Health

10.04.202127.05.2017

Ministry of Education and Science of the Russian Federation

Federal State Budgetary Educational Institution

higher professional education

"Ulyanovsk State Pedagogical University

named after I.N. Ulyanov"

Department of sports disciplines

FINAL QUALIFICATION WORK

MODERN METHODS AND MEANS OF SPEED DEVELOPMENT IN ATHLETES IN THE INITIAL TRAINING GROUP

Ananiev Alexey Vyacheslavovich

Ulyanovsk, 2014

Introduction

1 The concept of speed and forms of its manifestation

4 Physiological basis for the development of speed in athletes

1 Research methods

2 Organization of the study

Literature

Appendix

Introduction

Relevance. Nowadays, the sport of athletics is used as a recreational, daily and sports activity or hobby. The younger generation is increasingly choosing this sport as one of the closest to life, effective and interesting. Among them are not only boys, but also girls. This can be explained by the fact that athletics develops a person's character, willpower, stubbornness, the ability to respect the enemy, and these qualities are very important not only in the sports arena, but also in life.

Athletics, like other sports, is improving, the level of training of athletes is getting higher every year, the result and training of athletes is growing.

Along with this, the professionalism of coaches is growing (after all, a good coach should be aware of all the changes taking place in his sport), new training methods are emerging.

The training of an athlete today is a multifaceted and complex pedagogical process, consisting of three interrelated components: education, training and education, the purpose of which is to ensure the development and improvement of knowledge, skills, motor skills and qualities necessary for mastering the technique of athletics exercises and achieving the goals provided for by the plan and program of results.

In any sport, speed is the determining factor. In athletics, without the development of this quality, it is impossible to achieve high results in sprint distances. In addition, the speed of a motor reaction, as a quality associated with speed, is of no small importance for achieving high results in many competitions and competitions of military applied orientation.

Thus, in modern conditions, the relevance and the need to solve the problem of speed associated with the development of physical quality among athletes of the initial training group have sharply escalated.

The purpose of the study: to increase the level of speed in young athletes of the initial training group.

Object of study: the training process of athletes of the initial training group.

Subject of research: methods of development of speed in athletes of the initial training group.

Hypothesis of the study: it is assumed that rationally selected methods and means of developing speed in athletes of the initial training group will effectively affect the effectiveness of the competitive activity of athletes in this direction.

Research objectives:

1.To analyze the content of the scientific and methodological literature on the development of speed in athletes of the initial training group.

2.To develop a methodology for the training process for athletes of the initial training group based on the use of modern means and methods for developing speed.

.Experimentally test and substantiate the effectiveness of the developed methodology of the training process.

Chapter 1. Theoretical and methodological foundations for the development of physical quality speed

1.1 The concept of speed and forms of its manifestation

The main forms of manifestation of human speed are the time of a motor reaction, the time of the fastest execution of a single movement, the time of performing a movement with a maximum frequency, the time of performing a holistic motor act. There is also another form of manifestation of speed (“speed qualities”) - a quick start of movement (what is called “sharpness” in sports practice). Practically, the speed of integral motor acts (running, swimming, etc.) is of the greatest importance, and not the elementary forms of manifestation of speed, although the speed of integral movement only indirectly characterizes the speed of a person.

Speed is a quality that manifests itself in a very diverse and specific way in various physical actions of a person. Let's take this example. A person is driving a car, and an obstacle suddenly appears in front of him, requiring an immediate stop. In this situation, the speed of the driver manifests itself in two forms. The first is the speed of the motor reaction, expressed by the time elapsed from the moment the person saw the obstacle to the start of foot movement to the brake pedal. The second is the speed of movement, that is, the speed with which the right foot will move from the accelerator pedal to the brake pedal and press it. There is no close relationship between these forms: a person can have a very fast reaction and at the same time a relatively slow speed of movement.

It was found that the reaction time is not related to the speed of a single movement and the maximum frequency of movements. You can have a good response to signals, but have a low frequency of movement, and vice versa. This is explained by the fact that the psychophysiological mechanisms of the manifestation of these speed characteristics differ significantly. The independence of characteristics is clearly manifested in sprinting. You can quickly take the start (due to good reaction time), but it is worse to keep the speed at a distance. In general, running speed is only relatively related to the listed characteristics of movements. It is largely determined by the length of the step, depending on the length of the legs, on the repulsion force, that is, factors that are not related to the speed characteristics of movements. Therefore, it is impossible, for example, by reaction time to judge how a student will run sprint distances.

The lack of connection between the characteristics of high-speed movements leads to the fact that the transfer of the quality of speed from one exercise to another, as a rule, is not observed. It can be detected only if the movements are similar in coordination, but the more trained a person is, the less such a transfer is observed. Therefore, we should not talk about the development of the quality of speed in general, but about the development of specific speed features of human movements.

The frequency of movements characterizes cyclic movements. The maximum frequency of movement of the arms is higher than the legs; the frequency of the distal links of the limbs is higher than the proximal ones.

Measurement of the frequency of movements is made, as a rule, for short intervals of time. For example, in sprinters, the frequency of movements in running for 100 meters is characterized by the average frequency of steps in 1 s; measurement of the maximum frequency of movements of the limbs (most often the hand) is carried out over a period of time of 5-10 s. Often in the latter case, the maximum frequency of movements is recalculated for 1 min, however, the values obtained exceed real opportunities a person, since a person cannot withstand the maximum pace for a minute.

With the development of speed of movements in children, preference should be given to natural forms of movements and non-stereotypical ways of performing them. The standard repetition of exercises at the highest possible speed can lead to the formation of a speed barrier already in childhood. Outdoor games in primary school age and sports games in middle and senior age have a clear advantage over standard speed runs.

At primary school age, a variety of exercises are used that require quick short-term movements and local movements. These are exercises with a short and long rope (running in and out), relay races with running, exercises with throws and catching the ball, etc.

