Tests to determine the development of strength abilities. Simple tests to determine your fitness Tests to determine your strength level

Testing the physical performance of persons involved in physical education and sports at rest does not reflect its functional state and reserve capabilities, since the pathology of an organ or its functional insufficiency manifests itself more noticeably under load conditions than at rest, when the requirements for it are minimal.

Unfortunately, the function of the heart, which plays a leading role in the life of the body, is in most cases assessed based on examination at rest. Although it is obvious that any violation of the pumping function of the heart is more likely to manifest itself at a minute volume of 12-15 l/min than at 5-6 l/min. In addition, insufficient reserve capabilities of the heart can only manifest themselves in work that exceeds the usual load in intensity. This also applies to hidden coronary insufficiency, which is often not diagnosed by ECG at rest.

Therefore, assessment of the functional state of the cardiovascular system at the modern level is impossible without the widespread use of stress tests.

Load test objectives:

1) determination of performance and suitability for practicing a particular sport;

2) assessment of the functional state of the cardiorespiratory system and its reserves;

3) forecasting probable sports results, as well as forecasting the likelihood of the occurrence of certain deviations in health status when undergoing physical activity;

4) identification and development of effective preventive and rehabilitation measures for highly qualified athletes;

5) assessment of the functional state and effectiveness of the use of rehabilitation means after injuries and diseases in training athletes.

Recovery tests

Recovery tests involve taking into account changes and determining the recovery time after standard physical activity in such indicators of the cardiorespiratory system as heart rate (HR), blood pressure (BP), electrocardiogram (EKG) readings, respiratory rate (RR) and many others.

In sports medicine, V.V. samples are used. Gorinevskgo (60 jumps for 30 s), Deshin and Kotov test (three-minute running in place at a pace of 180 steps per minute), Martinet test (20 squats) and other functional tests. When conducting each of these tests, heart rate and blood pressure are taken into account before the load and after its end at the 1st, 2nd, 3rd and 4th minutes.

Recovery tests also include various versions of the step-test.

In 1925, A. Master introduced a two-stage test, where heart rate and blood pressure were also recorded after a certain number of climbs up a standard step. Later, this test began to be used to record ECG after exercise (A. Master and H. Jafte, 1941). In its modern form, the two-step test provides for a certain number of climbs on a standard double step for 1.5 minutes, depending on the age, gender and body weight of the subject (see Table. ), or twice the number of rises in 3 minutes with a double test (the height of each step is 23 cm). An ECG is recorded before and after exercise.

Minimum number of lifts (times) per step depending on the weight,
age and gender at the Master's sample

* The number of lifts for women is given in parentheses.

Submaximal effort tests

Submaximal force tests are used in sports medicine to test elite athletes. Studies have shown that the most valuable information about the functional state of the cardiorespiratory system can be obtained by taking into account changes in the main hemodynamic parameters (indicators) not in the recovery period, but directly during the test. Therefore, an increase in loads is carried out until the limit of aerobic capacity (maximum oxygen consumption - MPK) is reached.

In sports medicine, submaximal load tests are also used, requiring 75% of the maximum tolerated load. They are recommended by WHO for widespread implementation (WHO Chronicle, 1971, 25/8, p. 380, etc.).

Various bicycle ergometers, treadmills, etc. are also used (Fig. ). If the age limits of the heart rate are exceeded (see table. Maximum permissible heart rate during an exercise test) it is advisable to stop the load.

Maximum permissible heart rate during an exercise test depending on age

In addition to exceeding the age limits of the heart rate, the physical test should also be stopped in cases of clinical electrocardiographic signs indicating that the limit of exercise tolerance has been reached.

Clinical signs: 1) an attack of angina pectoris even in the absence of changes on the ECG; 2) severe shortness of breath; 3) great fatigue, pallor, coldness and dampness of the skin; 4) significant increase in blood pressure; 5) reduction in blood pressure by more than 25% from baseline; 6) refusal of the subject to continue the study due to discomfort.

