Training ladder. Coordination stairs (paths). This is the most difficult exercise of all presented here; to perform it you will need a very high level of training and innate dexterity. But if you learn how to do this exercise

There are many exercises with the coordination ladder. Some of them are specialized for the needs of a particular sport, some are universal, but almost all of them are aimed at improving coordination and speed of footwork, movement technique and balance.

As with many technique exercises, the correctness of execution is more important here than the speed of execution. First you need to learn to do it right, and then learn to do it right and at the same time - quickly. More than once I have seen some kind of “speed race” in training, where players tried to go up the stairs the fastest instead of practicing the necessary elements. Hand work and the height of the center of gravity were also often ignored.

Constant and sudden changes in game situations require young players to be extremely focused, quick to react, keen attention, the ability to quickly respond to the actions of opponents and partners, quickly assess the game situation, instantly make a tactical decision and immediately implement it. Also to achieve best result the young hockey player must do everything quickly: start and skate, brake and maneuver, dribble around the opponent, dribble, pass and receive, throw the puck into the goal, stop the opponent by force or, conversely, avoid strength martial arts. These components of a hockey player’s gaming activity require a high level of development of coordination and speed abilities (speed), as well as distributed attention, spatial orientation and dynamic balance. To develop the above physical qualities The training system for young hockey players uses a wide arsenal of general physical training means. Not so long ago, in the domestic system of training hockey players, a new simulator began to be used - the coordination ladder (speed ladder, agility ladder), which promotes the development in players of the physical qualities necessary for playing activities (speed and agility) (Exercises with the coordination ladder [Electronic resource] // Detenok: website Access mode http://detenok.ru/?p=3463).

Exercise No. 1 - “classics”.

• * Start the exercise by taking your starting position at the bottom of the stairs, with your feet shoulder-width apart.
• * Jump forward, pushing off with both feet, and land in the first sector of the stairs on left leg.
• * Next, pushing off with your left foot, jump forward again, but land on both feet.
• * We push off with both feet again, jump forward and land on our right foot.
• * Using only your right foot, we jump forward and land on two feet. This is 1 cycle. Repeat this cycle until the ladder ends.

Figure 1.3. - Exercise classics

Exercise No. 2 - “inside-out”.

• * Begin the exercise by placing your feet shoulder-width apart in front of the start of the stairs.
• * Step (not jump, just walk) into the first section of the stairs, first with your left and then with your right foot.
• *After placing your right foot in the first section, immediately place your left foot to the left of the next section of the ladder, then your right foot to the right of the ladder.
• * Again, step your left foot inside the stairs, and then also step your right (as if returning to the previous position).
• * Repeat this movement pattern until the ladder ends.

Figure 1.4. - Inward-outward exercise

Exercise No. 3 - “step to the side.”

• * Start the exercise by positioning yourself near the bottom left corner of the stairs (we used to start the exercise in the center, but now you need to move a little to the left).
• * Step into the first section with your left foot, and without stopping, immediately step there with your right (as if you were doing a jump, or a jump stop; in the original this movement is called “1-2 motion”, minimize the time between each step).
• * Now you need to move to the right of the current section, again placing your left foot and then your right foot.
• * Now step diagonally to the left and up, again using first your left and then your right leg.
• * Move to the left, leaving the stairs, first with your left and then with your right foot. So we find ourselves in the starting position.
• * Continue in the same manner until the end of the stairs. If you decide to do this exercise several times, start on the opposite side of the stairs each time, this way your leading leg (in the example, the left leg) will change regularly.

Figure 1.5. - Side step exercise

Exercise No. 4 - “Tango”.

• * Start this exercise by standing at the bottom left of the stairs (like the previous exercise).
• * Step your left foot over your right foot and stand in the middle of the first section.
• * Next, without stopping, place your right foot at the level of the transverse bar between the first and second sections, and immediately place your left foot next to your right.
• * This exercise is performed on a 1-2-3 count, just like in a dance.
• * From this position, the right leg steps over the left and stands in the center of the second section of the ladder, then the left leg.

Figure 1.6. - Tango exercise

Exercise No. 5 - “Five Steps.”

This is the most difficult exercise of all presented here; to perform it you will need a very high level of preparation and innate dexterity. But if you learn to perform this exercise smoothly, without faltering, and at high speed, most of your opponents simply will not be able to keep up with your movements.

• * Starting position- feet shoulder-width apart, stand in front of the stairs in the center.
• * Place your right foot to the right of the first section of the stairs, almost simultaneously place your left foot in the first section of the stairs.
• * The right leg moves towards the left, after which the left moves into the second section (i.e. steps forward), and the right follows it.
• * The movement consists of 5 steps - this is the first phase. The second is almost similar to this one, but the movement begins in the left leg. The exercise must be repeated along the entire length of the stairs. (Exercises to develop agility, speed and footwork

Figure 1.7. - Exercise five steps

Working with your hands

When doing footwork speed exercises to increase your running cadence, arm work is just as important as footwork. It is impossible to run with your legs moving at one speed and your arms at another. The speed should be the same; accordingly, the arms need to be trained simultaneously with the legs and preferably with the required amplitude.

In more complex exercises, where the movements are directed in different directions, but the legs work alternately as when running, more active work Using your hands helps you “catch” the rhythm and makes doing the exercise easier. In some exercises, the arms act as a balancer, allowing you to perform the exercises more sharply and actively. With your arms hanging or clenched into fists at chest level, there will be no balancer.

Center of gravity height

Almost all changes in direction of movement are associated with a lower center of gravity. Try to do these exercises not on straight legs, but on bent ones - this will make it easier for you to apply the acquired skills in the game.

On table 1.1. and 1.2. Let's look at examples of working with the coordination ladder for ordinary schoolchildren physical development and sports.

Table 1.1. - Example program for beginner level

Table 1.2. - Example program for advanced level

• · Be sure to warm up before performing exercises.
• · Perform this program 2-3 times a week (minimum 48 hours between workouts).
• · "L" and "R" means that you first do the exercise with one leg in front (left), and then again with the other (right) leg in front.
• · “x 2” means you need to do 2 sets. In this case, one approach is to walk up the stairs in one direction and back.
• · Take a break of 30-60 seconds between sets, depending on how quickly you recover.
• · Proper technique is more important than speed, take your time. First achieve good performance, then gradually increase the speed (Exercises with coordination ladder

Talaiko Natalya Vadimirovna,

teacher physical culture MAOU secondary school No. 22

Development of motor skills in students

through the use of a speed ladder in the lesson

Relevance:

All more people think about their health and try to start working on preserving it as early as possible. Availability of exercises from various types sports and various muscle groups on the Internet, allow you to set up a gym right at home. And if living conditions are not suitable for installing a large number sports equipment? Then the equipment that comes in a sports bag comes to the rescue, which can be used when exercising on street areas. In the bag you can put dumbbells, expanders, a jump rope, and more modern ones - markers, a speed ladder, a parachute.

