Motor abilities - definition, characteristics and classification. Physical qualities and methods of their education What is the name of a person’s ability to rebuild motor skills?

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 muscle activity, 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 operation- 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-strength. 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" - 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

High-speed motor abilities are a set of functional properties that ensure the performance 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 able to control movements.
  • Muscular. Coordination of the work of muscles transmitting from nervous system and other recipients of the control command on the body part.
  • 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 big role in improving the motor ability of 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 specified 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 does not 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.

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 activities 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 physical qualities required in a particular sport.

Development of physical qualities (for example, strength) is not an end in itself. An athlete needs a certain strength to quickly master the necessary motor skills. If a teenager does not have the strength to lift 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 maximum value tension developed by 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 perform any type of activity for a long time without reducing its effectiveness, the ability to withstand fatigue. There is a distinction between general endurance - the ability to perform various types of moderate-intensity movements for a long time - and special endurance - the ability to maintain working capacity for a long time. To develop endurance, you need to gradually increase the time you perform moderate-intensity exercises: running at a relaxed pace, go skiing, swim. 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 the load or speed is excessively high at the beginning of the race, if the warm-up before the race was insufficient, or if the athlete is poorly prepared physically. 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 demonstrated in sports games and in 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 execute accurately and economically 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 high level development of other physical qualities. Physical fitness must be versatile.

Great importance for improvement physical fitness has accurate knowledge and recording of sports results.

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

One of the main tasks solved in the process of physical education is to ensure the optimal development of the physical qualities inherent in a person. Physical qualities are usually called congenital (genetically inherited) morphofunctional qualities, thanks to which physical (materially expressed) human activity is possible, fully manifested in purposeful motor activity. The main physical qualities include speed and agility.

Rapidity

Rapidity- this is a person’s ability to perform motor actions in the minimum amount of time for given conditions, without reducing the effectiveness of the technique performed.

Divided into 2 groups:

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

Dexterity

Dexterity- this is a person’s ability to solve a motor problem in a short period of training, as well as to rebuild their motor actions in changing external conditions.

Divide into two groups:

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

Agility develops in unusual positions, which are performed when the external conditions of the exercise change.

Force

Force- this is a person’s ability to overcome external and internal resistance through muscle tension.

There are:

  • absolute strength is the magnitude of maximum effort
  • relative strength is the quantity absolute strength per kilogram of body weight

Force gradient- this is a person’s ability to increase effort per unit of time (for example, pulling up for a while)

Flexibility

Flexibility- this is a person’s ability to perform movements with maximum amplitude.

There are:

  • active flexibility - increasing amplitude due to muscle tension
  • passive flexibility - amplitude is achieved due to external tensile forces

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

Endurance

Endurance- this is a person’s ability to resist fatigue and perform work without losing its effectiveness.

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

Phases of fatigue

  • Fatigue: This is a subjective feeling of tiredness.
  • compensated fatigue: during this phase it is possible to maintain the power of work due to additional volitional efforts.
  • uncompensated fatigue: this is a decrease in the overall power of work, up to its cessation.

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

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

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

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

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

  • anatomical and morphological features of the brain and nervous system (properties of nervous processes - strength, mobility, balance, individual variations in the structure of the cerebral cortex, the degree of functional maturity of its individual zones);
  • physiological characteristics of the cardiovascular and respiratory systems - maximum oxygen consumption, indicators of peripheral circulation;
  • biological (features of oxidation, endocrine regulation, metabolism, energy of muscle contraction);
  • bodily (body and limb length, body weight, muscle and fat tissue mass);
  • chromosomal (gene).

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

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

To characterize a person’s ability to coordinate their movements, the term “dexterity” has long been used (Bernstein N.A., 1947, 1991; Zatsiorsky V.M., 1970; Ilyin E.P., 1982; Lyakh V.I., 1995; and etc.). But since the mid-1970s, the term “coordination abilities” has been increasingly used (Donskoy D.D., 1971; Platonov V.N., 1986, 1997, 2004; Suslov F.P., Kholodov Zh.K., 1997 ; Kuramshin Yu.F., 2004; etc.). Coordination abilities are manifested in activities that take place in probabilistic and unexpected situations that require resourcefulness, speed of reaction, the ability to concentrate and switch attention, spatial, temporal, dynamic accuracy of movements and their rapid development.

Currently, due to the complexity of the manifestation of this motor quality, there are a large number of definitions of coordination abilities. The most complete definition, in our opinion, is given by Yu.F. Kuramshin (2004): coordination abilities can be defined as a set of human properties that manifest themselves in the process of solving motor problems of varying coordination complexity and determine the success of controlling motor actions and their regulation.