Electrocardiographic signs: 1) the occurrence of frequent extrasystoles (4:40) and other pronounced rhythm disturbances; 2) violation of atrioventricular and intraventricular conduction; 3) horizontal or trough-shaped downward shift of the ST segment by more than 0.2 mV compared to the recording at rest; 4) elevation of the ST segment by more than 0.2 mV, accompanied by its descent in the opposite leads; 5) inversion, or the appearance of a pointed and raised T wave with an increase in amplitude by more than 3 times (or 0.5 mV) compared to the original in any of the leads (especially V 4); 6) a decrease in the amplitude of the R wave by at least 50% of its value at rest.

Harvard step test

The Harvard step test (L. broucha, 1943) consists of climbing a bench 50 cm high for men and 43 cm high for women for 5 minutes at a given pace. The rate of ascent is constant and equals 30 cycles per minute. Each cycle consists of four steps. The tempo is set by a metronome at 120 beats per minute. After completing the test, the subject sits on a chair and during the first 30 s, at the 2nd, 3rd and 4th minutes, the heart rate is calculated. If the subject falls behind the set pace during testing, the test is terminated.

An athlete’s physical performance is judged by the Harvard Step Test Index (HST), which is calculated based on the time to climb the step and heart rate after the end of the test. The height of the step and the time to climb it are selected depending on the gender and age of the subject (see table. Step height and ascent time in the Harvard step test).

Step height and ascent time in the Harvard step test

* Body surface can be determined using a nomogram for determining body surface by height and body weight for the article Assessment of physical development.

The Harvard Step Test Index is calculated using the formula:

IGST = (t x 100) / [(f 1 + f 2 + f 3) x 2]

where t is the ascent time in seconds, f 1, f 2, f 3 is the heart rate (HR) for 30 s at the 2nd, 3rd and 4th minutes of recovery, respectively.

For mass surveys, you can use the abbreviated formula:

IGST = (t x 100) / (f x 5.5)

where t is the ascent time in seconds, f is the heart rate (HR).

Counting is made easier when using see table. ; ; . Table Finding the index using the Harvard step test is intended for determining IGST in adults if the load was sustained to the end (that is, for 5 minutes). First, three pulse counts are summed up (f 1 + f 2 + f 3 = sum f), then the first two digits of this sum are found in the left vertical column, and the last digit is found in the top horizontal line. The required IGST is located at the intersection of the specified lines. If the pulse was counted only once in an abbreviated form, then the IGST is found from the f 2 value of this count in a similar way in Table. Finding the index using the Harvard step test in abbreviated form. Table Dependence of IGST on ascent time facilitates the calculation of IGST with incomplete ascent time (short form).

Finding the index using the Harvard step test

Table for finding the index according to the Harvard step test in full form in adults (t = 5 min)

Finding the index using the Harvard step test in abbreviated form

Table for finding the index for the Harvard step test in abbreviated form for adults (t = 5 min)

Dependence of IGST on ascent time (short form)

In the left vertical column the actual ascent time is found (rounded to 30 s), and in the upper horizontal line - the number of pulse beats in the first 30 s from the 2nd minute of recovery.

Due to the high intensity of the load, the test is used only when examining athletes.

The criteria for assessing the results of the Harvard step test are given in table. Evaluation of the results of the Harvard step test.

Evaluation of the results of the Harvard step test

The highest figures (up to 170) were observed among elite athletes training for endurance (skiing, rowing, swimming, marathon running, etc.).

Submaximal stress tests

Submaximal stress tests are carried out with different types of loads:

1) immediately increase the load after warming up to the expected submaximal level for a given subject;

2) uniform load at a certain level with an increase in subsequent studies;

3) continuous or almost continuous increase in load;

4) stepwise increase in load;

5) stepwise increase in load, alternating with periods of rest. The first, third and fourth tests are used mainly when examining athletes, the second - for a comparative assessment of the tolerance of a certain load by any group of individuals. According to WHO recommendations, when examining healthy individuals, the initial load in women should be 150 kgm/min, followed by an increase to 300-450-600 kgm/min, etc.; for men - 300 kgm/min, followed by an increase to 600-900-1200 kgm/min, etc. The duration of each load stage is at least 4 minutes. Rest periods between load stages are 3-5 minutes.