Speedy (coordination) ladder- this is one of the most common and effective simulators for recreational activities andtraining athletes in many sports. The ladder is equipment aimed at active sport exercises. Speed ​​stairs train both large and fast muscles and those lying close to the skeletal system, which form the framework of the musculoskeletal system. The core muscles are the most difficult to train because... they are deep, and a limited number of types of exercises can engage them.

Exercises on the stairs cause the human neurological system to send Additional information into his muscles at great speed, turning on more and more motor cells. This helps a person to be faster, more mobile and more agile.

The coordination ladder is used for:

Acceleration training;

Speed ​​data improvements;

Improving body balance in movement;

Develops a sense of body rhythm and coordination.

Using stairs in lesson activities and training process in children school age allows you to diversify classes, help students develop speed, speed-strength and coordination abilities. You can use the stairs both for warming up and for main activities.

Types of high-speed (coordination) stairs:

1. The Traditional Ladder is equipped with crossbars that are attached as stiffeners to the sling at intervals of 37-40 cm from each other. Its characteristic feature is a flat bottom and a rounded top, or a completely round crossbar. It is important that athletes do not stand on the floor bars while using the ladder, and the rounded top reminds athletes to keep their feet suspended and springing from square to square.
2. The Flat Ladder is equipped with rungs that are completely flat to the ground. These stairs usually have adjustable rungs, so the trainer can change their position from 37 to 50 cm. But such stairs have fewer rungs per total length.

There are also varieties of double, lightweight stairs, with connecting fasteners for increasing the length or making them crosswise.

As a rule, the kit includes:

Convenient carrying bag;

4 pegs for fixing the ladder on grass surfaces;

11 (or more) plastic cross bars on durable nylon tapes;

Color yellow-black.

Features of working on a high-speed (coordination) ladder

Exercises for coordination ladder there are many. Some of them are specialized for the needs of a particular sport, some are universal, but almost all of them are aimed at improving coordination and speed of footwork, movement technique and balance.

As with many technique exercises, the correctness of execution is more important here than the speed of execution. First you need to learn to do it right, and then learn to do it right and at the same time - quickly. More than once I have seen some kind of “speed race” in training, where players tried to go up the stairs the fastest instead of practicing the necessary elements. Hand work and the height of the center of gravity were also often ignored.

Working with your hands

When doing footwork speed exercises to increase your running cadence, arm work is just as important as footwork. It is impossible to run while moving your legs at one speed and your arms at another. The speed should be the same; accordingly, the arms need to be trained simultaneously with the legs and preferably with the required amplitude.

In more complex exercises, where the movements are directed in different directions, but the legs work alternately as when running, more active work with the arms helps to “catch” the rhythm and makes the exercise easier. In some exercises, the arms act as a balancer, allowing you to perform the exercises more sharply and actively. With your arms hanging or clenched into fists at chest level, there will be no balancer.

Center of gravity height

Almost all changes in direction of movement are associated with a lower center of gravity. Try to do these exercises not on straight legs, but on bent ones - this will make it easier for you to apply the acquired skills in the game.

Health and safety when exercising on stairs

1. Exercise ladders should be positioned to provide sufficient clearance at both ends and on either side of the ladders.
2. Avoid fatigue, which leads to poor technique and slower footwork.
3. Proper foot placement helps prevent injuries and damage to the feet and ankles.
4. Start slowly and gradually increase the speed of the movements.

Basic types of movements and exercises.

Walking, running, jumping. Hand exercises have appeared.

Use of notation:

Left leg Right leg direction of movement

Speed ​​staircase marker

Possible exercises:

The child runs along the side of the stairs, keeping his outside leg in upright position. Inside leg moves across stair slats using a sharp, rapid movement.

The child walks the length of the stairs, moving laterally, placing his feet alternately in each space between the steps.

The child walks the length of the stairs, jumping, alternating legs apart (on both sides of the stairs), legs together.

The child changes the position of his legs by jumping

The child performs two jumps forward and one back, repeating the pattern to the end of the stairs.

1. Running in and out of the “rectangle”

The child walks the length of the stairs, moving sideways, alternately running in with his right foot and running out with his right foot.

The variety of jumping and running exercises performed on two or one leg, face, back or side in the direction of movement is amazing. Using the exercises in training activities, elements of the sport and, if any, the subject are added. The speed ladder is actively used in team sports and martial arts. A large number of exercises can be viewed on the video hosting site You Tube.

Combination of running exercises

Option 1.

Markers (6 pcs.), stairs (2 pcs.), barriers (2 pcs.).

stop jump acceleration run

Braking

start exercise 1 4 running steps sideways turn 360ͦ exercise 3

Option 2 (with a basketball).

Markers (11 pcs.), ladder (2 pcs.), barriers (5 pcs.), non-slip ball (1 or more)

br. for 2s. Exercise 4 Driving with a “snake” Exercise 2 with

Transfer

Start lead hurdledribble touching the ball marker

right foot, ball in right hand

Improving and complicating the technique of performing exercises using stairs

1. Changing the direction of movements.
2. Alternating leading legs.
3. Quick movement with one leg, the other is used for support.
4. Additional inclusion of twists and turns
5. Changing the direction of movement inside and outside the stairs
6. Using stops and starts to help develop resilience
7. Children should hold sports equipment (ball, gymnastic stick, racket, bat, etc.) in their hands so that they can be included in the exercise program.

Information sources:

1. The school of instant reaction, deft movements, quick feet and strong hands. Physical development of children 4-11 years old / Alan Pearson, David Hawkins; lane from English by L.I. Zaremskaya. – M.: AST:Astrel. 2011. – 320 pp., ill.
2. Guide to using a high-speed ladder, 2013. – 15 pp., illus.

In contact with

Exercises with coordination ladder there are many. Some of them are specialized for the needs of a particular sport, some are universal, but almost all of them are aimed at improving coordination and speed of footwork, movement technique and balance.

As with many technique exercises, the correctness of execution is more important here than the speed of execution. First you need to learn to do it right, and then learn to do it right and at the same time - quickly. More than once I have seen some kind of “speed race” in training, where players tried to go up the stairs the fastest instead of practicing the necessary elements. Hand work and the height of the center of gravity were also often ignored.

Working with your hands

When doing footwork speed exercises to increase your running cadence, arm work is just as important as footwork. It is impossible to run while moving your legs at one speed and your arms at another. The speed should be the same; accordingly, the arms need to be trained simultaneously with the legs and preferably with the required amplitude.

