Test to determine flexibility. Educational standards for physical education (flexibility, volleyball, basketball, general physical training) Determination of flexibility on a gymnastic bench

Nowadays, society does not attach due importance to physical education lessons at school. Some people think that at school there is nothing interesting or useful in physical education lessons and it is better for the child to do additional lessons, while others are simply lazy and he/she does not go to these lessons out of principle. An even more frightening trend is the fact that the promotion of a lifestyle in which sports plays an important and fundamental role has come to almost nothing in our country. That is why it is necessary to understand and realize the usefulness of physical education lessons at school.

Approximate standards from grades 1 to 11

Exercises	Boys				Girls
	5	4	3		5	4	3
Run 30 m (sec)	6,1	6,9	7,0		6.6	7,4	7,5
“Shuttle run” 3x10 m (sec.)	9.9	10.8	11,2		10.2	11,3	11,7
Skiing 1 km.	8.30	9,00	9,30		9.00	9,30	10,0
Cross 1000 m (min.,sec.)	no time				no time
Standing long jump (cm)	140	115	100		130	110	90
Throwing medicine ball(cm)	295	235	195		245	220	200
Throwing a small ball 150g (m)	20	15	10		15	10	5
Throwing at a target from 6 m	3	2	1		3	2	1
Jumping rope in 1 minute.	40	30	15		50	30	20
Raising the body in 1 minute.	30	26	18		18	15	13
Hanging pull-up (one time)	4	2	1
Pull-ups while lying down (one time)					12	8	2
Seated forward bend (cm)	9	3	1		12,5	6	2

Exercises 2nd grade, approximate standards	Boys
4×9 m, sec	12,0	12,8	13,2	12,4	12,8	13,2
3×10 m, sec	9,1	10,0	10,4	9,7	10,7	11,2
Run 30 m, s	5,4	7,0	7,1	5,6	7,2	7,3
Running 1,000 meters	without time
Standing long jump, cm	165	125	110	155	125	100
	80	75	70	70	65	60
	70	60	50	80	70	60
Pull-up on the bar	4	2	1
	23	21	19	28	26	24
Squats (number of times/min)	40	38	36	38	36	34
	12	10	8	12	10	8

Exercises 3rd grade, approximate standards	Boys
3×10 m, sec	8,8	9,9	10,2	9,3	10,3	10,8
Run 30 m, s	5,1	6,7	6,8	5,3	6,7	7,0
Running 1,000 meters	without time
Standing long jump, cm	160	130	120	160	135	110
High jump method of stepping, cm	85	80	75	75	70	65
Jumping rope (number of times/min.)	80	70	60	90	80	70
Pull-up on the bar	5	3	1
Throwing tennis ball, m	18	15	12	15	12	10
Raising the body from a supine position (number of times/min)	25	23	21	30	28	26
Squats (number of times/min)	42	40	38	40	38	36
	13	11	9	13	11	9
	6	4	2	5	3	1

Exercises 4th grade, approximate standards	Boys
3×10 m, sec	8,6	9,5	9,9	9,1	10,0	10,4
	5,0	6,5	6,6	5,2	6,5	6,6
Run 1,000 meters, min	5,50	6,10	6,50	6,10	6,30	6,50
Standing long jump, cm	185	140	130	170	140	120
High jump method of stepping, cm	90	85	80	80	75	70
Jumping rope (number of times/min.)	90	80	70	100	90	80
Pull-up on the bar	5	3	1
Tennis ball throwing, m	21	18	15	18	15	12
Raising the body from a supine position (number of times/min)	28	25	23	33	30	28
Squats (number of times/min)	44	42	40	42	40	38
	15	14	13	14	13	12
Pistols, supported by one hand, on the right and left leg (number of times). (m)	7	5	3	6	4	2

