Chapter II. Coordination abilities as one of the types of motor abilities
10.5.1. Structure and assessment of coordination abilities. Coordination abilities should be understood as a person’s ability to most perfectly, quickly, accurately, expediently, economically and resourcefully solve motor problems, especially complex ones and those that arise unexpectedly. The most accurate reflection of the level of coordination abilities, as defined by N.A. Bernstein, is the degree of correspondence of motor actions to the environment.
The structure of coordination abilities should include:
1) the ability to master new movements; 2) the ability to differentiate various characteristics of movements and control them; 3) the ability to improvise and combine in the process of motor activity.
The ability to master new movements is especially important in complex coordination sports, sports games and martial arts, i.e. where motor activity is characterized by particularly great variety and increased coordination complexity.
The ability to differentiate various characteristics of movements and control them is manifested in the smoothness of movements and the ability to maintain balance. This skill is equally important for successful training and competitive activities in a wide variety of sports.
The ability to improvise and combine in the process of motor activity is one of the most important factors determining performance in sports games and martial arts, in complex coordination sports.
A high level of coordination abilities allows an athlete to quickly master new motor skills, rationally use the existing stock of skills and motor qualities - strength, speed, flexibility, and demonstrate the necessary variability of movements in accordance with specific situations of training and competitive activity.
Coordination abilities are manifested in the appropriate selection of motor actions from the arsenal of mastered skills. Therefore, it is natural that coordination abilities depend on the athlete’s motor preparedness, the number and complexity of mastered skills, as well as the effectiveness of mental processes that determine the effectiveness of movement control. The greater the number, variety and complexity of the skills mastered, the faster and more effectively the athlete adapts to unexpected conditions, solves new motor tasks, and the more adequately he responds to the requirements of the situation that has arisen. The speed and efficiency of solving motor problems, in turn, increases the athlete’s motor reserve. Along with this, coordination abilities are largely determined by the athlete’s efficiency in processing information coming from outside.
The ability to correctly perceive movements and situations that arise differ significantly in sports where competitive activity is strictly determined in nature (throwing, gymnastics, swimming, running) and where it is largely probabilistic in nature (sprint cycling race on a track, individual race on a track). highway, boxing, wrestling, sports games). Swimming and water polo place specific demands on the coordination abilities of analyzers, since the peculiarities of working in an aquatic environment significantly complicate the process of monitoring and controlling movements. The information received from the analyzers allows the athlete to accurately perceive the smallest details of movements, ensures their analysis and the necessary correction.
An athlete's coordination abilities are particularly influenced by specialized perceptions - the senses of space, water, ice, track, etc., the level of development of which is largely determined by the athlete's ability to control his movements.
The criteria for coordination abilities can be the difficulties of the motor task being solved, the accuracy and economy of the movements performed, the time required to master motor actions that are complex in terms of coordination, the ability to perform unexpected motor actions, correct movements as they are performed, the ability to combine and link various movements depending on from the current situation.
To assess coordination abilities, use a dosed set of various exercises performed in strict sequence. The total time spent by an athlete on all motor actions serves as a measure of coordination abilities, since this indicator reflects the speed and expediency of their implementation.
10.5.2. Methods for developing coordination abilities. The main features of exercises aimed at improving coordination abilities are their complexity, non-traditionality, novelty, and the possibility of diverse and unexpected solutions to motor problems. When determining the composition of means for increasing coordination abilities, it should be remembered that they are associated with the accumulation of a large number of diverse motor skills and the development of ways to quickly combine them into complex motor actions.
The relatively limited and standard composition of motor actions characteristic of sports of a cyclic and speed-strength nature creates difficulties for the full development of coordination abilities, mainly due to the performance of special preparatory and competitive exercises. Therefore, in the training of athletes specializing in these sports, general preparatory exercises that are complex in terms of coordination are widely used. This is, first of all, running and skiing on very rough terrain, downhill, slalom, water skiing, basketball , handball and other sports games, various gymnastic exercises, elements of acrobatics.
Considering that there are very few special means for improving coordination abilities in sports of a cyclic and speed-strength nature, the main methodological line in this direction, as sports specialization deepens, is the use of the diversity factor when performing habitual actions in order to ensure age increasing requirements for coordination of movements. This can be achieved by introducing unusual starting points; variability of dynamic, temporal and spatial characteristics of movements; creating unexpected situations by changing the place of classes and the conditions for their conduct; using various training devices and special equipment to expand the range of variability of motor skills (L. P. Matveev, 1977). The fact is that when coordinating abilities are improved, learned movements practically cease to have a training effect and, at best, allow one to maintain the achieved level.
As for complex coordination sports, sports games and martial arts, the exceptional diversity of The special preparatory and competitive exercises that are typical for them allow them to successfully solve the problems of increasing coordination abilities in parallel with the development of physical qualities and technical and tactical training.
In training athletes, as a rule, there are no separate activities planned that develop coordination abilities. Sets of exercises that contribute to their improvement should be performed almost daily and organically included in training programs and morning exercises.
It is known that high-class athletes are characterized by high variability of dynamic, spatial and temporal characteristics of movements in the process of competitive activity. Naturally, the athlete’s ability to effectively vary the main characteristics of movements depending on the situation in the competition and the functional state is largely determined by the level of perfection of coordination abilities and the ability to demonstrate them in conditions of progressive fatigue. This determines one of the essential requirements for the methodology for improving coordination abilities: work should be planned in this direction not only in a steady state, but also in a state of latent and obvious fatigue.
The development of coordination abilities is closely related to the improvement of specialized perceptions (sense of space, sense of time, sense of developed effort, sense of water, etc.), since the athlete’s ability to effectively control his movements largely depends on their level of development.
Improvement of specialized perceptions is carried out in the process of performing various training exercises. In this case, it is necessary to constantly monitor the tempo and rhythm of movements, their dynamic and spatiotemporal parameters, compare the results of motor actions with given values and, on this basis, adjust the basic parameters of motor actions.
Chapter 11. TECHNICAL PREPARATION
11.1. Technical training objectives
Technical preparation is the most important aspect of the training process in gymnastics, which is why the greatest attention is paid to it. The coach and his students face many different tasks. With beginners, first of all, you need to master “technical posture,” i.e., the correct ways to hold the body on each of the apparatuses; then study combinations of actions with the arms, legs, torso, and head in relation to the technique of elements related to each of the structural groups of exercises on each apparatus; Next, you need to develop the ability to accurately assess the parameters of your movements in space and time. Subsequently, and sometimes in parallel, the technique of swinging on apparatus and then the technique of elements and connections is studied. At the same time, the style and manner of performing exercises in all-around events is formed.
Each of the tasks of technical training is associated with the formation of specific motor skills, with training in specific motor actions.
To ensure a high level of technical training for gymnasts, it is necessary not only to be able to teach movements, but also to know what technique they should be performed with. After all, technology changes, improves, and modernizes. This especially applies to swing elements on the horizontal bar, parallel bars, rings and pommel horse. Beginning gymnasts should be immediately taught progressive techniques, which will be useful when learning elements in higher categories.
At the initial stages of training, you should teach such elements on equipment that will be important in the future. These elements are called “profiling”. These include well-known and relatively accessible lifts, revolutions, dismounts, and leg swings, which make it possible to successfully master the maximum number of structurally related movements on their basis (Yu. K. Gaverdovsky).
In order to have a clear idea of the content of gymnasts’ technical training, it is necessary to remember that all swing elements, as well as power elements, are divided into structural groups. This classification serves as an important aid in organizing the educational process of gymnasts. It defines the sequence of studying exercises assigned to each structural group.
At the initial stages of technical training, it is necessary to teach the basic mechanisms of motor actions characteristic of each structural group of elements. The mastery of these mechanisms should be based on programmed training, i.e., the sequential execution of a whole series of motor tasks. With the help of these tasks, firstly, the tasks of physical preparation for mastering elements from the corresponding structural group are solved, and secondly, coordination of movements is improved, ensuring the mastery of the necessary elements. Careful execution of each motor task from a series that forms the basic mechanism of action characteristic of each structural group of swing elements undoubtedly ensures a high level of initial technical training for gymnasts. After mastering the basic mechanisms assigned to different structural groups, the gymnast begins to study the least difficult elements directly on the apparatus. In the future, the difficulty of the elements increases, and therefore the necessary means and methods of teaching sports technique are used more and more widely.
In practice, a number of methods are used: the teacher’s story, conversation with students, lectures, students’ independent work on a book, observations of students, demonstration of exercises, explanation of techniques, etc.
Currently, the process of technical training of gymnasts is greatly facilitated and, therefore, accelerated through the widespread use of technical means, for example, pits filled with foam rubber shavings, trampolines, Rhine wheels with one and two axes of rotation, hanging belts for insurance (regular and sliding) , technical means of urgent and even ultra-urgent current information of gymnasts about the parameters of their motor actions, devices that record the level of physical fitness of gymnasts. Simulators and auxiliary devices are manufactured to facilitate the development of exercises on apparatus, vaults and acrobatic jumping elements. A modern gymnasium should be equipped with all this.
11.2. Structure of technical training
Technical training can be divided into general technical training and special technical training.
Tasks general technical training are:
1. Maximum expansion of the “stock” of diverse and versatile skills and abilities, which allows you to more correctly perform new movements and quickly master them.
2. Mastering the technique of general developmental exercises and exercises from other sports, used in training mainly as a means of general physical training.
Task special technical training- this is mastery of the technique of competitive exercise of the chosen sport and constant improvement in it.
In different sports, the concept of perfect technique has different meanings. Where the art of movement is based (gymnastics, figure skating, etc.), perfect technique is expressed in its beauty and accuracy. In sports that involve endurance, the perfection of technique primarily lies in the economy of movement. In them, the efficiency directly depends on sports equipment, which can be shown, in particular, using the example of running.
It has been established that there is a certain relationship between running speed, step length and such an important physiological indicator as oxygen consumption. In particular, it was determined that at a speed of 16 km/h (the average speed of a marathon runner), the lowest oxygen consumption is observed with a step length of 150 cm (Fig. 6). Any change in this value in one direction or another immediately increases oxygen consumption and thereby reduces the runner’s efficiency.
In Fig. Figure 7 shows the most economically advantageous step length for various running speeds. It is interesting that the experimentally derived curve almost exactly coincides with specific examples of outstanding running masters. The dotted line limits the range of possible deviations on the graph, determined primarily by the difference in the height of the runners.
Thus, a runner specializing in several distances must be perfectly able to change the length of the step depending on the length of the distance and, accordingly, the running speed.
Sports technique is considered in close connection not only with the form of movements, but mainly with their content, i.e. with the nature of muscle work, volitional efforts, and energy of work.
Each sport has developed ideas about the so-called classical execution of exercises. Usually this is the technique of the best (or best) athlete, considered a kind of standard. However, it is wrong to demand that athletes absolutely copy this technique. The classical execution of movements, described in manuals and captured in photos and videos, can only be the basis for training. The process of improving sports equipment is purely individual. In it, the classical technique is adapted as expediently as possible, “tailored” to the individual characteristics of the athlete: his physique, level of physical fitness, mental and other qualities.
The process of learning a technique and the stage of mastering its elementary forms lasts a relatively short time, usually 5-8 months. However, the improvement stage is almost endless. This situation is especially pronounced in sports such as gymnastics, diving, acrobatics, and figure skating, where the growth of sportsmanship is based on mastering increasingly complex elements. Sports technique in any sport should always be considered in close connection with the level of development of physical qualities, with the level of training.
11.3. Sports equipment
The technical training of an athlete is primarily aimed at mastering the technique of the chosen sport and improving it. It also includes mastering the technique of performing general developmental and special exercises that are used in training. In mastering such a technique, it is not necessary to achieve the high skill required in the chosen sport.
Rational technique is not only the correct, justified form of movement, it is also the ability to demonstrate significant volitional and muscular efforts, perform movements quickly, and relax the muscles in time.
The technique of sports exercises should be considered in the light of the unity of form and content, as a holistic human activity, the coordination of his mental and physical activity in certain environmental conditions.
Modern sports equipment is not always accessible to beginners. In such cases, beginners must be taught elementary techniques that are within their capabilities, but while preserving its essence. This will allow you to move gradually to a more complex, advanced technique for performing exercises without retraining.
It is especially important to observe this provision when teaching technique to young athletes. Children should be taught sports techniques as early as their strength allows. Experience and scientific research convincingly prove that it is possible to master basic techniques in jumping, throwing, running, gymnastics, football, basketball from the age of 7, and in some sports, such as swimming and figure skating, even earlier. It is very important that the technique, although elementary, is fundamentally correct. Naturally, with the age of young athletes, the exercise technique should become more complex and improved.
Types of coordination abilities
In the physiology of sports, as well as in the theory of physical education and sports training, the main physical (motor) qualities are shown: strength, speed, endurance, agility and flexibility. However, in recent years, the existing basic term agility, which turned out to be very ambiguous, vague and “everyday,” introduced the term coordination abilities into theory and practice, and began to talk about the system of such abilities and the need for a differentiated approach to their development.
Currently, experts count from 2-3 general to 5-7 (according to other sources, up to 11-20 or more) special and specifically demonstrated coordination abilities, such as coordination of the activity of large muscle groups of the whole body; general equilibrium; balance with and without visual control; balance on an object; balancing objects; speed of restructuring of motor activity, etc. Coordination skills also include the ability for spatial orientation, fine motor skills, the ability to differentiate, reproduce, measure and evaluate spatial, force and temporal parameters of movements, rhythm, vestibular stability, and the ability to voluntarily relax muscles.