In more complex exercises, where the movements are directed in different directions, but the legs work alternately as when running, more active work with the arms helps to “catch” the rhythm and makes the exercise easier. In some exercises, the arms act as a balancer, allowing you to perform the exercises more sharply and actively. With your arms hanging or clenched into fists at chest level, there will be no balancer.

Center of gravity height

Almost all changes in direction of movement are associated with a lower center of gravity. Try to do these exercises not on straight legs, but on bent ones - this will make it easier for you to apply the acquired skills in the game.

Constant and sudden changes in game situations require young players to be extremely focused, quick to react, keen attention, the ability to quickly respond to the actions of opponents and partners, quickly assess the game situation, instantly make a tactical decision and immediately implement it. Also, to achieve the best result, a young hockey player must do everything quickly: start and skate, brake and maneuver, dribble around an opponent, dribble, pass and receive, throw the puck into the goal, stop an opponent with a forceful move, or, conversely, avoid a forceful combat. These components of a hockey player’s gaming activity require a high level of development of coordination and speed abilities (speed), as well as distributed attention, spatial orientation and dynamic balance. To develop the above mentioned physical qualities, the training system for young hockey players uses a wide arsenal of general physical training means. Not so long ago, the domestic system of training hockey players began to use a new simulator - a coordination ladder (speed ladder, agility ladder), which promotes the development in players of the physical qualities necessary for playing activities (speed and dexterity).

Exercise No. 1 – “classics”.

Begin the exercise by taking your starting position at the bottom of the stairs, with your feet shoulder-width apart.
Jump forward, pushing off with both feet, and land in the first sector of the stairs on your left foot.
Next, pushing off with your left foot, jump forward again, but land on both feet.
Again we push off with both feet, jump forward and land on our right foot.
Pushing off with only your right foot, we jump forward and land on two feet. This is 1 cycle. Repeat this cycle until the ladder ends.

Exercise No. 2 – “inside-out”.

Begin the exercise by placing your feet shoulder-width apart in front of the start of the stairs.
Step (not jump, just walk) into the first section of the stairs, first with your left foot and then with your right foot.
After placing your right foot in the first section, immediately place your left foot to the left of the next section of the ladder, then your right foot to the right of the ladder.
Again, step your left foot inside the stairs, and then also step your right (as if returning to the previous position).
Repeat this movement pattern until the ladder ends.

Exercise No. 3 – “step to the side.”

Start the exercise by positioning yourself near the bottom left corner of the stairs (we used to start the exercise in the center, but now you need to move a little to the left).
Step into the first section with your left foot, and without stopping, immediately step there with your right (as if you were doing a jump, or a jump stop; in the original this movement is called “1-2 motion”, minimize the time between each step).
Now you need to move to the right of the current section, again placing your left and then your right foot.
Now step diagonally to the left and up, again using first your left and then your right foot.
Move to the left, exiting the stairs, first with your left and then with your right foot. So we find ourselves in the starting position.
Continue in the same manner until the end of the stairs. If you decide to do this exercise several times, start on the opposite side of the stairs each time, this way your leading leg (in the example, the left leg) will change regularly.

Exercise No. 4 – “Tango”.

Start this exercise by standing at the bottom left of the stairs (like the previous exercise).
Step your left foot over your right foot and stand in the middle of the first section.
Then, without stopping, place your right foot at the level of the transverse bar between the first and second sections, and immediately place your left foot next to your right.
This exercise is performed on a 1-2-3 count, just like in a dance.
From this position, the right foot steps over the left and stands in the center of the second section of the ladder, then the left foot.....

Exercise No. 5 – “Five Steps.”

This is the most difficult exercise of all presented here; to perform it you will need a very high level of training and innate dexterity. But if you learn to perform this exercise smoothly, without faltering, and at high speed, most of your opponents simply will not be able to keep up with your movements.
Starting position – feet shoulder-width apart, standing in front of the stairs in the center.
Place your right foot to the right of the first section of the stairs, almost simultaneously place your left foot in the first section of the stairs.
The right leg moves towards the left, after which the left moves into the second section (i.e. steps forward), and the right follows.
The movement consists of 5 steps - this is the first phase. The second is almost similar to this one, but the movement begins in the left leg. The exercise must be repeated along the entire length of the stairs.

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INTRODUCTION

1.2 Types of stairs

2. RESEARCH METHODS, RESEARCH ORGANIZATION, RESEARCH RESULTS AND DISCUSSION

2.1 Research methods

2.2 System for using the coordination ladder

2.3 Organization of the study

2.4 Results of our own research and their discussion

CONCLUSION

LIST OF SOURCES USED

APPLICATIONS

INTRODUCTION

One of the main tasks public policy today is the creation of conditions for the development of physical culture and sports, as an effective means of attracting children, adolescents and youth to active image life, their improvement, increasing the level of physical development and crime prevention. According to the Ministry of Health and Social Development Russian Federation, the health of children continues to deteriorate. The goal of physical education in school is the formation of a well-rounded, physically developed personality who is able to actively use the values ​​of physical education to strengthen and long-term maintain one’s own health, optimize work activity and organization active rest. The third hour of physical education has already been introduced, and the development and implementation of a new sports and technical complex “GTO” is underway. This is dictated by the objective need to increase the role of physical education and sports in the education of schoolchildren, strengthening their health, and instilling skills healthy image life.

A healthy lifestyle is based on the constant internal readiness of the individual for physical self-improvement. It is the result of regular (over many years) physical exercises with a positive and active attitude of the students themselves. As you know, a child’s nature is characterized by intense physical activity. In the interests physical education it is necessary to organize children's mobility, motor skills in the correct forms, to give it a reasonable outlet (Grishina, Yu.I. General physical training. Know and be able to: textbook Rostov n/d: Phoenix, 2012. 249 p.). Interest and pleasure in playing sports gradually turns into a habit of systematically playing them, which then turns into a stable need that persists for many years.

The basis of good performance is a high level of speed and coordination abilities (Kostikova L.V. Physical culture. ABC of Sports. M., 2002. 176 p.). Good results in sports and development can be achieved if you develop basic physical qualities - speed, coordination, endurance. Every year, new ways are sought for the development of physical qualities, used in physical education lessons (V.I. Lyakh, Tests in the physical education of schoolchildren. M., 1998. 237 pp.).

Relevance of the study: in physical education lessons, a child needs to master movement techniques, quickly and accurately use motor skills and abilities in a suddenly changing gaming environment, and rationally rearrange his actions. That is why it is necessary to develop speed and coordination abilities in schoolchildren, to look for new means that increase interest in physical education lessons and game activities. One of the ways to solve this problem is to use coordination (high-speed) ladders in physical education at school, which enhances positive effect from classes, children’s interest in play activities increases. With systematic exercise, vision improves, the ability of the neuromuscular system to quickly tense and relax muscles increases; Performing running and jumping exercises helps strengthen the muscular-ligamentous system lower limbs; metabolism, circulatory and respiratory function improves.