At senior school age, a complex of actual speed, speed-strength exercises and exercises for the development of speed endurance is used. Sports games and relay races continue to be used. The running distance for the development of speed increases to 80-100 m.

Speed exercises in children must be combined with muscle relaxation exercises. They should be taught the ability to relax their muscles and in the course of doing exercises (for example, in running after repulsion, it is emphasized to relax the muscles of the lower leg).

The speed of a motor reaction, that is, the speed of a person’s response by movement to any signal (light, sound, tactile), is a sensorimotor reaction.

Distinguish between simple and complex reactions. A simple reaction is a response with a predetermined movement to an expected signal (for example, accepting the start when the starter fires). Complex reactions are divided into reactions of choice and reactions to a moving object. Choice reactions are a response with a specific movement to one of several signals that is preconditioned (for example, react to red and not react to green signal). Reactions to a moving object are common in games and martial arts (for example, players approaching a partner to pass the ball). The time of complex reactions is much longer than the time of a simple reaction due to the central delay, signal differentiation.

Simple reactions have the transfer property; if a person reacts quickly to a signal in one situation, then he will quickly respond to them in other situations. Complex reactions, on the contrary, differ in specificity. If a person reacts relatively quickly to the presentation of two signals alternately, this does not mean that he will also quickly respond to the presentation of three or more signals.

Measure the speed of motor reaction in seconds and milliseconds.

The speed of movement is primarily determined by the corresponding nervous activity, which causes tension and relaxation of the muscles, directing and coordinating movements. It largely depends on the perfection of sports equipment, strength and elasticity of muscles, mobility in the joints, and in long-term work on the endurance of the athlete.

There are statements that speed is an innate quality, that it is impossible, for example, to become a sprinter if there are no corresponding natural data. However, practice confirms that in the process of systematic long-term training, an athlete can develop the quality of speed to a very large extent.

Speed is needed to some extent in all types of athletics. This quality is closely related to the technique of performing exercises, muscle strength, the ability to relax, flexibility, and good coordination of movements. It is through the improvement of these qualities that speed develops. However, athletes with the same training in order to develop speed achieve different results. This comes from the fact that the maximum level of speed is associated with the mobility of nervous processes, and this quality is largely innate. This should be taken into account when choosing a specialization for a young athlete.

For the development of speed, exercises with a high frequency of movements are used: running for short stretches with maximum effort, exercises to accelerate the motor reaction, running downhill, running with the use of light or sound leaders, as well as some sports games. In throwing, in addition, lightweight projectiles are used, providing the possibility of fast, explosive efforts.

When stabilization in the level of speed development occurs, athletes not only use special exercises in light conditions, but also again turn to means that increase the level of general physical training. It is carried out at a new, higher level. Exercises of a speed-strength nature are performed in larger quantities and with greater intensity. After such training, the athlete again proceeds to special training, having an improved base. This allows him to overcome the so-called speed barrier and improve results in his chosen form of athletics.

1.2 Basic means and methods of development of speed in athletes

When developing speed, there are five main methods:

.The repeated method is a method that boils down to performing exercises at near-limit or maximum speed. Tasks should be performed in response to a signal (mainly visual) and to the speed of individual movements. The duration of the task is such that maximum speed is maintained (usually 5-10 seconds). The rest interval between exercises should provide the greatest readiness for work (30 seconds - 5 minutes, depending on the nature of the exercises and the condition of the athlete).

.associated method. For example, performing a shock movement during an attacking blow with weights on the hands, moving with weights, etc.

.circuit training method. Select exercises that involve the main muscle groups and joints.

.game method. Performing exercises for speed in outdoor games and special relay races.

.competitive method. Performing exercises with extreme speed in a competitive environment.

The main task in the development of speed is that the athlete does not prematurely specialize in any one exercise of a high-speed nature, so as not to include a large amount of the same type of repetition of this exercise. Therefore, it is so important that athletes use speed exercises as often as possible in the form of competition. The training program should include a significant amount of such high-speed exercises as sprinting from the start and from the move, running with acceleration, long and high jumps with extremely fast repulsion, throwing lightweight projectiles, outdoor and sports games, extremely fast acrobatic exercises and various special preparatory exercises.

The means of developing speed are exercises performed at maximum or near-limit speed (i.e., high-speed exercises). They can be divided into three main groups.

Exercises aimed at influencing individual components of speed abilities:

a) the speed of the reaction;

b) the speed of performing individual movements;

c) improvement in the frequency of movements;

d) improving the starting speed;

e) speed endurance;

f) the speed of performing sequential motor actions in general (for example, running, swimming, dribbling).

Exercises of a complex (versatile) impact on all the main components of speed.

Linked exercises:

a) speed and all other abilities (speed and strength, speed and coordination, speed and endurance);

b) on speed abilities and improvement of motor actions (in running, swimming, sports games and etc.).

In sports practice, to develop the speed of individual movements, the same exercises are used as for the development of explosive strength, but without weights or with such weights that do not reduce the speed of movement. In addition, such exercises are used that are performed with an incomplete scope, with maximum speed and with an abrupt stop of movements, as well as starts and spurts.

To develop the frequency of movements, the following are used: cyclic exercises under conditions that increase the rate of movements; quick movements of the arms and legs, performed at a high pace by reducing the scope, and then gradually increasing it; exercises to increase the speed of relaxation of muscle groups after their contraction.

The frequency of movements, and with it the speed of cyclic movements, is developed with the help of exercises that can be performed at maximum speed. At the beginning of sports training, one should not get involved in the use of narrowly focused exercises. This method can improve the result in running by 1-1.5 s. From the very beginning it is necessary to achieve an increase in speed through general physical training and only then move on to limiting the means of developing speed. If you do not adhere to this rule, then the student quickly develops a kind of speed barrier (speed stabilization), which is overcome with great difficulty.

To develop the frequency and speed of movements, repeated, re-progressive and variable methods of exercise are used. With these methods, the running distance is selected so long that at the end its speed does not decrease even with repeated attempts.