Treadmill test (see Fig. ) usually starts at 6 km/h and then increases to 8 km/h, 10 km/h, etc. The movement slope increases stepwise to 2.5%.

Stress tests in children

Load tests in children under 10 years of age begin with minimal loads (up to 50 kgm/min), and from 10 years of age and older - taking into account body weight. Usually, as WHO recommends, from 100-150 kgm/min.

The easiest way to calibrate loads is on the scale of a bicycle ergometer. During a step test, the magnitude of the loads is determined based on the calculation of the weight of the subject, the height of the steps and the number of ascents on them. When testing with a treadmill, energy costs are calculated depending on the speed and slope (Fig. ).

Nomogram for determining total oxygen costs during the treadmill test (according to R. Shephard, 1969)

Taking into account the linear relationship between heart rate and the amount of oxygen consumption based on heart rate, one can judge the level of aerobic capacity of the subject during an exercise test and the level of load to achieve, for example, 75% of aerobic capacity (Table Approximate heart rate).

Approximate heart rate

Approximate heart rate (bpm) depending on aerobic capacity (according to R. Sheppard, 1969)

The table also gives an idea of ​​the maximum heart rate in people of different genders and ages.

The maximum heart rate for people of different ages can be approximately determined by subtracting the number of years of the subject from 220. For example, for a person aged 30 years, the maximum heart rate is 220 - 30 = 190.

Submaximal Wahlund-Sjöstrand test

The Wahlund-Sjostrand submaximal test (W 170 or PWC 170) is recommended by WHO to determine physical performance upon reaching a heart rate of 170 beats/min (physical load power is expressed in kgm/min or W), at which the heart rate after exercise is set at 170 beats /min, that is W 170 (or PWC 170). This load level is the indicator of W 170.

For older age groups, taking into account the lower limit of permissible increase in heart rate, as well as for young athletes, the PWC 130 and PWC 150 tests are used - determining physical performance when the heart rate reaches 130 and 150 beats/min.

The test is performed as follows: the subject is subjected to two loads of different power (W 1 and W 2) on a bicycle ergometer for a duration of 5 minutes, each with 3 minutes of rest. The load is selected in such a way as to obtain several heart rate values ​​in the range from 120 to 170 beats/min. At the end of each load, heart rate is determined (f 1 and f 2, respectively).

Based on the data obtained, graphs are constructed, where load power indicators (W 1 and W 2) are entered on the abscissa axis, and the corresponding heart rate is recorded on the ordinate axis (Fig. ). At the intersection of perpendiculars dropped to the corresponding points of the graph axes, coordinates 1 and 2 are found, a straight line is drawn through them until it intersects with the perpendicular restored from the heart rate point corresponding to 170 beats/min (coordinate 3). From it a perpendicular is lowered onto the abscissa axis, and thus the value of the load power is obtained at a heart rate equal to 170 beats/min.

To simplify the calculation of operating power during the two-stage PWC 170 test, the following formula is recommended:

PWC 170 = x [(170 - f 1) / (f 1 - f 2)]

where PWC 170 is the power of physical activity at a heart rate of 170 beats/min, W1 and W2 are the power of the first and second loads (kgm/min or W); f 1 and f 2 - heart rate in the last minute of the first and second loads (in 1 min).

The following PWC 170 values ​​in healthy people can be used as guidelines: for women - 422-900 kgm/min, for men - 850-1100 kgm/min. For athletes, this indicator depends on the type of sport and ranges from 1100-2100 kgm/min, and representatives of cyclic sports (rowing, road cycling, cross-country skiing, etc.) have even higher indicators. To compare similar individuals, the relative value of the PWC 170 indicator is calculated, for example, W/kg.