Based on this, we can highlight the contradiction between the need to develop students’ speed and coordination abilities and the ineffectiveness of traditional means.

From the contradiction arises the problem of which means of developing speed and coordination abilities are the most effective.

Object of study: the process of developing speed and coordination among students at the level of basic general education.

Subject of research: means and methods for developing speed and coordination qualities of school-age students using coordination (speed) ladders.

Hypothesis: if you use special complex exercises with coordination (speed) ladders, this will contribute to the development of physical qualities: speed and coordination.

Purpose of the work: to identify the effectiveness of the influence of exercises performed with coordination (speed) ladders on the development of physical qualities: speed and coordination.

Tasks:

1 Analyze scientific and methodological literature on this topic.

2 Determine the level of development of speed and coordination in students at the level of basic general education.

3 Develop a set of exercises with coordination (speed) ladders.

The novelty of the research lies in the use of a new set of exercises in game classes aimed at developing students' speed and coordination.

The practical significance lies in the ability to apply the proposed complex in lessons to develop the speed and coordination of students.

1. THEORETICAL BASIS OF THE USE OF COORDINATION (SPEED) STAIRS IN PHYSICAL EDUCATION CLASSES

1.1 Features of coordination ladders

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 innate (genetically inherited) morphofunctional qualities, thanks to which physical (materially expressed) human activity is possible, which receives its full manifestation in purposeful motor activity (Lyakh, V.I. Comprehensive program physical education of students: Enlightenment, 2010.127 p.). The main physical qualities include strength, speed, endurance, flexibility and agility. In physical education classes, one of the important qualities is speed and coordination.

Speed ​​is the ability to make movements in the minimum amount of time, with the greatest possible speed.

Coordination is the ability to master new movements and rearrange motor activity in accordance with the requirements of a changing environment.

When developing speed and coordination, a physical education teacher must be well aware of the basic means of developing these physical qualities. To increase interest and motivation for classes, we use not only well-known means, but also look for new non-traditional ones that will increase physical activity, interest and need for physical activity.

Having studied the literature on the development of speed and coordination of school-age children (Sports games: Technique, teaching tactics: Textbook for students of higher pedagogical educational institutions /. Edited by Yu.D. Zheleznyak, Yu. M. Portnov. M., 2001. 520 pp.) we came to the conclusion that the use of exercises with coordination ladders will help develop children’s interest in playing not only sports games, but also physical education in general. Exercises on the coordination ladder force a person's neurological system to send additional information to his muscles at great speed, including more and more motor cells. This helps children be faster, more agile, and more mobile. The ladder works on the principle of developing general sports skills, which can then be transferred to some specific sports field.

The coordination ladder is one of the most common and effective training equipment for many sports. It is used for both individual and group classes(Physical education. Textbook for universities of physical education, edited by Yu.M. Portnov. Moscow. 1997., 480 pp.).

The ladder consists of durable nylon tapes and 7, 11 flexible (4 or 8 meters) plastic cross bars. The width of the stairs is 50 cm, the distance between the slats is 40 cm. At the beginning of the experiment there were difficulties in purchasing this simulator, and we used coordination ladder made with your own hands. The first option - all the parts were made of ropes. The second option was to use ropes and rulers until we acquired a real coordination ladder.

The coordination ladder is nothing more than a simulator designed to develop speed skills when performing movements on short distances, as well as for the development of agility, strength, endurance, coordination (control of body balance) movements and for the synchronization of motor skills (Zheleznyak Yu.D., Portnov Yu.M. Sports games. M., 2002. 240 p.),

Widely used for training in team sports such as football, basketball, tennis, skiing, rugby. Working on the coordination ladder, the balance of the body is controlled. Perfect for developing speed skills, which is certainly an integral part of training in team sports and functional training. Training on the coordination ladder is comprehensive: it combines warm-up and training itself.

When practicing on the coordination ladder, you can adjust the load level, which allows absolutely everyone to practice on it.

Well, perhaps the last one important factor- convenience. This simulator is very compact and does not take up a large area.

By repeating the same exercises, constantly increasing the pace, the brain and nervous system gets accustomed to faster movements - this is how stable progress is achieved (Sortel N. Physical culture: first steps / Translated from English. M., 2002. 237 p.).

As with many technique exercises, the correctness of execution is more important here than the speed of execution. There are many exercises on the coordination ladder. Some of them are specialized, designed for a specific sport, some are universal, but almost all of them are aimed at improving coordination and footwork speed, movement technique and balance.

We have compiled sets of exercises on the coordination ladder: walking, running, jumping exercises, exercises in support, exercises with the ball.

Before you begin performing exercises with coordination ladders, you should conduct a short briefing.

1 Be sure to warm up before doing exercises

2 Participants must maintain distance.

3 Try not to hit the ladder slats.

4 Always keep your back straight.

5 Correct technique is more important than speed, don't rush. First you need to achieve good performance, then gradually increase the speed (Matveev L.P., Theory and Methods of Physical Culture 1991. 543 pp.).

1.2 Types of stairs

Figure 1.1 shows a coordination ladder equipped with crossbars, which are attached as stiffeners to the sling 37-40 cm apart. Her characteristic feature is a flat bottom and a rounded top, or a completely round crossbar. It is important that athletes do not stand on the floor or rungs when using the ladder, and the rounded top reminds athletes that their feet should be suspended and springing from square to square.

Figure 1.1. - Types of coordination ladders

Flat Style Staircase. With crossbars that are completely flat to the ground. These stairs, as a rule, have adjustable rungs, so the trainer can change their position from 37 to 50 cm. But such stairs have fewer rungs per total length.

There are also varieties of double, lightweight stairs, with connecting fasteners for increasing the length or making them crosswise.

The ladder works on the principle of developing general sports skills, which can then be transferred to some special sports branch (Features of classes on the coordination ladder [Electronic resource] - Access mode: http://samsebetrener.rf/ (Access date 03/07/2016 ).

One of essential elements The key to developing general athletic skills is to train the neurological system to activate more motor cells. This ensures more productive muscle work and through contractions, higher speed and strength are achieved, which subsequently helps ensure stability and proprioception (a sense of your body).

Figure 1.2. - Single and double speed ladders

Staircase exercises force a person's neurological system to send additional information to his muscles at great speed, turning on more and more motor cells. This helps the athlete to be faster, more agile, and more mobile (Lyakh, V.I. Comprehensive program for physical education of students. M.: Prosveshchenie, 2010. 127 p.).

