Physical qualities are usually called those functional properties of the body that predetermine the motor capabilities of a person. The manifestation of these qualities depends on the capabilities of the functional systems of the body, their readiness for motor actions.

The main physical qualities include strength, speed, agility, endurance and flexibility.

Upbringing strength .Force- the ability of a person to overcome external resistance or counteract it through muscle tension. In the case of overcoming work, resistance forces are understood as forces directed against movement; in case of inferior work - forces acting in the direction of travel.

As you know, muscles can show strength:

● without changing its length (static (isometric) mode);

● with a decrease in length (overcoming (myometric) mode);

● when increasing the length (inferior (polyometric) mode).

Overcoming and yielding modes are united by the concept of "dynamic mode".

Since under these conditions the nature of motor actions is different, the above division can be taken as a classification of the main types of power abilities.

The general task in the process of long-term education of strength as a physical quality of a person is to develop it comprehensively and provide the possibility of high manifestations in various types of motor activity (sports, labor, etc.).

The means of developing strength are exercises with increased resistance - strength exercises. Depending on the nature of the resistance, strength exercises are divided into two groups: exercises with external resistance; exercises weighted with your own body weight.

Exerciseswith externalresistance. As an external resistance, they usually use:

● weight of items;

● counteraction of the partner;

● resistance of elastic objects;

● environmental resistance (eg running in deep snow).

Exercises,weighed downweighingownbody(for example, pull-ups on the bar).

Exercises are also used in which weighting with the weight of one's own body is supplemented by the weight of external objects.

Exercises with weights are convenient for their versatility: with their help, you can work on both the smallest and largest muscle groups; these exercises are easy to dose. At the same time, they are distinguished by a number of undesirable features, since the position in exercises with weights is often associated with static retention of the load.

Upbringing you were fast . Under speed understand the complex of functional properties of a person, which determine the speed characteristics of movements, as well as the time of a motor reaction.

When evaluating the manifestations of speed, there are:

● latent time of motor reaction;

● single movement speed (at low external resistance);

● frequency of movements.

In many movements performed at maximum speed, two phases are distinguished: the phase of increasing speed (acceleration phase) and the phase of relative stabilization of speed. The characteristic of the first phase is the starting acceleration, the second - the distance speed. The ability to quickly pick up speed and the ability to move at high speed are relatively independent of each other. It is possible to have good starting acceleration and low distance speed, and vice versa.

The development of the speed of movements should be closely connected with the development of other physical qualities and the improvement of technique.

As a means of educating the speed of movements, exercises that can be performed at maximum speed (speed exercises) are used. They must meet three requirements:

● the technique must be such that they can be performed at top speeds;

● they should be so well mastered by the trainees that during the movement the volitional main efforts were directed not to the method, but to the speed of execution;

● their duration should be such that by the end of the performance the speed does not decrease due to fatigue. Speed ​​exercises refer to the work of maximum power, the duration of which does not exceed even for qualified athletes 20–22 s.

Among the methods of educating speed, the methods of repeated, re-progressive and variable exercises are widely used. The main trend in this case is the desire to exceed your maximum speed in the lesson.

Speed, speed capabilities are required both in cyclic and in a number of acyclic sports (such as fencing, boxing, sports games, running at different distances, ball games), labor and everyday movements.

An important condition for high manifestations of speed is the optimal state of excitability of the central nervous system, which can be achieved only if those involved are not tired of the previous activity. Therefore, speed exercises in a lesson are usually located closer to the beginning; in the system of classes, they are planned mainly on the first or second day after the day of rest.

Upbringing dexterity . Any voluntary movement is aimed at solving a specific motor task. The complexity of the motor task is determined by many reasons, in particular, the requirements for the consistency of simultaneously and sequentially performed movements. The coordination complexity of motor actions is the first measure of dexterity.

The motor task will be completed if the movement corresponds to it in terms of its spatial, temporal and power characteristics, i.e. if it is sufficiently accurate. Accuracy of movement is the second measure of dexterity.

Agility are defined, firstly, as the ability to quickly master new movements and, secondly, as the ability to quickly reorganize motor activity in accordance with the requirements of a suddenly changing situation.

Agility education consists, firstly, of the ability to master coordination, complex motor actions, and, secondly, of the ability to rearrange motor activity in accordance with the changing situation. The main way to develop dexterity is to master new various motor skills and abilities. This leads to an increase in the stock of motor skills and has a positive effect on the functionality of the motor analyzer.

Changing loads aimed at developing dexterity goes along the path of increasing coordination difficulties that trainees must cope with. These difficulties are mainly due to the requirements:

● accuracy of movements;

● their mutual consistency;

● to the suddenness of the change in the situation.

In the process of developing dexterity, various methodological techniques are used that stimulate a higher manifestation of motor coordination.

Exercises aimed at developing agility quickly lead to fatigue. At the same time, their implementation requires great clarity of muscle sensations and gives little effect when fatigue occurs. Therefore, when developing dexterity, rest intervals are used that are sufficient for a relatively complete recovery, and the exercises themselves are tried to be performed when there are no significant signs of fatigue from the previous load.

Upbringing endurance .Endurance called the ability to resist fatigue in any activity.

One of the main criteria of endurance is the time during which a person is able to maintain a given intensity of activity.

Generalendurance- this is the ability to perform work with low intensity for a long time due to aerobic sources of energy supply. To develop general endurance, cyclic exercises are used (long running, skiing, swimming, rowing, cycling).

Continuous, repeated, variable, interval and mixed can be used as methods of educating general endurance.

Specialendurance- this is the ability to effectively perform work in a certain labor or sports activity, despite the resulting fatigue. There are the following types of special endurance: speed, power, static.

In the process of developing endurance, it is necessary to solve a number of tasks for the comprehensive development of the functional properties of the body, which determine general endurance and special types of endurance.

Endurance develops only in those cases when, in the process of training, fatigue of a certain degree is overcome. At the same time, the body adapts to functional shifts, which outwardly translates into an improvement in endurance.

When developing endurance with the help of cyclic and other exercises, the load is relatively completely determined by the following five factors:

● absolute intensity of the exercise (movement speed, etc.);

● the duration of the exercise;

● duration of rest intervals;

● nature of recreation (active or passive) and forms of active recreation;

● number of repetitions of the exercise.

Depending on the combination of these factors, not only the magnitude, but also, most importantly, the qualitative features of the body's responses will be different.

Upbringing flexibility . Flexibility is understood as the morphological and functional properties of the musculoskeletal system, which determine the degree of mobility of its links. Flexibility is measured by the maximum range of motion. Distinguish activeflexibility(manifested as a result of their own muscular efforts) and passive(detected by applying external forces to the moving part of the body).

Flexibility depends on the elasticity of muscles and ligaments. The elastic properties of muscles can change significantly under the influence of central nervous factors. Excitation of the stretched muscles, which has a protective nature, is essential in limiting mobility.

The degree of manifestation of flexibility depends on the external temperature of the environment, daily periodicals, and fatigue. Unfavorable conditions leading to a deterioration in flexibility can be compensated by warming up with a warm-up.

To develop flexibility, exercises with an increased range of motion are used - stretching exercises. They are divided into two groups - active and passive. With active movements, an increase in mobility in any joint is achieved due to the contraction of the muscles passing through this joint; in passive, external forces are used.

After active exercise, increased flexibility persists longer than after passive exercise.

High demands on flexibility are made by various sports (rhythmic and artistic gymnastics, diving and trampolining, synchronized swimming).

Since flexibility is easiest to develop in childhood and adolescence, the main work on educating flexibility should be planned for this period.

increasing the automation of movements increases the number of repetitions of the exercise. But at this stage, with the improvement in the quality of the performance of the action as a whole, temporary deterioration is possible, which gradually happen less and less.

The teacher, in order to avoid negative emotions, should warn his students about possible downturns in advance. This will reinforce the mindset to keep going and perseverance.

The second stage of training ends at the moment when the trainee has learned to correctly perform the basic movement pattern and the details of the technique in a holistic movement with a special fixation of attention. It is at this time that you should move on to the next stage of training.

The third stage is the formation of a motor skill, the achievement of motor skills.

On the basis of a motor skill, a motor skill is formed. In order to achieve the goal - to achieve perfect mastery of a motor action in various conditions of its application, it is necessary to apply methods both for fixing the exercise being learned, and for its possible variation.

This stage can last a very long time in the process of training highly qualified athletes, since a change in the level of development of physical qualities requires correction of the content of the movement itself, not only in form, but also in time parameters.

Tasks of the third stage:

consolidate the skill and improve the technique of movement in order to increase the achievement (result). For this, the requirements are gradually increasing.

to result without violating the technique of motor action;

selectively improve those physical qualities (or functional systems), on which a high result in a motor action depends;

to improve the technique of motor action in non-standard conditions, i.e. increase its versatility. This may be the requirement to perform the movement in an extreme state, against the background of severe fatigue, emotional tension; tasks become more complicated (additional movements are connected) or, conversely, the conditions for its implementation are simplified;

facilitate movement. Familiarize yourself with the applied methods of its implementation, when variants of this movement from everyday, industrial or military practice are used (swimming in military uniforms, etc.). The success or failure of students in mastering the exercises depends on the degree of development of those qualities that are leading in mastering the motor action. Therefore, independent work of backward students on the development of these physical qualities is necessary.

