Test for assessing the motor qualities of speed. Simple tests for self-monitoring of physical fitness

I. Tests for assessment coordination abilities related to holistic motor actions.

1) Shuttle run(3 x 10 m) in the starting position facing forward.

Equipment: stopwatches that record tenths of a second; flat paths 30 and 10 m long, limited by two parallel lines; behind each line there are two semicircles with a radius of 50 cm centered on the line; 2 medicine balls weighing 2 kg; registration table and chair.

Testing procedure. At the command “Start!” the subject becomes in a position high start at the starting line. When he is ready, the command “March!” follows. The subject runs 30 m at extremely high speed. The teacher makes sure that the student does not slow down the pace of running before the finish line.

After resting, he runs at maximum speed three times 10 m each. At the command “To the start!” The subject stands in a high start position behind the starting line on either side of the medicine ball. When he is ready, the command “March!” follows. The subject runs 10 m to the other line, runs around a medicine ball lying in a semicircle from either side, comes back, runs around a medicine ball lying in a semicircle again.

2) Throwing a tennis ball at a distance (from a legs apart position).

Equipment: tennis balls, a throwing strip with markings that make it easy to measure the throwing distance with an accuracy of 0.1 m.

Testing procedure. The subject accepts initial position- sit your legs apart, the ball in one hand, the other freely lowered. On the command “Can”, the student throws from behind the head (with the leading and then with the non-leading hand), sitting facing the direction of throwing.

The result is the distance that the ball flies from the line of intersection of the subject’s pelvis to the point of closest contact with the ball.

General instructions and notes. The subject must throw the ball at an angle of approximately 45°. Three attempts are allowed for throwing with each hand. The protocol includes the best results of throwing the ball with the leading (Sx) hand and non-dominant (S2) hand. The throwing range for the leading and non-dominant hand is determined separately.

Sx and S2 characterize the absolute indicators of the CS in ballistic movements with a “strength” setting.

3) Throwing a tennis ball for accuracy.

Equipment: tennis balls; a horizontal portable target in the form of a wooden shield (rubber track) measuring 2x2 m with markings and throwing stripes that allow you to measure the accuracy of throwing the ball with an error of 0.05 m.

Testing procedure. From the starting position - sitting legs apart, at the command “It is possible”, the subject consistently performs 10 scoring attempts (throwing) of a tennis ball from behind the head at a horizontal target.

The result is throwing accuracy, which is assessed by the arithmetic average (out of 10 attempts) of the deviation of ball throws at a horizontal target (error in centimeters with an accuracy of 5 cm).

General instructions and notes. The target is installed in one place (if the test is carried out in gym, then it is advisable to place the target at the end of one of its sides). The target must be clearly visible to the subject. A wooden block 10-15 cm high is installed in the center of the target, which serves as a guide for hitting. From the center of the bar, a distance of 50% of the maximum throwing range is determined individually for each subject and separately for his leading and non-dominant hand. After this, a mark is indicated at which the student takes the starting position for throwing for accuracy. All subjects perform accuracy throws first with their dominant hand and then with their non-dominant hand.

4) Dribbling the ball with your hand while running while changing the direction of movement.

Equipment: stopwatch, recording tenths of a second; football and basketball balls; a flat path 10 m long, bounded by two parallel lines; 3 vertical racks. 3 circles with a diameter of 0.8 m are drawn along a straight running line. The centers of the circles are located at a distance of 2.5 m from each other, where vertical posts are installed. The distance from the start line to the center of the first post and from the finish line to the center of the third post is also 2.5 m.

Testing procedure. At the command “Start!” The subject stands in a high start position behind the starting line with the ball in his hands. When he is ready, the command “March!” follows. The subject's task, dribbling the ball with only one hand, is to consistently run around each of the three posts and finish, trying to complete the task in the shortest time.

The result is the time that the subject will show when he crosses the finish line. The time for the leading hand (T4) and for the non-dominant hand (T5) is determined separately. T4 and T5 characterize the absolute indicators of CS, manifested in sports and gaming motor actions.

General instructions and notes. The subject performs tasks first with his leading hand, then after rest - with his non-dominant hand. In the third attempt, again with the leading hand, and in the fourth, with the non-dominant hand. The best attempt for the leading and non-dominant hand is taken into account.

When tracing the rack, the student should run as close to the edge of the circle as possible. If, while dribbling, he loses control of the ball, which flies more than 1 m from the circle drawn around the post, then he is given a second try.

Schoolchildren aged 7-9 years perform the task with a soccer ball, and 10-17 years old - with a basketball. The ball must have a good bounce. The area (floor) must be level. When performing this test, it is advisable to perform two attempts without the ball (once, running around the posts only on the right side, the other time, on the left). The time for running around the posts from the leading (usually right) side is T6, and from the non-leading (left) side - T7. This does not significantly increase the test time, but allows the teacher to obtain valuable information about the degree of development of the CS in sports and game activities. These are relative CS indicators: T4 - T6 and T5 - T7.