Due to the fact that work with maximum intensity takes place under anaerobic conditions, the rest intervals between attempts should be set sufficient to pay off the oxygen debt. They can be filled with light running, quiet walking, etc. Significant rest intervals (for example, after a run of 100 m, it takes about 8 minutes to recover) lead to a decrease in the density of classes, therefore it is advisable to develop the speed of movements in schoolchildren in the classroom by other methods, gaming and competitive, in which emotional arousal is higher and therefore Better conditions to show speed.

To develop speed capabilities in their complex expression, three groups of exercises are used: exercises that are used to develop speed of reaction; exercises that are used to develop the speed of individual movements, including for movement in various short stretches (from 10 to 100 m); explosive exercises.

Usually does not resort to special exercises for the development of speed of reactions. A simple reaction develops well during the performance of various high-speed exercises. However, in the opposite direction, transfer is observed, that is, by developing the speed of reactions, it is impossible to increase the speed of movements. Especially valuable for the development of speed of reaction are various outdoor and sports games, among which the leading place belongs to basketball.

The main method of developing the speed of reaction is a repeated, possibly faster response to an emerging signal. The method of the analytical approach, that is, the separate development of reaction speed in light conditions and the speed of subsequent movements, also gives good results. The sensorimotor method is also used, in which an increase in the ability to distinguish between time intervals leads to an increase in the speed of response to signals,

In physical education lessons at school, reaction time is developed using a variety of exercises that require a quick response to predetermined signals (for example, free running with stops or changing direction at the teacher's signal). A good means of developing responsiveness is sports games.

The game perfectly trains the speed of reaction and the speed of hand movements to the extent that it manifests itself in game actions. The last circumstance very important to keep in mind. As we have already said, the speed of certain movements is developed with the help of movements similar in structure. And since human motor activity is extremely diverse and situations that may require speed from us are almost unpredictable, to train the speed of individual movements with the help of simple exercises impractical - too many of them will be needed for this.

Perhaps, it makes sense to train the speed of the extensors of the legs and arms separately, because the most important thing for a person is that they possess this quality. Normal jumping on toes is suitable here, as well as jumping up from a squat and half-squat position. These exercises can be performed both in the morning exercises and in a separate workout, but only for “fresh” strength, that is, at the beginning of the lesson.

You should not perform exercises that promote the development of speed, in a state of fatigue, as this sharply disrupts the coordination of movements and the ability to quickly perform them is lost. Therefore, I recommend including them in the first half of each training session, and in small volumes. The number of repetitions in one training session is small. For the muscles of the hands, all kinds of throwing to the range of a tennis ball, pebbles are performed - preferably with one and the other hand. At home, you can use this technique: do the first few push-ups while lying down at maximum speed. If more or less fast push-ups are not obtained, it is better to perform them from a “lightweight” starting position - with increased support with your hands. The implementation of most techniques in many sports is unthinkable without the development of such a quality as speed. For its development, exercises are recommended in which it is necessary to perform a conditioned movement to a specific signal. The visual signal is more commonly used. At the same time, the conditions for performing movements are gradually becoming more difficult.

For example, in order to develop the speed of response to a starter signal in sprinting for short distances, you should first perform movements only with your hands located on an increased support, then gradually reduce the support, exercise in quick response with leg movements from a more straightened position, gradually increasing the angle of bending of the legs, and thus way to come to the usual position at the start. The trainees' attention should be focused on the movements to be performed, and not on the expected signal. To improve the speed of response, it is advisable to preliminarily slightly strain the muscles of those parts of the body with which the movement is to be made. It is useful to change the pause between the expected signal and its delivery, as well as change the strength of the signal.

In movements that are coordinatively similar, the situation is different. So, for example, the speed acquired in sprinting is transferred to repulsion movements in jumps and to straightening the legs in throws. That is why the most effective are special exercises for developing the quality of speed, as close as possible to the elements of the chosen sport. It is necessary to perform exercises in a holistic form repeatedly, with such speed or speed of movement, which is close to the established limit in given time, and even faster in light conditions, and possibly faster in difficult conditions.

For the development of speed of movement are also used physical exercise in which this quality is manifested to the greatest extent, for example, sprinting, a number of outdoor and sports games, throwing lightweight projectiles, individual details of sports exercises performed at a high pace or impulsively.

3 Age features of the development of physical quality speed

A significant number of studies have been devoted to the study of age-related features of the development of motor abilities in childhood and adolescence.

The motor function is one of the complex physiological phenomena that ensure the resistance of the human body to environmental conditions and is a combination of physical qualities, motor skills and abilities.

The most intensive improvement of the motor function occurs in childhood and adolescence, and by the age of 13-14, the morphological and functional maturation of the human motor analyzer is basically completed.

The formation of motor function in children is determined by the maturation of the musculoskeletal system and the degree of maturity of the higher centers of movement regulation. In the period between 7-11 years, the coordination of voluntary movements in children improves significantly. Movements become more varied and more precise, acquire smoothness and harmony. Children of this age master the ability to dose their efforts, subordinate movements to a certain rhythm, and slow them down in time. Increasing the regulatory role of the cerebral cortex creates favorable conditions for the targeted impact of physical exercises on the development of motor qualities.

Physical (motor) qualities are usually called separate qualitative aspects of a person's motor capabilities. According to many experts, the structural foundations of the development of physical qualities are associated with progressive morphological and biochemical changes in the musculoskeletal system, in the central and peripheral nervous system, in internal organs. Thus, the level of development of physical qualities is directly dependent on the consistency of somatic and autonomic functions.

Physical qualities experience various influences of genetic factors in their development. The following are subject to strong control by the genotype: speed of movement, muscle strength and, especially, endurance.

A number of studies indicate that childhood is an important stage of long-term physical education, favorable for the start of sports training.