5.4. IN DEVELOPMENT OF PHYSICAL QUALITIES

Physical qualities are usually called those functional properties of the body that predetermine the motor capabilities of a person. AT

In the domestic sports theory, it is customary to distinguish five physical qualities: strength, speed, endurance, flexibility, dexterity. Their manifestation depends on the capabilities of the functional systems of the body, on their readiness for motor actions (in the future we will apply the concept of "education" to the process of forming a motor quality, and "more developed" - to the level of this quality).

Strength education Strength (or strength abilities) in physical education is called the ability of a person to overcome external resistance or counteract it through muscle tension.

The education of strength is accompanied by thickening and growth of muscle - in a curl. Developing a lot of different Muscle groups, you can change the physique, which is clearly manifested in athletic gymnastics.

Distinguish between absolute and relative strength. Absolute power - the total strength of all muscle groups involved in a given movement.

Relative strength - the magnitude of the absolute force per 1 kg of human body weight.

Force is measured using dynamometers. Up to a certain age, absolute and relative strength increases in both non-athletes and athletes, although in the latter it is always somewhat higher (Fig. 5.4).

Table 5.1. The strength of individual muscle groups of men and women (according to E.F. Polezhaev,

V.G. Makushin)

Indicator	Strength of muscle groups, kg*
Hand force (wrist grip): right hand le-
Biceps strength: right arm left - "~
The backbone strength of the muscles that straighten the
bent body

For qualified athletes, these data are higher. So, the average hand strength in men is at the level of 60-70 kg, and in women -

Strength is formed through exercises with weights: one's own body (straightening the arms at the stop, pulling up on the crossbar, etc.) or using projectiles (barbell, weights, rubber shock absorbers, etc.).

The amount of burden can be dosed:

* as a percentage of the maximum weight;

* by the difference from the maximum weight (for example, 10 kg less than the maximum weight);

* by the number of possible repetitions of the exercise in one approach (weight that can be lifted 10 times).

The author of the above recommendations, Professor V.M. Zatsiorsky considers the third option to be the most universal and suggests the following conventions: a weight that can be lifted, for example, a maximum of 25 times, will be designated as 25RM (repeated maximum); HIM is the weight that can be lifted 1 time.

Rice. 5.4. Total indicators of absolute (I) and relative (II) muscle strength at different ages in athletes (shaded columns) and non-athletes (light columns) (based on the materials of F.G. Kazaryan)

Then it is possible to apply the following gradation of the weight load:

Weight designation	Number of possible
	reps in one set
Limit .............................................................. ...........
Peripheral .............................................................. .
Large................................................. .................
Moderately large.............................................. .
Average................................................. ...............
Small................................................. ...................
Very small .................................................. .........

Strength Training Methods can be very diverse, their choice depends on the purpose. The training sessions use the following

strength training methods.

Maximum effort methods. Exercises are performed with the use of maximum or near-limit weights (90% of the record for this athlete). With one approach, from 1 to 3 repetitions and 5-6 approaches are performed in one session, the rest between which is 4-8 minutes (until recovery). This method is used to maximize the possibilities

significant results for a particular practitioner and is associated with the development of "explosive strength", which depends on the degree of intermuscular and intramuscular coordination, as well as on the own reactivity of the muscles, i.e. nervous

processes. Thus, masters of sports show a greater amount of strength in a shorter period of time than beginner athletes (Fig. 5.5).

Repetitive effort method(or the “to failure” method) involves exercises with weights that are 30-70% of the record, which are performed in series of 4-12 repetitions in one approach. In one lesson, 3-6 approaches are performed.

Rice. 5.5. An example of the manifestation of "explosive power" when jumping up from a place for a master of sports (1) and a novice athlete (2)

F1max - time to reach maximum strength;

F2max - the maximum value of the force shown in this movement (according to V.M. Zatsiorsky)

Rest between series 2-4 min (until incomplete recovery). This method is more often used for the purpose of building - muscle mass. The optimal

weights for the development of muscle mass will be the one that the student can lift (push up, pull up) by performing 7-13 movements in one approach.

On fig. 5.6 shows the relationship between the amount of weight and the possible number of repetitions.

Rice. 5.6. The relationship between the magnitude of the burden and the possible number of repetitions (according to L.P. Matveev).

Dynamic force method associated with the use of small and medium weights (up to 30% of the record). Exercises are performed in series

15-25 repetitions in one set at the fastest pace. In one lesson, 3-6 approaches are performed, the rest between them is 2-4 minutes. With the help of this method, speed-strength qualities are mainly developed, which are necessary in athletics throwing, in sprinting.

As an auxiliary, the isometric (static) method is used, in which muscle tension occurs without changing their length. The use of the isometric method allows you to maximally strain various muscle groups for a duration of 4-6 s. For one lesson, the exercise is repeated 3-5 times with a rest after each tension lasting 30-60 seconds. Classes using isometric exercises take a little time, they use very simple equipment. With the help of such exercises, you can influence any muscle groups, but their effectiveness is less than with the dynamic method.

In people of different constitutional types, the effect of the use of strength exercises manifests itself in different ways. Endomorphic types with rounded shapes, squat, strong bones achieve results in strength training faster. Representatives of ectomorphic types are usually thin-boned, slender, without excess fat depots. Their growth in muscle volume and performance is slower. It is necessary to know this in order to avoid early and unreasonable conclusions about the effectiveness of ongoing training sessions. At the same time, it should be known and remembered that a person with any type of physique can increase the volume and develop muscle strength through regular and methodically correctly constructed training sessions.

Nurturing speed Speed ​​is understood as a complex of functional properties of a person that directly and predominantly determine

speed characteristics of movements, as well as motor reactions.

Meanwhile, the speed of movement should not be confused with the speed of movement. The speed of the skater is 400-500 m higher than the speed of the sprinter, but the latter has more frequency (speed) of movements. It is no coincidence that in the latest research on the theory of sports, instead of the term "quickness", the concept of "speed abilities" is used.

As you can see, the concept of "speed" in physical education does not differ in semantic specificity. When assessing speed, there are:

latent time of motor reaction;

single movement speed;

movement frequency.

These manifestations of speed are quite autonomous. The time of a motor reaction in a series of movements (or a cycle of movements) may not correlate with other manifestations of speed. An essential role is played here by the factor of heredity. The time of a simple motor reaction in those who do not go in for sports usually ranges from 0.2-0.3 s, for qualified athletes - 0.1-0.2 s. In other words, during the training process, the reaction time improves by only 0.1 s.

Meanwhile, in the 100-meter run, the results of beginners and qualified athletes differ not by tenths, but by whole seconds. And this is no coincidence. In many movements performed at maximum speed, two phases are distinguished: the phase of increasing speed (acceleration phase) and the phase of relative stabilization of speed.

The first phase characterizes the starting acceleration, the second - the distance speed. Both phases are relatively independent of each other, but if the first is based on the latent time of the motor reaction and the frequency of movement, then the second, in addition to the frequency (tempo) of the movement, is also based on other components of the distance speed (for example, in a 100-meter run, on the technique of performing the movement, leg length, repulsion force). Consequently, distance speed has elements that change significantly under the influence of educational and training work - running technique, speed-strength indicators.

Speed, speed capabilities are required both in cyclic and in a number of acyclic sports, labor and everyday movements: fencing, boxing, sports games. The prerequisites for speed, speed abilities are not only the natural mobility of nervous processes, but also the level of neuromuscular coordination, amenable to directed training.

Sports science and practice have repeatedly confirmed that the manifestation of a person's speed abilities in one operation or exercise will not always be significant in another. In this regard, the very content of the process of educating speed for sports or applied purposes should be based on the features of the forms of its manifestation, since direct direct transfer of the speed of movements occurs only in coordination similar movements.

Raising the speed of a simple and complex motor reaction.

Distinguish between simple and complex reactions. A simple reaction is a response with a certain movement to a previously known, but suddenly appearing signal (for example, a shot of a starting pistol).

When educating the speed of a simple reaction, the most common method is a repeated, possibly faster response to a suddenly appearing signal. In each type of exercise, there are particular techniques that contribute to the manifestation of a good response to a sound, auditory or visual signal.

So, the speed of reaction somewhat increases with some preliminary tension of the working muscles (highly qualified sprinters, waiting for the starter's shot, lightly press their feet on the starting blocks). The speed of reaction is also influenced by the wave-like change in the "readiness" of the CNS to respond to the expected signal (the optimal time between the preliminary and executive commands is about 1.5 s).

A complex reaction varies, but most often it is a reaction to a moving object and a choice reaction. In response to a moving object, it is important to constantly see the object moving at high speed. For this, exercises are used with a gradually increasing speed of an object, with its sudden appearance in various places, a reduction in the observation distance, etc. In cases where the object (the ball in the game) is already fixed by sight before moving, the time of a complex reaction is significantly reduced.

The accuracy of reaction to a moving object is improved in parallel with the development of its speed. The peculiarity of education of the reaction of choice is connected with the selection of the desired motor response from a number of possible ones. The complexity of the choice reaction depends on the options for changing the situation, on the variety of behavior of the opponent or teammate.

When educating, choice reactions also go from simple to complex, gradually increasing the number of possible changes in the situation. However, with any options for educating speed (single movement or cyclic, simple or complex reaction), the means of educating it must meet at least the following three requirements:

1) the technique of exercises should be such that they can be performed at the maximum speed for the practitioner;

2) the degree of mastering the exercise is so high that efforts are directed not to the method, but to the speed of execution;

3) the duration of the exercises should be such that by the end of the performance the speed does not decrease due to fatigue.