Determination of maximum oxygen consumption

Determination of maximum oxygen consumption (MOC). MPK is the main indicator of the productivity of the cardiorespiratory system. MPK is the largest amount of oxygen that a person is able to consume in one minute. MPK is a measure of aerobic power and an integral indicator of the state of the oxygen (O2) transport system. It is determined by an indirect or direct method.

The indirect method of measuring MPK is more often used (Fig. ), which does not require complex equipment. For the examination of highly qualified athletes, it is recommended to measure BMD using the direct method.

Graph for direct determination of maximum work and MPF based on submaximal exercise tests (after K. Lange Andersen and Smith-Siversten, 1966)

Normally, there is a linear relationship between the amount of oxygen consumption (OC) and heart rate.

MPK is the main indicator that reflects the functional capabilities of the cardiovascular and respiratory systems and physical condition in general, that is, aerobic capacity. This indicator (l/min, or more precisely, ml/min/kg) or its energy equivalent (kJ/min, kcal/min) is one of the leading indicators in the assessment and grading of a person’s physical condition. Thus, submaximal exercise tests, which provide information about aerobic capacity, are an essential tool for assessing the functional state of the body. The MPF value depends on the gender, age, and physical fitness of the subject and varies widely. Normal values ​​for maximum oxygen consumption in school-age children and adults are given in Table. Maximum oxygen consumption in children and adolescents; Maximum oxygen consumption in adults.

Maximum oxygen consumption in children and adolescents

Maximum oxygen consumption in children and adolescents (according to J. Rutenfranz, T. Hettinger, 1959)

Maximum oxygen consumption (ml/min/kg) in adults

The subject is recommended to perform a bicycle ergometric load (the heart rate after cycling should be between (120-170 beats/min) or a step test (step height 40 cm for men, 33 cm for women, ascent rate - 22.5 cycles per minute) in for at least 5 minutes, heart rate is recorded at the 5th minute of work. The calculation of MPF is carried out according to a special nomogram by I. Astrand (Fig. ) and the von Dobeln formula (Table. To calculate the MPK using the von Dobeln formula).

Astrand-Ryhming nomogram for determining BMD based on submaximal step test and bicycle ergometer test

K calculation of MPK (V O2max) using the von Dobeln formula

The MPF value found using the nomogram is corrected by multiplying by the “age factor” (Table ).

Age correction factors

Age-related correction factors to the values ​​of maximum oxygen consumption according to the nomogram of I. Astrand (1960)

In table Determination of maximum oxygen consumption I. Astrand's nomogram is presented after calculation based on a submaximal load test on a bicycle ergometer.

Determination of maximum oxygen consumption*

* Determination of maximum oxygen consumption by heart rate during exercise on a bicycle ergometer in men and women. These tables must be adjusted by age (see table. Age correction factors).

A special Gürtler nomogram has been developed for children and adolescents under 15 years of age.

Determination of MPK by direct method gives more accurate results. The subject performs a step-like increasing load on a bicycle ergometer or treadmill. The initial load power and subsequent “steps” are selected taking into account the gender, age and physical fitness of the subject. Direct determination of MPK is used when testing highly qualified athletes.

Depending on the sport and qualification, athletes start working with a power of 100 or 150 W, and female athletes - with 75 or 100 W. During the last 30 seconds of each “step” of the load, exhaled air is collected in a Douglas bag. Then a gas analysis is performed using a Holden apparatus or another device, and the amount of exhaled air is measured with a gas meter. There are automatic gas analyzers that allow you to continuously record the concentration of oxygen and carbon dioxide in the exhaled air flow during exercise. The electronic calculator of the latest models of analyzers automatically prints data on the level of oxygen consumption, pulmonary ventilation (minute volume of breathing), respiratory coefficient and other indicators on a paper tape every 20-30 seconds. The presence of devices of this type significantly increases the efficiency of testing athletes.