Exercises, 5th grade	Boys			Girls
	5	4	3	5	4	3
Shuttle run 4×9 m, sec	10,2	10,7	11,3	10,5	11,0	11,7
Run 30 m, s	5,5	6,0	6,5	5,7	6,2	6,7
Run 60 m, s	10,0	10,6	11,2	10,4	10,8	11,4
Run 300 m, min, s	1,02	1,06	1,12	1,05	1,10	1,15
Run 1000 m, min, s	4,30	4,50	5,20	4,50	5,10	5,40
Run 2000 m	No time tracking
Cross 1.5 km, min, s	8,50	9,30	10,0	9,00	9,40	10,30
from hanging, once	7	5	3
Pull-up on a low bar from a hanging position, one time				15	10	8
Flexion and extension of the arms while lying down	17	12	7	12	8	3
Raising the body from a supine position, arms crossed on the chest in 1 minute, once	39	33	27	28	23	20
, cm	170	160	140	160	150	130
Running long jump, cm	340	300	260	300	260	220
Running high jump, cm	110	100	85	105	95	80
Skiing 1 km, min, sec	6,30	7,00	7,40	7,00	7,30	8,10
Skiing 2 km, min, sec	No time tracking
Simultaneous stepless movement Herringbone lift Descent into the “gate” made of sticks Plow braking	Ski technique
	Exercises, 6th grade Boys 4×9 m, sec 10,0 10,5 11,5 10,3 10,7 11,5 Run 30 m, s 5,5 5,8 6,2 5,8 6,1 6,5 Run 60 m, s 9,8 10,2 11,1 10,0 10,7 11,3 Run 500 meters, min 2,22 2,55 3,20 , min 4,20 4,45 5,15 Running 2,000 meters no time Cross-country skiing 2 km, min 13,30 14,00 14,30 14,00 14,30 15,00 Cross-country skiing 3 km, min 19,00 20,00 22,00 Standing long jump, cm 175 165 145 165 155 140 Pull-up on the bar 8 6 4 Lying push-ups 20 15 10 15 10 5 10 6 3 14 11 8 40 35 25 35 30 20 46 44 42 48 46 44 Exercises, 7th grade Boys 4×9 m, sec 9,8 10,3 10,8 10,1 10,5 11,3 , With 5,0 5,3 5,6 5,3 5,6 6,0 Run 60 m, s 9,4 10,0 10,8 9,8 10,4 11,2 Run 500 meters, min 2,15 2,25 2,40 , min 4,10 4,30 5,00 Run 2,000 meters, min 9,30 10,15 11,15 11,00 12,40 13,50 Cross-country skiing 2 km, min 12,30 13,30 14,00 13,30 14,00 15,00 Cross-country skiing 3 km, min 18,00 19,00 20,00 20,00 25,00 28,00 Standing long jump, cm 180 170 150 170 160 145 Pull-up on the bar 9 7 5 Lying push-ups 23 18 13 18 12 8 Bend forward from a sitting position 11 7 4 16 13 9 Raising the body in 1 minute from a lying position (press), times 45 40 35 38 33 25 Jumping rope in 20 seconds 46 44 42 52 50 48 Exercises, 8th grade Boys 4×9 m, sec 9,6 10,1 10,6 10,0 10,4 11,2 , With 4,8 5,1 5,4 5,1 5,6 6,0 Run 60 m, s 9,0 9,7 10,5 9,7 10,4 10,8 Run 1,000 meters, min 3,50 4,20 4,50 4,20 4,50 5,15 Run 2,000 meters, min 9,00 9,45 10,30 10,50 12,30 13,20 Cross-country skiing 3 km, min 16,00 17,00 18,00 19,30 20,30 22,30 Cross-country skiing 5 km, min without time Standing long jump, cm 190 180 165 175 165 156 Pull-up on the bar 10 8 5 Lying push-ups 25 20 15 19 13 9 Bend forward from a sitting position 12 8 5 18 15 10 Raising the body in 1 minute from a lying position (press), times 48 43 38 38 33 25 56 54 52 62 60 58 Exercises, 9th grade Boys 4×9 m, sec 9,4 9,9 10,4 9,8 10,2 11,0 , With 4,6 4,9 5,3 5,0 5,5 5,9 Run 60 m, s 8,5 9,2 10,0 9,4 10,0 10,5 Run 2,000 meters, min 8,20 9,20 9,45 10,00 11,20 12,05 Cross-country skiing 1 km, min 4,30 4,50 5,20 5,45 6,15 7,00 Cross-country skiing 2 km, min 10,20 10,40 11,10 12,00 12,45 13,30 Cross-country skiing 3 km, min 15,30 16,00 17,00 19,00 20,00 21,30 Cross-country skiing 5 km, min without time Standing long jump, cm 210 200 180 180 170 155 Pull-up on the bar 11 9 6 Lying push-ups 32 27 22 20 15 10 Bend forward from a sitting position 13 11 6 20 15 13 Raising the body in 1 minute from a lying position (press), times 50 45 35 40 35 26 Jumping rope in 25 seconds 58 56 54 66 64 62 Exercises, 10th grade Boys 4×9 m, sec 9,3 9,7 10,2 9,7 10,1 10,8 , With 4,7 5,2 5,7 5,4 5,8 6,2 Run 100 m, s 14,4 14,8 15,5 16,5 17,2 18,2 Run 2 km, min 10,20 11,15 12,10 Running 3 km meters, min 12,40 13,30 14,30 Cross-country skiing 1 km, min 4,40 5,00 5,30 6,00 6,30 7,10 Cross-country skiing 2 km, min 10,30 10,50 11,20 12,15 13,00 13,40 Cross-country skiing 3 km, min 14,40 15,10 16,00 18,30 19,30 21,00 Cross-country skiing 5 km, min 26,00 27,00 29,00 without time Standing long jump, cm 220 210 190 185 170 160 Pull-up on the bar 12 10 7 3 2 1 Lying push-ups 32 27 22 20 15 10 10 7 4 Climbing a rope without using legs, m 5 4 3 Bend forward from a sitting position 14 12 7 22 18 13 Raising the body in 1 minute from a lying position (press), times 50 40 35 40 35 30 Jumping rope in 25 seconds 65 60 50 75 70 60 Exercises, 11th grade Boys 4×9 m, sec 9,2 9,6 10,1 9,8 10,2 11,0 , With 4,4 4,7 5,1 5,0 5,3 5,7 Run 100 m, s 13,8 14,2 15,0 16,2 17,0 18,0 Run 2 km, min 10,00 11,10 12,20 Running 3 km meters, min 12,20 13,00 14,00 Cross-country skiing 1 km, min 4,30 4,50 5,20 5,45 6,15 7,00 Cross-country skiing 2 km, min 10,20 10,40 11,10 12,00 12,45 13,30 Cross-country skiing 3 km, min 14,30 15,00 15,50 18,00 19,00 20,00 Cross-country skiing 5 km, min 25,00 26,00 28,00 without time Cross-country skiing 10 km, min without time Standing long jump, cm 230 220 200 185 170 155 Pull-up on the bar 14 11 8 Lifting upside down on a high bar 4 3 2 Lying push-ups 32 27 22 20 15 10 Lean forward from sitting position, cm 15 13 8 24 20 13 Bending and extension of the arms in support on the uneven bars, once 12 10 7 Bend forward from a sitting position 14 12 7 22 18 13 Raising