1.3 Exercises with coordination ladder

There are many exercises with the coordination ladder. Some of them are specialized for the needs of a particular sport, some are universal, but almost all of them are aimed at improving coordination and speed of footwork, movement technique and balance.

As with many technique exercises, the correctness of execution is more important here than the speed of execution. First you need to learn to do it right, and then learn to do it right and at the same time - quickly. More than once I have seen some kind of “speed race” in training, where players tried to go up the stairs the fastest instead of practicing the necessary elements. Hand work and the height of the center of gravity were also often ignored.

Constant and sudden changes in game situations require young players to be extremely focused, quick to react, keen attention, the ability to quickly respond to the actions of opponents and partners, quickly assess the game situation, instantly make a tactical decision and immediately implement it. Also, to achieve the best result, a young hockey player must do everything quickly: start and skate, brake and maneuver, dribble around an opponent, dribble, pass and receive, throw the puck into the goal, stop an opponent with a forceful move, or, conversely, avoid a forceful combat. These components of a hockey player’s gaming activity require a high level of development of coordination and speed abilities (speed), as well as distributed attention, spatial orientation and dynamic balance. To develop the above mentioned physical qualities, the training system for young hockey players uses a wide arsenal of general physical training means. Not so long ago, in the domestic system of training hockey players, a new simulator began to be used - the coordination ladder (speed ladder, agility ladder), which promotes the development in players of the physical qualities necessary for playing activities (speed and agility) (Exercises with the coordination ladder [Electronic resource] // Detenok: website Access mode http://detenok.ru/?p=3463).

Exercise No. 1 - “classics”.

* Start the exercise by taking your starting position at the bottom of the stairs, with your feet shoulder-width apart.

* Jump forward, pushing off with both feet, and land in the first sector of the stairs on your left foot.

* Next, pushing off with your left foot, jump forward again, but land on both feet.

* We push off with both feet again, jump forward and land on our right foot.

* Using only your right foot, we jump forward and land on two feet. This is 1 cycle. Repeat this cycle until the ladder ends.

Figure 1.3. - Exercise classics

Exercise No. 2 - “inside-out”.

* Begin the exercise by placing your feet shoulder-width apart in front of the start of the stairs.

* Step (not jump, just walk) into the first section of the stairs, first with your left and then with your right foot.

*After placing your right foot in the first section, immediately place your left foot to the left of the next section of the ladder, then your right foot to the right of the ladder.

* Again, step your left foot inside the stairs, and then also step your right (as if returning to the previous position).

* Repeat this movement pattern until the ladder ends.

Figure 1.4. - Inward-outward exercise

Exercise No. 3 - “step to the side.”

* Start the exercise by positioning yourself near the bottom left corner of the stairs (we used to start the exercise in the center, but now you need to move a little to the left).

* Step into the first section with your left foot, and without stopping, immediately step there with your right (as if you were doing a jump, or a jump stop; in the original this movement is called “1-2 motion”, minimize the time between each step).

* Now you need to move to the right of the current section, again placing your left foot and then your right foot.

* Now step diagonally to the left and up, again using first your left and then your right leg.

* Move to the left, leaving the stairs, first with your left and then with your right foot. So we find ourselves in the starting position.

* Continue in the same manner until the end of the stairs. If you decide to do this exercise several times, start on the opposite side of the stairs each time, this way your leading leg (in the example, the left leg) will change regularly.

Figure 1.5. - Side step exercise

Exercise No. 4 - “Tango”.

* Start this exercise by standing at the bottom left of the stairs (like the previous exercise).

* Step your left foot over your right foot and stand in the middle of the first section.

* Next, without stopping, place your right foot at the level of the transverse bar between the first and second sections, and immediately place your left foot next to your right.

* This exercise is performed on a 1-2-3 count, just like in a dance.

* From this position, the right leg steps over the left and stands in the center of the second section of the ladder, then the left leg.

Figure 1.6. - Tango exercise

Exercise No. 5 - “Five Steps.”

This is the most difficult exercise of all presented here; to perform it you will need a very high level of training and innate dexterity. But if you learn to perform this exercise smoothly, without faltering, and at high speed, most of your opponents simply will not be able to keep up with your movements.

* Starting position - feet shoulder-width apart, standing in front of the stairs in the center.

* Place your right foot to the right of the first section of the stairs, almost simultaneously place your left foot in the first section of the stairs.

* The right leg moves towards the left, after which the left moves into the second section (i.e. steps forward), and the right follows it.

* The movement consists of 5 steps - this is the first phase. The second is almost similar to this one, but the movement begins in the left leg. The exercise must be repeated along the entire length of the stairs. (Exercises to develop agility, speed and footwork

Figure 1.7. - Exercise five steps

Working with your hands

When doing footwork speed exercises to increase your running cadence, arm work is just as important as footwork. It is impossible to run with your legs moving at one speed and your arms at another. The speed should be the same; accordingly, the arms need to be trained simultaneously with the legs and preferably with the required amplitude.

In more complex exercises, where the movements are directed in different directions, but the legs work alternately as when running, more active work with the arms helps to “catch” the rhythm and makes the exercise easier. In some exercises, the arms act as a balancer, allowing you to perform the exercises more sharply and actively. With your arms hanging or clenched into fists at chest level, there will be no balancer.

Center of gravity height

Almost all changes in direction of movement are associated with a lower center of gravity. Try to do these exercises not on straight legs, but on bent ones - this will make it easier for you to apply the acquired skills in the game.

On table 1.1. and 1.2. Let's look at examples of working with the coordination ladder for schoolchildren of normal physical development and sports.

Table 1.1. - Example program for beginner level

Table 1.2. - Example program for advanced level

· Be sure to warm up before performing exercises.

· Perform this program 2-3 times a week (minimum 48 hours between workouts).

· "L" and "R" means that you first do the exercise with one leg in front (left), and then again with the other (right) leg in front.

· “x 2” means you need to do 2 sets. In this case, one approach is to walk up the stairs in one direction and back.

· Take a break of 30-60 seconds between sets, depending on how quickly you recover.

· Proper technique is more important than speed, take your time. First achieve good execution, then gradually increase the speed (Exercises with coordination ladder

1.4 Coordination abilities and the basics of their education in adolescence

In modern circumstances, the volume of activities carried out has significantly increased, in unexpectedly emerging situations, requiring the manifestation of speed of reaction, resourcefulness, the ability to switch and concentrate attention, temporal, spatial, dynamic clarity of movements and their biomechanical rationality. All these abilities or qualities in the theory of physical education are combined with the concept of dexterity.