Coordination abilities are the capabilities of an individual that determine his readiness for optimal control and regulation of motor action.
By coordination ability, L.P. Matveev meant “the ability to rebuild the coordination of movements if necessary, change the parameters of a mastered action or switch to another action in accordance with the requirements of changing conditions”
Theoretical and experimental studies make it possible to identify special, specific and general coordination abilities. Special ones refer to groups of motor actions that are homogeneous in terms of psychophysiological mechanisms, systematized according to increasing complexity. In this regard, special coordination abilities are distinguished: in all kinds of cyclic and acyclic motor actions; in non-locomotor movements of the body in space; in movements of manipulation in space of individual parts of the body; in the movements of moving things in space; in ballistic (throwing) motor actions with a focus on throwing range and force; in throwing movements for accuracy; in aiming movements; in imitative and copying movements; in attacking and defensive motor actions of martial arts; in offensive and defensive technical and technical-tactical actions of outdoor and sports games.
The most important of the specific, or particular, coordination abilities include: the ability to navigate in space, balance, rhythm, the ability to perceive, differentiate, time and force parameters of movements, the ability to respond, the speed of restructuring motor activity, the ability to coordinate movements, arbitrary muscle tension and statokinetic stability.
Orientation ability refers to an individual’s ability to accurately determine and promptly change the position of the body and carry out movements in the desired direction.
The ability to differentiate movement parameters determines high accuracy and efficiency of spatial, force and temporal movement parameters.
The ability to respond allows you to quickly and accurately perform a whole, short-term movement to a known or unknown signal in advance with the whole body or part of it (arm, leg).
The ability to rearrange motor actions is the speed of transformation of developed forms of movements or switching from one motor action to another, according to changing conditions.
The ability to coordinate is the combination (subordination) of individual movements and actions into integral motor combinations.
The ability to balance is maintaining the stability of a posture in certain static positions of the body (in stands), while performing movements (while walking, during exercises, in wrestling with a partner).
Rhythm ability is the ability to accurately reproduce a given rhythm of a motor action or adequately vary it in connection with changing conditions.
Vestibular (statokinetic) stability is the ability to accurately and stably perform motor actions under conditions of vestibular stimulation (somersaults, throws, turns).
Voluntary muscle relaxation is the ability to optimally coordinate the relaxation and contraction of certain muscles at the right moment.
The result of the development of special and specific coordination abilities, a kind of generalization of them, was the concept of “general coordination abilities.” This concept was formed as a result of numerous scientific studies and practical observations. There are children who have equally high or equally low levels of coordination demonstrated in various motor actions. You can observe children who perform well tasks on orientation, balance, rhythm, etc., confirming the reality of the existence of the factor “general coordination readiness”, or, which is very identical, “general coordination abilities”. General coordination readiness is more pronounced among children of primary and secondary school age. Among older boys and girls, the share of this general factor in the structure of coordination abilities decreases. But much more often there are cases when a student has high coordination abilities in relation to locomotion (cyclic and acyclic), and low ones for throwing movements for accuracy or for sports games due to the unequal level of development of various special coordination abilities. The same can be said about the manifestations of specific coordination abilities: a child may have a good result in tests for static balance, but have a low result in spatial orientation and an average result in reaction speed in difficult conditions, etc.
So, general coordination abilities are understood as the potential and realized capabilities of a person, which determine his readiness for optimal control of motor actions of various origins and meanings. Special coordination abilities are the capabilities of a schoolchild that determine his readiness for optimal control of motor actions of similar origin and meaning. Specific coordination abilities are understood as the capabilities of an individual that determine his readiness for optimal management of individual specific coordination tasks - balance, rhythm, orientation in space, response, restructuring of motor activity, coordination, differentiation of movement parameters, preservation of statokinetic stability, etc.
It is necessary to distinguish between elementary and complex coordination abilities. Elementary ones are manifested in walking and running, and more complex ones - in martial arts, gymnastics and sports games. In the process of managing and regulating motor actions that are complex in terms of coordination, a student can coordinate his motor activity according to one criterion. An indicator for assessing coordination abilities in general developmental coordination institutions without subjects is almost always the correct execution of these movements. The leading indicator for assessing coordination abilities related to the group of ballistic movements with an emphasis on accuracy will be the accuracy of the hit.
However, the mentioned qualitative and quantitative criteria of coordination abilities are extremely rare in isolation from each other. The so-called complex criteria are much more widespread. In this case, the student coordinates his motor activity simultaneously according to two or more criteria: speed and efficiency; accuracy, timeliness and speed; accuracy and speed and resourcefulness, etc. Such complex criteria for assessing coordination abilities are indicators of actions or a set of these actions, where there is a demand for a person’s coordination abilities. All this must be taken into account both when choosing and developing appropriate methods for assessing coordination abilities, and when analyzing specific indicators obtained as a result of research.
The ability to accurately reproduce spatial parameters of movements is quite simple; more difficult is the ability to quickly rearrange motor actions in conditions of sudden changes in the situation.
Lecture No.
Topic: “Coordination abilities and methods of their development”
Plan
1. General concept of coordination abilities
2. Types of coordination abilities
3. Factors determining the development of coordination abilities
4. Age, gender and individual characteristics of the development of coordination abilities
5. Means of developing coordination abilities
6. Methods for developing coordination abilities
7. Methodology for developing some specific coordination abilities
7.1.Abilities based on proprioceptive sensitivity
7.2.Ability to navigate in space
7.3.Ability to maintain balance
7.4. Sense of rhythm
7.5.Ability to rearrange motor actions
7.6. Statokinetic stability
7.7.Ability for voluntary muscle relaxation
8. Measuring coordination abilities
1. General concept of coordination abilities
The word "coordination" is of Latin origin. It means coherence, unification, ordering. In relation to a person’s motor activity, it is used to determine the degree of consistency of his movements with the real requirements of the environment. For example, having slipped, one person restores his balance with the help of compensatory movements, while another falls.
Obviously, the first of them has a higher level of coordination of movements, and therefore more developed coordination abilities.
COORDINATION is a person’s ability to rationally coordinate the movements of body parts when solving specific motor tasks.
Coordination is characterized by the ability of people to control their movements. The complexity of controlling the musculoskeletal system lies in the fact that the human body consists of a significant number of biological links that have more than a hundred degrees of freedom. According to the precise expression of Bershtein (1947), coordination of movements is nothing more than overcoming excessive degrees of freedom of our organs of movement, that is, turning them into controlled systems.
To characterize a person’s coordination capabilities when performing any activity, the term “dexterity” has long been used in the domestic theory and methodology of physical culture. Since the 70s, the term “coordination abilities” has been increasingly used to denote them.
According to Bershtein's definition (1947), AGILITY is the unity of interaction between the functions of the central and peripheral control of the human motor system, which makes it possible to rearrange the biomechanical structure of actions in accordance with the changing conditions of solving a motor task. The scientist identified several properties of dexterity:
It is always directed to the outside world. Training on bags for boxers will develop dexterity to a lesser extent than when fighting with an opponent.
A specific quality can be good dexterity in team sports and insufficient in gymnastics.
The basis of agility is coordination abilities (CA). Recently, many studies have been conducted to study the manifestations of coordination abilities.
2. Types of coordination abilities
Since the 1930s, specialists in many countries have been trying to identify abilities related to dexterity. Their number is growing every year. Thus, currently there are 2-3 “general” abilities, up to 20 special and specifically manifested: general balance, balance on an object, speed of restructuring of motor activity, spatial orientation, etc.
COORDINATION ABILITIES are the capabilities of an individual that determine his readiness for optimal control and regulation of motor action. Theoretical and experimental studies make it possible to distinguish types of CS: special, specific and general.
Special CS belong to groups of motor actions that are homogeneous in terms of psychophysiological mechanisms, systematized according to increasing complexity:
In cyclic and acyclic motor actions;
Body movements in space (gymnastic, acrobatic);
Movements of manipulating various parts of the body in space (prick, blow, etc.);
Moving objects in space (lifting heavy objects, carrying objects);
Ballistic (throwing) for the distance and force of throwing (ball, discus, cannonball);
Throwing exercises for accuracy (tennis, towns, juggling);
Attacking and defensive actions in boxing, fencing, martial arts;
Attacking and defensive actions in outdoor and sports games.
Specific CS:
Orientation ability - the ability of an individual to accurately determine and promptly change the position of the body and carry out movements in the desired direction
The ability to differentiate movement parameters determines high accuracy and efficiency of spatial (joint angles), power (working muscle tension) and temporal (sense of time) movement parameters.
The ability to respond - allows you to quickly and accurately perform a whole, short-term movement to a known or unknown signal in advance with the body or part of it.
The ability to rearrange motor actions is the speed of transformation of developed forms of movements or switching from one motor action to another according to changing conditions.
The ability to coordinate is the connection, subordination of individual movements and actions into integral motor combinations.
The ability to balance is maintaining stability of posture in static body positions while performing movements.
Rhythm ability is the ability to accurately reproduce a given rhythm of a motor action or adequately vary it in connection with changing conditions.
Vestibular stability is the ability to accurately and stably perform motor actions under conditions of vestibular stimulation (somersaults, throws, turns)
Voluntary muscle relaxation is the ability to optimally coordinate the relaxation and contraction of certain muscles at the right moment.
The listed abilities are specifically manifested depending on the sports discipline. For example, the ability to differentiate movement parameters is manifested as a sense of snow in skiers, ice in skaters.
The result of the development of special and specific CS, a kind of generalization of them, constitutes the concept of “general coordination abilities.” In the practice of physical education, one can observe children who perform tasks on orientation, balance, and rhythm equally well, that is, they have good “general” coordination abilities. Or, more often, there are cases when a student has high coordination abilities for cyclic movements, but low ones for sports games.
So, by general coordination abilities we understand the potential and realized capabilities of a person, which determine his readiness for optimal control and regulation of motor actions of different origin and meaning.
Special coordination abilities are a person’s capabilities that determine his readiness for optimal control and regulation of motor actions that are similar in origin and meaning.
By specific we mean the capabilities of an individual that determine his readiness for optimal management and regulation of individual specific coordination tasks (rhythm, response, balance).
All coordination abilities can be divided into potential (existing before the start of any action in a hidden form) and actual (manifested at the moment).
Elementary and complex coordination abilities are distinguished. Elementary is the ability to accurately reproduce spatial parameters of movements, complex is the ability to quickly rearrange motor actions in the face of a sudden change in conditions.
3. Factors determining the development of coordination abilities
Factors determining the development of coordination abilities are:
Human ability to accurately analyze movements;
The activity of the analyzers, and especially the motor one;
Complexity of the motor task;
Level of development of other motor abilities;
Courage and determination;
Age;
Level of general preparedness of students.
4. Age, gender and individual characteristics of the development of coordination abilities
Human coordination abilities are very diverse and specific. Therefore, the dynamics of their development in ontogenesis has a unique character for each variety.
IN AND. Lyakh and a group of domestic scientists analyzed 35 indicators characterizing the developmental features of various special and specific CS of children from 7 to 17 years old. In addition, they analyzed the research of foreign scientists. As a result of the study, it was found that some CS indicators during the training period increase by 20-30%, while others increase by more than 600-1000%.
It has been established that in different age periods, the development of the CS occurs at different times and in different directions. However, the indicators of various CS increase most intensively from 7 to 11-12 years. The authors are unanimous that during these age periods there are especially favorable mental-intellectual, anatomical-physiological and motor prerequisites for the rapid development and improvement of the CS.
Starting from the second half of middle school age, various CS change contradictoryly. Thus, in boys aged 12-13 years, the absolute indicators of the CS in cyclic, acyclic, and ballistic locomotion increase (this is probably due to a parallel increase in conditioning abilities).
The ability to navigate in space is observed from 13 to 16 years (especially in boys).
The ability to balance has sensitive periods in girls up to 13 years old, and boys up to 14 years old.
After 11 years of age in girls and 13 years of age in boys, the rate of growth in the ability to rhythm slows down sharply until student age.
The ability to rearrange motor actions in girls after 11-12 years of age decreases. In boys, this ability slowly improves throughout the entire training period.
Unlike others, the ability to relax muscles in boys from 7 to 10 years old does not change significantly. The most dramatic improvement occurred from 10 to 11 years. Then, from 12 to 14 years, there is some stabilization of this indicator, which improves again from 14 to 15 years. Similar changes in this ability were observed in girls. By the age of 15, the ability to relax muscles in boys and girls reaches the level of an adult.
Reaction speed in simple and complex conditions progresses by the age of 13 in girls and by 14 in boys.
It should be noted that at all periods of school age, both girls and boys have individual characteristics in the level of development
KS. Particularly impressive are those children who show results that far exceed those of their peers and even athletes. According to scientists, this indicates a significant dependence of hereditary factors. In the level of development of coordination abilities, in contrast to strength, speed and endurance, gifted children are practically not inferior to adults.
Thus, different manifestations of coordination abilities have a unique age-related dynamics of biological development. However, the highest rates of their natural growth occur during prepubertal age. In adolescence, coordination abilities deteriorate significantly, and later they first stabilize, and from the age of 40-50 they begin to deteriorate.
5. Means of developing coordination abilities
Various motor actions (physical exercises) can be used as means of developing the KS if they meet the following requirements:
Associated with overcoming coordination difficulties;
They require the performer to be correct, quick, and rational when performing motor actions that are complex in terms of coordination;
Are new and unusual for the performer;
Although they are habitual, they are performed when the movements and motor actions themselves, or conditions, change.