To compare the performance of individuals, it is not the absolute value of MPK (l/min) that is used, but a relative value. The latter is obtained by dividing MPK in ml/min by body weight in kilograms. The unit of relative indicator is ml/kg per 1 min.

In athletes, MPK is 3-5 l/min, in some cases - above 6 l/min. For cross-country skiers involved in rowing, road racing and other highly qualified athletes, the relative value of MPK reaches 80 l/kg per minute or more (Table Maximum oxygen consumption).

Maximum oxygen consumption*

Result. Hold Time.

TESTS TO MEASURE STRENGTH ABILITIES

As you know, there are two types of strength: static (isometric) and dynamic (isotonic). Dynamometers are used to measure the level of development of static strength of various muscle groups.

1. Tests measuring the strength of the hand, forearm flexors, trunk flexors, trunk extensors, hip and calf extensors.

In high schools around the world, the tests below are most often used to assess the level of strength development. Their implementation does not require any special expensive inventory and equipment.

2. Pull-ups. Used to assess the level of development of strength and endurance of the flexor muscles of the elbow, hand, fingers, shoulder extensors, and depressors of the shoulder girdle. Strength indicator is the number of pull-ups.

A simplified version of pull-ups is used when testing students with a low level of training.

Equipment. Crossbar, whistle.

Testing procedure. The crossbar is installed at the level of the subject’s chest, he takes it with an overhand grip (palms facing away from himself) and lowers himself under the crossbar until the angle between the outstretched arms and the torso is 90°. After this, maintaining a straight body position, the student performs a pull-up.

Result. Number of push-ups.

TESTS TO MEASURE SPEED ABILITY

These tests are divided into four main groups:

to assess the speed of simple and complex reactions;

to assess the speed of single movements;

to assess the maximum frequency of movements in different joints;

to assess the speed manifested in holistic motor actions, most often in short-distance running.

1. Reaction time to light, sound, touch . determined using various reactometers that measure reaction time with an accuracy of 0.01 or 0.001 s. To estimate the time of a simple reaction, at least 10 attempts are used, and the average reaction time out of 10 is determined.

As options, catching various gymnastic sticks is used. The subject must catch a falling stick in the shortest time (determined by the shortest distance).

2. Impact time, transfer, one step.

3. Frequency of arm and leg movements assessed using simple instruments (tapping tests).

The result is the number of movements with the arms (alternately or one) or legs (alternately or one) in 5 - 20 s.

4. Running 30, 50, 60,100 m on the speed of covering the distance (from low and high starts). Conducted according to the rules of athletics. Running 60 and 100 m is recommended for students from 11 years of age.

Equipment: Stopwatch, whistle.

Result: Running time.

TESTS TO MEASURE FLEXIBILITY

Schools in different countries typically use similar tests to measure flexibility. To perform individual control tests “for flexibility”, certain equipment is required (protractors, rulers). Conducting testing does not present any particular difficulty for the teacher.

1. Bend the torso forward in a sitting position.

Equipment: bench, centimeter.

Testing procedure. The subject sits on the floor, rests his feet on the ruler (perpendicular), tilts his torso forward - down.

Result: Number of centimeters.

TESTS, METHODS AND CRITERIA FOR ASSESSING COORDINATION ABILITIES

The main methods for assessing the CS are:

observation method, expert assessment method, instrumental methods and test method.

The observation method is one of the most ancient. He can say a lot, first of all, to an experienced and competent teacher about the degree of development of students’ KS. By systematically conducting classroom and extracurricular activities, the teacher (coach) has the opportunity to repeatedly observe how successfully (easily and quickly) schoolchildren learn various motor actions (gymnastics, sports and games); how accurately and quickly they coordinate their movements when participating in relay races and outdoor games;

How timely and resourcefully do they rearrange motor actions in situations of sudden changes in the situation, i.e. in conditions that place high demands on the human CS.

The quality of observations can be improved if we rely on the criteria for assessing the CS that we have developed: correctness, speed, rationality and resourcefulness, which have qualitative and quantitative characteristics.