Dexterity is the ability of a person to quickly, expediently, efficiently, i.e. more rationally, learn new motor actions, successfully solve motor problems in changing circumstances. Dexterity is a complex motor quality, the degree of development of which is determined by numerous factors. Highly developed muscle sensation or the so-called plasticity of cortical nervous processes is of great importance. The level of manifestation of the latter depends on the urgency of creating coordination connections and the speed of transition from one reactions and attitudes to others. Coordination abilities form the basis of agility (Kholodov Zh.K., Kuznetsov V.S. Theory and methodology of physical education and sports: Textbook for students of higher educational institutions. M.: Publishing center "Academy", 2000. 480 pp.).

Motor-coordinating abilities are the abilities to accurately, quickly, economically, expediently and resourcefully, i.e. more perfectly, resolve motor tasks (especially complex ones and those that appear unexpectedly).

Combining a whole range of abilities that relate to coordination of movements, they can be divided into 3 groups to a specific extent:

1 group. The ability to accurately regulate and measure spatial, dynamic and temporal parameters of movements.

2nd group. Ability to maintain dynamic and static (postural) balance.

3rd group. The ability to perform motor actions without unnecessary muscle tension (stiffness) (Zatsiorsky V.M. Education of speed, agility and some private abilities // Theory and methodology of physical education / Edited by L. P. Matveev, A. D. Novikov. Moscow: 1975. pp. 190-203.).

Coordination abilities, which belong to group 1, often depend on the “sense of time”, “sense of space” and “muscle sense”, i.e. feelings of applied tension.

Coordination abilities, which belong to group 2, depend on the ability to maintain a stable body position, i.e. balance, which consists in the stability of the posture in stationary positions and its balancing during movements.

Coordination abilities, which belong to group 3, can be divided into managing coordination tension and tonic tension. The first is characterized by excessive tension in the muscles that maintain the posture. The second manifests itself in enslavement, stiffness of movements, which are associated with excessive intensity. muscle contractions, unnecessary inclusion of different muscle groups in the action, and specifically antagonist muscles, incomplete release of muscles from the moment of contraction to the moment of relaxation, which interferes with the development of perfect technique (Maksimenko A.M., Fundamentals of the theory and methods of physical culture. Moscow: Physical culture and sport, 1999 . 165 pp.).

The manifestation of coordination abilities depends on a number of factors, namely:

· activity of analyzers and especially motor ones;

human ability to accurately analyze movements;

· determination and courage;

· degree of development of other physical capabilities(speed abilities, flexibility, dynamic strength, etc.);

· complexity of the motor task;

· age;

· general preparedness of those involved (i.e., the stock of various, mainly variable motor skills and abilities), etc. (Guzhalovsky A.A., Fundamentals of the theory and methodology of physical culture. Moscow: Physical culture and sport, 1988, 186 p.).

Coordination abilities, characterized by precise regulation of force, time and spatial parameters and ensured by the difficult interaction of peripheral and central motor components based on reverse afferentation (transmission of impulses from working centers to nerve centers), have a pronounced age-related feature.

Thus, children 4-6 years old have a low level of coordination development, unstable coordination of symmetrical movements. Motor skills are developed against the background of an excess of indicative, excessive motor reactions, and the ability to differentiate efforts is low.

In the period from 7-8 years, motor coordination is characterized by instability of rhythm and speed parameters. At the age of 11-14 years, the accuracy of differentiation of muscle efforts increases, and the ability to reproduce the established tempo of movements improves. Schoolchildren aged 13-14 years are distinguished by their high ability to master difficult motor coordination, which is determined by the completion of the development of the sensorimotor functional system, the achievement of the maximum degree in the assistance of all analyzer systems and the completion of the formation of key mechanisms of voluntary movements.

In the period from 14 to 15 years, there is a certain decrease in spatial analysis and coordination of movements. At the age of 16-17 years, the improvement of motor coordination continues to the level of adults, and the differentiation of muscle loads reaches an optimal level (Ashmarin B.A., Theory and methodology of physical education. Moscow: Physical culture and sport, 1990, 235 p.).

In the ontogenetic formation of motor coordination, the child’s ability to develop new motor programs reaches its maximum by 11-12 years. This age period is determined by numerous authors as particularly amenable to purposeful sports training. It has been recorded that in boys the degree of development of coordination abilities with age is greater than in girls (Matveev L.P., Theory and Methods of Physical Culture. 159 p.).

1.5 Tasks for the development of coordination abilities in school-age children

When forming coordination capabilities, two groups of tasks are solved: for their specially targeted and diversified development.

1 group of designated tasks is preferably resolved in preschool age and primary physical education of students. The overall degree of formation of coordination capabilities achieved here creates broad prerequisites for further improvement in motor activity.

A particularly important role here is given to physical education in secondary schools. School program provides for the provision of a wide fund of the latest motor skills and abilities and, on this basis, the formation of coordination capabilities in students, which are manifested in acyclic and cyclic locomotion, gymnastic exercises, moving, sports games, throwing movements with an indication of accuracy and range (Lyakh V.I. Coordination and motor improvement in physical education and sports: history, theory, experimental studies. 1995. №11.).

Tasks to ensure special and further formation of coordination capabilities are resolved during professional-applied physical training and sports training. In 1 case, the requirements for them are determined by the characteristics of the chosen sport, and in 2 - by the chosen profession.

In all sports where the subject of competition is the movement technique itself (artistic and gymnastics, diving, figure skating, etc.), the ability to create new, increasingly complex movement patterns, as well as differentiate the execution time and amplitude of movements of different parts of the body, muscle efforts is of primary importance different groups muscles.

The ability to expediently and quickly transform the forms and movements of actions during competitions is more necessary in combat sports and games, downhill skiing, mountain and water slalom, etc., where obstacles are deliberately introduced into the action environment, forcing immediate modification of movements or switch from one clearly coordinated movements to others (Guzhalovsky A.A., Fundamentals of the theory and methods of physical culture. Moscow: Physical culture and sport, 1988, 186 p.).

In the mentioned sports, they try to bring coordination capabilities that meet the characteristics of sports specialization to the highest possible level of perfection.

The development of coordination abilities has a strictly specialized character in professional applied physical training.

Numerous newly emerging and existing forms of practical professional activity in connection with scientific and technological progress do not require significant expenditure of muscle tension, but place high demands on the central nervous system of the face, especially on the mechanisms of movement coordination, the functions of the visual, motor and other analyzers (Kuramshin Yu F. Theory and methodology of physical culture: a textbook for students of higher educational institutions. Moscow: Publishing house " Soviet sport", 2004.).

The inclusion of a person in the complex “man-machine” system determines necessary condition rapid perception of conditions, processing of information and very clear actions according to temporal, spatial and power parameters with a general lack of time.