Exercises that satisfy at least one of these requirements are called coordination exercises.
The widest and most diverse group is the group of general preparatory coordination exercises. Theoretically, we can talk about an unlimited number of such exercises. In practice, their number is limited by the following circumstances:
Time that can be allocated without prejudice to other exercises, in the process of extracurricular, extracurricular or independent forms of study;
Age characteristics (at primary school age the proportion of their use is higher than at middle and high school age);
Gender and individual differences (for example, at high school age, boys are more likely to have general developmental exercises of a strength orientation: with weights, dumbbells, barbells, and for girls - with hoops, clubs, ribbons, jump ropes, balls);
Material and technical conditions (equipment, inventory).
Conventionally, general preparatory coordination exercises can be divided into:
a) enriching the fund of vital skills and abilities. This includes new exercises or options recommended by the school curriculum for grades 1-4, 5-8, 9-11;
b) increasing motor experience. These include single and paired general developmental exercises without objects and with objects (balls, sticks, jump ropes, hoops, ribbons, clubs); relatively simple and quite complex, performed under changed conditions, in different positions of the body or its parts, in different directions;
c) general developmental (elements of gymnastics and acrobatics, exercises in running, jumping and throwing, outdoor and sports games with high demands on coordination of movements). Exercises are selected with an emphasis on strength, speed, endurance;
d) with a primary focus on individual psycho-physiological functions that ensure optimal control and regulation of motor actions. We are talking about exercises to develop a sense of space, time, and the degree of muscle effort developed; motor memory and representation of movement (ideomotor reactions).
The range of special preparatory coordination exercises is limited by the specifics of the chosen sport. These include:
a) leading, facilitating the development and consolidation of technical skills (forms of movements) and technical and tactical actions of a particular sport;
b) developmental, aimed mainly at the education of KS, manifested in specific sports.
The division into introductory and developmental exercises is, of course, very arbitrary, since the form from the content of the movements can only be separated mentally. In particular, by mastering and consolidating with the help of introductory exercises the technique of, say, skating, acrobatic exercises, shooting hoops, we thereby form the corresponding CS. In turn, by cultivating the CS with the help of developmental exercises, we create the prerequisites for acquiring variable movement techniques;
c) developing and improving specific CS: to orientation in space, rhythm, maintaining balance, vestibular stability, etc., which are especially important for certain types of sports and work activities;
d) developing specialized perceptions (sense of a bar, weapon, projectile, ball, water, etc.); sensorimotor reactions (in boxing, fencing, wrestling, sports games); mnemonic (operative motor memory) and intellectual processes (speed and quality of operational thinking, the ability to foresee changes in a situation in a limited time interval, initiative and independence in sports games or martial arts);
The exercises listed in points “c” and “d” should be skillfully and harmoniously included in the lesson when covering the relevant material
programs for athletics, gymnastics, sports games, etc.. In addition, exercises in point “c” must be used in the process of professional applied physical training of senior schoolchildren, and points “c” and “d” - in young and qualified athletes. As sports and professional skills grow, the number of these exercises increases.
For a combined impact on coordination and physical abilities, general and special preparatory coordination exercises are used in various combinations. Examples of combining strength, speed-strength abilities and CS: throwing a ball (right, left hand) at a distance equal to 1/3, 1/2 or 1/6 of the maximum throwing distance; alternating throws (throws) at a target using projectiles (balls) of different weights; alternating throws of the ball into the wall at a maximum rebound distance with throws at a rebound distance equal to 1/2, 1/3 or 1/6 of the maximum;
Long jumps or upward jumps from a place with full strength, half strength, 1/3 strength; jumps with rotations in one direction and the other for the maximum number of degrees (half, one third) or jumps for a given number of degrees, etc.
Options for combining speed abilities and CS: alternating running at maximum speed for short segments with running at a speed of 30-90% of the maximum (with the obligatory determination of the time for running the segment by the student himself and correction of running speed by the teacher); the same in other cyclic locomotions (swimming, skiing and speed skating, rowing); alternating running equal segments in a straight line with overcoming them while changing the direction of movement, running speed, both together, etc.
Examples of exercises that combine the development of endurance and CS are: long running over very rough and preferably unfamiliar terrain; skiing and cycling; a fairly long run on sand, snow or ice; long-term performance of technical and tactical interactions: 2x1; 3x3; 2x1; 3x2, etc.
Coordination exercises in which the requirements for flexibility and CS are harmoniously combined are, for example, exercises performed with objects (stick, hoop), on a gymnastic wall, in pairs, etc.
In a transformed form, general preparatory and special preparatory coordination exercises can be carried out in the form of gaming and competitive exercises (especially martial arts, outdoor and sports games), which are an effective means of educating certain CS, since in this case conditions are created for their maximum and sometimes unexpected manifestation . Of course, in the process of competitive exercises (or which in a certain sense is identical to the concept of “type of sport”), as well as game tasks, the participant develops not only coordination, but physical and mental abilities, certain skills and abilities, and volitional qualities are improved. Therefore, competitive and game exercises are a comprehensive means of developing and improving a wide variety of personality traits, which include psychomotor (and coordination) abilities.
In accordance with the principle of preferential influence on the CS, coordination exercises can be divided into analytical and synthetic. The first ones are aimed primarily at the development of CS related to homogeneous groups of motor actions, for example, cyclic movements (varieties of walking, running, climbing, crawling, cycling, skiing, skating, swimming, rowing); throwing movements with an emphasis on strength (shot put, javelin, hammer, discus); lifting weights (exercises with kettlebells and barbells); all kinds of acrobatic exercises.
Synthetic coordination exercises contribute to the education of two or more CSs. Examples of such exercises are variations of obstacle courses, relay races and circuit training, many outdoor activities and most sports (especially collective) games.
6. Methods for developing coordination abilities
A variety of methods are used to develop CS. The first of these should be called strictly regulated exercise methods (or exercise methods for short) based on motor activity. These methods are used in various variations. Their diversity depends on what leading feature (principle) is the basis of the group.
In particular, according to the degree of selectivity of impact on the CS, we can talk about methods of selectively directed exercise with influence mainly on similar CS, for example, on CS manifested in cyclic locomotion or related to throwing movements with an emphasis on accuracy, and about methods of generalized exercise (with a general impact for two or more CS).
Based on the characteristics of standardization or variation of impacts, methods of standard-repetitive and variable (variable) exercises are distinguished. The former are used for the development of CS when learning new, quite complex in terms of coordination, motor actions, which can be mastered only after a number of repetitions under relatively standard conditions. The latter, according to most researchers and practitioners, are generally the main methods of developing CS. Let's look at them in more detail.
Methods of variable (variable) exercises for the formation of CS can be presented in two main versions: methods of strictly regulated and not strictly regulated variation.
The methods of strictly regulated exercises include (of course, conditionally) 3 groups of methodological techniques.
1st group - techniques for strictly specified variation of individual characteristics or the entire form of habitual motor action:
a) changing the direction of movement (running or dribbling a ball with a change in the direction of movement, skiing in the “slalom” exercise, jumping “bump jumps”, etc.);
b) change in power components; alternating throwing when using projectiles of different masses at a distance and at a target; long jumps or upward jumps from a place at full strength, half strength, one-third strength, etc.);
c) changing the speed or tempo of movements (performing general developmental exercises at a normal, accelerated and slow pace; running long jumps or over the bar at an increased speed; throwing baskets at an unusual pace - accelerated or slow, etc.);
d) changing the rhythm of movements (run-up in long or high jumps, throwing steps in throwing a small ball or javelin, in basketball or handball, etc.);
e) changing the starting positions (performing general developmental and special preparatory exercises in a standing, lying, sitting, squatting position, etc.; running face forward, backward, sideways in the direction of movement, from a squat position, from a lying position, etc. ; long or depth jumps from a standing position with your back or side in the direction of the jump, etc.);
f) varying the final positions (upward throw from the standing position, catch - sitting; upward throw from the standing position while sitting, catching - standing; upward throw from the standing position lying down, catching - sitting or standing, etc. .);
g) changing the spatial boundaries in which the exercise is performed (game exercises on a reduced area, discus throwing, shot put from a reduced circle; performing exercises in balance on a reduced support, etc.);
h) changing the method of performing an action (high and long jumps using different variants of the jump technique; improving the technique of throwing or passing the ball with a purposeful change in the method of performing the technique, etc.).
Group 2 - techniques for performing familiar motor actions in unusual combinations:
a) complicating the usual action with additional movements (catching a ball with a preliminary clap of the hands, a turn in a circle, a jump with a turn, etc.; vault jumps with additional turns before landing, with a clap of the hands at the top, with a circle with the hands forward, etc.; jumps on two legs with simultaneous movements of the arms, etc.);
b) combining motor actions (combining individual mastered general developmental exercises without objects or with objects into a new combination performed on the move; combining well-mastered acrobatic or gymnastic elements into a new combination; incorporating a newly learned martial arts or game technique into already learned technical or technical techniques tactical actions, etc.);
c) “mirror” exercises (changing the starting and swing legs in high and long jumps from the run; throwing projectiles with the “non-dominant” hand; performing “throwing” steps in basketball, handball with the other leg; passes, throws and dribbling the ball “ non-dominant hand, etc.).
3rd group - methods of introducing external conditions that strictly regulate the direction and limits of variation:
a) the use of various signal stimuli that require an urgent change in actions (changes in the speed or tempo of performing exercises by an audio or visual signal, an instant transition from attacking to defensive actions by an audio signal, and vice versa, etc.);
b) complicating movements with the help of tasks such as juggling (catching and passing two balls with and without rebounding from the wall; juggling two balls of the same and different masses with two and one hand, etc.);
c) performing mastered motor actions after “irritation” of the vestibular apparatus (balance exercises immediately after somersaults, rotation, etc., affecting the vestibular apparatus; throwing a hoop or dribbling a ball after acrobatic somersaults or rotation, etc. );
d) improving the technique of motor actions after appropriate (dosed) physical activity or against the background of fatigue (improving the technique of skiing and skating against the background of fatigue; performing a series of free throws in basketball after each series of intense game tasks, etc.);
e) performing exercises in conditions that limit or exclude visual control (driving, passing and throwing the ball into the hoop in conditions of poor visibility or wearing special glasses; general developmental exercises and balance exercises with eyes closed; long jumps from a place to a given distance and throwing for accuracy with eyes closed, etc.);
f) introduction of pre-determined counteraction from a partner in martial arts and sports games (practicing a feint only “to pass to the right” or “to throw - pass” to the shield to the right or left of the guard; pre-agreed, individual, group or team attacking and defensive tactical actions in sports games; pre-adopted and agreed upon tactics in martial arts, etc.).
Methods of not strictly regulated variation contain the following approximate techniques:
a) variation associated with the use of unusual conditions of the natural environment (running, skiing, cycling, etc. over rough and unfamiliar terrain; running on snow, ice, grass, in the forest, etc.; periodic performance of technical, technical- tactical actions and playing volleyball, basketball, handball, football in unusual conditions, for example, on a wooden or sandy court, as well as in the forest;
performing exercises, such as jumping exercises, on an unusual supporting surface, etc.);
b) variation associated with the use of unusual apparatus, equipment, and equipment in training (technical techniques for playing with different balls; jumping up over a bar, rope, elastic band, “fence,” etc.; gymnastic tasks on unfamiliar apparatus, etc.);
c) implementation of individual, group and team attacking and defensive tactical motor actions in conditions of not strictly regulated interactions of opponents or partners. This is the so-called free tactical variation (working out technical techniques and tactical interactions, combinations that arise in the process of independent and educational games; performing various
tactical interactions with different rivals and partners; conducting freestyle bouts in wrestling, etc.);
d) game variation associated with the use of game and competitive methods. It can be called a competition in motor creativity (competition in the originality of constructing new movements and connections among acrobats, gymnasts, water and trampoline jumpers, etc.; “game of speeds” - fartlek; game competition in the art of creating new options for individual, group and team tactical actions in sports games; exercises on gymnastic apparatus in the order of agreed competition with partners, etc.).
When applying variable (alternating) exercise methods, the following basic rules must be taken into account:
Use a small number (8-12) repetitions of a variety of physical exercises that place similar demands on the method of movement control;
Repeat these exercises many times, as often and purposefully as possible, changing the performance of individual characteristics and motor actions as a whole, as well as the conditions for carrying out these actions.
There are no recommendations on which methodological techniques related to the methods of variable (alternating) exercises are the most effective for the development and improvement of schoolchildren’s KS. Apparently, some of the techniques are more adequate to some conditions, others - to others. This depends on the tasks being solved in the lesson, the capabilities of the school and teacher, the preparedness of students, their age, gender, individual characteristics and other factors. However, it is important during the school year and the entire period of the child’s education at school to ensure the comprehensive and targeted use of these techniques when mastering all sections of the curriculum. Methods of strictly regulated variation should take up more space in the formation of the CS at primary and secondary school ages, and not strictly regulated ones at older ages. The latter should be widely used in training with young and qualified athletes.
A method that has a significant impact on the manifestation of CS can be called the “method (or principle) of directed coupling” (V.M. Dyachkov). Directed coupled improvement of CS and physical abilities, CS and phases of technique and technical-tactical actions, technical and physical training , as the results of research have shown, primarily in big-time sports, is very promising.However, this method is not used purposefully enough in the practice of physical education of schoolchildren and young athletes.
Game and competitive methods are widely used in the development and improvement of CS. In fact, most of the exercises recommended for developing the KS can be done using these methods.