the body in 1 minute from a lying position (press), times 50 45 40 42 36 30 Jumping rope in 30 seconds 70 65 55 80 75 65 Jumping rope in 60 seconds 130 125 120 133 110 70 Many parents believe that physical education teachers at school are people who have nothing to do with sports or sports education. It is immediately important to note that this statement is not true at all. First of all, it is necessary to realize that nowadays, without being professional athlete in the past or by a person who has sports education, getting a job in a school as a physical education teacher is almost impossible. This fact indicates that all those children who will engage in physical education at school under the supervision of a specialist practitioner or theorist (depending on the type of previous activity of the teacher) will at least be able to achieve good results in certain sports disciplines, if they want to. . It is very important that people who attend physical education classes develop motivational qualities in themselves. If we compare in everyday life people who paid attention to sports and those who never wore sports suit, then the difference in life motivation is visible to the naked eye. People involved in physical education, and therefore the majority of those who attend physical education classes at school, are much more successful, since even during their school years, in physical education lessons, they develop such qualities as determination and overcoming oneself. According to statistics, those who do not attend physical education classes on a regular basis get sick twice as often during flu epidemics as those who regularly attend physical education classes. As a result, those who get sick more often have a large number of problems with academic performance, due to the fact that they attend fewer classes at school. It would seem that skipping classes at school and not wanting to attend physical education classes are in no way connected at first glance. However, if you trace the cause-and-effect relationship described above, it becomes clear why it is so important to go to physical education classes and not look for excuses for yourself to once again sit on the bench while your classmates are taking tests or just playing sport games. If all of the above arguments are not convincing enough, then a small experiment should be conducted. The student needs to compare his well-being over two months. Let him not go to sports at school for one month and sit on the bench. In another month, you must attend all physical education lessons and follow all the teacher’s instructions. Each day of these two days it is necessary to leave an entry in a special diary, in which the student will leave his impressions of his well-being and general condition of the body. After two months, re-read the diary and compare your notes. Surely the conclusions will be amazing for many, but what they will be can be found out by conducting this experiment. Of course, it is quite difficult to call modern school physical education perfect. And there are many reasons for this. But if you approach this lesson more carefully, consider what the teachers offer, and do not try to evade and hide somewhere in the alley, then in the future you will be able to express huge gratitude to the teachers for this. Now let’s move away from loud phrases and try to figure out what the real benefits of being in the gym are, or sports ground. First of all, it's a matter of physiology. A growing young body requires mobility in order to be able to circulate blood throughout the body. This is why children tear down ceilings in hallways or classrooms during recess. And the more you try to keep them under strict discipline, the louder they will scream at recess. Physical education classes are designed to balance this imbalance. A properly constructed physical warm-up allows you to disperse excess energy throughout the body. In this case, there is no overwork, as well as the danger of getting a sprain or other kind of injury. Moreover, thanks to active physical exercise The body is morally recharged when the brain temporarily switches off complex mathematical calculations or thoughts about a literary plot, giving a person the opportunity to refresh his thoughts. In the future, this helps you cope with complex tasks that were left for last. Among other things, physical education sometimes allows a person to reveal hidden talents that in another environment he would simply be embarrassed to reveal. After all, here, in essence, everyone is equal and everyone is in equal conditions, when few people will joke about your successes. But an experienced teacher will be able to assess the possible potential and develop it in the future. This is exactly how future football players, volleyball players, basketball players, and track and field athletes manifest themselves. After visiting the gym, many people want to develop independently, improve their body and improve their health. And this is precisely what is valuable in school physical education, as a source limitless possibilities in future.