Based on this, the following tasks of the PPPP for the formation of coordination abilities have been established:

· improving the ability to coordinate movements of different parts of the body (mainly asymmetrical and similar to working movements in professional activities);

· formation of coordination of movements of the non-dominant limb;

· formation of abilities to proportion movements according to temporal, spatial and power parameters.

Solving the tasks of physical education for the oriented development of coordination abilities, primarily in classes with school-age children, leads to the fact that they:

they master various motor actions much faster and at the highest quality level;

continuously replenish their own motor experience, which then helps them more successfully cope with the tasks of mastering motor skills that are more complex in terms of coordination (labor, sports, etc.);

gain the ability to economically consume their own energy resources during physical activity;

feel psychologically the emotions of satisfaction and joy from mastering the latest and various movements in perfect forms (Kuznetsov V.S. Theory and methodology of physical culture: a textbook for students of institutions of higher professional education. Moscow: Publishing Center "Academy", 2012. With 166-170).

1.6 Means of developing coordination abilities in school-age children

The practice of sports and physical education has a large arsenal of means to influence coordination abilities.

The key means of developing coordination abilities are considered physical exercise increased coordination complexity and containing components of novelty. The difficulty of physical exercises can be increased by changing temporal, spatial and dynamic parameters, as well as external circumstances, changing the order of the location of the projectiles, their height, weight; changing the area of ​​support or increasing its mobility in balance exercises, etc.; combining motor skills; combining walking with jumping, catching objects and running; performing exercises on a signal or within a limited period of time.

A more accessible and wider group of methods for developing coordination abilities is contained in general training courses. gymnastic exercises dynamic in nature, simultaneously covering the main muscle groups. These are physical exercises with and without objects ( gymnastic sticks, balls, clubs, jump ropes), quite complex and relatively simple, performed in modified environments, in different positions of the body or its parts. In different directions: components of acrobatics (various rolls, somersaults), exercises in balance (Kholodov Zh. Workshop on the theory and methodology of physical education and sports: A textbook for students of physical education universities. M.: Academy, 2001. 144 pp.).

The greatest impact on the formation of coordination abilities is demonstrated by mastering the correct technique of natural movements: various jumps (high, long, vault), running, climbing, throwing.

To develop the ability, it is advisable and quickly to change physical activity in connection with an unexpectedly changing situation in effective ways Sports and outdoor games, cross-country running, martial arts (wrestling, boxing, fencing), skiing, alpine skiing are served.

A special group of methods consists of exercises with a dominant focus on specific psychophysiological functions that provide regulation and control of motor actions. These are exercises to develop a sense of time, space, and the level of muscle tension developed.

Special exercises to improve coordination movements are developed taking into account the characteristics of the chosen sport. These are coordinationally similar exercises with technical and tactical actions in this sport or labor actions (Zakharov E.E., Karasev A.V., Safonov A.A. Encyclopedia of physical training: Methodological foundations for the development of physical qualities. M.: Leptos, 1994 368.).

During sports training, 2 groups of similar means are used:

a) lead-ins, which contribute to the development of new configurations of movements of one or another sport;

b) developmental, which are aimed directly at developing coordination abilities that are manifested in certain sports (for example, in basketball, specialized exercises in difficult conditions - catching, as well as passing the ball to a partner while jumping over a gymnastic bench, after performing some somersaults on gymnastic mats in a row, catching a ball from a partner, as well as throwing into a basket, etc.).

Exercises that are aimed at developing coordination abilities are effective until they are performed automatically. Then they lose their value, since each motor action, studied to the skill and performed in the same constant circumstances, does not provoke further formation of coordination abilities (Maksimenko, A. M. Theory and methodology of physical culture: textbook. For higher students. educational institutions. 2nd ed., revised and supplemented. M.: Physical culture, 2009. 496 pp. Bibliography: pp. 488-492.).

Commitment coordination exercises It is necessary to plan them in the first half of the main part of the lesson, since they will quickly lead to fatigue.

1.7 Methodological approaches and methods for developing coordination abilities in school-age children

When developing coordination abilities, the following key methodological approaches are used:

Training in the latest various movements with a gradual increase in their coordination complexity. This approach is widely used in primary physical education, as well as in the first stages of sports improvement. By learning new exercises, students not only enrich their own motor experience, but also develop the ability to create new coordination figures. Having extensive motor experience (reserve of motor skills), a person quickly and easily solves unexpected motor problems. Completing training in the latest various movements will inevitably reduce the ability to study them and thereby slow down the formation of coordination abilities.

Development of the ability to change motor activity in situations of suddenly changed conditions. This methodological approach is also widely used in primary physical education, as well as in martial arts and team sports.

Increasing the temporal, spatial and power clarity of movements based on improving motor senses and perceptions. This methodological technique is widely used in professional applied physical training and a number of sports.

Overcoming the irrational muscle tension. The fact is that excessive muscle tension (inadequate relaxation at the necessary moments of performing an exercise) causes some incoordination of movements, which leads to a decrease in the manifestation of speed and strength, premature fatigue and distortion of technique (Theory and Methods of Physical Culture: Textbook / Edited by Prof. Yu.F. Kuramshina, 2nd ed., revised M.: Soviet Sport, 2004. P. 464).

Muscle tension comes in two forms:

1. Tonic tension (increased muscle tone in a calm state). This type of tension often appears with severe muscle fatigue and can be persistent. To remove it, it is reasonable to use: coordination ladder exercise speed

Stretching exercises, preferably of a dynamic nature;

Various swinging movements of the limbs at rest;

Swimming;

Sauna, massage, thermal treatments.

2. Coordination tension (inadequate relaxation of muscles during work or their inhibited transition at the moment of relaxation). To overcome coordination tension, it is advisable to use the following methods:

In the course of physical development, trainees need to systematically update and form at the right moments a conscious attitude towards relaxation. In essence, relaxation factors should be included in all movements studied and this should be specially taught. The present largely prevents the emergence of unnecessary tension;

Use specialized relaxation exercises during classes in order to develop in trainees an accurate understanding of the relaxed and tense states of muscle groups. This is facilitated by exercises that combine the relaxation of some muscle groups with the effort of others; adjustable transition muscle group from effort to relaxation; performing movements with the rule of feeling complete relaxation, etc. (Kuznetsov, V.S. Theory and methodology of physical culture: textbook. For students of higher professional education. M.: Academy, 2012. 410 p.: ill. (Higher professional education. Bachelor's degree). - Bibliography: 409 p.).

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

* standard-repetitive exercise;

* variable exercise;

* competitive;

* gaming.