To develop CS (especially specific ones related to specific sports), so-called specialized means, methods and methodological techniques are increasingly being used in the modern practice of physical education of schoolchildren. Their main purpose is to provide appropriate visual perceptions and ideas; provide objective information about the parameters of the motor actions performed; contribute to the correction of individual parameters of movements as they are performed; influence all sense organs that are involved in controlling and regulating movements.
These specialized tools and methods include:
Videotape demonstration tools that allow you to analyze the technique of sports movements;
A method of ideomotor exercise, consisting of attempts to mentally reproduce or recreate clear motor sensations and the perception of a motor action as a whole or its individual characteristics
(for example, spatial parameters, decisive links, phases of these actions) before performing a movement;
Means and methodological techniques for leading, selective demonstration and orientation, allowing you to perform exercises under a sound or light leader, recreate the spatial, temporal and rhythmic characteristics of movements and perceive them visually, auditorily or tactilely, etc.;
Techniques and conditions for directed “feeling” of movements, based on the use of special training devices that allow you to feel individual parameters of movements (for example, spatial, dynamic, temporal, or a combination of them).
Some methods of urgent information based on the use of technical devices that automatically record the parameters of movements and urgently signal a violation of certain of them (V. S. Farfel, 1975).
These specialized means and methods of CS development should be considered as subordinate to the main ones.
7. Methods for developing some specific coordination abilities
The specifically manifested CS are varied. Among them we can highlight: the abilities of differentiation, orientation, balance, reaction and rhythm. They are the most significant because... manifest themselves in work, sports activities, and everyday life. It is the development of these abilities that needs to be given the greatest attention in the process of physical education of schoolchildren and young athletes.
Abilities based on proprioceptive sensitivity
The authors' research has shown that abilities based on proprioceptive sensitivity (muscle sense) are quite specific. These are the abilities to reproduce, evaluate, measure, differentiate spatial, temporal and power parameters of movements. The presence of such a number of so-called simple abilities can probably be explained by the fact that movement control according to various parameters is carried out using various proprioceptors (V. S. Farfel, 1975; E. P. Ilyin, 1976). Proprioceptors are the terminal formations of nerve fibers in skeletal muscles, ligaments, and joint capsules; irritated when muscles contract, strain, or stretch.
The ability to reproduce, evaluate, measure and differentiate parameters is based primarily on the accuracy of motor sensations, often in combination with visual and auditory sensations. With little motor experience, the sensations and perceptions of the student are still too rough, inaccurate, and poorly understood. As a result, they make significant errors in reproducing, assessing or differentiating spatial, temporal, space-time and force characteristics of movements. As you gain experience, sensations and perceptions about the parameters of the movements performed become more accurate, distinct and clear. Thus, athletes under experimental conditions are able to perform movements with an accuracy of amplitude up to 0.3°, duration - up to 0.1 s, intensity of effort - up to 0.5 kg (A. Ts. Puni, E. N. Surkov, 1984).
In each sport and physical exercise, muscle-motor sensations and perceptions are specific. Specialized perceptions in sports activities are otherwise called feelings. The most famous feelings are: distance - among fencers and boxers; time - among runners, cyclists, skiers, skaters, swimmers; ice - among speed skaters; ball - for volleyball players, basketball players, football players; snow - for skiers and biathletes; apparatus - for gymnasts; carpet - for wrestlers; water - in swimmers, etc. From this it follows that the abilities to reproduce, differentiate, measure and evaluate the spatial, temporal and force parameters of movements, actions or activities in general are very diverse, have a specific nature and develop depending on the characteristics of a particular type of sport.
At the same time, although these abilities can be presented as independently existing simple abilities, they are still extremely rare in isolation. In addition, these abilities are in certain relationships and connections with other special and specific CS, as well as with physical and mental abilities. These connections are due to the fact that in real motor activity, coordination of movements acts as an integral psychomotor process.
The ability to accurately reproduce, evaluate, measure and differentiate movement parameters develops primarily through the systematic use of general and special preparatory coordination exercises, methods and methodological techniques for the development of special CS. The effectiveness of pedagogical influence can be increased if you use methodological approaches aimed at improving these abilities. These approaches are based mainly on the systematic performance of tasks that place increased demands on the accuracy of motor actions or individual movements. They can be presented in two main versions: analytical (selective) tasks for the accuracy of reproduction, assessment, measurement and differentiation of predominantly one particular parameter of movements (spatial, temporal or force) and synthetic ones - for the accuracy of control of motor actions in general. It is clear that such a division is conditional, since the accuracy of, say, a spatial parameter does not occur in isolation from the accuracy of a temporal or force characteristic of movements. In the real process of controlling and regulating motion, these types of precision always appear in organic unity. Therefore, although it is possible to have a predominant, differentiated effect on improving the accuracy of one particular movement parameter, the focus on achieving accuracy in performing a motor action as a whole is mandatory.
Tasks for the accuracy of reproducing reference spatial, temporal, spatial-temporal and power parameters are more widely represented in physical exercises with a relatively standard kinematic structure (acrobatic, gymnastic, general developmental exercises, etc.).
Examples of these can be: tasks for the accuracy of reproducing simultaneous or sequential movements and positions of the arms, legs, and torso when performing general developmental exercises without objects, walking or running along markings and (or) within a given time; repeated passes or throws of the ball (projectile) along the same trajectory at the same distance, etc.
In close connection with tasks for the accuracy of reproducing movement parameters, tasks that require accurate assessment and measurement of these parameters should be systematically used. For example, when performing general developmental exercises, a student is asked to independently and, as accurately as possible, estimate the amplitude of movements performed by the arms, legs or torso; for track and field running, jumping or throwing - the range of a standing jump or run-up, the range of throwing or running speed, etc. The student’s self-assessment is checked against the result recorded by the teacher.
Tasks on the accuracy of differentiation of movement parameters are, as a rule, the most difficult for the performer. They should be performed either according to the “contrasting tasks” method, which requires relatively coarse differentiations, or according to the “converging tasks” method, where fine differentiations are necessary. These methods were first described and applied by a team of researchers headed by V. S. Farfel. The essence of the “contrasting tasks” technique is to alternate the performance of certain exercises that differ sharply in some parameter. For example: a) alternating ball throws into the hoop from 6 and 4 m, from 4 and 2 m; b) alternating ball passes for accuracy in football from 25 and 15 m, 30 and 20 m; c) standing long jump to the maximum distance and half of it; d) shot put at 8 and 5 m, 6 and 4 m; e) alternating running at 30-60 m with maximum speed and half of it; alternate throws of the ball into the ring from the free throw line and from a distance of 10-20 m closer or further from this line.
An important role in improving abilities based mainly on proprioceptive sensitivity belongs to coordination exercises, specifically aimed at increasing the clarity of muscle-motor perceptions or feelings: ball, bar, distance, water, projectile, etc. For example, to increase the feeling of the ball when throwing, In passing and hitting, balls of different masses and shapes are used, changing the force of the impact and the flight range of the ball. The same applies to shot put, javelin throw, etc.
To improve these abilities, it is advisable to use a methodological approach, which is based on increased demands on other analyzers, and an approach in which control over the quality and progress of motor action control is carried out mainly through “muscular feeling.” Examples of such tasks are the exclusion or limitation of visual control during dribbling, throwing and passing the ball.
The effectiveness of methodological approaches, techniques and conditions aimed at improving the ability to accurately reproduce, evaluate, measure and differentiate movement parameters is not the same in each specific case. However, knowing the main ones, a teacher or coach will always select the most adequate ones, taking into account the tasks of coordination improvement of children at each age stage, the complexity of motor actions that need to be mastered, the individual characteristics of the student and other circumstances.
Ability to navigate in space
The ability to orientate in space is understood as the ability to accurately determine and timely change the position of the body and carry out movement in the desired direction. A person demonstrates this ability in the appropriate conditions of any specific activity (on the court for playing volleyball, tennis, basketball, football).
sick or handball field, wrestling mat, ring, on gymnastic equipment, etc.) and in relation to a moving object (partners, opponents, ball, etc.). It follows from this that the ability to navigate in space is specifically manifested in each sport. Its manifestation and development largely depends on the speed of perception and assessment of the spatial conditions of action, which is achieved on the basis of the complex interaction of analyzers, among which the leading role belongs to the visual. The level of development of this ability can be judged by how accurately the student assesses the changing conditions of activity, how quickly he orients himself and carries out the correct actions.
The main methodological approach, specifically aimed at improving this ability, is the systematic implementation of tasks containing successively increasing requirements for speed and accuracy of orientation in space.
The specific content of these tasks and the methodology for their application have their own characteristics depending on the type of sport, age, degree of coordination and physical fitness of the participants. The most typical exercises for orientation in space can be:
Running over very rough terrain, overcoming all kinds of obstacles installed in the hall or on the sports ground, through a labyrinth, etc.
Walking, running and dribbling the ball (with hand, foot) along lines and markings;
Accuracy jumps and all kinds of throwing at the target;
Jumping through gymnastic circles, sticks located at different distances from each other, jumping with a turn by a set number of degrees;
Almost all game exercises (especially with several balls and participants);
Group and team sports and game exercises of a tactical nature. Exercises for orientation in space are closely related to other coordination exercises, especially for the accuracy of reproduction and measurement, assessment and differentiation of spatial, as well as time and power parameters of movements. Therefore, to improve the ability to navigate, all kinds of “contrasting” and “converging” tasks are useful.
Ability to maintain balance
The ability to maintain postural stability (balance) in certain body positions or while performing movements is vitally important, since performing even relatively simple movements requires a fairly high level of development of the balance organs. If we talk about the training of astronauts, pilots, builders, installers, or consider the individual actions of gymnasts, divers, swimmers, cyclists, speed skaters, then it is clear that there are undoubtedly higher demands placed on the ability to maintain balance.
Manifestations of balance are varied. In some cases, it is necessary to maintain it in static positions (stands on one leg in the “swallow” position, handstands, etc. in gymnastics and acrobatics; aiming poses in shooting; starting positions in diving; when lifting a barbell) - static balance; in others - during movements (in walking and running on a log or other narrow object, in skating, skiing, etc.) - dynamic balance. There is a third form of balance - balancing with objects and on objects , for example, balancing with a gymnastic stick standing on the palm; holding a cube on the head, a ball on a racket, standing still or in motion; maintaining balance while standing on a roller, on a rolling barrel, etc.
Improvement of static and dynamic stability occurs on the basis of mastering motor skills recommended by the school curriculum, as well as in the process of systematic application of general and special preparatory coordination exercises. Elements of balance are an integral part of almost all movements: cyclic, acyclic, throwing, acrobatic, sports games, etc.
The main way to improve the ability to maintain balance is to perform successively more difficult tasks (static and dynamic balance exercises). In order to successfully master them, it is advisable to rely on methodological techniques experimentally developed by E. Ya. Bondarevsky (1967).
1. Learning to exercise in balance must begin with taking the correct position (shoulders turned, head straight). When moving along the projectile, you should monitor the nearest 1-1.5 m of the surface of the log with your gaze. This is easier than looking at the end of the projectile (children are not yet prepared for this), and also gives confidence in their movements. It is equally important to teach how to place your feet correctly (on the midline of the log with your toes outward so that you can feel the sharp edge of the log).
2. In addition to careful preparation of the place and the apparatus, it is necessary to teach the trainees the elements of self-insurance, i.e., movements that allow, at the moment of loss of balance, not to immediately jump off the apparatus, but to move into a crouched position, into a hanging position, hanging with a curtain, etc. By acquiring these skills, students' confidence in their movements increases, the learning process is facilitated and the likelihood of injury is reduced. In addition, at the first loss of balance, students will no longer quickly jump off the apparatus, but will try to maintain balance using various compensatory movements and previously learned methods.
3. To overcome the fear of falling from a height, individual conversations are recommended. Elements of visualization are widely used (demonstration, including teaching the correct behavior in each of the possible cases), and training in self-insurance.
4. When performing exercises at significant heights, it is recommended to teach students how to properly dismount to avoid injury. Dismounts should be soft (on the toes of both feet, slightly bent at the knees and hip joints), and the landing should be stable. Training in dismounts can begin with deep jumps (bench, horse). When increasing the height of the projectiles from which the jump is made, it is necessary to pay attention to the correct landing, the position of the arms when losing balance (they should be bent at the elbows and pressed to the body). The most common mistakes when landing are strong bending of the legs at the knee joints (often crouching all the way).
5. It is advisable to carry out mastered balance exercises with elements of competition and games (who can maintain balance more in the “swallow” position, whose team will achieve a quieter landing or a stable dismount, etc.) This enlivens the exercises and improves the quality of movements.
6. It is necessary to require from those involved precise, complete movements with a good range of motion.
Before performing an exercise on a beam, you need to do it several times on the floor, on a bench, remembering the sequence of movements and the accuracy of the positions. You should not use preparatory and lead-in exercises when this is not necessary.
7. To consolidate the exercises being learned in balance, you should perform:
Movements not only at the beginning, but also at the end of the lesson, after a significant load;
Exercises against the background of irritation of the vestibular apparatus;
Balance exercises in games, relay races, competitions, morning exercises and homework;
Correctly mastered movements for “results.” These methodological techniques, special exercises, together with the improvement of the functions of the analyzers, make it possible in a short time (nine lessons) to achieve a significant improvement in the ability to maintain balance in various support conditions.