However, these qualitative and quantitative criteria that determine CS in isolation from each other are extremely rare. More common are the so-called complex criteria. In this case, the student coordinates his motor activity simultaneously according to two or more criteria: speed and efficiency (cross-country skiing); in terms of accuracy, speed and resourcefulness (in the process of sports games, complex criteria for assessing the CS are indicators of efficiency (effectiveness) of performing integral purposeful motor actions or a set of these actions, during the implementation of which a person exhibits the CS.

For example, the CS is assessed based on the results of the 3x10 or 15 m shuttle run; by the time of dribbling the ball (with hands, feet) while running with a change in direction of movement; on the effectiveness of performing attacking and defensive motor actions in martial arts and sports games; in terms of the speed of restructuring of motor actions in conditions of a sudden change in the situation.

The analysis shows that all criteria for assessing the CS are not simple and unambiguous. On the contrary, each of them is complex and multi-valued. For example, one should distinguish between the accuracy of reproduction, differentiation, assessment and measurement of spatial, temporal and force parameters of movements, the accuracy of reaction to a moving object, target accuracy or accuracy. The named indicators are independently existing manifestations of accuracy, which characterize a person’s CS from different aspects.

Speed ​​as a criterion for assessing the CS appears in the form of the speed of performing motor actions that are complex in terms of coordination; the speed of their restructuring under time pressure; speed of mastering new motor actions; time (speed) to achieve a given level of accuracy or efficiency; speed of response in difficult conditions. The same can be said about the other criteria. It should also be borne in mind that some of them characterize explicit (absolute) indicators, while others characterize latent or hidden (relative) indicators of CS. Explicit indicators do not take into account the maximum speed and speed-strength capabilities of an individual, while latent indicators do.

For example, the time of a shuttle run of 3x10 m is an absolute indicator of the CS in relation to cyclic locomotion (running), and the difference in the time of running 3x10 m and 30 m in a straight line is a latent indicator of the CS, taking into account the speed capabilities of a particular student. Since the various types of special and specific CS are very diverse, many can

In the practice of physical education, quantitative and strength capabilities are assessed in two ways: 1) using measuring devices - dynamometers (Fig. 12, 4), dynamographs, strain gauge force-measuring devices; 2) using special control exercises and strength tests.

Modern measuring devices allow you to measure A almost all muscle groups in standard tasks (flexion and extension of body segments), and also in static and dynamic* efforts (measurement of the athlete’s force in motion

Rice. 12. Control exercises (tests) to assess the level of development of strength, speed and strength abilities and strength endurance

In mass practice, special control exercises (tests) are most often used to assess the level of development of strength qualities. Their implementation does not require any special expensive inventory and equipment. To determine maximum strength, exercises that are simple in technique are used, for example, bench press, squat with a barbell, etc. The result in these exercises depends very little on the level of technical skill. Maximum strength is determined by the greatest weight that the student (subject) can lift.

To determine the level of development of speed-strength sports
abilities and strength endurance the following are used
control exercises: jumping rope (Fig. 12, J),
pull-ups (Fig. 12, 7, 6), push-ups on parallel bars
yakh, from the floor or from the bench (Fig. 12, 9, 10), lifting the body
from a lying position with bent knees (Fig. 12, b),
hanging on bent and half-bent arms (Fig. 12, 14), climb
high bar flip, long jump
hundred with two legs (Fig. 12, 2), triple jump from foot to foot
(option - only on the right and only on the left leg), raise
mania and lowering straight legs to the limiter (Fig. 12, 5),
jump up with a swing (Fig. 12, 1) and without a wave of hands (def.
jumping height is divided), medicine ball throwing (1-
3 kg) from various starting positions with two and one hand
(Fig. 12, 11, 12, 13) etc. The criteria for assessing speed
strength abilities and strength endurance serve as a number
pull-ups, push-ups, holding time for a certain
body position, throwing range, jump
kov, etc. I

Most of these control tests have been carried out
research, standards drawn up And levels developed (you
high, medium, low), characterizing different power levels
possibilities. Read more about the criteria for assessing strength abilities
and methods for measuring them can be read in the relevant textbooks.
nicknames and benefits. -

7.3. Speed ​​abilities and the basics of methods for their education 11

Speed ​​abilities are understood as the capabilities of a person that provide him with the performance of motor actions in a minimum period of time for given conditions. There are differences between elementary and complex forms of manifestation of speed abilities. Elementary forms include reaction speed, speed of a single movement, frequency (tempo) of movements.