This control exercise (driving the ball) can also be performed with the leading (T8) and non-leading foot (T9) or dribbling the ball with a stick (T10 and T). The relative indicators of the CS are determined by the difference: T8 - T6 and T9 - T7, T10 ? Tb and Tp - Tg. This gives the teacher additional information not only about the degree of development of hidden and explicit indicators of the CS, manifested in sports and game motor actions, but also at the same time about the level of ball control technique with leading and non-leading (upper and lower) limbs. (14)

II. Tests to assess specific coordination abilities

Tests to assess the ability to kinesthetic differentiation.

A) Throwing the ball at the target, standing with your back to the target (P. Hirtz).

Equipment: measuring tape, 6 tennis balls, 1 gymnastic hoop, 1 medicine ball weighing 1 kg, 1 mat.

Testing procedure. The subject stands behind the throwing line, with his back to the direction of the throw. He needs to throw the ball over his head or over his shoulder to hit a target located at a distance of 2 m. After explanation and demonstration, one trial and 5 scoring attempts follow.

Result - hitting the target is assessed with points: to the mat - 1 point; in a gymnastic hoop - 2 points; between the hoop and the medicine ball - 3 points; in medicine ball - 4 points.

General instructions and notes. In higher grades, a broader set of goals can be introduced. Student assistants must record hits, scores, and retrieve balls. During the throw, the subject has no right to turn. This can only be done after the throw to find out the result of your attempt.

B) Jumping down onto the marking (P. Hirtz).

Equipment: jumping box 90 cm high, one jumping mat, measuring tape, chalk.

Testing procedure. The subject stands on a box 90 cm high. A line is marked with chalk on the mat, at a distance of 1 m from the box. The student, jumping down, must land with his heels beyond this line. After explanation and demonstration, the student is given 2 credit attempts.

The result is the distance with the average deviation (in centimeters) from two attempts.

C) Standing long jumps with a minimal increase in their length (A.M. Shlemin, K.V. Kim).

Equipment: measuring tape, chalk.

Testing procedure. The subject first performs 3 attempts at full strength. Then the length of the jump is determined, equal to 50% of its maximum results. After this, the student must perform a series of standing jumps ranging from 50% plus 30 cm with a minimum increase in their length in each subsequent attempt compared to the previous one. If the student performs a jump less than the previous one or repeats it, then he is given another attempt. On the second error, the test is terminated. The exercise is performed without visual control.

The result is the number of jumps performed with an increase in their length.

D) Differentiation of jump force (K. Meinel, G. Schnabel).

Equipment: jumping platform.

Testing procedure. After the maximum jump up without using hands, the test subject should perform 10 jumps without using hands with a gain of 2/3 of the maximum jump height. After each jump, the force expended by the subject is reported in comparison with a given force of 2/3 of the maximum jump height.

The result is the average arithmetic error when reproducing an effort equal to 2/3 of the maximum jump height.

D) Accurate hand rolling of the ball (R. Jung, modification by A.V. Vishnyakov).

Equipment: two gymnastic benches, measuring tape, medicine ball weighing 1 kg.

Testing procedure. Two gymnastic benches stand parallel to each other at a distance of 10 cm. The test subject must push the ball with his hand with such force that it rolls to a line located 3 m from the beginning of the gymnastic bench. The student is given two trial and five test attempts for each hand. Each attempt is followed by precise information about the result shown.

The result is the average deviation (in centimeters) from 5 attempts. The difference between the indicators of the leading and non-dominant hand is also determined.

Option. In addition to medicine balls, you can also use volleyballs and basketballs. In this case, the task should be performed sequentially: first medicine ball, then basketball and volleyball (total 10-15 scoring attempts for each hand).

The result is the average deviation (in centimeters) from 10-15 scoring attempts.

E) Accurately roll the ball with your foot. The subject performs the same task as in the previous test, but with the leading and non-leading leg.

Tests to assess the ability to navigate in space .

1) Run to numbered medicine balls (P. Hirtz).

Equipment: 5 medicine balls (3 kg each), 1 medicine ball (4 kg), stopwatch, measuring tape, chalk.

Testing procedure. The subject stands in front of a medicine ball (4 kg). Behind him, at a distance of 3 m, lie 5 medicine balls of 3 kg at a distance of 150 cm from each other in circles with clearly numbered numbers from 1 to 5, but not in sequence. As soon as the teacher calls out a number, the student turns and runs to the appropriately numbered medicine ball, touches it, and runs back to the 4-pound ball. As soon as he touches the 4 kg ball, the teacher calls out a new number. The exercise ends when the student runs up to the appropriately numbered ball three times and then touches the 4 kg medicine ball.

The result is the time from calling the first number to the last touch of a 4-kilogram ball.

General instructions and notes. After explanation and demonstration, the student completes one test attempt. After completing the task, the order of the 3-kg balls must be changed for each new subject.

It is advisable to use the control exercise when passing the sections “Outdoor and sports games” (grades I - VIII). However, it can also be used for intermediate control or to revive the lesson.

Equipment: 1 gymnastic hoop (diameter 80 cm), 6 throwing balls, measuring tape, rolling pin (length 60 cm).