Methods are widely used to develop speed: repeated, variable (with varying accelerations), game and competitive.

Endurance education. Endurance as a physical quality is associated with fatigue, so in the most general sense it can be defined as follows:

Endurance is the ability to resist fatigue. The subject of our

th consideration - physical fatigue, directly related to the varieties of muscular work, and consequently, with various types of endurance

liveliness. There are two types of endurance - general and special.

General endurance - this is the ability to perform work with low intensity for a long time due to aerobic sources of energy supply.

AT In this definition, the property of low intensity is very conditional (for one, this load can be considered low intensity, and for another - high). The sign of aerobic energy supply of work is decisive. The education of general endurance is served by cyclic exercises (long running, skiing, swimming, rowing, cycling).

General endurance is the basis for developing special endurance. It is the education of general endurance, which is characterized by the highly economical and efficient work of the cardiovascular, respiratory and other body systems (including biochemical processes), that is given most of the time in general physical training. Training aimed at increasing overall endurance is also given time in the preparation of highly qualified athletes.

Uniform work at a pulse rate of 130-150 beats / min, provided by aerobic processes in the body, to the greatest extent contributes to an increase in the functionality of the autonomic, cardiovascular, respiratory, and other systems according to the Law of super-recovery of working capacity after rest from the work done (see section 5.1) . That is why in the special literature you can find the term "education of vegetative endurance".

Thus, the training work on the development of general endurance comes down to increasing the fitness of the vegetative systems of the body with active oxygen metabolism, improving its biochemical processes through long-term low-intensity work. Physiologists believe that indicators of aerobic endurance are: the ability

to maximum oxygen consumption (MOC), the rate (or time) of MIC recruitment, the duration of maintaining performance at a near-limiting MIC level. The last indicator is associated with the need to show strong-willed efforts, the ability to be patient. Athletes understand this well and do it in almost every training session. Students, on the other hand, argue something like this: “Why endure at every lesson? I’ll pass the test, and I’ll lay out there! ” He will give it his best, but the result will be lower and the body's reaction to the load will be sharper.

Methods for developing general endurance can vary: continuous, repeated, variable, interval and mixed versions of the exercise.

Special Endurance - it is the ability to effectively perform work in a certain labor or sports activity, despite the resulting fatigue.

There are types of special endurance: speed, power, static.

AT cyclic exercises (running on 100-200 m) in some sports

In sports games, speed endurance is associated with the occurrence of a significant oxygen debt, because the cardiovascular and respiratory systems do not have time to provide the muscles with oxygen due to the short duration and high intensity of the exercise. Therefore, all biochemical processes in working muscles take place in almost anoxic conditions. Most of the oxygen debt is already being repaid. after the end of the exercise.

Strength endurance is the ability to perform exercises (actions) that require a significant manifestation of strength for a long time.

Static endurance is the ability to maintain muscle tension without change for a long time. poses Usually only certain muscle groups work in this mode. Here there is an inverse relationship between the magnitude of the static effort and its duration - the greater the effort, the shorter the duration.

There are other types of special endurance. Each of them is characteristic for some kind of labor, household, motor action or sports exercise. The methods of educating their varieties and characteristics are also different. But the main two provisions remain: the presence of a sufficient level of general endurance and the observance of the basic pedagogical principles of the education of physical qualities.

Education of dexterity (coordination abilities) Dexterity is usually called the ability to quickly, accurately, expediently, economically

perform motor tasks. Dexterity is expressed in the ability to quickly master new movements, accurately differentiate various characteristics of movements and control them, improvise in the process of motor activity in accordance with a changing situation. When educating dexterity, the following tasks are solved:

* master coordinating complex motor tasks;

quickly reorganize motor actions in accordance with the changing environment (for example, in the conditions of sports games);

* increase the accuracy of reproduction of the given motor actions. The development of dexterity is facilitated by the systematic learning of new

complicated movements and the use of exercises that require instant restructuring of motor activity (martial arts, sports games). Exercises should be complex, non-traditional, differ in novelty, possibility and unexpectedness of solving motor problems. The development of coordination abilities is closely related to the improvement of specialized perceptions of the sense of time, pace, developed efforts, position of the body and parts of the body in space. It is these abilities that determine the ability of the practitioner to effectively control their movements.

Rice. 5.7. Age-related changes in active and passive mobility in the joints of the spinal column (according to B.V. Sermeev).

(Numbers on the y-axis with a “+” sign indicate an increase in the depth of inclination after passing the horizontal level of the feet on the measuring device; numbers with a minus sign indicate a scale to the horizontal level.)

Fostering Flexibility Flexibility - the ability to perform movements with a large amplitude. The presence of flexibility is associated with a heredity factor, but it is also affected by age and regular exercise. Various sports differently affect the education of flexibility (Fig. 5.7 and 5.8).

High demands on flexibility are made by various sports (rhythmic and artistic gymnastics, diving and trampolining) and some forms of professional activity. But more often, flexibility acts as an auxiliary quality, contributing to the development of new highly coordinated motor actions or the manifestation of other motor qualities.

There are dynamic flexibility (manifested in motion), static (allowing you to maintain a posture and body position), active (manifested due to your own efforts) and passive (manifested due to external forces).

Rice. 5.8. Indicators of total joint mobility in athletes and non-athletes at different ages (according to B.V. Sermeev)

Flexibility depends on the elasticity of muscles, ligaments, articular bags. With an emotional upsurge already in the pre-launch state, flexibility increases, and with an increased degree of fatigue of the stretched muscles, it can

decrease. To increase flexibility, preliminary sizing is applied.
minka, massage of stretched muscle groups or their short-term tension
nie immediately before the movement. Flexibility is affected by external
temperature (low reduces flexibility), time of day (highest
flexibility from 10 to 18 hours, in the morning and evening hours, mobility in the joint
wah goes down). As a rule, physically stronger people are less flexible due to
for the high tone of their muscles. Very flexible people are less able to express themselves.
nyu speed-strength qualities.
Therefore, for persons with persistent limitations of mobility in the joints
increased - more frequent and prolonged loads in the pack are needed
stretching ratios. At certain times they can be given
2-3 times a day daily (including independent individual lessons)
at home on the instructions of the teacher). On the contrary, for persons with elevated
nature indicators of flexibility, it is necessary to limit exercises in the
pulling		accept	special			strengthening-

motor apparatus with the help of selectively directed strength and general developmental exercises. If it is necessary to ensure significant changes in the development of flexibility in a relatively short time, the following proportions in exercises are recommended (according to E.II. Vasiliev): approximately 40% active - dynamic, 40% passive and 20% static exercises.

To develop flexibility, exercises are used to stretch muscles, muscle tendons and articular ligaments with a gradually increasing range of motion. Movements can be simple, springy, swing, with external help (metered and maximum), with and without weights. Indicative recommendations have also been developed for the number of repetitions, the pace of movements or the time of "excerpts". For movements in the shoulder and hip joints up to 30-45 repetitions in a series; the pace during active exercises is on average one repetition per second, with passive exercises - one repetition per 1-2 s; exposure in static positions - 4-6 s. Passive-

It is advisable to use static static stretching exercises mainly when the muscle mass increases significantly with age and the ligamentous apparatus is little susceptible to deformation.

Exercises can be used both in training and in independent forms of training, and the more often they are used, the higher their effectiveness. It has been established that two daily workouts with 30 repetitions of exercises in each approach after one to two months lead to a noticeable increase in flexibility. When the training is stopped, the flexibility quickly returns to the original or close to it level.

In recent years, stretching has become widespread in our country - a system of exercises aimed at improving flexibility and increasing joint mobility. It is believed that the slow and calm performance of stretching exercises is used not only to solve various health-improving and sports tasks, but also contributes to the removal of neuro-emotional stress, active recreation.

The task of the accentuated education and improvement of the basic physical qualities of a person - strength, speed, dexterity, flexibility - is easier to solve at the initial stages of systematic exercises, if during this period we develop strength, then endurance improves, if we develop flexibility, then strength training improves. It is no coincidence that at this stage of preparation, the complex method of training gives the greatest effect, i.e. general physical training.

However, as fitness increases in any individual physical quality, with a gradual increase in sports qualifications from a beginner to a master athlete, the magnitude of the effect of the parallel development of several physical qualities gradually decreases.

Rice. 5.9. Scheme of quantitative ratios of motor qualities (according to K. Florescu)

Careful selection of special exercises during the training process is required, especially since the motor qualities of the human neuromuscular apparatus at a high level of development are interconnected by an inversely proportional relationship (Fig. 5.9), i.e. with a high level of preparedness, the development of one physical quality begins to slow down the development of another. That is why, for example, it is difficult for a high-class weightlifter to achieve high performance in endurance exercises, and for a long-distance runner in strength exercises.

5.5. FORMATION OF MENTAL QUALITIES, TRAITS, PERSONALITY PROPERTIES IN THE PROCESS OF PHYSICAL EDUCATION

The very process of regular purposeful physical culture or sports training involves the education of not only certain skills and abilities, physical qualities, but also mental qualities, traits and properties of a person’s personality.

One of the founders of the theory of physical education, Professor A.D. Novikov formulated an important methodological position that any quality can be brought up only through activity and in the process of activity: “You cannot make a person bold, courageous, collectivist by talking about it alone. It must be placed in conditions that require the manifestation of this quality.