Sense of rhythm
In sports practice, the sense of rhythm is usually understood as the ability to accurately reproduce a given rhythm of a motor action or adequately vary it in connection with changing conditions. The sense of rhythm is expressed in the accurate reproduction of direction, speed, acceleration, frequency and other characteristics of movements. Rhythm reflects the degree of precision of the efforts made, the alternation of phases of tension and relaxation. The higher the sense of rhythm, the more accurately the practitioners reproduce the direction, speed, frequency of movements, the more correctly they can place emphasis - timely implement efforts and accelerations. The sense of rhythm allows you to accurately determine the minimum change in the tempo of movements and reproduce this in repeated
attempts. The main task in developing a sense of rhythm is to find individual optimal rhythms of motor actions.
The sense of rhythm, like all other CS, is specific. For example, a person may have a relatively high sense of rhythm in running or other cyclic locomotion, but not have a sufficiently developed ability to reproduce the rhythm of dance or gymnastic exercises. Therefore, care should be taken to develop a sense of rhythm not in general, but in relation to specific motor actions of certain sports.
At the same time, one should remember about the positive transfer of abilities that are similar in coordination, rhythmic and other characteristics. Therefore, targeted work on increasing the sense of rhythm in any one specialized area will have a positive effect on increasing the accuracy of perception of the rhythmic structure of other newly mastered motor actions.
The task of forming the correct rhythm arises already at the stage of initial learning. The teacher must take care to create a standard idea of the rhythmic structure of the motor action being studied for the first time using various methods and techniques. First of all, this is a demonstration (by the teacher himself, an athlete or the most prepared schoolchild) of a perfect technique of motor action with a focus on its rhythm. It is advisable to supplement the show with a film and videotape demonstration in normal and slow motion with sound that recreates the image of the movements. It is also useful to reproduce a given rhythm by counting out loud and silently. It is possible to increase the effectiveness of training already at the initial stage through the use of sound or light leaders - automatic devices that set the generated rhythm of movements using sound or light signals according to a certain standard. At school, a tape recorder is used as a rhythm leader to record a reference rhythm (for example, running steps, rhythmic gymnastics exercises) in the form of musical phrases or rhythmic signals. The use of rhythm leaders is advisable not only at the stage of initial training, but also when consolidating and further improving motor actions. This improves the sense of rhythm and increases the ability to consciously control it. At these stages of training, it is promising to use rhythm informants, with the help of which it is possible to compare the actual rhythm (for example, pedaling) with a given one, and on the basis of this have objective information about the mismatch. Before performing a motor action with a complex rhythmic structure, the method of ideomotor exercise is acceptable, which consists of attempting to mentally recreate distinct motor sensations and perceive the rhythmic characteristics of the action being performed.
To increase the sense of rhythm and improve the ability to consciously manage it, special training using means of objective urgent information is especially effective (V.S. Farfel, 1975). The effect in developing a sense of rhythm is achieved after 8-30 (depending on the sport) targeted training.
Special training using objective, urgent information can significantly improve the sense of rhythm and the ability to consciously control it in certain sports. The methodology based on the use of these tools, as a rule, includes the following system of successively more complex tasks:
To maintain a certain frequency of movements;
To accurately reproduce this frequency in repeated attempts;
To a minimal change (first a decrease, then an increase) in the frequency of movements in subsequent attempts.
After each such task, students record the time it takes to complete it and count the number of movements performed (steps in short-distance running, rowing movements in swimming, etc.). They then compare the frequency of their movements with the frequency set by the teacher and with their own subjective assessment of the frequency.
Ability to rearrange motor actions
The ability to rebuild is the ability to quickly transform developed forms of motor actions or switch from one to another according to changing conditions. In the theory and methodology of physical education, this ability was considered as one of the two main abilities that characterize dexterity. Now it seems to be one of the most important generalized human CSs. They note the great importance of this complex ability for many sports, but especially for sports games, martial arts, slalom, etc., where the content of motor action is the speed and accuracy of adjustment.
The ability to quickly rearrange motor activity in school-age children is, in a certain sense, general, generalized. In other words, a person, quickly and efficiently rebuilding motor actions in some conditions, is able to rebuild them just as effectively in other, similar conditions of a suddenly changed situation. Along with this, it is necessary to distinguish specific manifestations of this ability depending on the type of sport, for example, in slalom, cross-country, martial arts, sports games, etc. Therefore, the more coordination exercises from various sports are used to develop this KS, the higher the ability to rebuild motor activity as a whole will become.
From the definition of this ability it follows that the most suitable exercises for its formation are those that require a quick, sometimes instantaneous response to a suddenly changing situation. These are analytical and synthetic coordination exercises of outdoor and sports games, martial arts, slalom and others, given in subsequent chapters.
As an additional way to develop this complex ability, tasks that develop intellectual abilities and cultivate such volitional qualities as courage, determination, and initiative are advisable.
Statokinetic stability
Statokinetic stability, i.e. the ability to accurately and stably perform motor actions under conditions of vestibular stimulation, is an important specific CS. A person characterized by high statokinetic stability is able to maintain stable spatial orientation, balance function and, in general,
performance during active and passive movements in space. Conversely, in a person who does not have this ability, after sufficiently strong stimulation of the vestibular apparatus, coordination indicators, in particular the accuracy of movements, significantly decrease (in different tasks in children of different ages by 5-30% and more).
lee). Long-term exposure to linear and angular accelerations also leads to other sensory, autonomic and somatic disorders.
This ability is of great importance in everyday life (driving various types of transport, etc.), in many sports (artistic and rhythmic gymnastics, diving, trampoline, acrobatics, water skiing, etc.), in work (aviation , astronautics, etc.).
Improving statokinetic stability in physical education lessons and during sports should be done by increasing general physical fitness and diversified development of the knee joint through the systematic use of exercises that affect the functions of the vestibular analyzer. Among them are analytical coordination exercises:
Tilts of the head forward, backward, to the sides: standing still, while walking and running, while jumping;
Turns: in walking, running, jumping (by a given and maximum number of degrees, serial);
Rotations: walking, running, jumping;
Acrobatic exercises (all kinds of somersaults, rolls, etc., including with eyes closed);
Certain gymnastic exercises on apparatus that place increased demands on the vestibular analyzer;
Racks on an unstable support.
Synthetic coordination exercises that improve statokinetic stability may include:
1. Two or more of the above tasks, for example: a) from and. p. bend forward, 1-2 turns, somersault on the mat, stand up, straighten up, repeat the same (depending on age and fitness, you can perform up to 10 turns and 10 somersaults); b) the same, but after that try to maintain balance while standing in place (static) or accurately walk in a straight line (dynamic);
2. A combination of analytical coordination exercises for statokinetic stability with all sorts of other exercises on the CS (for example, several somersaults in a row in combination with throws for accuracy, accuracy or balance tasks, etc.);
3. Individual analytical coordination exercises for statokinetic stability in various obstacle courses, in circuit training,
For targeted improvement of the functions of the vestibular apparatus, exercises with rotations are also used, performed on various apparatus (on a flip board, trampoline, springboard, etc.) or with the help of special rotational simulators (self-propelled lopings, suspended Ren wheels, centrifuges, chairs, including including electrically rotating ones).
Exercises affecting statokinetic stability should be carried out in strict accordance with the age, gender and individual differences of schoolchildren and young athletes.
Ability for voluntary muscle relaxation
When performing sports motor actions expediently and economically, only those muscle groups that are directly involved in performing these actions are in an excited, tense state, while others are relaxed. Accordingly, the optimal coordination of relaxation and contraction of certain muscles at the right moment is intermuscular coordination, which is associated with the consistency and proportionality of tension and relaxation of individual muscles in a holistic motor act. One of the indicators of CS (at the physiological level) can be the latent time of muscle tension and relaxation, determined by the electromyorrhaphy method. Another indicator of CS is the speed of transition of the same muscle group from a state of tension to a state of relaxation.
When performing certain motor actions, in particular those that are complex in terms of coordination, unusual or performed for the first time, the tension of muscles that are not directly involved in these movements involuntarily increases.
Excessive muscle tension and insufficient relaxation lead to what is referred to in sports practice as stiffness (of the body, movements, muscles) or generally stiffness. Excessive muscle tension usually has a negative impact on the quality and
results of all exercises: coordination, endurance, speed and strength. In coordination exercises, excessive tension leads to angularity, and hence to inaccuracy of movements. It also affects the coordination of movements, which is externally manifested in the clumsiness of a schoolchild or athlete. Similar phenomena observed in adolescence and explained by the hormonal and morphofunctional changes in a rapidly growing organism occurring during this period should not be confused with cases of impaired coordination (accuracy, proportionality, consistency, etc.) that occur during the development of complex motor skills in stage of initial learning, or associated with mental stiffness.
In endurance exercises (running, swimming, skiing, etc.), muscle tension leads to an uneconomical running technique, therefore, to unnecessary waste of energy and rapid fatigue. When performing speed exercises, tension interferes with the manifestation of maximum speed, and in power exercises it reduces the amount of force exerted. It follows from this that the ability of muscles to optimally relax plays a large role in human motor activity, therefore its improvement is one of the important tasks in the development of the CS of those involved in physical exercises.
Excessive muscle tension can be overcome or reduced in the process of physical education and sports training in different ways, depending on the type of muscle tension (coordination, speed or tonic).
Coordination tension, which is characterized by the absence of complete relaxation of muscles after their contraction due to imperfect motor coordination, arises, as a rule, at the stage of initial learning of a complex motor action. This natural constraint is consistently overcome as a result of a rationally structured learning process. Physical exercises should be filled with adequate coordination exercises used in harmonious connection with exercises for speed, strength and endurance. A student with a higher level of KS development overcomes this form of muscle tension faster.
However, coordination tension can also manifest itself when performing familiar, habitual motor actions. The reasons for this are different. First of all, excessive tension may be associated with an insufficient ability to voluntarily relax muscles, which, in turn, may be due to weak inclinations for optimal relaxation, and the fact that schoolchildren do not play enough sports. Other causes of coordination tension are fatigue, pain, anxiety caused, for example, by important competitions, etc. The ways to relieve tension in all these cases are naturally different. Sometimes a decisive role can be played by developing resistance against the discoordinating influence of fatigue (a kind of coordination endurance), increasing mental stability against stressful situations (L.P. Matveev, 1977).
To combat coordination tension, the main way is to use special relaxation exercises. I.V. Lovitskaya (1964) divided them into 4 groups according to increasing complexity.
The 1st includes exercises that require the fastest transition of the muscle from a tense to a relaxed state. This transition can be carried out gradually or contrastingly - from a tense to a relaxed state;
In the 2nd - exercises in which the tension of some muscles is combined with the simultaneous relaxation of others (for example, consciously tense the muscles of the right leg and relax the left, tense the muscles of the right arm and left leg, etc.);
In the 3rd - exercises in which it is necessary to maintain the inertial movement of a relaxed part of the body due to the movements of other parts; V
In the 4th - exercises, during which it is recommended to independently determine the moments of rest to relax the muscles involved in the work (for example, during a long run, lower your arms down, shake them and relax). When performing relaxation exercises, you need to ensure that muscle tension is combined with sighing and holding your breath, and relaxation with active exhalation.
The simplest examples of relaxation exercises, which are quite effective in practice, include: mandatory performance of several movements by inertia after reaching maximum speed in running, swimming, skiing, etc.; cross-country running with the mindset to optimally use external factors; “instant” relaxation of the muscles involved in the movement, for example, after throwing a medicine ball (weight) in different ways and from different starting positions, etc.
The targeted use of relaxation exercises has shown their effectiveness: not only the ability to optimally tense and relax muscles when performing various movements improves, but also indicators of kinesthetic sensitivity and physical abilities. In addition, the ability to voluntarily control muscle tension has a positive effect on the successful acquisition of motor skills and the rationality of movements during labor operations.
Relaxation exercises can be used in any part of the lesson (no more than 6-7 times continuously), alternating with other coordination, strength and speed exercises.
Coordination tension can be reduced using special methodological techniques:
Developing and constantly maintaining a rational relaxation mindset among those involved. In every opportunity, the teacher should focus students’ attention on the need to perform movements easily, freely, and not tensely;
Conscious control over the technique of performing movements;
Control of facial expressions. Excessive tension in the facial muscles usually indicates general tension;
The use of special breathing exercises (so-called rhythmic diaphragmatic breathing);
Performing exercises to music, if this does not lead to distortion of their structure;
Switching attention from monitoring the progress and quality of movements to the external environment;
Use of ideomotor and autogenic training;
Performing exercises (especially cyclic exercises) in a state of significant fatigue, which encourages a person to use their energy sparingly.
Speed tension, which manifests itself in insufficiently rapid relaxation of muscles after their rapid contraction, can be considered as a special case of coordination tension. To overcome it, it is recommended to use rapid alternation of tension and relaxation.
8. Measuring coordination abilities
When developing a testing problem, specialists are still faced with the need to find answers to at least three questions:
1. What are the criteria for assessing coordination abilities?
2. What methods can be used to most fully measure
level of development of coordination abilities?
3. How to organize testing?
Criteria for assessing coordination abilities
Criteria are general characteristics on the basis of which abilities are assessed. The CS criteria are four features: correctness, speed, rationality and resourcefulness, which have qualitative and quantitative characteristics.
Criteria for assessing the CS
Qualitative Quantitative
Adequacy Correctness Accuracy
Timeliness Prompt Speed
Expediency Rationality Cost-effectiveness
Initiative Resourcefulness Stability
A person can demonstrate coordination abilities through any one property, for example, accuracy of hitting a target, stability in performing an action. However, more often a person manifests KS through a set of properties. For example, accuracy, speed and resourcefulness.