Testing procedure. On the wall, at a height of 230 cm, a pendulum is fixed, which consists of a rolling pin and a gymnastic hoop. The subject stands at the starting position, which is 300 cm away from the wall. The teacher raises the pendulum to a horizontal line and gives him the opportunity to perform a movement in one direction and back. When the pendulum moves, the student must throw the ball into the middle of the hoop.

Result - hits in points: into the edge of the hoop - 1 point; in the middle of the hoop - 2 points. The number of points scored from five scoring attempts is calculated.

General instructions and notes. Before the qualifying attempts, one trial is given. The test can be used with primary school students when passing the “Outdoor Games” section or in an after-school group as a “Competition of the Month”.

Tests to determine complex reaction ability

* Exercise - reaction - ball (P. Hirtz).

Equipment: 2 gymnastic benches, 1 soccer ball(rubber, diameter 20 cm), measuring tape, gymnastic wall.

Testing procedure. At the upper end of two inclined gymnastic benches there is a ball held by the teacher physical culture or an assistant. The subject stands waiting behind the starting line with his back to the direction of running (i.e., he is not looking at the ball), with his heels behind the line. The teacher gives a signal, such as a whistle, and releases the ball. The student must react to the signal as quickly as possible, turn around, run up to the gymnastics bench and stop the rolling ball with both hands.

The result is the distance (in centimeters) traveled by the ball along the gymnastic wall. Of the two qualifying attempts, the best attempt is taken into account.

General instructions and notes. The test can only be carried out in the hall. When performing this control exercise with high school students or college students, the distance from the benches to the starting line should be increased from 1.5 to 2.0 m.

* Exercise - pendulum.

Equipment: jump rope, gymnastic hoop, measuring tape, chalk.

Testing procedure. A pendulum is attached to a wall 230 cm high, which consists of a jump rope (length 60 cm) and a gymnastic hoop (diameter 80 cm). The semicircle that the pendulum describes with a radius from 0 to 180° is indicated with chalk. On the semicircle line there are points from 0 to 12 (points). The subject stands on the starting line, which is marked with chalk at a distance of 100 cm from the wall. The teacher raises the pendulum until the top edge merges with the horizontal line 0 and 180°. At the sound signal from the teacher (at the same time the pendulum is lowered), the student must run to the wall and stop the pendulum.

The result is the distance traveled by the pendulum from the teacher to the stop by the student.

General instructions and notes. After explanation and demonstration, the student is given 2 attempts, of which the best result is counted.

* Falling stick (P. Hirtz).

Equipment: gymnastic stick, measuring tape, chalk.

Testing procedure: The teacher holds a gymnastic stick lowered to the floor vertically. The student stands 150 cm from the stick on the starting line. The teacher releases the stick, and the student runs up and must catch it before it falls to the ground. After this, the distance from the stick to the starting line increases by 10 cm. If the stick touches the ground on the first attempt, the student is given a second attempt. The test ends when the stick touches the ground two times in a row.

The result is the distance between the starting line and the line where the student failed to catch the stick before the second touch.

* Letting go of the stick is a reaction (V.F. Lomeiko, K. Mekota).

Equipment: gymnastic stick numbered in centimeters.

Testing procedure. The teacher holds a numbered gymnastic stick vertically by the upper end at arm's length. The student holds an open hand near the lower end of the stick. After 1-2 seconds, the teacher releases the stick, and the subject must catch it as quickly as possible (squeeze the hand).

The result is the average distance (in centimeters) of three attempts from the bottom edge of the stick to the student’s grip on the little finger side. For comparison, it is advisable to perform the test with the dominant and non-dominant hand.

Table 2. ? Approximate estimates of reaction speed

* Sports reaction test (K. Meinel, T. Schnabel)

Equipment: stopwatch.

Testing procedure. The subject moves with his back to the direction of running. When the whistle blows, he must take a crouched position with his hands touching the floor. After this, he turns around himself, stands up and runs towards the designated target, 3 m away.

The result is the time from the whistle to reaching the goal while running.

Balance tests

Tests to assess dynamic balance

* Balancing on a gymnastic bench (P. Hirtz).

Equipment: gymnastic bench (length 4 m, width of the narrow side of the bench 10 cm), stopwatch, medicine ball (weight 2 kg).

Testing procedure. At a distance of 150 cm from the starting line there is an inverted gymnastic bench. At the end of the bench is a medicine ball. The subject takes the right ear with the fingers of his left hand under his right hand; There is a ball in the palm of the right hand. In this position, on the command “March!” The student runs along the narrow surface of the bench to the medicine ball, pushes it with his foot, turns and runs back along the narrow surface of the bench.

The result is the running time (in seconds) from the start line to the intersection with the finish line.

General instructions and notes. The exercise is not counted if the student changes his body position or if he falls from the surface of the bench more than three times. For one touch of the ground - one penalty second. At the place where the contact occurred, the student must climb onto the stand again and continue the exercise. After explanation, demonstration and testing, one valid attempt is performed.

* Turns on a gymnastic bench (P. Hirtz).

Equipment: gymnastic bench (width 10 cm), stopwatch.