Systematic classes have a powerful impact on the development of motor abilities in childhood and adolescence. Unlike peers, whose motor activity is limited to classes in the classroom physical culture, in young athletes, the development of physical qualities occurs more harmoniously and at a much higher level.

Indicators of the development of the motor function of 11-14 year old children involved in sports may vary depending on the use of various means of physical education.

According to V.P. Owl most intensively physical qualities develop in the age period of 10-13 years.

Currently, age-related features of the development of physical qualities in school-age children have been identified, which include:

heterochronous development of various physical qualities;

the amount of annual growth in boys and girls is not the same in different age periods;

in most children of primary and secondary school age, the indicators of physical qualities are different in their level: for example, the level of power static endurance, as a rule, does not coincide with the level of development of dynamic endurance.

In this regard, training by the same methods with the same volume and intensity of physical activity does not allow us to compare the data of children of different ages, gender, physical development, because gives a different pedagogical effect, which is higher during the period of natural increase (in the so-called sensitive periods) of the level of development of physical qualities in young athletes than the average level of development of the same qualities in children, adolescents and young men who do not go in for sports.

At primary school age, there are favorable prerequisites for the development of speed of movement. The correspondence of short-term high-speed loads to the functional capabilities of children is due to the high excitability of their central nervous system, which regulates the activity of the motor apparatus, the high mobility of the main nervous processes and the high intensity of metabolism inherent in the child's body.

Age features significantly limit the possibilities of developing the speed of movements. The most favorable age is 11-12 years for girls and 12-13 years for boys.

In middle school age, an increasing place should be occupied by speed-strength exercises: jumps, multi-jumps, jumps and jumps at a pace, variable accelerations in running, throwing. It should also include repeated overcoming of short distances (from 30 to 60 m) at maximum speed. At senior school age, a complex of actual speed, speed-strength exercises and exercises for the development of speed endurance is used. Sports games and relay races continue to be used. The running distance for the development of speed increases to 80-100 m.

Overcoming external resistance or weights in fast movements is associated with significant muscle effort. Therefore, in sports practice, speed appears in specific forms of speed-strength qualities. Children 10-11 years old tolerate short-term speed-strength loads well.

By the age of 10, girls show the greatest increase in standing long jump results (20%). In boys, the increase in this growth at the age of 8-11 years is 8-9%, and its largest values are noted at 13-14 years.

In younger students, unlike 13-14 year olds, there is no close relationship between running speed and body length growth: both tall and short ones can have approximately the same running speed.

For the development of speed-strength qualities, preference is given to dynamic exercises of an explosive nature. As N.A. Fomin and co-authors, at the age of 12-14 years, due to the development of speed-strength qualities, the speed of the exercise increases.

At the age of 9-10 years, high rates of development of dexterity are observed, which is due to the high plasticity of the central nervous system, the improvement of the spatio-temporal characteristics of movement and the spatial accuracy of movements.

Spatio-temporal indicators of dexterity increase intensively at primary school age, and by the age of 13-14, the dexterity of adolescents practically approaches the level of an adult.

The development of dexterity occurs in the process of human learning. This requires constant mastery of new exercises. Any exercises can be used to develop dexterity, but on condition that they have elements of novelty.

Primary schoolchildren have all the prerequisites for the development of flexibility. Morphological features of the musculoskeletal system, high elasticity of ligaments and muscles, high mobility of the spinal column contribute to increasing the effectiveness of special exercises for the development of this quality. The highest natural rates of development of flexibility are observed at the age of 7 to 10 years. In girls aged 11-13, in boys aged 13-15, active flexibility reaches its maximum values.

Favorable morphological and functional prerequisites for the development of strength are created by the age of 8-10. An increase in strength is associated with an increase in muscle mass, an increase in the thickness of muscle fibers, an increase in their reserves of carbohydrates, proteins, energy-rich compounds, the intensity of biochemical reactions occurring in the muscle, and an improvement in nervous regulation.

Strength development is uneven. At the age of 8-11 years, strength increases intensively, at 11-13 years old, the rate of increase in strength slows down due to the period of puberty. From the age of 14-15, a significant increase in strength is again observed, and by the age of 18-20, the strength reaches its maximum values. These are periods of high sensitivity to dynamic strength exercises. Static efforts are accompanied by a rapid development of fatigue in schoolchildren aged 7-10. Both absolute and relative strength in young athletes increase under the influence of two factors: natural age-related changes in the body and improving sports skills.

Due to the age characteristics of schoolchildren, the use of strength exercises in physical education lessons is limited. In primary and secondary school age, one should not force the development of proper strength abilities. Exercises should have a speed-strength orientation, with a limitation of static components. However, the latter should not be completely excluded, since, for example, exercises associated with maintaining static postures are useful for developing correct posture. With age, the use of these exercises expands. At the same time, mandatory control over breathing is necessary, because prolonged holding of the breath (straining) has a harmful effect (especially on girls) and sometimes leads to loss of consciousness.

Typical means of developing strength are: at 7-9 years old - general developmental exercises with objects, climbing on an inclined bench, on a gymnastic wall, jumping, throwing; at 10-11 years old - general developmental exercises with heavy weights (stuffed balls, gymnastic sticks, etc.), climbing a vertical rope in three steps, throwing light objects at a distance, etc.; at 14-15 years old - exercises with stuffed balls, light dumbbells, power games such as "tug of war", pull-ups, racks, etc. True, the weight of external weights in adolescents is limited (about 60-70% of the maximum), except In addition, it is not recommended to perform exercises to failure.

Later than other physical qualities, endurance develops, which is characterized by the time during which a sufficient level of body performance is maintained.

With age, endurance, both with static efforts and with dynamic work, increases markedly.

The increase in the duration of effort of different muscle groups is not the same and uneven over the years. At the age of 8-11 years, the extensors of the trunk are characterized by low endurance, and the flexors and extensors of the forearm are characterized by high endurance. At the age of 11-14 years, the endurance of the calf muscles increases significantly. At the age of 13-14, adolescents of both sexes experience a slight decrease in the static endurance of the flexors and extensors of the forearm and extensors of the body.