To assess coordination abilities, the following methods are used:
Observations;
Expert assessments;
Hardware methods;
The observation method is one of the most ancient. The teacher or coach conducting the classes has the opportunity to observe how successfully (easily and quickly) the student learns motor actions. The quality of observations can be improved if we rely on various criteria for assessing the CS: correctness, accuracy, resourcefulness, rationality.
You can coordinate your motor activity according to one criterion, for example, in cyclic locomotion - speed, ballistic - accuracy. But it must be remembered that all criteria are not unambiguous. For example, speed as a criterion for assessing CS can be: speed of restructuring of motor actions, speed of mastering new motor actions, speed of response. However, more often a person coordinates his activities according to complex criteria: accuracy, speed, resourcefulness in sports games.
It should also be noted that some criteria characterize explicit (absolute) CS, while others characterize hidden CS (relative). For example, a 3x 10 m shuttle run is an absolute indicator, and the difference between a 3x 10 m run and a 30 m straight run is a relative indicator, indicating hidden speed abilities.
The main disadvantage of this method is that it does not allow us to identify accurate, quantitative assessments of coordination development and compare them in accordance with age-related development.
The method of expert assessments is the opinion of experienced specialists in assessing the CS. But this method also has its drawbacks. The main thing is that the student ultimately receives a subjective assessment for the action performed. The disadvantage of the method is also that it can be difficult to attract qualified specialists to exercise.
A hardware or instrumental method will allow one to obtain an assessment of the development of individual components (traits). These are methods of biomechanics and physiology.
Motor tests. When selecting motor tests, it is necessary that they meet the following requirements:
Were available for all age groups;
Did not express complex motor skills that require special training;
Did not require complex equipment;
They gave a fairly complete picture of the dynamics of changes in all special and specific CS.
General guidelines for testing methodology:
Provide a certain level of motivation to complete tests (concentration);
Provide the opportunity for 2-3 attempts to complete the test in order to eliminate the influence of any interference;
Control tests should be carried out at the beginning of the main part of the lesson after a short warm-up;
It is advisable to carry out it in a competitive form.
The main tests used in practice are: To assess the CS related to integral motor actions, the following tests are used:
Shuttle run 3x10 m;
Three somersaults forward;
Throwing a tennis ball at a distance.
To assess the ability to differentiate:
Throwing the ball at a target while standing with your back to the target;
Jumping down onto the markings;
To assess the ability to navigate in space:
Pendulum – throw – goal;
To determine a complex reaction:
Exercise – reaction – ball;
To determine balance ability:
Twists on a gymnastic bench
Single leg stand
Control questions
1. Define the concepts “coordination”, “dexterity”, “coordination abilities”.
2. List and briefly describe the types of coordination
abilities.
3. List the factors that determine the development of coordination abilities?
4. Reveal age, gender and individual characteristics
development of coordination abilities.
5. What requirements must physical exercises used to develop coordination abilities meet?
6. Name the groups of exercises that are used to develop coordination abilities?
7. Give a brief description of methods for developing coordination abilities.
8. What methodological techniques do you know when using the strictly regulated exercise method?
9. Reveal the features of the methodology for developing coordination abilities based on proprioceptive sensitivity.
10. What are the features of the methodology for developing the ability to navigate in space?
11. By what means and methods do they develop a sense of rhythm?
12. Reveal the features of the methodology for developing the ability to static and dynamic balance.
13. What groups of physical exercises are used to combat coordination tension?
14. List the criteria for assessing coordination abilities.
15. What methods of assessing the level of development of coordination abilities do you know?
16. Give examples of typical tests and control exercises that are used to monitor coordination abilities.
Bibliography
1. Ashmarin B.A. Theory and methods of physical education. Textbook. M.: Education, 1990. 287 p.
2. Balykhina T.M. Dictionary of terms and concepts of testology. M.:MGUP, 2000, 160 p.
3. Bershtein N.A. About dexterity and its development. M.: Physical culture and sport, 1991. 228 p.
4. Bogen M.M. Learning motor actions. M.: Physical culture and sport, 1985. 193 p.
5. Kuramshin Yu.F. Theory and methodology of physical culture. Textbook. M.: Soviet sport, 2003. 464 p.
6. Lukyanenko V.P. Physical culture: basic knowledge: Textbook. M.: Soviet sport. 2003. 224 p.
7. Lyakh V.I. Tests in physical education of schoolchildren. M.: LLC “Firm Publishing House AST”, 1998. 272 p.
8. Matveev L.P. Theory and methodology of physical culture. Introduction to the subject: Textbook for higher special physical education institutions. 3rd ed. St. Petersburg: Lan Publishing House, 2003. 160 p.
9. Matveev L.P., Novikov A.D. Theory and methods of physical education. Textbook for the Institute of Physics. culture. 2nd edition. corr. and additional (in 2 volumes). M.: “Physical education and sport”, 1976.
10. Kholodov Zh.K., Kuznetsov V.S. Theory and methodology of physical education and sports: Proc. aid for students higher textbook establishments. M.: Publishing center "Academy", 2000. 480 p.
When they talk about a person’s coordination abilities, they mean coordinated, expedient, coordinated movements and the ability to control them.
The natural basis of coordination abilities are the properties of the nervous system (strength, mobility, balance of nervous processes), individual variations in the structure of the cerebral cortex, the degree of maturity of its individual areas, the level of development and safety of sensory systems (vision, hearing, etc. ), productivity of mental processes (sensations, perception, memory, thinking), temperament, character, ability to regulate emotional state. This means that coordination abilities are determined by those biological and mental functions that have a defective basis in children with various disorders. These disorders lead to a mismatch between various functions of the body, and primarily between the functions of the motor apparatus and the activity of other systems that ensure muscle function (V.S. Farfel, 1975; E.P. Ilyin, 1983; A.S. Solodkov, 1998), which makes it difficult to master complex coordination motor actions, and, consequently, coordination abilities.
N.P. Wiseman (1997) suggested that in an uncomplicated form of mental retardation, violations of complex motor acts requiring fine motor skills are determined by the same mechanisms as the intellectual defect, i.e. disorders of the analytical and synthetic activity of the cerebral cortex.
Children with sensory impairment are slower to master complex movements, since many particular manifestations of coordination abilities are based on visual, auditory, and vestibular afferentation.
Coordination abilities are a set of psychological, morphological, physiological components of the body (disabled people and persons with disabilities), the unity of which within the boundaries of the functional system ensures productive motor activity, i.e. the ability to expediently build a movement, manage it and, if necessary, quickly rebuild it.
Factors influencing the manifestation of coordination abilities of people with disabilities include the following:
– functional state of the central and peripheral nervous system;
– level of intermuscular coordination, ensuring the technique of motor actions;
– type of higher nervous activity, characteristics of character and behavior;
– state of higher mental functions, psychological stability, ability to analyze and quickly make decisions in suddenly changed conditions;
– functional state of motor, visual, auditory, tactile and other analyzers.
Coordination abilities are a combination of many mastered motor coordinations that ensure productive motor activity. This is a complex ability in structure. That is why in physical education programs in special (correctional) schools, the development of coordination abilities is an important component of the educational process and is considered as the basis that forms the fund of new motor skills and abilities, as a prerequisite and basis for the successful development of other physical abilities ( N.N. Efimenko, 1991; E.S. Chernik, 1997; N.V. Astafiev, A.S. Samylichev, 1997; S.I. Venevtsev, 2000).
The structure of coordination abilities includes the following components:
Coordination of movements is the ability for ordered, coordinated movements of the body and its parts.
Differentiation of effort, time, space and rhythm is a complex characteristic that reflects the accuracy of assessment, measurement and reproduction of given movement parameters.
Orientation in space is the ability to determine and change the position of the body and its individual parts in the space-time field.
Rhythmicity of movements - the ability to master a given rhythm of movements.
Balance is the ability to maintain a stable posture in static and dynamic exercises, on a limited, movable support, under the influence of accelerations.
Responsiveness - the ability to respond with movement to various external signals (visual, auditory), to rearrange movement in changing conditions.
Accuracy of fine motor skills - the ability to reproduce subtle movements of the hands and fingers in accordance with the task.
Relaxation is the ability to voluntarily and rationally reduce muscle tension.
1. Development of coordination of movements
L.P. Matveev (1976), V.I. Lyakh (1986) propose using a number of methodological techniques that stimulate higher manifestations of coordination of movements:
– unusual starting positions;
– mirror execution of exercises;
– change in speed and tempo of movements;
– changing the spatial boundaries of the exercise;
– changing the methods of performing the exercise;
– changes in counteraction in pair exercises;
– a combination of the known and the unknown in one exercise, etc.
2. Development of the ability to differentiate movement parameters
Coordinatively ordered, coordinated movements of the body and its parts are achieved through sensory perception (visual, vestibular, kinesthetic), differentiation of temporal, spatial, dynamic, rhythmic characteristics of motor activity. These manifestations of coordination abilities determine the accuracy, efficiency, and expediency of movements. Their development requires didactic consistency, a gradual increase in the level of complexity.
Table Figure 4 illustrates tasks of different levels of complexity in the process of improving the indicated coordination abilities for healthy primary schoolchildren (O.A. Dveyrina, 2000), but they are quite applicable for disabled children and adults with various disabilities.
Table 4
Tasks of developing and improving differentiation ability
|
General tasks |
Particular problems |
|
FIRST LEVEL OF DIFFICULTY |
|
|
1. Improve the ability to reproduce spatial parameters of movements |
a) develop the ability to reproduce the starting position; b) develop the ability to reproduce the desired pose during movement; c) develop the ability to reproduce rectilinear movements in shape, direction, amplitude and distance; d) develop the ability to reproduce curvilinear movements in shape, direction, amplitude and distance |
|
General tasks |
Particular problems |
|
2. Improve the ability to reproduce timing parameters |
a) develop the ability to reproduce the duration of the entire movement; b) develop the ability to reproduce the duration of individual phases of movement; c) develop the ability to reproduce the tempo of movements |
|
3. Improve the ability to reproduce spatial-temporal parameters of movement |
a) develop the ability to reproduce movement speed; b) develop the ability to reproduce changes in movement speed c) develop the ability to reproduce sharp and smooth movements |
|
4. Improve the ability to reproduce dynamic parameters of movements |
a) develop the ability to reproduce the applied force (measure of influence) of a moving part of the body on any external objects; b) develop the ability to reproduce forceful efforts based on the mental image of a given action |
|
5. Improve the ability to reproduce rhythmic parameters |
a) develop the ability to reproduce strong, effort-focused movements at various time intervals; b) develop the ability to reproduce strong, time-accented movements at various time intervals; c) develop the ability to reproduce strong, spatially accentuated movements at various time intervals |
|
SECOND LEVEL OF DIFFICULTY |
|
|
6. Improve the ability to measure spatial parameters of movements |
a) develop the ability to measure step length; b) develop the ability to measure the trajectory of movement; c) develop the ability to measure the amplitude of movement |
|
7. Improve the ability to measure time parameters of movement |
a) develop the ability to measure the duration of the entire movement; b) develop the ability to measure individual phases of movement; c) develop the ability to measure the tempo of movements |
|
8. Improve the ability to measure spatiotemporal parameters of movement |
a) develop the ability to measure movement speed; b) develop the ability to measure changes in movement speed; c) develop the ability to measure sharp and smooth movements |
|
General tasks |
Particular problems |
|
9. Improve the ability to measure dynamic movement parameters |
a) develop the ability to measure the application of force (measure of influence) of the moving part of the body on any external objects; b) develop the ability to measure force efforts based on a mental image |
|
10. Improve the ability to measure the rhythmic parameters of movements |
a) develop the ability to measure strong, effort-focused movements at various time intervals; b) develop the ability to measure strong, time-accented movements at various time intervals; c) develop the ability to measure strong, spatially accentuated movements at various time intervals |
|
THIRD LEVEL OF DIFFICULTY |
|
|
11. Improve the ability to differentiate spatial parameters of movements |
a) develop the ability to differentiate the starting position; b) develop the ability to differentiate the desired posture during movement; c) develop the ability to differentiate rectilinear movements by shape, direction, amplitude and distance; d) develop the ability to differentiate curvilinear movements by shape, direction, amplitude and distance |
|
12. Improve the ability to differentiate the temporal parameters of movements |
a) develop the ability to differentiate the duration of the entire movement; b) develop the ability to differentiate the duration of individual phases of movement; c) develop the ability to differentiate the tempo of movements |
|
13. Improve the ability to differentiate spatiotemporal parameters of movements |
a) develop the ability to differentiate movement speed; b) develop the ability to differentiate changes in movement speed; c) develop the ability to differentiate sharp and smooth movements |
|
14. Improve the ability to differentiate dynamic parameters of movements |
a) develop the ability to differentiate the applied force (measure of influence) of a moving part of the body on any external objects; b) develop the ability to differentiate force efforts based on the mental image of a given action |
|
15. Improve the ability to differentiate rhythmic parameters of movements |
a) develop the ability to differentiate strong, effort-accented movements at various time intervals; b) develop the ability to differentiate strong, time-accented movements at various time intervals; c) develop the ability to differentiate strong, spatially accentuated movements at different time intervals |
|
General tasks |
Particular problems |
|
FOURTH LEVEL OF DIFFICULTY |
|
|
16. Improve the ability to estimate spatial parameters of movements |
a) develop the ability to assess the starting position; b) develop the ability to assess the desired posture during movement; c) develop the ability to evaluate linear movements by shape, direction, amplitude and distance; d) develop the ability to evaluate curvilinear movements by shape, direction, amplitude and distance |
|
17. Improve the ability to estimate movement parameters |
a) develop the ability to estimate the duration of the entire movement; b) develop the ability to estimate the duration of individual phases of movement; c) develop the ability to estimate the pace of movements |
|
18. Improve the ability to estimate spatiotemporal parameters of movements |
a) develop the ability to estimate the speed of movement; b) develop the ability to assess changes in speed; c) develop the ability to evaluate sudden and smooth movements |
|
19. Improve the ability to assess dynamic parameters of movements |
a) develop the ability to evaluate the applied force (measure of influence) of a moving part of the body on any external objects; b) develop the ability to evaluate forceful efforts based on the mental image of a given action |
|
20. Improve the ability to assess the rhythmic parameters of movements |
a) develop the ability to evaluate strong, effort-focused movements at various time intervals; b) develop the ability to evaluate strong, time-accented movements at various time intervals; c) develop the ability to evaluate strong, spatially accentuated movements at various time intervals |
The ability to differentiate temporal, spatial, dynamic and rhythmic parameters of movement develops both in the process of teaching motor actions to disabled people, and independently, compensating for individual developmental delays caused by the defect. The choice of methodological techniques depends on external conditions, types of exercises, physical and mental readiness of those involved.