Testing procedure.

Option 1. The test subject must perform 4 turns (left and right) on a narrow surface of a gymnastic bench without falling. The rotation is completed when the subject returns to the starting position.

The result is the time it takes to complete four turns (with an accuracy of 0.1 seconds).

General instructions and notes. After explanation, demonstration and testing, the student completes the task. If he loses his balance (jumps off the bench), then he is given one penalty second. If you touch the ground more than three times, the exercise must be repeated.

Option 2. Standing on a narrow surface of a gymnastic bench, the subject must perform as many turns to the left and right as possible in 20 seconds without falling off the bench.

The result is the number of turns performed in 20 seconds, accurate to half a turn.

General instructions and notes. The rotation is considered complete when the subject returns to the starting position. If a student loses his balance (falls, jumps off the bench), the count of turns is interrupted. After the subject takes the starting position again, the counting continues. If there are several gymnastic benches, the test can be carried out with several students at once.

* Walking on a hexagon (K. Mekota).

Equipment: hexagon.

Testing procedure. The subject stands with one foot on one segment of the hexagon, the other foot on the next, hands free, eyes open. After the student accepts this position, the command “It is possible” is given. The subject must take the maximum possible number of steps without losing balance (maximum 60 steps in one test).

The result is the number of steps completed without losing balance.

General instructions and notes. When walking, the subject must take one step per segment. Loss of balance is considered to be a transition to double support, a fall. Three valid attempts are provided.

Tests for assessing statistical equilibrium.

* Stand on one leg (E.Ya. Bondarevsky).

Equipment: stopwatch.

Testing procedure. The subject takes the starting position - stand on one leg, the other is bent at the knee and turned outward as much as possible. Her heel touches the popliteal cap of the supporting leg. Hands on the belt, head straight. At the command “Ready,” the subject closes his eyes, and the experimenter starts the stopwatch.

The result is the average time for maintaining balance (out of three attempts).

General instructions and notes. A test is given. Support leg should be straight, and the thigh should be moved outward as much as possible. The stopwatch turns off immediately at the moment of loss of balance (moving from a place, lifting on your toes, moving to a double support, falling).

* Stand on one leg on a plank (E. Fleishman, K. Mekota).

Equipment: special rectangular strip at a height of approximately 10 cm above the floor, 5 cm wide; stopwatch.

Testing procedure. The subject takes the starting position - stand on one leg longitudinally on the bar, the other leg is slightly bent at the knee, lowered forward and down, hands on the belt, head straight. At the command “Ready,” the subject strives to maintain balance for as long as possible, and the experimenter starts the stopwatch.

The result is the total (from two qualifying attempts) time of maintaining balance.

General instructions and notes. The test is given in modification. Maximum time maintaining balance in one test for 120 s. If the subject succeeds, the test ends.

Tests to determine rhythm ability

A) Sprint at a given rhythm (P. Hirtz).

Equipment: 11 gymnastic hoops (diameter 60 cm), stopwatch, measuring tape.

Testing procedure. First, the subject runs at maximum speed a distance of 30 m for a time with an accuracy of 0.1 s. Then he receives the task to run again at maximum speed the second distance of 30 m, on which 11 gymnastic hoops are located. This obliges the student to select (develop) a certain running rhythm or change his rhythm as quickly as possible.

The result is the difference between the running time at the 1st and 2nd distances.

B) Maintaining rhythm (K. Meinel, G. Schnabel).

Equipment: metronome, stopwatch.

Testing procedure. The subject reproduces the run to the beat of the metronome for 10 s. After 10 seconds, the metronome turns off, and the student must maintain this rhythm for 15 seconds (42 touches of the ground with his feet). (5)

Modern living conditions place increased demands on the physical and mental state of a person, especially children from a very early age, and only healthy children can meet these requirements. In this regard, the problem of early formation of a health culture is relevant, timely and quite complex. It is known that preschool and primary school age are decisive in the formation of the foundation of physical and mental health. It is up to the age of 7 that a person goes through a huge developmental path that is not repeated throughout his subsequent life. During this period, the organs and systems of the body undergo intensive development, the main personality traits are laid, character and attitude towards oneself and others are formed. It is important at this stage to form in children a base of knowledge and practical skills of a healthy lifestyle, a conscious need for systematic physical education and sports.

Thus, the leading idea of ​​preschool educational institutions is the formation of a healthy child and, on this basis, the development of his spiritual potential and a wide range of creative abilities.

Improvement physical education preschool and younger children school age has acquired particular significance in connection with the restructuring of education in our country. This provides key positions for updating the kindergarten - protecting and strengthening the health of children (both physical and mental), humanizing the goals and principles of educational work with children, ensuring continuity between all spheres of the child’s social development. Strengthening the continuity of connections between preschool and primary education is important for the development of the entire education system as a whole. The concept of lifelong education recommends considering continuity between the preschool and primary levels of education as the connection and consistency of each component of education (goals, objectives, content, methods, means, forms of organization), ensuring the effective progressive development of the child, his successful upbringing and training at this stage of education.