Schoolchildren up to 15-16 years of age can overcome the onset of fatigue only for a short time due to the low resistance of the nervous system to strong stimuli. Subsequently, the phase of compensated fatigue increases due to an increase in the ability to volitional efforts.

In junior schoolchildren, it is advisable to develop endurance, primarily for work of moderate and variable intensity, which does not place great demands on the anaerobic-glycolytic capabilities of the body. The means of developing endurance are outdoor games with increased motor density, however, games do not allow accurately dosing the load. At physical education lessons, exercises are used that make it possible to exert precisely dosed effects: for 12-13-year-olds - tempo running at 200-400 m, alternating with walking; slow running up to 2 minutes for boys and up to 1.5 minutes for girls; skiing for 3-3.5 km for boys and 2-3 km for girls; for 14-15-year-olds - 400-500 m tempo run for boys and 200-300 m for girls; cross-country skiing at speeds up to 203 km; for 16-17-year-olds - cross-country running; cross-country skiing for 3-4 km; variable and repeated run.

With age, the possible duration of work during strenuous exercises with weights also lengthens (lifting the load is half the maximum). In children aged 11-12, the amount of work is 66.5 kg/m, which is 3.5 times less than the data of adults.

The most effective in the development of motor qualities is a complex training, i.e. when in separate classes exercises for speed, strength and endurance from the means of general physical training (GP) are used.

In particular, it was found that under the influence of training with the use of athletics exercises, the greatest changes in the development of speed are achieved by schoolchildren aged 10-12 years. In a number of works, it is noted that in the process elementary school In sports, a significant place should be occupied by exercises of a speed-strength nature. The use of these exercises in order to develop speed and strength (up to 50% of the total training time) has a positive effect on physical fitness and the growth of sports results.

In classes with children 9-11 years old, it is proposed to carry out versatile physical training of children, using the means of athletics, acrobatics, outdoor and sports games. Moreover, great importance is attached to the use of outdoor games due to their great emotionality, interest and passion for games inherent in children.

1.4 Physiological basis for the development of speed

The speed contractile properties of muscles largely depend on the ratio of fast and slow muscle fibers in outstanding representatives of speed-strength sports, the percentage of fast muscle fibers is much higher than in non-athletes, and even more so than in highly qualified athletes who train endurance.

Currently, it is customary to distinguish between two types of muscle fibers in terms of structure and functionality - "fast" (white), capable of developing greater strength and speed of muscle contraction, but not adapted to long-term endurance work, and "slow" (red), working in slow but continuous.

In fast muscle fibers, anaerobic processes of energy supply predominate, and in slow ones, aerobic processes (therefore, they have significantly higher blood capillaries, a higher content of myoglobin, and a greater activity of oxidative enzymes). The composition of muscle fibers is genetically determined, but endurance training increases the amount of red muscle fibers to a certain extent. But when choosing a sports specialization, the hereditary factor is dominant. For example, in sprinters, jumpers, throwers, the ratio of fast fibers is significantly higher than in marathon runners.

Recognizing the importance of the genetic factor, one should not belittle the role of the external environment.

Numerous researchers have found that the speed of movements is not provided by one factor, but is a complex physical quality of a person. There are three main (elementary) forms of manifestation of speed abilities:

a) latent time of motor reaction;

b) the speed of a single movement (with a small external resistance);

c) frequency of movements (tempo).

Elementary forms of manifestation of speed are relatively independent of each other, and this property can be traced throughout the age development of schoolchildren. However, a number of researchers talk about the existence of a relationship between some forms of manifestation of speed. Yu.A. Milutka (1998) found a relationship between maximum tempo in single-joint and multi-joint movements.

Yu.N. Primakov (1989) revealed a significant relationship between the results in a 30-meter run with the frequency of running in place and the frequency of hand movements, and L.N. Zhdanov discovered the relationship between frequency indicators in elementary forms of movements in schoolchildren.

The speed of an integral act only indirectly characterizes the speed abilities of a person, and in a detailed analysis, elementary forms of speed abilities are most indicative.

The latent time of the motor reaction serves as an indicator of the maturity and functional state of the central nervous system and the peripheral neuromuscular apparatus.

From a physiological point of view, the latent time of a motor reaction is a sensorimotor reaction and consists of the time intervals necessary for the following processes to occur:

) time for excitation of the receptor;

) the time of transmission of excitation along the afferent pathways to the corresponding parts of the central nervous system;

) time for the transfer of excitation from one neuron to another for the formation of an effector signal;

) the time of passage of this signal along the efferent pathways to the muscles;

) time for the development of excitation and muscle contraction.

Under the influence of training in the third stage, greatest improvement, while the changes at the other stages are very small. S.I. Manuilov revealed that the time of the motor reaction of the right and left hands did not differ significantly.

The execution time of an individual movement depends on the amount of resistance to be overcome, therefore, to determine it as a characteristic of speed abilities, it is necessary to perform the fastest single movements with low resistance.

It was established that no significant differences were found between the indicators of the speed of a separate movement of the right and left hands in all the studied ages.

The frequency of movements is associated with the mobility of the nervous processes in the cerebral cortex, causing tension and relaxation of the muscles and coordinating their work. The obtained unreliable values of the correlation coefficients between the indicators of the maximum rate of movements performed by different segments of the body are explained by the fact that the maximum frequency of movements is limited not only by the mobility of the nervous processes, but also by the elasticity of the muscles, their ability to relax, mobility in the joints, and the level of technique.

Thus, according to many researchers, the elementary forms of manifestation of speed abilities are relatively independent of each other, and this property can be traced throughout the age development of schoolchildren.

There is no doubt that the effect of physical education lessons, classes in sports sections and independent studies of students on the instructions of a teacher and coach will increase if teachers know what age periods are critical in the development of speed abilities. According to Z.I. Kuznetsova (1975) observed the following age-sex characteristics of the development of speed abilities.