In the process of physical education, the formation of the mental properties of a person occurs by modeling life situations, which can be “lost” through physical exercises, sports and especially game moments. Constant conscious overcoming of the difficulties associated with regular physical education and sports (for example, the fight against growing fatigue, feelings of pain, fear) bring up the will, self-confidence, the ability to feel comfortable in a team.

Naturally, various physical exercises and sports in

Physical (or motor) qualities are usually called separate aspects of a person's motor capabilities. The concept of "physical quality" combines those aspects of human movements that:

1) appear in the same motion parameters and are measured in the same way - they have the same meter (for example, speed);

2) have similar physiological and biochemical mechanisms and require the manifestation of similar properties of the psyche.

The following basic physical qualities are distinguished: strength, speed, endurance, agility, flexibility.

Strength Training Methods

Force- the ability of a person to overcome external resistance or counteract it due to muscle efforts. Various methods are used for its development.

Max effort method(or the method of short-term maximum power loads). Its essence lies in the fact that the athlete, overcoming the maximum resistance, shows the maximum muscle effort for this case, which is a powerful and, consequently, effective physiological stimulus. The transition to work with near-limit weights has occurred in recent years. He led to a significant increase in results, especially in weightlifting. If in the 1920s and 1930s athletes devoted considerable time to the method of repeated efforts, now they mainly use limit and near-limit weights.

The mode of performing exercises according to this method is generally expressed as follows: the resistance value is 1-3 RM, the number of repetitions is 1-3, the pace is medium, the speed is from low to moderate, the rest pause between exercises and sets is at least 2 minutes.

Repetition method. Its essence lies in the fact that the athlete overcomes unlimited weights to clearly expressed fatigue, as they say "to failure". The weight, which could be easily lifted in the first lifts, turns out to be close to the limit in the last ones and is a physiological stimulus of great strength. As a result, a physiological picture is observed, close to that which exists during the performance of limiting efforts. So the similarity in the last climbs is the main value of the effort. Disadvantages of this method:

1) work "to failure" is unfavorable in terms of energy. Here you have to lift a much larger amount of load than with the maximum effort method. And with today's heavy loads in sports, it is not advisable to perform an excessive amount of work without need;

2) the last, most valuable, attempts are performed against the background of reduced excitability of the central nervous system due to fatigue, which makes it difficult to form subtle conditioned reflex relationships that ensure the further development of strength.

However, the method of repeated efforts is widely used in practice. This is explained by a number of its significant advantages:

1) a large amount of work performed, naturally, causes significant changes in metabolism, which creates opportunities for enhancing plastic metabolism, which ultimately leads to functional muscle hypertrophy, i.e. increase in volume and, therefore, muscle strength;

2) the method of repeated efforts allows to reduce straining, especially when performing exercises of a local nature;

3) when working with non-limiting weights, there are more opportunities to control the technique of the exercise.

The repeated effort method uses exercises with large and moderately large resistances. Working with small and very small resistances is impractical.

Isometric (static) stress method. Its essence lies in the fact that when performing static stresses, the muscles tense up without changing their length, i.e. power stresses, including maximum ones, are not accompanied by movement.

Static exercises have become very popular in recent years. The main advantage of isometric exercises is that they allow you to somewhat reduce the time allotted for strength training, and most authors find little difference between the dynamic and isometric methods of developing absolute strength. In sports practice, isometric stresses lasting 5-6 s are used. The degree of effort can be different - from 60% of the maximum and above. Most experts recommend using maximum or close to maximum efforts in classes, and the greatest increase in strength is observed in those positions in which static stresses were applied. In foreign methodological literature, special attention is paid to the so-called intermediate stresses - slow movements with 2-5-second stops in intermediate positions.

Isometric exercises are usually useful in those sports in which the element of statics is contained in a specialized exercise, but they cannot replace dynamic exercises, but can only supplement them.

EDUCATION OF THE SPEED OF A INDIVIDUAL MOVEMENT

Speed ​​- This is the ability of a person to perform actions in the minimum period of time for given conditions. Speed ​​is a critical factor in many sports. It is measured by the speed of individual movements and frequency (their number per unit of time). The speed that a person can develop in any movement depends not only on the development of speed, but also on a number of other factors (strength, flexibility, level of technique, etc.). Therefore, in the education of speed, the leading method is the repeated method.

As a means of educating speed, exercises are used that can be performed at maximum speed. They must meet the following requirements:

1) the technique of exercises should be such that they can be performed at maximum speeds;

2) the exercises should be so well mastered by the trainees that during the movement the main volitional efforts were directed not to the method, but to the speed of execution;

3) the duration of the exercises should be such that by the end of the performance the speed does not decrease due to fatigue.

Speed ​​exercises refer to the works of maximum power, the duration of which should not exceed 20-22 s.

The speed of a single movement is partly developed with the help of strength and speed-strength exercises such as various kinds of throwing, jumping, sprint running exercises. A great effect is given by special high-speed exercises performed on a signal.

Education of speed of movement(capacity for high tempo). To do this, it is recommended to perform short-term (10-20 s) series of exercises at a maximum pace. Exercises to develop the pace of movements can be performed:

1) at a given pace and with a constant increase in it; the pace of movements is set by a metronome, rhythmic music or a sound signal from the coach (whistle, handclaps);

2) in the form of competitions: who will complete a given number of repetitions faster or more repetitions in a given period of time.

Responsiveness training. A simple reaction is a response to pre-known movements to a pre-known sudden signal. All other types of reactions are complex. Reaction speed can be developed to some extent with simple drills performed in response to an expected or unexpected short or abrupt command from the coach.

EDUCATION OF ENDURANCE

Endurance called the ability to perform any activity for a long time without reducing its effectiveness. In other words, endurance can be defined as the ability to resist fatigue. General Endurance- the ability to show muscular efforts of moderate intensity for a long time. One of the most important features of general endurance is the ability for a wide "transfer", i.e. general endurance, developed by means of running training, is highly correlated with the results in cross-country skiing, walking, and distance skating.

In most sports exercises, the result largely depends on special endurance, which should be understood as the ability to maintain effective performance in a certain type of physical exercise for a long time.

Endurance training methods:

1) continuous (uniform) method. It consists in the fact that a prolonged load (at least 20 minutes) is given in a relatively uniform, moderate mode, with a pulse rate in the range of 140-150 beats / min .;

2) repeated method. Characterized by random rest pauses between repetitions of the load, usually providing a subjective feeling of rest;

3) variable method. Provides for continuous alternation of loads of varying intensity, which can be rhythmic (the same periods of work of increased intensity alternate with the same periods of work of reduced intensity) or arrhythmic;

4) the interval method is the repeated repetition of short-term "portions" of work through certain rest pauses.

Often in sports practice, all of these methods are used in combination.

EDUCATION OF AGGRESSION

Agility - it is the ability of a person to successfully solve motor tasks in changing circumstances.

Agility is to a certain extent an innate quality, but in the process of training it can be improved to a large extent. Agility education consists, firstly, of the ability to master coordinated complex motor actions, and secondly, of the ability to rearrange motor activity in accordance with the requirements of a changing situation.

The level of development of dexterity largely depends on how developed the ability to correctly perceive and evaluate one's own movements, body position. In other words, the more accurately an athlete feels his movements, the higher his ability to any kind of motor restructuring and rapid mastery of new motor skills.

The main way in the development of dexterity is the mastery of new various motor skills and abilities.

The most common means of developing dexterity are elements

acrobatics, sports and outdoor games, gymnastic exercises. The selection of means should be subject to the basic principle - the exercises should always contain an element of novelty, the movement should be constantly complicated. It should be borne in mind that "agility" exercises require increased attention and accuracy of movements. Therefore, it is advisable to include them in the first half of the session, when the athlete is still quite attentive and collected. They should not be used in large quantities and in long series, because. they quickly tire the nervous system and, therefore, cease to have a training effect.

EDUCATION OF FLEXIBILITY

Flexibility is the ability to perform movements with a large amplitude.

Flexibility is determined by mobility in the joints, which depends on the shape and area of ​​the articular articular surfaces (a natural, innate property of the joint), on the length and elasticity of the ligaments, tendons and muscles (factors that change during motor activity).

Distinguish between active and passive flexibility. Active flexibility - the ability to achieve large ranges of motion in any joint due to muscle effort (stretching the toes in gymnastics). Passive flexibility - is determined by the passive amplitude, which can be achieved due to the influence of external forces (support or medium resistance, gravity or partner efforts).

In the process of physical education, one should not achieve the ultimate development of flexibility. It should be developed only to such an extent that it ensures the smooth execution of the necessary movements.

Flexibility is a quality that is relatively easy and quickly brought up in the process of training. To develop flexibility, exercises with an increased range of motion (stretching exercises) are used. They are divided into two groups: active movements and passive ones. In active, an increase in mobility in any joint is achieved by contraction of the muscles passing through this joint. In passive, external forces are used, first of all, these include:

1) simple movements (such as: at the expense of 1 - tilt, at the expense of the 2nd, etc.);

2) springy flexion and extension with a gradually increasing amplitude (including with the use of small weights);

3) swings with a gradually increasing amplitude (including with the use of small weights);

4) static stresses - while maintaining the mobile position of the body or limbs at maximum amplitude.

The second group includes exercises with self-gripping, as well as with a partner helping to increase the amplitude (until pain appears).

Flexibility exercises are usually performed by the repeated method in long series. In physical exercises, they are included either in the warm-up, or given at the end of the main part, and flexibility exercises are recommended to be performed daily or, in extreme cases, at least three times a week.