The childhood period is the most important in the development of a child’s motor functions, especially his physical qualities. Therefore, a control system is needed physical development, physical fitness and performance of the child. In the process of physical education, conditions should be created in which the physical capabilities of a preschool child and primary school student will be fully revealed. This can be facilitated by an individual approach to children, ensuring an appropriate level of physical development - health status, levels physical fitness and physical activity. It is in the process of a child’s physical development that it is necessary to maintain continuity of goals, objectives, content, methods and forms of work, including in determining the physical fitness of children.

There are many diagnostic methods for determining the physical fitness of children. Working in a gymnasium with children of preschool and primary school age, we were faced with the fact that there is no single system for determining physical fitness, which can be used to track the level of development of motor skills and abilities, physical qualities of a child from 3 to 10 years. Diagnostic methods do not take into account the principle of continuity in determining the physical fitness of children of preschool and primary school age. M. A. Runova in her book “Motor Activity of a Child in kindergarten. 5-7 years” offers 15 diagnostic tests to determine the physical development of a preschool child. G.N. Serdyukovskaya (1995) - 5 tests. V.N. Shebeko (1996) and others - 9 tests each. In elementary school, of all these tests, only 6 are taken into account. Everything else goes through studying the technique of performing the elements. There is also no continuity in the sequence of standards for the same tests for preschoolers and primary schoolchildren. There is no uniform system for determining norms and results in tests.

Sharp contrasts between the conditions of kindergarten and school lead to poor health and psychological trauma in children, which leads to a longer adaptation period, since the child’s body and psyche are not yet adapted to school conditions.

In the conditions of a pro-gymnasium, in a single educational space, one specialist works with children of preschool and primary school age. That's why problem conducting diagnostic tests, determining a qualitative assessment of the physical fitness, development and achievements of children, the lack of a unified program by which it is possible to determine the dynamics of the physical development of each child has become especially acute for us.

Working on this problem, we set ourselves target: based on the “Comprehensive program of physical education for grades 1-11” (team of authors V.A. Lyakh, L.B. Kofman), on diagnostic tests of physical education preschool age M.A. Runova, G.N. Serdyukovskaya, to develop a unified system of children’s physical fitness for our institution, where the development of a child from 3 to 10 years will be monitored.

Based on an assessment of physical fitness, the characteristics of a child’s motor development are studied, the necessary means and methods of their physical education are developed, and unevenness in the development of motor functions is revealed. All this makes it possible to establish the reasons for the lag or advance in mastering the program, to outline pedagogical techniques that help optimize the motor activity of children in the conditions of a given institution.

At determining the level of physical fitness The child should be guided by the following factors:

• the degree of mastery by the child of basic skills in various games and exercises, elements of technique of all basic types of movements;
• ability to actively participate in different types motor activity, independently use your arsenal of movements in different conditions;
• development of physical qualities and motor abilities: reaction speed, agility, flexibility, strength, endurance, coordination abilities;
• general motor activity of the child during the entire stay in the preschool institution.

Starting from the second junior group and up to the third grade, we have developed a unified diagnostic, which allows us to identify the dynamics of physical fitness based on identical indicators (Appendix 1). At the same time, the structure of the basic educational programs of kindergarten and school is not violated.

Physical fitness is tested using 6 main tests: speed, speed-strength, endurance, coordination, flexibility, strength. After the examination, the indicators of each child are analyzed and compared with normative data.

Physical fitness tests allow you to determine physical qualities (speed, strength, flexibility, endurance, agility); formation of motor skills and abilities. Offered list of tests common for preschoolers and schoolchildren.

1. Speed ​​test:

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

Goal: Determine speed qualities in the 30m race from a high start.

Methodology: At least two people participate in the race. At the command “Start!” participants approach the starting line and take their starting position. At the command “Attention!” lean forward and at the command “March!” run to the finish line along their own path. The best result is recorded.

2. Test to determine coordination abilities:

Coordination of movements shows the possibility of control, conscious control over the motor pattern and one’s movement.

Goal: To determine the ability to quickly and accurately adjust your actions in accordance with the requirements of a suddenly changing situation in the 3*10 m shuttle run.

Methodology: One or two participants can take part in the race. Before the start of the race, cubes are placed at the start and finish lines for each participant. At the command “Start!” participants go to the starting line. At the command “March!” run to the finish line, running around the cube at the start and at the finish, and so on three times. The total running time is recorded.

3. Endurance test:

Endurance is the ability to withstand fatigue and any activity. Endurance is determined by the functional stability of the nerve centers, coordination of the functions of the motor apparatus and internal organs.

Purpose: To determine endurance in continuous running for 6 minutes in school-age children and in running until fatigue in preschool children.

Methodology: Running can be done both in the gym and at the stadium. 6-8 people participate in the race at the same time; The same number of participants, on the instructions of the teacher, are engaged in counting laps and determining the total length of the distance. For a more accurate calculation, it is advisable to mark the treadmill every 10 m. After 6 minutes. The runners stop and their results (in meters) are determined.