From the age of 10-12 there is a rapid development of movements in running. Muscle strength and speed-strength qualities increase most intensively as a result at the initial stages of puberty. The strength of the muscles of the back and legs of girls increases intensively from the age of 9-10 and almost stops after the onset of menstruation. In boys, two periods of increase in leg muscle strength are clearly distinguished: from 9 to 11-12 years old and from 14 to 17 years old; hand muscle growth ends by the age of 15.

Among the urgent problems of physical education of schoolchildren, a significant place is occupied by such a specific problem as the development of basic motor qualities in children, including the development of speed of movements.

The problem of improving the methodology for the development of physical qualities in young athletes was studied by many authors. A number of authors have conducted studies in which the issues of the development of physical qualities in schoolchildren who are not involved in sports have been developed. A number of authors prove that the formation of motor skills and the formation of a child's motor function depend on the level of development of physical qualities.

Chapter 2. Methods and organization of research

1 Research methods

To solve the tasks, the following research methods were used:

) analysis of scientific and methodological literature;

) pedagogical observation;

) testing;

) pedagogical experiment;

) methods of mathematical statistics

Analysis of scientific and methodological literature. The analysis of scientific and methodological literature as a research method was used by us to study the current state of training of young athletes, the leading physical qualities, means and methods of training sessions for athletes.

Pedagogical supervision. The method of pedagogical observation was used by us to monitor the training and competitive activity of athletes in the initial training group. The analysis of the generally accepted methodology of training sessions was carried out, and the positive and negative aspects of the training process were also identified.

To record the results of observation, various methods and techniques were used, both with and without the use of technical means.

Physical fitness testing. To determine the level of development of speed in athletes of the initial training group, we used the following tests:

) run 60 meters

At the command: "To the start!" the student approaches the starting line, puts the strongest foot with the toe to the line, without crossing it, sets the other back, resting the toe on the ground.

The shoulder and arm, opposite to the forward leg, are brought forward, the other arm is laid back.

On command: "Attention!" the student bends both legs in such a way that the weight of the body is distributed in the direction of the front leg (the body is tilted forward).

On command: "March!" the runner pushes off the ground with the front leg, the fly leg (standing behind) is actively extended forward from the hip, the arms work crosswise.

The result of running a segment of 60 m was measured in seconds.

) standing long jump

The jump was made from a rack with socks on the start line, with a swing of the arms forward and upward with a landing on both legs.

The result was measured in centimeters along the heel of the leg standing behind.

) shuttle run 3×10 meters

Before the start of the run, two dice are placed on the start line for each. At the command "Start!" the subjects go to the start line.

At the command "Attention!" they bend over and take one die each.

At the command "March!" they run to the finish line, put a cube on the line and, without stopping, return for the second cube and also put it on the finish line.

The result of running segment 3 ×10 m is measured in seconds.

4) lifting the body in 30 s

Before starting the exercise, the subject lies on the floor and clings to the bottom rail of the gymnastic wall with his feet or is held by a partner, knees bent, hands behind his head. At the command "Exercise start!" a count is made of the number of executions. The participant rises to a sitting position on the floor (vertically) and returns to the starting position. The result was measured in number of times.

) running in place for 15 s

On a signal, the subject seeks, as often as possible, to alternately touch the suspended rubber cord with his knees. The cord is hung horizontally at a height making a right angle with the thigh of the subject's raised leg. The result was measured in number of times.

pedagogical experiment. The pedagogical experiment of our research was carried out on the basis of secondary school No. 66 in Ulyanovsk. The experiment involved 16 athletes (young men) of the initial training group. Experimental and control groups were created, which included eight athletes each.

Method of mathematical statistics. This research method was used by us to determine the effectiveness of speed development in athletes of the initial training group. We used the following values: meter, centimeter, second.

Calculation of the arithmetic mean value:

Where: M - arithmetic mean value;

Summation sign; - option (value of the indicator); - number of options.

Calculation of standard deviation:

Where? - standard deviation.

Calculation of the mean error of the arithmetic mean:

Where m is the average error of the arithmetic mean.

Calculation of t - Student's criterion:

> 0.05 - differences are not statistically significant.< 0,05 - различия статистически достоверны.

2 Organization of the study

Our research took place in three stages. At the first stage (October 2012 - April 2013), the scientific and methodological literature on the features of the development of the physical quality of speed was studied. The material and technical base of secondary school No. 66 of the city of Ulyanovsk was studied. Pedagogical supervision, primary testing of physical qualities were carried out and the methodology of training sessions was developed.

At the second stage (May - December 2013) the main pedagogical experiment was carried out. In total, 16 athletes of the initial training group took part in the experiment. In the experimental group, classes were conducted according to the methodology developed by us with the active and purposeful use of outdoor games with elements of athletics, and in the control group - according to the generally accepted methodology of the Youth Sports School according to the plan of the group of initial training of the first year of study. At the end of the pedagogical experiment, the physical qualities of the athletes were retested.

At the third stage (January 2014 - April 2014) the systematization, generalization and interpretation of the results of the study were carried out, which made it possible to draw appropriate conclusions about the effectiveness of the developed methodology for developing speed among athletes in the initial training group.

Chapter 3. Results of the study and their discussion

1 The developed methodology of pedagogical experiment

Getting down to the experimental substantiation of the methodology of the training process at the stage of initial sports specialization, we proceeded from the assumption that the classes at this stage were aimed mainly at versatile physical training, carried out by using a wide range of various training means, as well as special sets of exercises aimed at education of physical qualities that are important for specialization in the chosen sport. Thus, at the stage of initial sports specialization, we adhered to an integrated approach to the development of physical qualities.