To the elementary forms of manifestation of coordination abilities Yu.F. Kuramshin attributes the abilities to:

To learn new movements;

To differentiate various parameters of movement (temporal, spatial, force, etc.);

To orientation in space;

Toward balance;

To connect (combine) movements;

Adaptation to changing situations and unusual task settings;

To complete tasks in a given rhythm;

To control the timing of motor reactions;

Anticipate various signs of movements, the conditions for their implementation and the course of changes in the situation as a whole;

Towards rational muscle relaxation.

In real activity, all of these abilities are manifested not in their pure form, but in complex interaction, largely determining the success of the execution of motor actions. The specificity of the type of motor activity makes different demands on the manifestation of elementary forms of coordination abilities. In some types of activity, individual abilities play a leading role, in others - an auxiliary one.

At different age periods, there is unevenness in the development of certain types of coordination abilities. At the age of 15-16 years, their level of development approaches that of an adult.

The main features of exercises aimed at improving coordination abilities are their novelty, complexity, unconventionality, and the possibility of diverse and unexpected solutions to motor problems (Platonov V.N., 1986).

When cultivating coordination abilities, the following main methodological approaches are used:

Learning new and varied movements with a gradual increase in their coordination complexity;

Developing the ability to rearrange motor activity in a suddenly changing environment;

Increasing spatial, temporal and power accuracy of movements based on improving motor sensations and perceptions;

Improving static and dynamic balance.

Learning new and varied movements mainly used in basic physical education and on initial stages sports improvement. Mastering new exercises

Those who practice singing not only replenish their motor experience, but also develop the ability to form new forms of coordination of movements.

To develop coordination abilities when learning quite 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.

To cultivate the ability rebuild motor activity in a changing environment use the variable exercise method with its many varieties. At the same time, methodological techniques with strict and changing variability of actions and execution conditions are distinguished.

TO strictly varied exercise group The following methodological techniques include:

Strictly specified variation of individual characteristics or the entire mastered motor action (for example, long or high jumps at full strength and half strength; changing the speed or tempo of movements according to a preliminary task or a sudden signal, etc.);

Changing the way of doing things (for example, running face forward, backward, sideways in the direction of movement);

Changing the initial or final positions (for example, starts from different starting positions: standing, sitting, lying, etc.; throwing the ball: up, forward, right, left, after catching, dribbling, standing, etc.);

- “mirror” execution of exercises (for example, performing a push-off from the right or left leg, a throw with the right or left hand);

Performing motor actions after influencing the vestibular apparatus (for example, jumping up immediately after rotations or somersaults);

Performing motor actions with the exception of visual control (for example, wearing special glasses or with eyes closed);

Exclusion of certain coordinating actions from the movement (for example, jumping up or forward without swinging your arms).

To the group of methodological techniques changing actions and exercise conditions include:

Performing motor actions in unusual environmental conditions (for example, cross-country skiing, performing jumps on an elastic support);

Practicing individual and group actions with various options for the actions of partners and opponents.

Methodology improving spatial, temporal and power accuracy of movements includes means and methods aimed at developing the ability to reproduce, evaluate and differentiate individual parameters of movements. These abilities, on the one hand, largely depend on the degree of development of a person’s visual, auditory, tactile and especially muscular-motor sensations, and on the other hand, on his ability to consciously perceive his sensations.

"Sense of Space" associated with the perception, assessment and regulation of spatial parameters of movements: distance to any object, size of the area or obstacle, shape, direction, amplitude of movement, etc.

When developing a “sense of space”, they resort to the following methodological techniques:

Improving Accuracy reproduction of reference spatial characteristics(for example, accurately reproduce certain body positions, direction and amplitude of movement when performing an exercise repeatedly);

Improving the accuracy of movement in accordance with given changes parameters; In this case, several options for tasks can be distinguished:

With a gradual increase or decrease in the values ​​of the spatial characteristics of the tasks performed (for example, hitting the ball into the basket from a distance of 4, 6, 10 m and in reverse order);

Using alternating contrasting exercises “contrast task” (for example, throwing the ball into the basket from a long distance and from under the backboard);

With the gradual convergence of gross and fine differentiations in the assessment of spatial perceptions of the “closed task”.

Accurate differentiation of power parameters movements indicates the effectiveness of their control. The means of developing the accuracy of power parameters of movements are exercises with weights of various sizes, throwing

projectiles of different weights, long and high jumps with measured parameters, as well as exercises on simulators that allow you to set a particular amount of muscle effort.

Methodological methods for educating differentiation of the accuracy of power parameters can be gradual change in difficulty performed tasks, as well as execution "contrast task" And "approaching task". The methodology for developing the ability to control the power parameters of movements is based on comparing the subjective assessment of the developed effort with objective results.

Improvement ability to voluntarily relax muscles allows you to reduce the energy consumption of motor actions performed, increase their speed and the amount of effort developed, and improve movement technique.