Mark the distance in advance - the start line and half the distance. The physical education instructor runs in front of the column at an average pace for 1-2 laps, the children run after him, then the children run on their own, trying not to change the pace. Running continues until the first signs of fatigue appear. The test is considered correctly completed if the child runs the entire distance without stopping. Two indicators are recorded on the individual card: the duration of the run and the length of the distance that the child ran.

4. Test to determine speed and strength qualities:

Speed-strength abilities are a combination of strength and speed abilities. They are based on the functional properties of the muscular and other systems, which make it possible to perform actions in which, along with significant mechanical force, significant speed of movement is also required.

Goal: Determine speed and strength qualities in the standing long jump.

Methodology: The child stands at the starting line, pushes off with both legs, makes an intense swing of his arms, and jumps as far as possible into the jumping pit. When landing, do not lean on your back with your hands. The distance is measured from the line to the back of the heel standing leg. The best result is recorded.

5. Flexibility test:

Flexibility is the morphofunctional properties of the musculoskeletal system, determining the degree of mobility of its parts. Flexibility characterizes the elasticity of muscles and ligaments.

Purpose: To determine flexibility while standing on a gymnastic bench in preschool children and from a standing position on the floor in school-age children.

Methodology: Bend forward from a standing position on a gymnastic bench: The child stands on a gymnastic bench (the surface of the bench corresponds to the zero mark). Bend down, trying not to bend your knees. Using a ruler installed perpendicular to the bench, write down the level to which the child reached with his fingertips. If the child does not reach the zero mark (bench surface), then the result is counted with a minus sign. While performing this test, you can use the “get the toy” game moment.

Bend forward from a sitting position on the floor: Chalk on the floor line A-B, and from its middle - a perpendicular line, which is marked every 1 cm. The child sits down so that his heels are on the A-B line. The distance between the heels is 20-30cm, the feet are vertical. Three warm-up inclines are performed, and then the fourth, test. The result is determined by touching the digital mark with the fingertips of joined hands.

6. Test to determine strength abilities:

Strength is the ability to overcome external resistance and resist it through muscle effort.

Goal: To determine the strength in pulling up on a bar from a hanging position with an overhand grip for boys, from a hanging position while lying on a hanging bar (up to 80 cm) for school-age girls; throwing bags in children (150-200g) of preschool age.

Methodology: On the command “Begin!” Pull up to chin level and lower onto straight arms. Perform smoothly, without jerking. When arching the body or bending the legs at the knees, the attempt is not counted. The number of correct executions counts. The girls pull themselves up without lifting their feet off the floor.

Throwing a bag with the right (left) hand using the “from behind the back over the shoulder” method. Stand behind the control line and throw the sandbag as far as possible. The best throw counts.

When conducting physical diagnostics, a standard set of sports equipment is required:

• jumping pit to identify speed and strength qualities;
• crossbar and bags of sand 150-200g. to identify strength qualities;
• gymnastic bench and ruler to test flexibility;
• treadmill and stopwatch to test endurance and speed.

All equipment is available in our institution and in any other educational institution of the city and republic, which allows us to use our system to determine physical fitness in any preschool and primary school age institution.

When testing children, certain rules must be followed. Conduct research in the first half of the day, in a gym, a well-ventilated area or on a playground. Lightweight children's clothing. On the day of testing, children's daily routine should not be overloaded physically and emotionally. Before testing, you should carry out a standard warm-up of all body systems in accordance with the specifics of the tests. It is necessary to ensure a calm environment, avoid negative emotions in the child, observe an individual approach, and take into account age characteristics.

The form of testing the physical qualities of children should provide for their desire to show best result: Children can make 2-3 attempts. The time between attempts of the same test should be sufficient to eliminate the fatigue that occurs after the first attempt.

The order of the test remains constant and does not change under any circumstances. As a rule, testing is carried out by the same teachers: a physical education teacher, a teacher, a deputy head of water management, a senior nurse.

Testing should be carried out under standard, identical conditions, which will reduce the possibility of error in the results and will allow us to obtain more objective information for the period under study.

During testing, it is important to consider:

1. individual capabilities of the child;
2. features of testing, which should reveal even the most minor deviations in the motor development of the child.

The best results obtained during the testing process are recorded in the testing report (Appendix 2). The results for the beginning and end of the year of the entire group are recorded in the protocol, which shows the physical fitness of all children. The results are also recorded in the child’s individual physical fitness card (Appendix 3). Using an individual card, the physical development of a child from 3 to 10 years is traced and correctly reported to the parents of each child, and the results are summed up at the end of each year.

It should be noted that children were very interested in performing test tests. As observations have shown (M.A. Runova), the majority of preschool children (60%) constantly strive to compare their results with those of their peers. Some children (30%) even think about how to improve their performance, try to repeat the same thing over and over again. the same task, turn to the teacher for help and strive to achieve good results. And only a few children (10%) remain passive and inert.