According to many experts, at the stage of initial sports specialization, much attention should be paid to the development of speed. During this period, adolescents are characterized by great physical activity. They are able to make faster movements than boys and girls. Thus, most studies have shown that in terms of the frequency of running steps in short distances, adolescents are not inferior to adult qualified athletes. This indicates that short-term exercises of a high-speed nature correspond to the characteristics of the cardiovascular system of adolescents and are closest to their motor skills. Consequently, on the one hand, the presence of high age-related rates of development of speed as a physical quality, on the other hand, the availability of speed exercises determines the expediency of systematic work on the development of speed of sports movements in adolescents.

In the process of developing speed, we paid attention to muscle relaxation during exercise. It is very important that the trainees feel the difference in muscle sensation between the tense and relaxed state of the muscles. To this end, we used the method of "contrasting" attempts, which involves performing exercises with additional tension and ultimate relaxation. Exercises with objects give a great effect. So, if there is a soft cardboard stick in the starting hand, then it is easy to control the tension in the muscles of the hand. This brings up the ability to relax muscles that do not play a decisive role in this exercise.

We used exercises with a primary focus on developing speed at the beginning of the main part of the lesson, then we used exercises to develop muscle strength and endurance.

We paid great attention to outdoor and sports games for the effective education of the speed of movements. Therefore, in classes with them, simultaneously with training in sports equipment, work should be carried out to develop speed and other physical qualities using a variety of means (including outdoor and sports games) and training methods.

The game perfectly trains the speed of reaction and the speed of hand movements to the extent that it manifests itself in game actions.

It should be noted that we trained the speed of the extensors of the legs and arms separately. At the same time, ordinary jumping on toes was used, as well as jumping up from a squat and half-squat position. These exercises were performed both in the morning exercises and in a separate training session, but only at the beginning of the session. The number of repetitions in one training session is small. For the muscles of the hands, all kinds of throwing at a distance of a tennis ball, pebbles, and other objects were performed.

To develop the speed of response to the starter's signal in sprinting, at first we performed movements only with the arms located on an increased support, then gradually reduced the support, gradually increasing the angle of bending of the legs, and thus coming to the usual position at the start. To improve the speed of response, it is advisable to preliminarily slightly strain the muscles of those parts of the body with which the movement is to be made. It is useful to change the pause between the expected signal and its delivery, as well as change the strength of the signal.

We developed the speed of reaction to a moving object in simplified conditions, and then gradually complicated the situations. One of the means for developing the speed of reaction was the game with small balls.

To develop the speed of movements, physical exercises were also used, in which this quality was manifested to the greatest extent, for example, sprinting, a number of outdoor and sports games, throwing lightweight projectiles, etc.

Exercises for the development of speed:

· jerks and accelerations from various initial positions (sitting, lying, kneeling, etc.) according to a visual signal;

· jumping rope (maximum rotational speed);

· jerks with a sharp change of direction and instant stops;

· jerks for short segments with a sharp change in direction;

· simulation exercises with accentuated by the rapid execution of a particular movement.

In order to develop the physical quality of speed in athletes of the initial training group, the following methodology of the training process was developed using games and elements of athletics exercises, which was implemented in several stages:

running and walking ("Running with the ball", "Day and night", "Running along a straight path with zigzags", "Running to a meeting with a stop", "Calling numbers");

high jump ("Get the ball", "Repulsion and landing in the zones", "Who is higher", "Running flags");

The games were held at the end of the main part of the training, as follows:

games using elements of running and walking were held on Monday for 3-5 minutes for each game;

games with the use of high jump elements were held on Wednesday for 3-5 minutes for each game;

games with the use of throwing elements were held on Friday for 3-5 minutes for each game.

Approximate construction of training mesocycles at the stage of initial training:

Retracting mesocycle (May 2013)

Monday

Slow run 800 m.

Running with accelerations 4 × 80 m.

Rerun 4 ×300 m for 45 seconds, rest up to 8 minutes.

Exercises to strengthen the muscles of the abdomen and back of the thigh.

Run 2-Z ×60-80 m, intensity 60-70%, wide and free.

Playing football or basketball for 10-15 minutes.

Hitch.

Flexibility exercises.

Running with acceleration 3×80 m.

Running from a low start 8-10 × 30-40 m.

Repeat run 5-6 ×200 m, for 33-335 s, rest up to 8 min.

Ball run game.

Hitch.

Flexibility exercises.

Circular training of two series: removal of the hip in support, 30 times with each leg; multiple jump forward pushing with two legs 6-8 times; running at emphasis 15 sec; squat with partner on shoulders 2-3×15 once.

Playing football or basketball 20 min.

Hitch.

Basic mesocycle (June-July 2013)

Monday

Flexibility exercises.

Running with acceleration 3×60 m.

Running from a low start 4×40 m.

Jumping: on one leg, on two legs pushing with the foot 4 ×20 m, jumping off the pedestal with subsequent jumps over barriers 3-4 × 5 barriers.

Game "Day and night".

Hitch.

Running at a slow pace 1500 m.

Flexibility exercises.

Running with acceleration 3-4 × 80 m.

Repeated run 6x150 m, 20-21 sec each, rest up to 8 min.

The game "Running along a straight path with zigzags."

Hitch.

Jogging at a slow pace 10 min.

Flexibility exercises.

Running with acceleration 5×80 m.

Running from a low start 2×100 m.

Game "Running to a meeting with a stop".

Hitch.

Developing mesocycle (August-September 2013)

Monday

Slow run 800 m

Flexibility exercises.

Exercises with stuffed balls (throwing the ball with two hands forward, throwing the ball back, turning with the ball).

Running with acceleration 3×80 m.

Get the ball game.

Hitch.

Running at a slow pace 1500 m.

Squat with partner on shoulders 2-3×15 once.

Running from a low start 5×60 m.

Jumping over barriers 2×10.

5. Jumps: on each leg, on two legs pushing with the foot 2x20 m, steps through the running step 2-3 ×4-5 repulsions with each leg.

Flag Run game

Hitch.

Flexibility exercises.

Running from a low start 3×100 m.