EDUCATION OF PHYSICAL QUALITIES.

Parameter name	Meaning
Article subject:	EDUCATION OF PHYSICAL QUALITIES.
Rubric (thematic category)	Sport

Physical qualities are the functional properties of the body that determine the motor capabilities of a person (strength, speed, endurance, flexibility, dexterity).

9.1 EDUCATION OF FORCE.

Force- the ability of a person to overcome external resistance or counteract it through muscle tension.

Absolute Power- the total strength of all muscle groups involved in this movement.

Relative strength- the magnitude of the absolute force per 1 kilogram of human body weight.

The force is measured with a dynamometer. Strength is formed through weight training:

1. own body (straightening of the arms in emphasis, pulling up);

2. shells (dumbbells, barbell, weights, rubber shock absorbers).

The amount of burden is dosed:

1. The weight of the projectile;

2. The number of repetitions of exercises in 1 approach.

Strength training methods:

1. Max effort method.

Projectile weight 90 0 / 0 record, 5-6 sets of 1-3 repetitions in each approach; rest between sets 4-8 minutes (until recovery). This method is used to build the maximum possible result, partly to increase muscle mass.

2. Repetitive effort method.

Weighting - 50% -80% of the record, 3-5 sets, 5-8 reps in one set, rest between sets 2-4 minutes (until recovery is incomplete). This method is used to build muscle mass.

3. Method of dynamic forces.

Weights 30% - 40%, 12-15 reps, 3-5 sets, rest 2-4 minutes. With the help of this method, the muscle relief is formed, and speed-strength qualities are developed.

4. Isometric (static) method.

It is used as an auxiliary method in which muscle tension occurs without changing their length. Muscle tension 4-6 s. repeat the exercise 3-5 times with a rest of 30-60 s. Classes using isometric exercises take a little time, they use very simple equipment. With the help of such exercises, you can influence any muscle groups, but their effectiveness is less than with dynamic methods.

9.2 EDUCATION OF SPEED.

Rapidity- a complex of functional properties of a person that determines the speed of a motor reaction and the speed characteristics of movements.

When assessing speed (speed abilities), there are:

1. Latent time of motor reaction;

2. Single movement speed;

3. Frequency of movements.

These manifestations are quite autonomous. The latent time of a motor reaction may not be interconnected with other manifestations of speed. The factor of heredity plays a significant role here. For those who do not go in for sports 0.2-0.3 s, for qualified athletes - 0.1-0.2 s, that is, the training process, the reaction time improves by only 0.1 s.

In many movements performed at maximum speed, two phases are distinguished:

1. The phase of increasing speed (acceleration phase).

2. The phase of relative speed stabilization.

The first is based on the latent time of the motor reaction and the frequency of movement; the second is based on the frequency of movement and running technique, speed-strength indicators, that is, on those elements that change significantly under the influence of training work (For this reason, the results of running 100 meters for beginners and athletes differ not by tenths, but by seconds ).

EDUCATION SPEED SIMPLE

AND COMPLEX MOTOR REACTION.

simple reaction- a response with a certain movement to a previously known, but suddenly appeared signal. Most common repeated method possibly faster response.

Complex reaction:

1. Reaction to a moving object;

2. Choice reaction.

In response to a moving object, it is important to constantly see the object moving at high speed. For this, exercises are used:

1) with a gradually increasing speed of the object;

2) with the sudden appearance of an object in various places;

3) with a reduction in the observation distance.

Peculiarity education of the reaction of choice is connected with the selection of the desired motor response from a number of possible ones.

Complexity choice response depends on:

1) options for changing the situation;

2) diversity of opponent's behavior;

3) diversity of teammate behavior.

Methods are widely used to develop speed: repeated, variable (with varying accelerations). Playful and competitive.

9.3 EDUCATION OF ENDURANCE.

Endurance- the ability to resist fatigue. There are two types of endurance: general and special.

General Endurance- the ability to perform work with low intensity for a long time (heart rate 130-150 beats / min). The education of general endurance, which is characterized by highly economical and efficient work of the cardiovascular and respiratory systems of the body, is given most of the time during general physical training. The education of general endurance is served by cyclic exercises (running, swimming, skiing, cycling).

Methods of education - continuous, repeated, variable, interval.

Special Endurance- the ability to effectively perform work in a certain labor or sports activity, despite the resulting fatigue. There are: speed, power and static endurance.

In cyclic exercises speed endurance is associated with the occurrence of significant O 2 debt, since the cardiovascular and respiratory systems do not have time to provide O 2 muscles due to the short duration and high intensity of exercise. For this reason, all biochemical processes in working muscles take place in almost anoxic conditions. The repayment of most of the KD occurs after the cessation of exercise.

Strength Endurance- the ability to perform exercises (actions) that require a significant manifestation of strength for a long time.

Endurance with static force- the ability to maintain muscle tension for a long time without changing the posture.

Methods of education: repeated, interval.

9.4 EDUCATION OF AGGRESSION

Agility- the ability to quickly, accurately, expediently, economically solve motor problems.

Dexterity is expressed in skills:

1. quickly master new movements;

2. accurately reproduce the given motor actions;

3. Accurately differentiate and manage various characteristics of movements;

4. to improvise in the process of motor activity in accordance with the changing situation.

The development of dexterity is facilitated by the systematic learning of new complicated movements and the use of exercises that require an instant restructuring of motor activity (martial arts, sports games). Exercises should be complex, non-traditional, differ in novelty, possibility and unexpectedness of solving motor problems. The development of coordination abilities is closely related to the improvement of specialized perceptions: a sense of time, pace, developed efforts, the position of the body and body parts in space.

9.5 EDUCATION OF FLEXIBILITY.

Flexibility- the ability to perform movement with a large amplitude.

Flexibility depends on the elasticity of muscles, ligaments, articular bags. The presence of flexibility is associated with heredity, but it is affected by age and regular exercise. Different sports have different effects on the development of flexibility: some make high demands (rhythmic gymnastics, diving, acrobatics, swimming), but more often flexibility acts as an auxiliary quality that contributes to the development of new highly coordinated motor actions.

There are flexibility:

1. Dynamic - manifested in motion.

2. Static - allowing you to maintain a pose and body position.

3. Active - manifested, thanks to one's own efforts.

4. Passive - manifested due to external forces.

To develop flexibility, exercises are used to stretch muscles, muscle tendons and articular ligaments with a gradually increasing range of motion. Movements are simple, springy, swing, with external help (metered and maximum), with and without weights. The more exercises are used, the more effective they are. Daily workouts with 30 repetitions of exercises in each trip (tempo for active exercises 1 repetition for 1-2 seconds, holding in a static position for 4-6 seconds), after 2-3 months, lead to a noticeable increase in flexibility. When training is stopped, flexibility quickly returns to its original level or close to it.

EDUCATION OF PHYSICAL QUALITIES. - concept and types. Classification and features of the category "EDUCATION OF PHYSICAL QUALITIES." 2017, 2018.

The methods of strict regulation used for the education of physical qualities are various combinations of loads and rest. They are aimed at achieving and consolidating adaptive changes in the body. The methods of this group can be divided into methods with standard and non-standard (variable) loads.

The methods of a standard exercise are mainly aimed at achieving and consolidating adaptive changes in the body. A standard exercise can be continuous and intermittent (interval).

The standard-continuous exercise method is a continuous muscular activity without a change in intensity (usually moderate). Its most typical varieties are: a) uniform exercise (for example, long running, swimming, skiing, rowing and other types of cyclic exercise); b) a standard flow exercise (for example, repeated continuous execution of elementary gymnastic exercises).

The method of standard interval exercise is, as a rule, a repeated exercise, when the same load is repeated many times. In this case, there may be different rest intervals between repetitions.

Methods of variable exercise. These methods are characterized by a directed change in load in order to achieve adaptive changes in the body. In this case, exercises with a progressive, varying and decreasing load are used.

Exercises with a progressive load directly lead to an increase in the functionality of the body. Exercises with varying loads are aimed at preventing and eliminating speed, coordination and other functional "barriers". Exercises with decreasing load allow you to achieve large volumes of load, which is important in the development of endurance.

The main varieties of the variable exercise method are the following methods.

Variable-continuous exercise method. It is characterized by muscular activity carried out in a mode with varying intensity. There are the following varieties of this method:

• a) variable exercise in cyclic movements (variable running, fartlek, swimming and other types of movements with changing speed);
• b) variable flow exercise - serial execution of a complex of gymnastic exercises, different in intensity of loads.

Variable-interval exercise method. It is characterized by the presence of various rest intervals between loads. Typical variations of this method are:

• a) progressive exercise (for example, consecutive single lifting of a barbell weighing 70--80--90--95 kg, etc. with full rest intervals between sets;
• b) a varying exercise with variable rest intervals (for example, lifting a barbell, the weight of which changes in waves - 60--70--80--70--80--90--50 kg, and the rest intervals range from 3 to 5 minutes );
• c) descending exercise (for example, running segments in the following order - 800 + 400 + 200 + 100 m with hard rest intervals between them).

In addition to those listed, there is also a group of methods of generalized exposure in the form of continuous and interval exercises during circuit training.

The circular method is a consistent implementation of specially selected physical exercises that affect various muscle groups and functional systems by the type of continuous or interval work. For each exercise, a place is determined, which is called the "station". Usually 8-10 "stations" are included in the circle. On each of them, the student performs one of the exercises (for example, pull-ups, squats, push-ups, jumps, etc.) and goes through a circle from 1 to 3 times.