The most important physical quality- flexibility. Since flexibility develops in childhood and adolescence, the main work on its formation should be planned for this period of approximately 11 - 14 years. When correct organized process physical education in subsequent years it will only be necessary to maintain flexibility at the achieved level.
Unfortunately, little attention has been paid to the development of flexibility in school curriculum By physical culture. This quality is not reflected in the indicators either. physical development schoolchildren. But a non-flexible person looks like a lump. A flexible person learns various physical exercises faster and grasps the most complex labor operations more easily. Therefore, I propose to introduce a differentiated assessment of the development of flexibility in schoolchildren and present tests to determine it:

TEST TO DETERMINE FIXIBILITY IN THE SHOULDER JOINTS

1. Flexibility in shoulder joints determine by twisting with gymnastic stick in centimeters of grip width:
Girls
Rating “5” – shoulder width (in cm) X2 “4” – shoulder width X 2+10 cm. “3” – shoulder width X2+20 cm.
Boys
“5”—shoulder width X 2+.10 cm. “4”—shoulder width X2+20 cm. “3”—shoulder width X2+30 cm.

TEST TO DETERMINE FLEXIBILITY IN THE SPINAL COLUMN

2. Check flexibility in the spine by bending forward in a sitting position with your legs apart on the floor:

Girls

“5” – chest touching the floor.
“4“ - touching the chin to the floor.
“3” – forehead touching the floor.
Boys
“5” – touching the chin to the floor. “4” – forehead touching the floor. - “3” - touching the forehead with a fist placed on the floor.

3. Flexibility during bending back is assessed by performing a “bridge” from a supine position:
Girls
“5” - arms vertical, legs straight. “4” - shoulders above the ends of the fingers. “3” - arms are inclined to the floor at an angle of 45°.
Boys
“5” - shoulders above the ends of the fingers.
“4”—arms are inclined to the floor at an angle of 45°.
“3” - arms at an angle of 45°.

TEST TO DETERMINE FLEXIBILITY IN THE HIP JOINT

4. Mobility in hip joints check by doing the splits. Students perform three splits: straight, left in front, right in front. The average score for three splits is given:

Girls

“5” – full contact with the floor. “4” - touching the floor with your fingers with your torso vertical.
“3” - touching the gymnastic bench.

Boys

“5” – fingers touching the floor. “4” - touching the gymnastic bench. “3” - touching the gymnastic bench with your fingers with your torso vertical.

Control exercises (tests) to determine the level of flexibility development

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

1. Mobility in the shoulder joint. The subject, holding the ends of a gymnastic stick (rope), twists his straight arms backwards. The mobility of the shoulder joint is 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.

Mobility in the 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.

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.

Mobility in the ankle joints. Various parameters of joint movements should be measured based on compliance with standard testing conditions: 1) identical starting points 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.

M.A. Godik noted that passive flexibility is determined by the greatest amplitude that can be achieved due to external force. Its value should be the same for all measurements; only in this case can an objective assessment of passive flexibility be obtained.

The amount of passive flexibility is determined at the moment when the action of an external force causes a painful sensation. Consequently, the indicators of passive flexibility are heterogeneous and depend not so much on the state of the muscular and joint apparatus, but also on the athlete’s ability to tolerate unpleasant sensations for some time. Therefore, it is important to motivate him so that he does not stop the test at the first sign of pain.