Differentiation of temporal parameters of movement
The main way of development is exercises on the accuracy of distinguishing time intervals:
– reproduction of time periods: 3, 5, 7, 10 s by mental (internal) counting of time;
– the same when performing exercises, for example, determining the time in a 20 m run;
The “sense of time” is formed gradually: first, the teacher gives information about the result, determining it using a stopwatch, then the student reports “his” time, checking it with the actual one, and, correcting internal sensations, later performs the exercise with the given time.
– performing exercises at different paces: squats, bends, circular movements of the arms for 1, 2, 4 counts; on a count of 1–4.
Differentiation of spatial parameters of movement
It is built on the sensations of a “sense of space” and kinesthetic concepts:
– performing symmetrical and asymmetrical movements and the ability to control the accuracy of positions;
– walking and running with alternating steps of different lengths (40, 60, 80 cm);
– turns by 45°, 90°, 180°;
– alternating bends and half-bends forward, backward, to the sides;
– swinging legs, circular movements of arms with different amplitudes;
– standing long jumps with different flight paths over a given distance.
Differentiation of dynamic motion parameters
Based on the ability to distinguish and vary efforts:
– static force of the muscles of the hand – on a hand, back – on a deadlift dynamometer with maximum strength, 3/4, 1/2;
– standing long jumps with maximum strength, 3/4, 1/2;
– throwing at a target at different distances from the target; at a given target (for the blind – a voiced target); balls of different weights;
– squats with medicine balls, dumbbells of different weights.
Differentiation of rhythmic parameters of movement (“Sense of Rhythm”)
A typical form of controlling the rhythmic parameters of movement in the practice of physical therapy is the use of music and other signals (sound, light, tactile, vibration); varying in pitch, volume, duration, timbre:
– walking, running at a pace set by an external signal;
– polka steps, gallops, etc. to music;
– jumping, jumping in place, moving forward, backward, to the side in a given rhythm;
– improvisation of movements to music.
3. Development of spatial orientation ability
Orientation in space is an important part of coordination abilities. Its deficiency in disabled people of all nosological groups is the result of not only pathological disorders, but also a consequence of physical inactivity. Therefore, one of the tasks of orientation is to equip a person, especially the blind and visually impaired, with the skills and techniques for safe and reliable movement in the environment. At the same time, motor ability and spatial orientation are closely interrelated. E.W. Hill (1986), who studied this ability in the blind, argues that if a subject is able to move but is not oriented, the movement is useless and meaningless, and, conversely, if the subject is oriented but motionless, he cannot end up where he wants.
Motor ability (mobility) consists of two components, one of which is mental orientation, the other is physical movement. The first is defined as the individual’s ability to recognize the environment, temporal and spatial relationships in relation to himself, the second is defined as movement from one place to another through physical activity (K.F. Justo et al., 1999).
The senses play a leading role in recognizing, interpreting and using information for orientation in space:
– the visual sensory system (for the visually impaired – residual vision) carries out visual attention, fixation, tracking, accommodation;
– auditory – auditory attention, localization, recognition, discrimination of sounds;
– tactile – kinesthetic, temperature and tactile recognition, discrimination;
– olfactory – smell recognition.
The sense of self-perception, which is formed in childhood and influences the development of muscle tone, significantly affects the coordination of movements, including spatial orientation. Muscle tone disorders, especially in children with consequences of cerebral palsy and polio, distort movements, postures, and gait.
Methodological methods for developing the ability to spatial orientation are aimed at developing the necessary knowledge and motor skills with the help of visual, auditory, tactile, kinesthetic ideas, which are the approximate basis of actions in a closed or open space. Creating these representations is especially important for children with sensory impairments:
– knowledge of the structure of space and external landmarks (upper and lower, right and left corners of the hall, window, door, gymnastic wall, etc.);
– knowledge of body positions and poses during exercises (correct posture, standing, sitting, lying on the stomach, on the back, on the side, kneeling);
– knowledge about the types of placement (in a line, column, circle, in pairs) and movement (in a straight line, diagonally, “snake”, etc.);
– knowledge of the directions of movement: forward–backward, left–right, down–up;
– an idea of size (large - small), weight (light - heavy), shape (square, round), texture (smooth, rough), material (wooden, metal, rubber), color (red, blue, yellow);
– understanding of spatial differences in motor actions depending on the prepositions “before”, “behind”, “through”, “by”, “on”, “between”, “under” ( under jump, With jump, re jump);
– differentiation of external signals (sound, light, vibration), objective and symbolic landmarks (crunch of snow,
the sound of water, the rustle of steps), indicating the direction, amplitude, trajectory, length and number of steps.
These ideas are formed in each lesson, but are most successfully implemented during gaming activities.
4. Development of the ability to assimilate the rhythm of movements
Rhythm is a complex characteristic that reflects the relationship between individual parts, phases, elements of any exercise in terms of effort, time and space.
In the theory of physical culture, rhythm is defined as the proportionality in time of strong, accentuated movements associated with active muscle efforts, and weak, relatively passive movements (Yu.F. Kuramshin, 1999).
Rhythm is inherent in both cyclic and acyclic movements. The rhythm of movements characterizes the rational technique of a specific motor action.
Children with abnormal development, especially those with mental retardation, have difficulty mastering the correct rhythm of movements, i.e. in the coordination of accentuated efforts with the spatial and temporal characteristics of movement. Irrhythmic running means uneven effort during push-off in each running cycle and, accordingly, unstable speed, “floating” length and frequency of steps. Outwardly, this manifests itself in excessive tension, impetuosity and sudden braking, swaying from side to side.
In order to teach the correct rhythm and its relative stabilization, counting, tapping, and clapping are used. For the same purpose, musical accompaniment is used, although in music rhythm is understood as “the sequential duration of sounds of different pitches” (T.T. Rothers, 1989), i.e. only temporary parameters.
Children with developmental disorders better assimilate temporal characteristics (duration of movement, tempo) than rhythmic ones. If the sound accents (loudness) in the melodic pattern coincide with the accentuated manifestations of muscle effort, then the effect is an improvement in the rhythmic characteristics of the movement. In reality, the musical accompaniment used in rhythmic plasticity, dance, logorhythmics, and aerobics does not pursue such a task. In these types, all attention is concentrated on the accuracy of the temporal coincidence of movements with the rhythmic pattern of the melody, which represents “the alternation of sounds of different durations.”
At the same time, reproducing a musical rhythmic pattern in motion develops musical memory, coordination of movements, speed of reaction, expressiveness, plasticity and, indirectly, the rhythm of movements (understood as a complex characteristic of a physical exercise technique).
5. Development of the ability for static and dynamic balance
The development of this coordination ability is based on the gradual and consistent complication of tasks and the conditions for their implementation, as a result of which an increasingly greater mobilization ability is required to optimally balance in unstable positions, giving them stability in the face of interference.
In conditions of physical activity of disabled people, two manifestations of balance are important: the stability of a static posture and its preservation in dynamic exercises.
In a vertical posture, the leading role in the regulation of balance belongs to the foot and the activity of the lower leg muscles, since they are the ones who correct imbalances (V.S. Gurfinkel, 1965). Stability is ensured:
– larger support area;
– lower location of the general center of body mass to the support; by passing the line of gravity through the support area.
In dynamic exercises under the influence of linear and angular accelerations, balance is primarily provided by analyzers (motor, vestibular) and depends on proprioceptive sensitivity and resistance to vestibular stimulation.
In practical work with disabled people and persons with disabilities, the following exercises are used:
– walking on toes, fixing the stand on toes;
– walking with turns, bends, and circular movements of the head;
– alternating walking forward and backward with turns of 180 and 360°;
– dance steps of waltz, polka;
– standing at a support, maintaining balance when bending back, forward, to the sides, standing on one leg;
- the same, without support;
– jumping on two legs, on one leg, on a skipping rope, in place, with advancement, turns; jumping up with a stable, fixed landing;
– balancing on a reduced area of support (a drawn corridor, a gymnastic bench, a rope lying on the floor, a low gymnastic beam);
– swinging the legs forward, backward, to the sides, with fixation of the final position – “swallow” pose (at support, without support);
– rotation of the body around a vertical axis (while hanging on rings, on skates, in a Barani chair, in a stroller);
– riding on swings, “giant steps”, carousels, “Rhine wheel”, trampolining;
– outdoor games with accelerations, stops, changes of direction, fixed poses;
– walking on an inclined gymnastic bench up and down, arms to the sides, on a swinging support;
– performing exercises with eyes closed (A.A. Ter-Ovanesyan, 1978);
– juggling objects (throwing and catching 1–2 tennis balls) while standing on a gymnastics bench.
6. Developing the ability to respond quickly
The category of children with abnormal development is distinguished by a number of significant neurodynamic disorders: a decrease in the strength of the main nervous processes, impaired mobility, pathological irradiation of excitatory and inhibitory processes (A.R. Luria, 1973; B.I. Shostak, 1973; V.I. Lubovsky, 1982), which are expressed in a decrease in cognitive abilities, slow solving of motor problems, and delay in tactical actions.
Responsive ability is understood as the ability to quickly respond to various signals, to rearrange the forms of motor actions in accordance with changing external conditions.
To develop a simple motor reaction, sudden sound, motor, light, and vibration signals are used to initiate a previously known motor action (fix a pose, perform a turn, change the direction of movement). Varying signals by time of presentation (at different intervals), strength, type, distance develops auditory and visual attention.
Complex reactions are associated with tracking, visual perception (for the blind - auditory perception), the ability to foresee, for example, the trajectory of the ball, the direction and speed of the person chasing in the game, predict the movements of a partner, etc., i.e. anticipate events in time and select appropriate motor behavior. The ability to foresee and foresee a situation (anticipation) determines the accuracy and timeliness of reactions, the optimal choice of route. As a rule, the manifestation of this ability is associated with a time limit, and therefore it is best developed in gaming activities, where you have to react to a changing situation, choose the shortest path, use your eye, and make decisions independently.
The following exercises are used to develop reactivity:
– while walking or running, a stop is made at one signal, and a change in the direction of movement at another signal;
– response to a signal from different starting positions: crouching, standing with your back, etc.;
– reacting with movement to a flying ball (bounce or catch), a rope rotating under your feet, etc.;
– responding to the strength of an external signal by switching to another type of activity;
– outdoor games that require a quick response to changing conditions and an appropriate choice of motor behavior.
7. Development of fine motor skills
One of the most pronounced manifestations of damage to the central nervous system is a violation of the nervous regulation of fine motor movements of the arms - hands and fingers, expressed in limited mobility, flexion contracture, spasticity, and synkinesis. It is more common in children with consequences of polio, cerebral palsy, spinal cord lesions, and in children with mental retardation. The development of writing, reading Braille by the blind, and the success of many household, work and sports activities by disabled people of all nosological groups depend on the coordination of the fingers and hand. The development of fine motor skills is one of the main methodological approaches to correcting severe speech disorders, which include alalia, aphasia, rhinolalia, dysarthria, and stuttering.
The level of development of fine motor skills is one of the indicators of intellectual readiness for school education. Typically, a child who has a high level of fine motor skills can reason logically, has sufficiently developed memory and attention, coherent speech, and quickly masters writing techniques. Writing is a complex skill that involves fine, coordinated hand movements. The writing technique requires coordinated work of the small muscles of the hand and the entire arm, as well as good development of visual perception and voluntary attention.
To activate the movements of the hand and fingers, a variety of small equipment is used: balls of varying volume, weight, material; balls – inflatable, plastic, wooden; flags, ribbons, rubber rings, hoops, gymnastic sticks, cubes, balls, geometric figures cut out of cardboard, buttons, toys, etc. The main method is play, but there are also independent exercises:
– rolling a ball, sitting on the floor;
– throwing and catching the ball with two hands, one;
– throwing the ball from hand to hand;
– hitting the ball on the floor, against the wall and catching it;
– throwing the ball at a target, horizontal, vertical;
– grabbing a gymnastic stick;
– squeezing and unclenching the hand with a rubber ring;
– rhythmic tapping of fingers on the table;
– quick connection of fingers into a lock;
– movement of the hand towards oneself, away from oneself with clasped fingers;
– passive and active flexion of each finger;
– assembling construction kits, putting together mosaics;
– drawing with a stencil, on a blackboard with chalk, etc.;
– sedentary games like “Visiting the big toe”, accompanied by successive finger movements and recitatives;
– finger games in which objects, birds, and animals are depicted by moving the fingers. They are fascinating, promote the development of speech, creative activity, develop dexterity, the ability to control their movements, and activate hand motor skills.