This method is used to educate and improve almost all physical qualities.

Each person's motor abilities are developed in their own way.

The different development of abilities is based on a hierarchy of different congenital (hereditary) anatomical and physiological inclinations (V.I. Lyakh, 1996):

anatomical and morphological features of the brain and nervous system (properties of nervous processes - strength, mobility, balance, structure of the cerebral cortex, the degree of functional maturity of its individual areas, etc.);

physiological (features of the cardiovascular and respiratory systems - maximum oxygen consumption, indicators of peripheral circulation, etc.);

biological (features of biological oxidation, endocrine regulation, metabolism, energetics of muscle contraction, etc.);

bodily (length of the body and limbs, body weight, mass of muscle and adipose tissue, etc.);

chromosomal (gene).

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

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

Abilities manifest and develop in the process of performing activities, but this is always the result of the combined actions of hereditary and environmental factors. The practical limits of the development of human abilities are determined by such factors as the duration of human life, methods of education and training, etc., but are not at all laid down in the abilities themselves. It is enough to improve the methods of education and training, so that the limits of the development of abilities immediately expand (B.M. Teplov, 1961).

For the development of motor abilities, it is necessary to create certain conditions for activity, using appropriate physical exercises for speed, strength, etc. However, the effect of training these abilities depends, in addition, on the individual norm of reaction to external loads.

A physical culture and sports teacher should know well the basic means and methods of developing various motor abilities, as well as ways to organize classes. In this case, he will be able to more accurately select the optimal combination of means, forms and methods of improvement in relation to specific conditions.

You can get accurate information about the level of development of motor abilities (high, medium, low) using the appropriate tests (control exercises).

Strength is the ability of a person to overcome external resistance or resist it due to muscle efforts (tensions).

Strength abilities are a complex of various manifestations of a person in a certain motor activity, which are based on the concept of "strength".

Power abilities are manifested not by themselves, but through any motor activity. At the same time, various factors influence the manifestation of power abilities, the contribution of which in each case varies depending on specific motor actions and the conditions for their implementation, the type of power abilities, age, gender and individual characteristics of a person. Among them are: 1) proper muscle; 2) central nervous; 3) personal-psychic; 4) biomechanical; 5) biochemical; 6) physiological factors, as well as various environmental conditions in which motor activity is carried out.

The actual muscle factors include: the contractile properties of muscles, which depend on the ratio of white (relatively fast contracting) and red (relatively slow contracting) muscle fibers; activity of muscle contraction enzymes; power of mechanisms of anaerobic energy supply of muscular work; physiological diameter and muscle mass; quality of intermuscular coordination.

The essence of the central nervous factors is the intensity (frequency) of the effector impulses sent to the muscles, the coordination of their contractions and relaxation, the trophic influence of the central nervous system on their functions.

A person's readiness for the manifestation of muscular effort depends on personal-psychic factors. They include motivational and volitional components, as well as emotional processes that contribute to the manifestation of maximum or intense and prolonged muscle tension.

A certain influence on the manifestation of power abilities is exerted by biomechanical (the location of the body and its parts in space, the strength of the links of the musculoskeletal system, the magnitude of the masses moved, etc.), biochemical (hormonal) and physiological (features of the functioning of peripheral and central blood circulation, respiration, etc.) factors.

There are proper power abilities and their combination with other physical abilities (speed-strength, power agility, power endurance).

Actually power abilities are manifested: 1) with relatively slow muscle contractions, in exercises performed with near-limit, limit weights (for example, when squatting with a barbell of a sufficiently large weight-2) with isometric (static) type muscle tension (without changing the length of the muscle). Accordingly, a distinction is made between slow force and static force.

Actually power abilities are characterized by high muscle tension and are manifested in overcoming, yielding and static modes of muscle work. They are determined by the physiological diameter of the muscle and the functionality of the neuromuscular apparatus.

Static force is characterized by its two features of manifestation:

1) with muscle tension. Due to the active volitional efforts of a person (active static force); 2) when attempting external forces or under the influence of a person's own weight, forcibly stretch a tense muscle (passive static force).

The education of the actual strength abilities can be aimed at developing maximum strength (weightlifting, kettlebell lifting, power acrobatics, athletics throwing, etc.); general strengthening of the musculoskeletal system involved, necessary in all sports (general strength) and body building (bodybuilding).

The most favorable periods for the development of strength in boys and young men are considered to be from 13-14 to 17-18 years old, and for girls and girls - from 11-12 to 15-16 years old, which to a large extent corresponds to the proportion of muscle mass to the total body weight (by 10-11 years it is approximately 23%, by 14-15 years - 33%, and by 17-18 years - 45%). The most significant rates of increase in the relative strength of various muscle groups are observed in primary school age, especially in children from 9 to 11 years old. It should be noted that in these periods of time, power abilities are most amenable to targeted influences. When developing strength, one should take into account the morphological and functional capabilities of a growing organism.

Tasks of development of power abilities. The first task is the general harmonious development of all muscle groups of the human musculoskeletal system. It is solved by using selective strength exercises. Here their volume and content are important. They should ensure the proportional development of various muscle groups. Outwardly, this is expressed in the appropriate forms of physique and posture. The internal effect of the use of strength exercises is to ensure a high level of vital body functions and the implementation of physical activity. Skeletal muscles are not only organs of movement, but also a kind of peripheral hearts that actively help blood circulation, especially venous circulation (N.I. Arinchin, 1980).

The second task is the versatile development of power abilities in unity with the development of vital motor actions (skills and habits). This task involves the development of power abilities of all major types.

The third task is to create conditions and opportunities (bases) for further improvement of strength abilities within the framework of practicing a particular sport or in terms of professionally applied physical training. The solution of this problem allows satisfying a personal interest in the development of strength, taking into account motor talent, a sport or a chosen profession.

Strength training can be carried out in the process of general physical training (to strengthen and maintain health, improve body shapes, develop the strength of all human muscle groups) and special physical training (educate various power abilities of those muscle groups that are of great importance when performing basic competitive exercises) . In each of these directions there is a goal that determines a specific setting for the development of strength and tasks that need to be solved based on this setting. In this regard, certain means and methods of educating strength are selected.

Quickness is a person's ability to perform motor actions in the minimum time for specific situations (N.P. Vorobyov, 1973).

Quickness - the ability of the student to quickly produce muscle contractions (M.L. Ukran, 1965).

Speed ​​is a complex of morphological and functional properties of a person that directly determines the speed characteristics of movements, as well as the time of a motor reaction (V.N. Kurys, 1995).

Quickness is a specific motor ability of a person for emergency motor reactions and high speed of movements performed in the absence of significant external resistance, complex coordination of muscle work and not requiring large energy costs (A.V. Karasev et al., 1994).

From the above definitions of speed, it follows that all authors define it as the ability of a person to quickly perform motor actions or individual movements in a minimum period of time. The most complete definition is given by A. V. Karasev.

V.N. Cursing among acrobats distinguishes the following types of speed:

The speed of movements - the speed, manifested in the frequency of movements, is measured by the number of movements per unit of time.

Repulsion speed - the speed of repulsion in running, walking, jumping and other locomotions. A parameter that determines the speed of movement, height or distance of the jump.

The speed of a simple reaction is the speed characteristic of an athlete, determined by the time interval from the sudden onset of the action of a previously known stimulus (signal) to the start of a certain response movement or action of the athlete.

The speed of a complex reaction is a speed characteristic of an athlete, determined by the time interval from the sudden onset of the action of one of a number of previously known stimuli (signals) to the start of a certain response movement or action of the athlete.

Run-up speed - the speed of the run-up in various jumps or throws. This indicator largely determines the speed of the subsequent elements of the repulsion technique in jumps and the final effort of the throw in

throwing. (V.N. Kurys, 1995).

The physiological mechanism of the manifestation of speed associated, first of all, with the speed characteristics of nervous processes, is presented as a multifunctional property of the central nervous system and the peripheral neuromuscular apparatus.

There are several elementary forms of manifestation of speed:

The speed of simple and complex motor reactions.

The speed of a single movement.

The speed of a complex (multi-joint) movement associated with a change in the position of the body in space or with switching from one action to another.

The frequency of unloaded movements of the identified forms of manifestation of speed is relatively independent of each other and is weakly related to the level of general physical fitness.

A motor reaction is a response to a suddenly appearing signal with certain movements or actions. Distinguish between reaction time to sensory stimuli and reaction time of mental processes. But, since there can be not only one, but several simultaneous or successive stimuli, and, consequently, one or more possible reactions, the time of a simple and complex reaction is distinguished. Complex reactions, in turn, are divided into reactions of choice and reactions to a moving object. .(A.V. Karasev et al., 1994.)

When comparing the classifications of forms of manifestation of speed, V.N. Kurys and A.V. Karasev, it can be seen that in these classifications, the common thing is that both authors distinguish such types of speed as the speed of a simple and complex motor reaction.

Endurance.

There are many definitions of endurance in the scientific and methodological literature.

Endurance is the ability to perform global muscular work of a predominantly or exclusively aerobic nature for a long time (Ya.M. Kots, 1986).

Endurance is a person's ability to perform certain physical work for a long time and resist gradually onset fatigue (N.P. Vorobyov, 1973).

Endurance - the ability to resist fatigue, maintain the required level of work intensity at a given time, perform the required amount of work in less time (V.N. Kurys, 1995).

Endurance is the ability to perform a given work for as long as possible (ML Ukran, 1965).

