexibility refers to certain properties of the morphological apparatus that determine the mobility of certain parts of the human body relative to each other and are responsible for the ability to perform movements with large amplitude.

Internally, the ability is divided into two categories:

• Active. The ability to achieve large ranges of motion by contracting muscle groups passing through a specific joint.
• Passive. The greatest amplitude of movements, which is achieved through the application of external forces to a moving part of the body - a projectile, weights, efforts of a sports partner, etc.

Flexibility can also be general (mobility of all joints of the body) and special (maximum mobility of specific joints that meet the requirements for a particular activity).

Here we have examined all types of human motor abilities. As you can see, they are not independent, but are closely intertwined.