The difference between the values ​​of active and passive flexibility (in centimeters or angular degrees) is called active flexibility deficit (ADG) and is a criterion for the condition of the athlete’s joint and muscular system.

Lyakh V.I. in his book: “Tests in the physical education of schoolchildren” he noted that, as a rule, similar tests are used to measure flexibility in schools in different countries. To perform individual control tests “for flexibility”, certain equipment is required (protractors, rulers). Conducting testing does not present any particular difficulty for the teacher.

1. Bend the torso forward in a sitting position.

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

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

There are two possible interpretations of the result: a) comparison of the test taker’s indicator with the indicators of other students in this test; b) comparison of his result in the specified test with the results in other flexibility tests.

Option. The same test, but performed from a standing position (Figure 4.2).

Figure 4.2. - Tilt of the torso from a standing position

2. Raising your arms up while lying on your stomach (Figure 4.3).

Figure 4.3 - Raising your arms up from a position lying on your stomach

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

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

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

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

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

Equipment: tape measure.

Testing procedure. The subject stands with his back to the wall, legs together, arms spread to the sides so that the little fingers of both hands touch the wall (Figure 4.4).

Figure 4.4 - Moving away from the wall

Then, without lifting your little fingers from the wall, he moves as far forward as possible.

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

Test to assess the flexibility of the ankle flexor and extensor muscles.

Equipment: bench, sheet of paper, tape measure.

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

The result is determined as follows: connect the points on the paper and measure the resulting angles from the horizontal. The interpretation of this result is carried out in the same way as in previous tests.

Bending of the body.

Equipment: bench, tape measure.

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

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

"Bridge" (Figure 4.5).

Figure 4.5 - “Bridge”

The procedure for performing this exercise is known.

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

Testing procedure. The subject strives to spread his legs as wide as possible: 1) to the sides and 2) back and forth with support on his hands.

The result is the distance from the top of the angle formed by the legs to the floor. The shorter the distance, the greater the flexibility.

Test exercises to assess the flexibility of various joints are shown in Figure 4.6.

Figure 4.6 - Test exercises to assess the flexibility of various joints

The most important physical quality is flexibility. Since flexibility develops in childhood and adolescence, the main work on its formation should be planned for this period of approximately 11 - 14 years. With a properly organized process of physical education in subsequent years, it will only be necessary to maintain flexibility at the achieved level.
Unfortunately, little attention is paid to the development of flexibility in the school physical education curriculum. This quality is not reflected in the indicators of physical development of schoolchildren. But a non-flexible person looks like a lump. A flexible person learns various physical exercises faster and grasps the most complex labor operations more easily. Therefore, I propose to introduce a differentiated assessment of the development of flexibility in schoolchildren and present tests to determine it:

Shoulder flexibility test

1. Determine flexibility in the shoulder joints by twisting with a gymnastic stick in centimeters of grip width:
Girls
Score “5” - shoulder width (in cm) X2 “4” - shoulder width X 2+10 cm. “3” - shoulder width X2+20 cm.
Boys
“5” - shoulder width X 2+.10 cm. “4” - shoulder width X2+20 cm. “3” - shoulder width X2+30 cm.

Test to determine flexibility in the spinal column

2. Check flexibility in the spine by bending forward in a sitting position with your legs apart on the floor:

“5” - chest touching the floor.
“4“ - touching the chin to the floor.
“3” – forehead touching the floor.
Boys
“5” - touching the chin to the floor. “4” - forehead touching the floor. - “3” - touching the forehead with a fist placed on the floor.

3. Flexibility during bending back is assessed by performing a “bridge” from a supine position:
Girls
“5” - arms vertical, legs straight. “4” - shoulders above the ends of the fingers. “3” - arms are inclined to the floor at an angle of 45°.
Boys
“5” - shoulders above the ends of the fingers.
“4” arms are inclined to the floor at an angle of 45°.
“3” - arms at an angle of 45°.

Hip flexibility test

4. Check mobility in the hip joints by performing splits. Students perform three splits: straight, left in front, right in front. The average score for three splits is given:

“5” - full contact with the floor. “4” - touching the floor with your fingers with your torso vertical.
“3” - touching the gymnastic bench.

Boys

“5” - touching the floor with your fingers. “4” - touching the gymnastic bench. “3” - touching the gymnastic bench with your fingers with your torso vertical.