Endurance is the ability to maintain the given power and load required for professional activity and to resist fatigue that has arisen in the process of doing work. (A.V. Karasev et al., 1994).

Endurance - the ability to resist fatigue in any activity (V.I. Filippovich, 1971).

All these definitions eventually converge to the basic definition of endurance - the ability to resist fatigue during prolonged work.

V.N. Kurys distinguishes the following types of physical endurance:

Special endurance - the ability to effectively perform work, despite the resulting fatigue, in a certain type of sports activity.

General endurance - the ability to perform long-term work with low intensity due to aerobic sources of support.

Anaerobic endurance is a component of special endurance, the ability to perform work mainly due to anaerobic sources of energy supply (in conditions of lack of oxygen).

Aerobic endurance is a component of general and special endurance, the ability to perform work due to aerobic sources of energy supply (due to the use of oxygen).

Strength endurance is a kind of special endurance, the ability to perform exercises for a long time that require a significant manifestation of strength.

Speed ​​endurance is a kind of special endurance, the ability to perform high-speed exercises for a long time.

Static endurance - a kind of special endurance, the ability to sustain or sustain static stress for a long time.

Depending on the type and nature of the muscular work performed, Ya.M. Kots distinguishes the following types of endurance:

Static and dynamic endurance, i.e., the ability to perform static or dynamic work for a long time, respectively.

Local and global endurance, i.e. the ability to perform local work for a long time (with the participation of a small number of muscles) or global work (with the participation of large muscle groups - more than half of the muscle mass).

Strength endurance, i.e., the ability to repeatedly repeat exercises that require the manifestation of greater muscle strength.

Anaerobic and aerobic endurance, i.e. the ability to perform global work for a long time with a predominantly anaerobic or aerobic type of energy supply.

In the classification of types of endurance offered by Ya. M. Kots, a distinguishing feature is the allocation of global and local endurance. Not all authors pay attention to these types of endurance.

Endurance comes in two main forms:

In the duration of work at a given power level, until the first signs of pronounced fatigue appear.

In the rate of decline in performance with the onset of fatigue.

Starting training, it is important to understand the tasks, consistently solving which, you can develop and maintain your professional performance. These tasks are solved in the process of special and general physical training. Therefore, a distinction is made between special and general endurance.

Special endurance is the ability to endure long-term loads that are characteristic of a particular type of professional activity. Special endurance is a complex, multi-component motor quality. By changing the parameters of the exercises performed, it is possible to selectively select the load for the development and improvement of its individual components. For each profession or groups of similar professions, there may be separate combinations of these components (A.V. Karasev et al., 1994).

There are several types of manifestation of special endurance:

to complexly coordinated, power, speed-strength and glycolytic anaerobic work;

static endurance associated with a long stay in a forced position in conditions of low mobility or limited space;

endurance to long-term work of moderate and low power;

to long-term operation of variable power;

to work in conditions of hypoxia (lack of oxygen);

sensory endurance - the ability to quickly and accurately respond to external environmental influences without reducing the effectiveness of professional actions in conditions of physical overload or fatigue of the body's sensory systems.

Sensory endurance depends on the stability and reliability of the analyzers:

motor,

vestibular

tactile,

visual,

auditory.

The physiological basis of general endurance, for most types of professional activity, is aerobic abilities - they are relatively unspecific and little dependent on the type of exercise performed. Therefore, for example, if aerobic capacity increases in running and swimming, then this improvement will also affect the performance of exercises in other activities, for example, in skiing, rowing, cycling, etc. The functional capabilities of the autonomic systems of the body will be high when performing all exercises aerobic focus. That is why endurance to work of this orientation is of a general nature and is called general endurance.

General endurance is the basis of high physical performance necessary for successful professional activity. Due to the high power and stability of aerobic processes, intramuscular energy resources are restored faster and adverse changes in the internal environment of the body are compensated during the work itself, the tolerance of high volumes of intense power, speed-strength physical loads and coordination-complex motor actions is ensured, and the course of recovery processes between workouts is accelerated .

Depending on the muscles involved in the work, there are also global (with the participation of more than 3/4 of the muscles of the body), regional (with the participation of 1/4 to 3/4 of the muscle mass) and local (less than 1/4) endurance.

Global work causes the greatest increase in the activity of the cardio-respiratory systems of the body; in its energy supply, the share of aerobic processes is greater.

Regional work leads to less pronounced metabolic shifts in the body, and the proportion of anaerobic processes increases in its provision.

Local work is not associated with significant changes in the state of the body as a whole, but in the working muscles there is a significant depletion of energy substrates, leading to local muscle fatigue. The more local muscular work, the greater the share of anaerobic energy supply processes in it with the same amount of externally performed physical work. This kind of endurance is typical for most labor operations of modern professions.

A.V. Karasev tells in great detail about the two forms of endurance he singled out and about the breadth of the significance of the use of these forms. He is one of the few authors who singled out and explained such phenomena in endurance as local and global work, and only he singled out regional muscle work. All this helps to expand the already considerable knowledge about this physical quality.

In sports that require great endurance, athletes must have great aerobic capacity:

A high maximum rate of oxygen consumption, i.e., a large aerobic "power".

The ability to maintain a high rate of oxygen consumption for a long time (large aerobic "capacity") (Ya.M. Kots, 1986).

Flexibility.

In professional physical training and sports, flexibility is necessary to perform movements with a large and extreme amplitude. Insufficient mobility in the joints can limit the manifestation of the qualities of strength, speed of reaction and speed of movement, endurance, increasing energy consumption and reducing the efficiency of work, and often leads to serious injuries to muscles and ligaments.

In the theory and methodology of physical culture, flexibility is considered as a morphofunctional property of the human musculoskeletal system that determines the limits of movements of the body's links. (A.V. Karasev et al., 1994).

We do not fully agree with A. V. Karasev. We believe that the range of motion should not be large and extreme, but optimal for each sport, otherwise excessive mobility in the joints can interfere with the performance of movements with the correct technique, and sometimes lead to serious injuries.

Flexibility is a property of the musculoskeletal system, a high degree of mobility of its links relative to each other, which is determined by the amplitude of movement in the joint, which, in turn, depends on the structure of the joint, joint capsule, ligaments, muscle strength and elasticity, etc. It makes it possible to perform movements with a wide amplitude (V.N. Kurys, 1995).

Flexibility (in swimming) is the ability of a swimmer to perform various movements with a wide amplitude (B.N. Nikitsky, 1981).

Flexibility - the ability of the human body to widely use potential anatomical mobility simultaneously in several bone joints when performing various movements.

Flexibility (in sports games) is the ability of a player to perform various movements with a greater amplitude, which is necessary for an athlete to perform technical techniques in the game (N.P. Vorobyov, 1973).

There are two forms of its manifestation: active, characterized by the magnitude of the amplitude of movements during independent exercise due to one's own muscle efforts, and passive, characterized by the maximum magnitude of the amplitude of movements achieved under the action of external forces (for example, with the help of a partner or weights). In passive exercises for flexibility, a greater range of motion is achieved than in active exercises. The difference between the indicators of active and passive flexibility is called "reserve extensibility", or "flexibility margin".

A distinction is also made between general and special flexibility.

General flexibility characterizes mobility in all joints of the body and allows you to perform a variety of movements with optimal amplitude.

Special flexibility - limiting mobility in individual joints, which determines the effectiveness of sports or professional-applied activities.

Develop flexibility through stretching exercises for muscles and ligaments. In general, they can be classified not only by active, passive or mixed form of execution and by direction, but also by the nature of the work of the muscles.

There are dynamic, static, as well as mixed static-dynamic stretching exercises (A.V. Karasev et al., 1994).

Special flexibility is acquired in the process of performing certain exercises to stretch the muscular-ligamentous apparatus.

The manifestation of flexibility depends on many factors and, above all, on

the structure of the joints, the elastic properties of the ligaments and muscles, as well as the nervous regulation of muscle tone.

The greater the correspondence of the articular articular surfaces to each other (i.e., their congruence), the less their mobility.

Spherical joints have three, ovoid and saddle-shaped - two, and block-shaped and cylindrical - only one axis of rotation. In flat joints that do not have axes of rotation, only limited sliding of one articular surface over another is possible. Mobility is limited by such anatomical features of the joints as bony protrusions that are in the path of movement of the articular surfaces.

The limitation of flexibility is also associated with the ligamentous apparatus: the thicker the ligaments and the joint capsule, and the greater the tension of the joint capsule, the more limited the mobility of the articulating segments of the body.

In addition, the range of motion can be limited by the tension of the antagonist muscles. Therefore, the manifestation of flexibility depends not only on the elastic properties of the muscles, ligaments, shape and characteristics of the articular articular surfaces, but also on the ability of a person to articulate the voluntary relaxation of the stretched muscles with the tension of the muscles that produce movement, that is, on the perfection of intermuscular coordination. The higher the ability of the antagonist muscles to stretch, the less resistance they provide when performing movements, and the “easier” it is to perform these movements.

Insufficient mobility of the joints, associated with inconsistent muscle work, causes “enslavement” of movements, sharply slows down their implementation, and complicates the process of mastering motor skills. In some cases, the key components of the technique of complexly coordinated movements cannot be performed at all due to the limited mobility of the working parts of the body.

Systematic or concentrated, at certain stages of training, use of strength exercises can also lead to a decrease in flexibility, if stretching exercises are not included in the training programs.