Working with this system, we have achieved following results:

• According to the developed tests, the level of physical fitness of a child is traced from 3 to 10 years.
• In the process of working on this system, the number of children with a high level of physical fitness increased. Since the number of tests has decreased, we focus on the technique of performing the exercises. At correct technique The result always improves (Appendix 4).
• tests allow us to identify the level of development of movements and physical qualities in children from 3 to 10 years old, as well as determine the degree of its compliance with age standards.
• we can determine the abilities and capabilities of each child and discuss this individually with parents.
• tests allow us to identify the reasons for each child’s lag or advance in mastering the program.

Based on all that has been said, we have come to the conclusion that there is an urgent need to develop a unified approach and uniform standards for determining the physical development of children of preschool and primary school age in our region.

LITERATURE:

1. M.A. Runova, “Motor activity of a child in kindergarten: A manual for teachers of preschool institutions, teachers and students of pedagogical universities and colleges.” - M.: Mozaika-Sintez, 2000-256p.
2. T.A. Tarasova, “Monitoring the physical condition of preschool children: Methodological recommendations for managers and teachers of preschool educational institutions” - M.: TC Sfera, 2005-175p.
3. G.I. Pogadaev, “Handbook for physical education teachers” - M.: Physical culture and sport, 2000-496p.
4. I.A. Chalenko, “Modern physical education lessons in elementary school” - Rostov N/D.: Phoenix, 2003-256p.
5. B.N. Minaev, “Fundamentals of methods of physical education for schoolchildren”: Tutorial for students of pedagogical educational institutions. - M.: Education, 1989-222p.
6. Magazines “Sports at School”, 1996.

The athlete’s ability to demonstrate elementary forms of speed is assessed:

1) by the time of a simple motor reaction, the reaction time of choice and the time of reaction to a moving object;

2) by the speed of execution of a separate movement;

3) by frequency of movements.

Measurement of these indicators must be carried out in specific conditions chosen sport, where these indicators have one of the decisive meanings.

The time of a simple motor reaction is of great importance in various sprint programs. cyclic species sports (, cycling track, skating etc.). In laboratory conditions, the time of a simple reaction is determined to light and sound using chronoreflectors.

Reaction time to select and react to a moving object is of great importance in sports games, martial arts. In laboratory conditions, the choice reaction time is determined as follows: the subject is presented with slides with game or combat situations. Having assessed the situation, the subject reacts either by pressing a button, or with a verbal response, or with a special action.

The speed of execution of an individual movement is the most informative in fencing, in track and field throwing etc. The time of a hit, ball pass, throw, one step, etc. is determined using biomechanical equipment.

The frequency of movements is an important indicator of speed in sprint running, track sprint racing, 50-meter swimming, etc. The number of movements of the arms (alternately or one) or legs (alternately or one) in 5 to 15 seconds is recorded.

When assessing the complex manifestations of speed abilities, it must be taken into account that the time during which it is possible to perform work of maximum intensity should not exceed 15 seconds. This should guide you when choosing specific control exercises.

In cyclic sports, the maximum speed developed by an athlete over a short distance is usually determined. If we take into account that the maximum speed is achieved at 3-4 seconds after the start, and it can be maintained for up to 4 - 5 seconds, then to determine the absolute speed, control exercises are performed running on short segments (in track and field running - 30-40 meters, in skating – 50 meters, in swimming – 10 meters).

To assess the effectiveness of the start, the time from the start signal until the moment of reaching maximum speed(by the 3-4th second).

The same is done when selecting tests to assess complex manifestations of speed abilities in other sports. For example, in sports games they determine the effectiveness of starting actions (10-15 meters, 30-50 meters, in water polo 5-10 meters), or a test based on the time of performing individual speed actions (for example, in hockey - start - overcoming a segment of 30 meters with the puck - shot at goal, etc.).

When assessing speed abilities in martial arts and complex coordination sports, the time required to perform standard techniques and actions is determined. For example, in wrestling - a 5-fold dummy throw, running on a bridge in one direction, (in sambo - 5 front cuts), in boxing 10 direct blows to the bag. In acrobatics, it is a standard combination that requires a high level of speed qualities.

Tests to assess physical qualities

muscle strength

Kraus-Weber test

1. To determine the strength of the abdominal muscles and hip extensors, use the exercise “squat from a supine position, hands behind the head.” In the event that a student cannot rise, he receives 0 points; if he performs the exercise partially with the help of a teacher, he receives 5 points; if performed correctly independently, he receives 10 points.

2. To determine the strength of the abdominal muscles, use the exercise “squatting from a supine position with bent knees.” Scoring is done in the same way as when performing the first exercise.

3. To determine the strength of the hip flexor muscles and abdominal muscles, the exercise “raising the legs from a supine position” is used. The student being tested must raise his feet 10 inches (25.4 cm) above the floor and hold them there for as long as possible. One point is awarded for every second. The maximum number of points awarded is 10.

4. To determine the strength of the back muscles, use the exercise “raising the body from a prone position on the stomach.” The person being tested lies on his stomach on a special pillow and places his hands behind his head.

The partner fixes his legs, after which he raises his torso and holds it in this position for 10 s. Scoring is carried out as in the previous exercise.

5. Starting position next exercise- “raising the legs while lying on your stomach”: - the same as in the previous one. Partner records top part his torso, after which the subject raises his straight legs above the floor and holds them in this position for 10 s.