To cultivate the ability to voluntarily relax muscles, special exercises are used, including various forms of alternation and combination of tension and relaxation of the corresponding muscle groups:

A combination of preliminary tension with subsequent relaxation (for example, holding a free link in a certain position due to tense muscles and their subsequent relaxation in combination with the “falling” of the link or transfer to another position);

Relaxation of some muscle groups in combination with tension of others (for example, movement of a relaxed part of the body by inertia due to muscle contractions carrying out movements by other parts of the body);

A combination of muscle relaxation with effects on other functional systems (for example, tension - on inhalation, relaxation - on exhalation, relaxation with musical accompaniment, light, sound and rhythm leaders, the use of massage, sauna, etc.).

Exercises aimed at development "sense of time" in most cases based on comparison of subjectively estimated and true time, spent on completing a task. The magnitude of the mistake made allows us to judge the degree of development of this quality. They use both a total estimate of the time of the entire task, and a differentiated estimate of the time for completing its individual parts, as well as the ability to speed up or slow down the time for completing a task for a certain period of time.

In recent years, great importance has been attached to the development of a “sense of time” to the use of various technical and training devices (metronomes, sound and light leaders, urgent information devices, etc.), which allow reproducing, adjusting and programming the duration, themes, rhythm and other temporal characteristics of movement .

An important factor characterizing human motor activity is the ability to perform rhythmic movements. Rhythm in movements is a unifying moment that contributes to the organic linking of various elements into a single whole. Improving rhythmic abilities achieved special exercises on the proportionality of movements within specified limits of time, space and muscle effort.

Means of developing rhythmicity can be:

Exercises on the spot, including performing movements with the arms, legs, head, and torso while counting, signals from the sound leader or musical accompaniment;

Exercises in movement in accordance with given signals (sound, light, tactile) - at a constant pace and with changes in the pace and direction of movement;

Improvised exercises - motor improvisation according to a rhythmic pattern or to music, free dance to modern music;

Repeated execution of exercises with the goal of memorizing indicators and subsequent self-assessment of the measures of time, space and effort by the student.

Improving static and dynamic balance includes the following methodological techniques;

A) postural - static balance:

Extending the time of maintaining a pose;

Exclusion or limitation of the visual 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) dynamic balance:

Changes in external conditions for performing exercises (relief, surface, location, climatic conditions);

Changes in the effect on the vestibular apparatus (swings, lounges, centrifuges, etc.);

Limitation of the visual analyzer.

In conclusion, it should be emphasized that education various types coordination abilities occur in close connection with other motor abilities.

?Questions and tasks for self-control

1. Define physical abilities.

2. What underlies the formation of physical abilities?

3. Define speed abilities.

4.List the elementary forms of manifestation of speed abilities. What causes their manifestation?

5. Reveal the methodology for improving motor reactions.

6. Reveal the methodology for improving the speed of a single movement.

7. What is the technique for improving the frequency of movements?

8. Methodology for improving the speed of motor actions.

9. Define muscle strength.

10. In what modes is muscle strength manifested?

11. What indicators of strength are used in sports?

12. How is the relationship between strength and speed, strength and endurance manifested?

13. What resistances are used to develop strength and in what modes are they performed?

14. What techniques are used to create maximum power tension in dynamic mode?

15. How is the maximum effort method implemented?

16. How is the repeated load method implemented?

17. How is the dynamic load method implemented?

18. How is the method of repeated isometric efforts implemented?

19. Reveal the peculiarities of upbringing strength abilities in children.

20. Describe the concentric method of training strength.

21. Describe the eccentric method of developing strength.

22. Describe the polymetric method of training strength.

23. Describe the isokintic method of training strength.

24. Characterize the variable effort method.

25. Characterize the method of conjugate influence.

26. What non-specific methods are used in training strength?

27. Describe endurance.

28. What types of endurance are manifested in sports practice?

29. What is general endurance and how is it improved?

30. Define special endurance and in what forms does it manifest itself?

31. What is the methodology for developing special endurance in cyclic sports?

32. Describe the basics of the methodology for developing special endurance in speed-strength events.

33. Describe the basics of the methodology for educating and improving special endurance in sports games and martial arts.

34. Describe the basics of the methodology for educating and improving special endurance in complex coordination sports.

35. Define flexibility. What elementary forms of flexibility are considered in sports practice?

36. What determines the manifestation of flexibility and its improvement?

37. What exercises are used to improve passive flexibility?

38. What exercises are used to improve active flexibility?

39.What exercises are used to improve the amplitude of competitive movements?

40. What are the methods for developing flexibility?

41. What is meant by the term “coordination abilities”?

42. What are the individual forms of manifestation of coordination abilities?

43.What methodological techniques are used in developing coordination abilities?

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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 began 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 date, 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 static positions body (in stands) or during movements (while walking, when performing acrobatic exercises);
  • ability to rhythm- accurate reproduction of a given rhythm of 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 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 of 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. So body balancing on narrow support It is much easier to do if your 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 the specific motor task associated with the manifestation of one or another type of balance.

The activity of the respiratory system has a certain influence on maintaining balance. 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.

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