The manifestation of flexibility at one time or another depends on the general functional state of the body, and on external conditions: time of day, muscle temperature, and the environment, the degree of fatigue.

Usually, before 8-9 o'clock in the morning, flexibility is somewhat reduced, but training in the morning is very effective for its development. In cold weather and when the body is cooled, flexibility decreases, and when the ambient temperature rises and under the influence of a warm-up, which also increases body temperature, it increases.

Fatigue also limits the range of active movements and extensibility of the muscular-ligamentous apparatus, but does not prevent the manifestation of passive flexibility.

Agility.

Agility is:

the ability to quickly master new movements (the ability to quickly learn);

the ability to quickly reorganize activities in accordance with the requirements of a suddenly changing environment.

Dexterity is the ability to quickly navigate in an unexpected situation.

Dexterity is the ability to precisely control one's motor apparatus in space and time.

Agility is the ability to perform complex motor actions correctly and quickly.

Dexterity is a collective physical quality of a person, which depends on the level of development of all other physical qualities.

A dexterous jumper, runner, rider is determined by the “folding” of movements: it is the ability to “fold” many small movements of the arms, legs, torso into a general movement of the whole body, which gives the highest result. The ability to control your body is dexterity.

All these definitions can be defined in one. Dexterity is the ability to quickly respond to a stimulus and perform motor actions adequate to the current situation. But each author in his definition highlights the ability, which is not in the definition of other authors. For example, a very important feature is emphasized by B.N. Nikitsky and V.N. Curse in your first definition of dexterity also showing the nature of the manifestation of dexterity.

“Compactness in movements” is what is referred to as good coordination of movements in general, and good coordination and dexterity are clearly not the same thing. In order to be an excellent and enduring walker, you must have impeccable coordination of movements, but isn't that dexterity? First of all, let's agree on the following. Dexterity is a very complex psychophysical complex.

Dexterity consists in being able to move out of any situation, to find oneself under any circumstances. This is the essential grain of dexterity - what distinguishes it from simple folding in movements. It is easy to understand why neither the sprinter nor the stayer swimmer has a tangible demand for agility. During their actions, there is neither an unexpectedly developed situation, nor a task, nor conditions that require motor resourcefulness from them (N.A. Bernshtein 1991).

It can be said for sure that each new, well-mastered motor skill increases the overall level of dexterity. Agility accumulates with motor experience. This experience is enriched from the record library of the lower levels of construction and those funds of resourcefulness, resourcefulness, initiative, which form the main core of dexterity. Especially fruitful for the general development of motor dexterity is the mastery of versatile, dissimilar motor skills that will complement each other.

Physical education of children and adolescents in general education schools includes the delivery of norms, is characterized by a variety of organizational forms, active involvement in extracurricular and out-of-school sports events, and the widespread use of physical exercises in the daily life of schoolchildren.

The organization and content of physical education of schoolchildren are regulated by the physical education curriculum; program for out-of-class and out-of-school sports work with schoolchildren; a program of classes with students assigned to a special medical group for health reasons; Regulations on the team of physical culture at school and out-of-school institutions.

Organizational forms of physical education of schoolchildren include physical education lessons; physical culture and health-improving activities in the daily routine of schoolchildren; extra-curricular and out-of-school sports activities; independent physical exercises in the family, on the school grounds and courtyards, stadiums, parks.

A physical education lesson is the main form of physical education, covering all schoolchildren. When conducting physical education lessons, the following hygienic requirements must be observed: compliance with the content of the lesson and the magnitude of the load to the state of health, physical fitness, age and gender of students; methodically correct construction of the lesson with the allocation of individual structural parts and the creation of optimal motor density of the lesson and physiological load; performing physical exercises that promote health and the formation of correct posture; compliance with the sequence of classes, their correct combination with other lessons in the schedule of the school day and week; conducting classes in a special room (sports or gym), on a specially equipped school site, stadium, ski track or pool; performance by students of exercises in sportswear and under temperature conditions that provide hardening of the body.

Physical culture and health-improving activities include gymnastics before classes, physical education sessions in the classroom, outdoor games and physical education exercises during breaks, as well as daily physical education and sports (sports hour) with students of extended day groups.

Gymnastics before training sessions activates metabolic processes before the start of classes and helps to increase efficiency in the classroom. Carrying out gymnastics in the open air hardens the body and increases its resistance to colds. The duration of gymnastics should not exceed 6-7 minutes for all schoolchildren, with the exception of primary classes (5-6 minutes).

Physical education sessions in the classroom have a beneficial effect on the restoration of mental performance, prevent the growth of fatigue, increase the emotional tone of schoolchildren, reduce static loads and prevent postural disorders. They are held in the classroom for 1-2 minutes. The start time of the physical education session is determined by the teacher leading the lesson; it is most advisable to conduct it when students show the first signs of fatigue.

Outdoor games at recess are an effective means of preventing overwork of students, maintaining their high level of efficiency throughout the school day. They are organized by on-duty teachers, specially trained physical organizers and are held mainly in the open air. Outdoor games of low and medium intensity must be completed 5-6 minutes before the start of the next lesson.

The success of outdoor games and physical education exercises during breaks largely depends on the preparation of training places and the availability of sports equipment (balls, jump ropes, hoops, relay baton, etc.).

Schoolchildren are engaged in outdoor games at breaks in everyday clothes, if necessary, put on jackets or coats, hats and shoes appropriate for the season and weather.

The sports hour in the extended day groups is conducted by the educator, using the advice of the physical education teacher and the medical staff of the school. The basis of classes is outdoor games and sports entertainment. The following hygienic recommendations should be taken into account: a gradual increase in physical activity and its decrease by the end of the lesson. It is necessary to take into account the age of students, their state of health and physical fitness.

Extra-curricular sports and mass work at school includes the organization of classes in sports sections, as well as health and sports days. This work is carried out by a physical education teacher on the basis of amateur performance of students and in accordance with the Regulations on the physical education team of a general education school. The main criterion for evaluating the work of sports sections is their mass character. In this regard, various sections are being created and work schedules convenient for schoolchildren are established; the duration of the section is not more than 2 hours.

All schools provide monthly health and sports days, the purpose of which is to promote the health of students, provide active recreation for students and increase their interest in regular physical education and sports.

Days of health and sports include walking, outdoor and sports games, hiking, mass competitions, starts for the best runner, jumper and other types of competitions, skiing, sledding, skating, etc. Participation of schoolchildren in grades 1-3 in the days of health and sports should not exceed 3 hours, schoolchildren in grades 4-7 - 4 hours, 8-10 (11th) - 5 hours.

Out-of-school sports and mass work is carried out by sports organizations in close contact with parents and teachers of the school.

Every year, the school (usually at the beginning of the school year) conducts a medical examination of all students. The schedule of examinations is made by the medical officer of the school together with the head of the educational unit and then it is approved by the head physician of the children's polyclinic and the director of the school.

A medical examination provides for determining shifts in the state of health and physical development of schoolchildren, taking into account the effectiveness of physical education, as well as deciding on the establishment of a medical group (basic, preparatory, special).

First-graders before entering school are examined either in a preschool institution or in a children's clinic. During the inspection, attention is paid to their physical development, health status and functional state of the body; the issue of their admission to physical education is resolved and the medical group is determined. All data is recorded in the student's individual card, which is then transferred to the school.

During the academic year, if necessary, additional medical examinations are carried out (after illnesses, injuries, before participating in competitions).

The results of the medical examination must be discussed at a meeting of the pedagogical council and must be brought to the attention of the physical education teacher and parents of students. The physical education teacher must know which of the students is assigned to the preparatory and special groups and for what reason this or that group is assigned.

At the end of the inspection, a consolidated list of students assigned to the preparatory and special groups is compiled, and with appropriate recommendations they are transferred to the physical education teacher. The composition of the preparatory and special groups may be changed, since during the academic year some students may be transferred from one group to another (after an additional or regular medical examination).

Inspection data are not always sufficient to judge the student's body's ability to endure physical activity received in physical education lessons and training sessions in certain sports. Therefore, medical supervision is necessary for schoolchildren directly during classes and training.

When attending classes, attention is paid to the sanitary condition and maintenance of the places where classes are held, locker rooms, sportswear for students and the teacher, the availability and quality of sports equipment and equipment, as well as the involvement of students in the preparatory group to perform physical exercises.

Having previously familiarized himself with the program, lesson plan and lesson structure, the medical worker assesses the correctness

building a lesson, the correspondence of physical exercises to gender and age characteristics, the state of health of students and their preparedness.

During the lesson, it is necessary to monitor what exercises the teacher includes for posture correction, whether he gives recommendations on how to breathe correctly, whether he correctly doses the load for students in the preparatory group.

Students temporarily exempted from physical education must be in class.

Schoolchildren assigned to a special medical group of physical education should be engaged in therapeutic exercises. The latter is divided into actually therapeutic and corrective. Corrective gymnastics is prescribed for children with certain disorders of the musculoskeletal system. It includes general strengthening and general developmental exercises.

For classes in therapeutic (corrective) gymnastics, groups (no more than 15 people) are completed, taking into account the age of the children. Classes are conducted by a physical education teacher who has undergone special training, with direct medical guidance and control. According to the indications, children are sent to the physiotherapy exercises of the territorial polyclinics.

Classes with schoolchildren assigned to a special medical group are taken out of the grid of hours of the main study time, but are necessarily planned when drawing up the schedule - 2 lessons per week lasting 45 minutes each or 3 lessons 30 minutes each.