When studying new, rather difficult motor actions, the standard-repetition method is used, since such movements can be comprehended only after a large number of their repetitions under relatively standard conditions. The variable exercise method with its many variations has a wider application. It is divided into 2 submethods - with loose and strict regulation of the variability of execution conditions and actions. 1 includes the following variations of methodological methods:

precisely specified modification of individual characteristics or the entire studied motor action (change in power parameters, for example, jumping up from a place at full strength or length, at half strength; modification of speed according to an advance assignment and an unexpected signal of the pace of movement, etc.);

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

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

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

execution of the studied motor reactions after influencing the vestibular apparatus (for example, balance exercises immediately after somersaults, rotations);

performing exercises with the exception of visual control - with eyes closed (for example, balance exercises, throwing into the hoop and dribbling the ball) or wearing special glasses;

Methodological methods of not strictly regulated variation involve the use of unusual conditions of the natural environment (skiing and cross-country running), overcoming an obstacle course using arbitrary methods, practicing group and individual attacking technical and tactical actions in conditions of not clearly regulated interaction between partners.

An effective method for developing coordination abilities is the game method with and without additional tasks, which involves performing exercises either in a limited time, or in certain circumstances, or conditioned by motor actions, etc. The competitive method is used only when students have sufficient coordination and physical strength prepared in the exercise proposed for the competition. It cannot be used if students are not yet ready to perform coordination exercises. The game method without additional tasks is characterized by the fact that the exerciser must resolve emerging motor tasks independently, focusing on personal research of the current situation (Artemyev, V.P. Theory and methodology of physical education. Motor qualities: textbook allowance. Mogilev: Moscow State University. A. A. Kuleshova, 2004. 284 p.).

1.8 Development of coordination abilities in middle school age

Practice shows that children (especially girls) who begin to engage in acrobatics, gymnastics, figure skating, diving and other sports at the age of 5-7 years, by the age of 13-14 they achieve their first sporting success, often significant. Achievements in these sports are largely due to high coordination abilities, the development of which at the end of secondary school age reaches and sometimes exceeds the level of an adult. For the development of coordination abilities, the period from 10 to 12 years is very important, when it is still possible to correct mistakes made during the development of coordination abilities at primary school age. Later it will be difficult to do this (V.I. Lyakh. Coordination abilities: diagnostics and development. M.: TVT Division, 2006. 290 pp.).

From the age of 12, the development of coordination abilities proceeds in a differentiated and contradictory manner. Girls develop the ability to optimally control movements in different conditions sharply slows down, stops, and according to some indicators even temporarily worsens. In boys, some indicators of coordination abilities continue to improve noticeably, especially from 13 to 14 years of age (coordination abilities in cyclic and acyclic locomotion, acrobatic exercises, ballistic movements with an emphasis on range). This is due to the parallel growth of strength and speed-strength abilities. At the same time, certain indicators of coordination abilities (primarily sports-game motor actions) in boys from 12 to 14 years old remain at the level of 12-year-olds or, just like in girls, temporarily deteriorate. This is primarily due to reasons such as the influence of endocrine gland hormones on the activity of the central nervous system; the restructuring of the motor system that occurs during this period; discrepancy between increased mass, increased growth and muscle strength. Deterioration in the accuracy and precision of movements, angularity, and awkwardness can also be caused by a significant decrease in motor activity in adolescence compared to the younger age level. Such adverse events are found mainly in adolescents who do not engage in sports or participate only in physical education classes. In children engaged in sports sections or systematically developing coordination abilities, this, as a rule, does not happen. In general, despite the existing contradictions and difficulties in the development of coordination abilities in the second half of middle school age, adolescence is the second most important period for the formation of coordination abilities after primary school age. That's why the main task teachers and trainers is to continue focused work on developing various coordination abilities that began to develop in primary school(Lyakh V.I. Coordination abilities: diagnosis and development. - M.: TVT Division, 2006. P. 86.).

1.9 Psychological characteristics adolescence

Adolescence is a period of intense morphological and functional restructuring of the body, going in two directions: a “hormonal storm” is a restructuring of the activity of the endocrine glands, a “flood” of new hormones occurs. The pituitary gland and thyroid, which begin to secrete hormones that stimulate the work of most other endocrine glands. The central nervous system comes into a state of great activity, its excitability increases. This explains the behavioral manifestations of adolescence: indifference to important events with violent indignation over trifles; behavioral negativism; emotional disturbances and, as a result, emotional imbalance, touchiness, vulnerability; impaired coordination, fatigue, absent-mindedness, decreased productivity at work, sleep disorders, apathy, lethargy, etc. It should be noted that the onset of puberty largely depends on the level of socio-economic development of society, on national-ethnographic and climatic factors, on the characteristics of historical time, on specific life circumstances this teenager. The onset of puberty in girls occurs 2 years earlier than in boys (for girls at 11-12, for boys at 13-14 years old), which creates a certain imbalance in the appearance of representatives of different sexes in the class (Shapovalenko I.V. Age psychology. M., 2004. 349 pp.).

* “Growth jumps” - body growth in length, change in proportions, development of the muscular skeleton in a male or female type. During adolescence, children grow 5-8 cm per year. Girls grow more actively at 11-12 years old, boys gain height at 13-14 years old, and after 15 years they overtake girls in height. Along with growth, body weight also increases: girls add 4-8 kg per year, boys - 7-8 kg per year. Changes in height and weight are accompanied by changes in body proportions. The first sizes characteristic of adults are the head, hands and feet. The arms and legs grow faster than the torso, whose development is completed last. This determines the appearance of a teenager: a bony, elongated figure. The discrepancy between the size of the skeleton and body weight leads to insufficient coordination of movements, general awkwardness, angularity, and an abundance of unnecessary movements (Kraig, Developmental Psychology of the village of Bokum. St. Petersburg: St. Petersburg, 2007. 793 pp.).

Increased growth of organs and tissues places special demands on the activity of the cardiovascular system and manifests itself in the form of low endurance of the adolescent’s body (palpitations, headaches, dizziness, increased blood pressure, fatigue, exposure to adverse climate influences, etc.) However, one should not consider teenage age is somehow “disabled”, on the contrary, it is an age of activity, ebullient energy. But take these into account in educational work age characteristics necessary. The physiological changes that occur with a teenager, especially those that are external in nature, are well recognized by him. The teenager begins to understand that the changes happening to him bring him closer to an adult, he acquires the same features as an adult, he has new physiological changes, like an adult, and all this strengthens his confidence that he can enter the world of adults equally. Moreover, he wants adults to recognize this and treat him as an equal. The need to be and be considered an adult, emerging during the pre-adolescent crisis, now receives objective confirmation of adulthood. All this leads to the fact that the leading need of adolescence becomes the desire to assert oneself as an adult, becoming significant and independent in the eyes of others. Energetically and psychologically this need is very strong. It produces a new social situation of development and is realized in a new leading activity (Batyuta M.B. Developmental psychology: a textbook. M.: Logos, 2011. P. 304.).

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