Scoring is carried out in the same way as in Exercise 3.

6. The last exercise - bending the torso - is performed to determine the level of development of flexibility. The test taker must touch the floor with his fingertips - in this case, the exercise is considered completed. If it does not reach the floor, then the result is the number of centimeters from the floor to the fingertips with a minus sign.

The total number of points is calculated. Kraus believes that individuals who are unable to meet these minimum requirements cannot be considered sufficiently physically developed.

Tests to determine speed

a) Sitting at the table, hand on the table. Performing movements only with a brush, in 10 seconds apply the maximum number of dots on a sheet of paper with a pencil.

b) Standing, bent at a right angle right hand Hold the ruler vertically so that its zero mark is level with your little finger. Unclench, releasing the ruler, and immediately clench your fingers again as quickly as possible. The shorter the distance from the bottom edge of the ruler to the palm, the better.

c) Run in place for 10 seconds. The more steps you can take during this time, the better the result.

Endurance tests

1. We measure the pulse

Take your pulse. In a healthy person it should be about 60–80 beats per minute. Start squatting at a relaxed pace. After you have squatted 20 times, take your pulse again. If it increases by more than 20 beats per minute, it means that your the cardiovascular system does not react quite adequately to small physical activity. Therefore, it makes sense to think about being examined by a doctor - firstly, and secondly, that you do not have enough physical activity in your life.

2. We measure the pressure

Almost the same way to assess your endurance exists with measuring blood pressure. A healthy person's blood pressure is about 120 over 80. After measuring the pressure, take a new measurement. If your blood pressure rises by more than 20 millimeters of mercury, you need to examine your blood vessels: your cardiovascular system is not ready for such stress.

3. Get on the path

A more difficult way is to go to Gym and stand on treadmill, turn on the speed of 6 kilometers per hour and see how long it takes for your heart rate to increase by 20 beats per minute. If this happens after 3-4 minutes or earlier, this is also a reason to think about the state of your cardiovascular system.

4. Measuring your breathing

You can evaluate your endurance by counting the number of inhalations and exhalations. Typically, a person makes 14–18 respiratory movements per minute (inhalation and exhalation). Then give yourself a load - the same 20 squats or 5 minutes of walking on a track at a speed of 6 kilometers per hour and see how fast your breathing increases. If you have shortness of breath, if you have difficulty breathing, or if your breathing rate has increased by a third or more, then you have problems with endurance respiratory system, she does not adapt well to physical activity.

Tests to determine flexibility

1. Mobility in the shoulder joint. The subject holding the ends gymnastic stick(ropes), twists straight arms backwards. Mobility shoulder joint assessed by the distance between the hands when 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 shoulder girdle test subject. Active abduction of straight arms upward from a position lying on the chest, arms forward. The greatest distance from the floor to the fingertips is measured.

2. Mobility of the spinal column. Determined by the degree of forward tilt of the body. The subject, standing 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 based on the distance in centimeters from the zero mark to the third finger of the hand. If the fingers do not reach the zero mark, then the measured distance is indicated by a minus sign (-), and if they fall below the zero mark, by a plus sign (+).

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

3. Mobility in hip joint. The subject strives to spread his legs as wide as possible: 1) to the sides and 2) back and forth, supporting himself on his hands. The level of mobility in a given joint is assessed by the distance from the floor to the pelvis (tailbone): the shorter the distance, the higher the level of flexibility, and vice versa.

4. Mobility in knee joints. The subject performs a squat with his arms extended forward or his arms behind his head. A full squat indicates high mobility in these joints.

5. Mobility in ankle joints. Various parameters of movements in the joints should be measured based on compliance with standard testing conditions: 1) identical initial positions of the body links; 2) the same (standard) warm-up; 3) repeat flexibility measurements at the same time, since these conditions somehow affect mobility in the joints.

Passive flexibility is determined by the greatest amplitude that can be achieved due to external influences. It is determined by the greatest amplitude that can be achieved due to an external force, the magnitude of which must be the same for all measurements, otherwise an objective assessment of passive flexibility cannot be obtained. The measurement of passive flexibility is suspended when the external force causes pain.

Agility Tests

1. Shuttle run 3 times 10 m (determines the ability to quickly and accurately adjust your actions in accordance with the requirements of a suddenly changing situation).

The child stands at the control line, at the signal “march” (at this moment the teacher starts the stopwatch) three times covers a 10-meter distance, at which cubes (5 pieces) are located in a straight line. The child runs around each cube without touching it. The total running time is recorded.

2. Static balance (the test reveals and trains the coordination abilities of children).

The child stands in a stance - the toe of the back leg is closely adjacent to the heel of the front leg - and tries to maintain balance at the same time. The child completes the task with his eyes open. The time required to maintain balance is recorded with a stopwatch. Of the two attempts, the best result is recorded.

3. Tossing and catching a ball (dexterity and coordination test). The child takes the starting position (feet shoulder-width apart) and with both hands throws up a ball with a diameter of 15-20 cm as many times as possible. The child is asked to make 2 attempts. The best result is recorded.