8. Developing the ability to relax muscles
Excessive muscle tension can have different reasons: it can be a consequence of the influence of the main defect and impaired control of voluntary movements (with cerebral palsy), emotional and psychological stiffness, fear, pain, lack of motor experience, etc.
Means and methodological techniques for reducing muscle tension and creating voluntary relaxation are:
– hydrokinesitherapy (S.F. Kurdybaylo, V.T. Bogatykh, 1997; D.F. Mosunov, 2000), hydroaerobics (T.G. Menshutkina, 2001). An aquatic environment with a temperature of 36.5–37° reduces spasticity, reduces muscle tone and joint contractures;
– facial gymnastics (Yu.G. Mikhailova, 2000)
– hippotherapy – therapeutic horse riding, the effect of which is the simultaneous influence on the body of three factors: mechanical, temperature and rhythmic (L.L. Likhovid et al., 1996), relieves spasticity of the thigh muscles in children with cerebral palsy. Thanks to the rhythmic, smooth stride of the horse, the rider receives a thermal massage of the muscles of the thighs and hip joints;
– anti-gravity suits for children with cerebral palsy, reducing spasticity, spastic-rigidity (K.A. Semenova, 1999);
– external factors of switching after intense actions, for example, solving a simple arithmetic problem, composing words from letters (in an outdoor game or relay race);
– contrasting static tension followed by muscle relaxation;
– swinging exercises of the arms (arms – “whips”) and legs, shaking the limbs; relaxed rotational movements of the arms; free, relaxed “fall” of arms, legs, torso;
– combination of the relaxation phase with forced exhalation;
– switching attention, visual control and one’s own actions to relaxation, including self-massage;
– the use of music as a distracting and liberating factor;
– meditation, auto-training, relaxation yoga sessions (I.V. Kuris, 1998).
Test questions and assignments
Define coordination abilities.
Tell us about the factors influencing the manifestation of coordination abilities of people with disabilities.
Expand the structure of coordination abilities.
Methods for developing coordination of movements and the ability to differentiate movement parameters. Its features in adaptive physical culture.
5. The main features of the methodology for developing the ability to spatial orientation and mastering the rhythm of movements.
What methods of developing the ability to static and dynamic balance do you know?
What means and methods are used to develop quick response abilities in adaptive physical culture?
Development of fine motor skills in persons with health problems and people with disabilities.
Abilities for muscle relaxation and methods of its development in adaptive physical culture.
The word "coordination" is of Latin origin. Translated, it means unification, consistency, ordering. This word is also used in relation to the motor activity of people. In this case, it indicates the degree of coordination of human movements with the requirements of the environment. For example, one passerby, having slipped, will stay on his feet with the help of compensatory movements, while another will fall. Consequently, the first person has a higher degree of coordination of movements, that is, he has more developed coordination abilities.
Definition of the concept
Coordination is understood as a person’s ability to coordinate as rationally as possible all movements of body parts in the process of solving a specific motor task. This concept can be characterized somewhat differently. This is a person’s ability to control their own movements.
Our musculoskeletal system includes a huge number of links with more than a hundred degrees of freedom. That is why managing this system is a very complex process. According to the opinion of the creator of modern biomechanics, the scientist-physiologist Bershtein, which he expressed in 1947, it consists of overcoming degrees of freedom. This turns the links into a system obedient to humans.
Basic indicator of coordination
How to determine a person’s ability to control his musculoskeletal system in the process of performing a particular activity? For this purpose, in the methodology of physical culture and in domestic theory, for a long time there was such an indicator as agility. However, since the 70s of the last century, the term “coordination abilities” has increasingly begun to be used instead.
According to the definition given by Berstein, agility is the unity of interaction between those functions of peripheral and central control that control the motor system of the body. In this case, a restructuring of the biomechanical structures of actions occurs in accordance with the assigned tasks.
A person’s dexterity, or coordination abilities, are characterized by the fact that they:
1. Always directed towards the outside world. Thus, training on a punching bag for boxers develops agility to a lesser extent than a fight with an opponent.
2. They have a specific quality. So, you can be skilled in gymnastics and not capable of swimming.
Coordination, or coordination ability, is the basis of agility. Recently, this indicator has been the subject of numerous studies by physiologists.
Classification of coordination abilities
Human dexterity has been subjected to particularly careful study since the sixties of the last century. At the same time, every year specialists identify more and more new coordination abilities. Today, among their types there are 3 general ones, as well as 20 special ones, which manifest themselves specifically (balance, spatial orientation, etc.).
Coordination abilities are those capabilities of a person that determine his readiness to optimally control and regulate motor actions. Numerous experimental and theoretical studies have identified three main types of CS. These are special, specific, and also general. Let's take a closer look at them.
Special KS
These human coordination abilities, classified as homogeneous groups of movements, are associated with psychophysical mechanisms.
Special CS are systematized according to increasing complexity. So, they distinguish:
Spatial body movements (acrobatic, gymnastic);
- moving objects (carrying loads, lifting heavy objects);
- manipulation of movements of different parts of the body (strike, injection, etc.);
- cyclic and acyclic actions;
- throwing exercises that reveal accuracy (juggling, small towns, tennis);
- defensive and attacking actions in sports and outdoor games;
- ballistic movements of the core or disk).
Specific CS
These include slightly different coordination abilities. This is a human ability:
To orientation, that is, to an accurate determination of the position of the body;
- to change movement parameters in order to obtain high efficiency and accuracy of the work of spatial and power muscles;
- to react, that is, to accurately and quickly perform a short-term entire movement when a previously known or unknown signal or part of it appears;
- to the restructuring of motor actions under changing environmental conditions;
- to coordinate or combine individual movements into a single motor combination;
- to balance, that is, to maintain stability in a static or dynamic position of the body;
- to rhythm or accurate reproduction of a given motor action.
General CS
These are coordination abilities of the third type, which are a kind of generalization of special and specific ones. In the process of physical education, the teacher often observes pupils who perform well various tasks on balance and orientation, rhythm, response, etc. In other words, these children have well-developed general coordination abilities. However, other cases occur most often. For example, a child has high CS for cyclic movements, showing a low level of dexterity in sports games.
General coordination abilities - what is it? These include the potential as well as realized capabilities of the individual, which determine his readiness for optimal regulation and control of motor actions of various meanings and origins.
It often happens that coordination abilities exist in a latent form before the movement begins. In this case they are potential. Realized or actual CS appear at a given specific point in time.
Coordination abilities are also classified into elementary and complex. The first of these includes a person’s ability to accurately reproduce the spatial parameters of movements. Complex coordination abilities - the ability of an individual to quickly rearrange motor actions under suddenly changing conditions.
Motor abilities from the point of view of the educational process
So, we found out what the term “coordination abilities” means. Defining the basic concepts of these motor capabilities from a pedagogical point of view cannot contain only knowledge about “overcoming excess degrees of freedom.”
This vision has obvious gaps. The fact is that coordination abilities, the definition of which is very broad, largely depend on the success of solving the task. In this case, three types of CS can be distinguished. The first of these is neural coordination. It is carried out by coordinating nervous processes and muscle tension. The second type of coordination is motor. It is carried out by combining movements of all parts of the body in time and space. There is also muscle coordination. It is the process of transmitting control commands to all parts of the body by muscles.
What other types of coordination abilities are there? The definition and classification of these human capabilities distinguish between sensorimotor and motor-vegetative CS. The quality of the solution to the task directly depends on them. The first of these two types of CS is directly related to the activity of the musculoskeletal system and the work of such sensory systems as auditory, visual and vestibular. In other words, in the process of performing motor activity, a person uses his senses. This helps him understand the state of the environment and react sensitively to changes occurring in it. The sensory-motor type of CS allows you to analyze external signals and compare them with internal ones occurring in the body.
What they are The definition of these people comes through the manifestation of all functions of the body. The fact is that any movement of the body in space and time is directly related to the work of the autonomic systems (cardiovascular, respiratory, excretory, hormonal, etc.), which provide muscle activity. This is confirmed by the results of numerous studies. For example, in the absence of systematic training and in the presence of illness, fatigue or strong emotional impact, there is a discoordination of various body functions that ensure muscle function. All this is reflected in the quality of the motor task being solved.
Human coordination abilities and means of their education are widely used in pedagogical practice. The fact is that an individual’s predisposition to a certain type of activity depends on these motor capabilities. This should be taken into account when developing certain skills and abilities in children.
Factors influencing CS
A person’s coordination abilities are expressed in his capabilities, depending on:
- accurate analysis of your movements;
- activities of various analyzers, including motor ones;
- determination and courage;
- complexity of the motor task;
- age;
- level of development of other motor abilities;
- degree of general preparedness.
CS development tools
In order to increase the degree of a person’s capabilities when solving motor programs, it is necessary to use physical exercises that:
- aimed at overcoming coordination difficulties;
- require from a person speed and correctness, as well as rationality of movements;
- new and unusual for the performer;
- in case of repetition, they are performed with changing conditions or motor actions.
If the proposed exercises satisfy even one of the above requirements, then they can already be called coordination. Currently, a large number of similar complexes have been developed.
Methods for developing CS
How to improve a person's coordination abilities? There are many different developments for this. The most effective of them are methods that use strictly regulated exercises. The basis of such activities is physical activity.
Thus, the “sense of time”, “sense of space”, as well as the “sense of muscle effort” are very important coordination abilities for a person, and the methodology for their development in this regard takes a leading place in the educational process. Let's take a closer look at improving these capabilities.
To develop the ability to perform movements as accurately as possible, sets of general preparatory exercises are used. At the same time, it is important to systematically increase their coordination complexity. For example, in such cases, tasks are given that require accurate reproduction of both simultaneous and sequential positions and movements of the torso, legs, and arms. Running and walking for a given time, etc. are also used.
At a higher level, coordination abilities and the methodology for their development require students to perform special exercises to ensure the proportionality of movements within certain boundaries of space, time and muscle effort. In these cases, methods of repeating tasks are used. At the same time, an instruction is given to memorize the obtained indicators and their further self-assessment. These are the methods of “contrasting tasks” and “converging tasks”. The use of such exercises allows you to realize the difference between subjective sensations and available objective data. With repeated repetition of such tasks, a person’s sensory sensitivity increases, which gives him the opportunity to more accurately control movements.
It is worth keeping in mind that the most difficult tasks to master are those that require precision in differentiating temporal, spatial and power parameters. In this regard, they should be used taking into account the methods of contrasting and converging tasks. The essence of the first of them is to perform alternating exercises that differ sharply in some parameter. For example, changing tasks for throwing a ball from 6 m to 4 m, as well as long jumps either to the maximum distance or to half of it.
The technique of “converging tasks”, in contrast to the one described above, requires the performer to have high accuracy of differentiation. For example, raising arms to 90 and 75 degrees, long jump to 150 and 180 cm, etc.
Some types of professional activities and participation in certain sports require from a person not only a high level of spatial coordination abilities, but also a well-developed sense of space. It is characterized by the individual’s ability to correctly assess the size of obstacles, the distance to the goal, the distance between objects and people, etc. In order to develop a sense of space, the use of methods of contrasting and converging tasks is very effective.
How to improve power accuracy of movements? To do this, it is necessary to develop the ability to assess and differentiate the level of muscle tension. In this case, it is necessary to use exercises with various weights. These are tasks for repeated reproduction of either a certain amount of muscle load or its changing indicators. Examples of such exercises include applying forces on a wrist dynamometer at 30 or 50 percent of the maximum.
One of the main coordination abilities of a person is the “sense of time,” that is, the ability to subtly perceive time parameters. To improve this precision of movements, specific exercises are used. They consist of evaluating small time intervals of 5 to 10 seconds. Stopwatches are used to check the accuracy of the task. Exercises for estimating microintervals from one to tenths of a second can also develop a sense of time. To check such a task, electronic devices are used.
The ability to perceive micro-intervals of time can be developed to the highest accuracy, down to one thousandth of a second. For this purpose, special training is used.
There are also certain tools that allow you to improve static and dynamic balance. The first of them can be developed by:
Increasing the time of maintaining a given pose;
- reducing the support area;
- exclusion of the visual analyzer;
- increasing the height of the support surface;
- introduction of accompanying or paired movements.
To improve dynamic balance, perform the following exercises:
With changes in external conditions (weather, coverage, terrain);
- for training the vestibular apparatus, using swings, centrifuges, etc.
In order to develop coordination abilities, it is necessary to observe the principle of systematicity. You cannot take unnecessary breaks between classes, as they will certainly lead to loss of skills.
During coordination training it is important:
Don't overwork yourself;
- perform exercises only when you are in good psychophysical well-being;
- do sufficient intervals between exercises in order to restore your performance;
- simultaneously carry out tasks to develop other abilities.
Change in motor actions
Of great importance for a person is the ability to quickly switch from one movement to another when environmental conditions change. The theory and methodology of physical education considers this ability of an individual as the most important opportunity characterizing dexterity.
To develop this KS, exercises are used to quickly and sometimes instantly respond to suddenly changing situations. These are sports and active games of slalom, martial arts, etc. As an additional way to develop this ability, it is necessary to develop a person’s intelligence and cultivate in him such strong-willed qualities as initiative, determination and courage.
So, it can be noted that a person’s coordination abilities are the most important component of his life.