Running with acceleration 3×60 m.

Football game 1015 minutes.

Hitch.

Competitive mesocycle (October-November 2013)

Monday

Running at a slow pace 800 m.

Flexibility exercises.

Running from a low start 5×60 m.

The game "Who is higher".

Hitch.

Jogging at a slow pace 10 min.

Special running exercises.

Removal of the hip in support, 30 times with each leg

Running with acceleration 5×60 m.

Game "Repulsion and landing in zones".

Hitch.

Running at a slow pace 1000 m.

Flexibility exercises.

Run in emphasis 15 sec.

Running from a low start 2×100 m.

Game "Call numbers".

Hitch.

Saturday and Sunday. Rest days.

Recovery mesocycle (December 2013)

Monday

.Running at a slow pace 800 m.

.Flexibility exercises.

.Running from a high start 3×50 m.

.Running from a low start 2×100 m.

.The game "Running to a meeting with a stop."

Hitch.

.Running at a slow pace 1000 m.

.Flexibility exercises.

.Squat with partner on shoulders 2-3×15 once.

.Football game 10-14 minutes.

Hitch.

.Running at a slow pace 1200 m.

.Flexibility exercises.

.Running from a low start 2×100 m.

.Running with acceleration 3×60 m.

.Get the ball game.

Hitch.

2 Discussion of the results of the pedagogical experiment

The level of speed development among the athletes of the initial training group was measured at the beginning and at the end of the pedagogical experiment.

According to the results of the initial testing, it can be seen that the speed indicators of the subjects from the CG and the EG are at the same level and have no statistical differences (Table 1).

Table 1. Results of testing the indicators of speed in athletes before the experiment

№TestGroupResultReliability 1Running 60 m (s)KG10.02±0.04p > 0.05EG10.01±0.052Long jump from standing (cm)KG163.6±0.5p> 0.05EG163.0±0.73Shuttle run 3 ×10 m (s) KG9.0±0.05p> 0.05EG9.1±0.064 Lifting the body in 30 s (number of times) KG19.6±0.3p > 0.05EG20.0±0.25Running in place for 15 s ( number of times)KG26.0±0.3p> 0.05EG25.8±0.2

The final testing, carried out at the end of the pedagogical experiment, showed that the results of speed indicators in the EG improved in all the proposed tests and became reliable compared to the indicators in the CG (Table 2).

Table 2. Results of testing the indicators of speed in athletes after the experiment

№TestGroupResultReliability 1Running 60 m (s)KG9.9±0.04p< 0,05ЭГ9.7±0.032Прыжок в длину с места (см)КГ166.0±0.5p < 0,05ЭГ168.0±0.73Челночный бег 3×10 m (s)KG9.0±0.03p< 0,05ЭГ8.8±0.054Поднимание туловища за 30 с (кол-во раз)КГ21.8±0.4p < 0,05ЭГ23.3±0.45Бег на месте за 15 с (кол-во раз)КГ28.0±0.2p < 0,05ЭГ29.0±0.3

The increase in results in tests for determining the physical quality of speed showed that the subjects of the EG are characterized by a high positive increase in tests: lifting the body in 30 seconds - the result improved by 14.2%, running in place for 15 seconds the result increased by 11.1%, shuttle run 3 ×10 m - by 3.4%, running 60 m - by 3.1% and long jump from a place - by 3%, while speed indicators in the CG increased, but in separate tests: running in place for 15 s - by 7.2% and raising the body in 30 s - by 11.1% (Table 3).

The change in the level of development of speed indicates that positive results can be achieved only with the help of a purposeful and properly organized system of training, namely the use of outdoor games in the training work, as evidenced by the intergroup analysis of testing, which revealed statistically significant differences between the results of the experimental and control groups.

Table 3. The increase in speed indicators in athletes after the experiment

№TestGroupBefore ResultAfter ResultGrowth %1Running 60 m (s)KG10.02±0.049.9±0.041.2 %EG10.01±0.059.7±0.033.1 %2 Standing long jump (cm)KG163.6±0.5166.0 ±0.51.5%EG163.0±0.7168.0±0.73.0%3 Shuttle run 3 ×10 m (s) CG9.0±0.059.0±0.030 % EG9.1±0.068.8±0.053.4 % .0±0.223.3±0.414.2% 5Running in place for 15 s (number of times)

Analysis of the scientific and methodological literature showed that the development of speed at the stage of initial training plays a significant role in achieving a high sports result. It is at this stage that a sensitive period appears for the development of the physical quality of speed. According to many authors, at this time, a significant part of the training process should be paid attention to running in short segments, jumping exercises, outdoor and sports games.

The content of the training process for athletes of the initial training group was compiled in accordance with the opinion of the majority of experts in this sport. The training loads offered in various typical weekly cycles, the number of repetitions, the intensity of their implementation are calculated for athletes of the initial training group. This technique helps to develop the physical quality of speed and has a positive effect on the functionality of the body and the musculoskeletal system of athletes.

According to the results of the work done in the experimental and control groups, there is a different methodological effect, because. the results of the athletes of the initial training group of the experimental group are higher than those of the subjects of the control group, which is statistically significant (p< 0,05). Из всего выше сказанного следует, что разработанная нами методика повышения уровня быстроты у легкоатлетов группы начальной подготовки положительно влияет на результативность соревновательной деятельности спортсменов.

When selecting tests that reveal the level of development of speed abilities, we recommend that you be guided by the basic requirements, according to which the exercises should be: fairly simple and accessible to all students, not requiring long preliminary training, and also diverse.

In order to achieve objective information with the help of tests, we recommend paying attention to the following points:

) the conditions for conducting the final testing must correspond to the conditions for conducting the initial testing;

a) it is necessary to carry out tests at the same time of the day;

) to increase the accuracy of the results, it is necessary to apply three attempts, and then, using the method of mathematical statistics, obtain an average for three attempts;

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Appendix 1

Baseline 60m Test Results