All motor reactions performed by a person are divided into two groups: simple and complex. The response with a predetermined movement to a predetermined signal (visual, auditory, tactile) is called a simple reaction. Examples of this type of reaction are the beginning of a motor action (start) in response to the shot of the starting pistol in athletics or swimming, the cessation of an attacking or defensive action in martial arts or during a sports game when the referee whistles, etc. The speed of a simple reaction is determined by the so-called latent (hidden) period of the reaction - the time period from the moment the signal appears to the moment the movement begins. The latent time of a simple reaction in adults, as a rule, does not exceed 0.3 s.

Complex motor reactions are found in sports characterized by constant and sudden changes in the action situation (sports games, martial arts, alpine skiing, etc.). Most complex motor reactions in physical education and sports are reactions of “choice” (when, from several possible actions, you need to instantly select one that is adequate to a given situation).

In a number of sports, such reactions are simultaneously reactions to a moving object (ball, puck, etc.).

The time interval spent performing a single movement (for example, a punch in boxing) also characterizes speed abilities. The frequency, or tempo, of movements is the number of movements per unit of time (for example, the number of running steps in 10 s).

In various types of motor activity, elementary forms of manifestation of speed abilities appear in various combinations and in conjunction with other physical qualities and technical actions. In this case, there is a complex manifestation of speed abilities. These include: the speed of performing integral motor actions, the ability to reach maximum speed as quickly as possible and the ability to maintain it for a long time.

For the practice of physical education, the greatest importance is the speed at which a person performs integral motor actions in running, swimming, skiing, cycling, rowing, etc., and not the elementary forms of its manifestation. However, this speed only indirectly characterizes a person’s speed, since it is determined not only by the level of development of speed, but also by other factors, in particular the technique of mastering an action, coordination abilities, motivation, volitional qualities, etc.

The ability to reach maximum speed as quickly as possible is determined by the starting acceleration phase or starting speed. On average this time is 5-6 s. The ability to maintain the achieved maximum speed for as long as possible is called

They are determined by speed endurance and are determined by distance speed.

In games and martial arts, there is another specific manifestation of speed qualities - the speed of braking, when, due to a change in the situation, it is necessary to instantly stop and start moving in a different direction.

The manifestation of forms of speed and speed of movements depends on a number of factors: I) the state of the central nervous system and the human neuromuscular system; 2) morphological characteristics of muscle tissue, its composition (i.e., the ratio of fast and slow fibers); 3) muscle strength; 4) the ability of muscles to quickly move from a tense state to a relaxed one; 5) energy reserves in the muscle (adenosine triphosphoric acid - ATP and creatine phosphate - CTP); 6) range of movements, i.e. on the degree of mobility in the joints; 7) ability to coordinate movements during high-speed work; 8) biological rhythm of the body’s vital activity; 9) age and gender; 10) high-speed natural abilities of a person.

From a physiological point of view, the speed of the reaction depends on the speed of the following five phases: 1) the occurrence of excitation in the receptor (visual, auditory, tactile, etc.) involved in the perception of the signal; 2) transmission of excitation to the central nervous system; 3) transfer of signal information along nerve pathways, its analysis and formation of an efferent signal; 4) conducting an efferent signal from the central nervous system to the muscle; 5) excitation of the muscle and the appearance of an activity mechanism in it.

The maximum frequency of movements depends on the speed of transition of the motor nerve centers from the state of excitation to the state of inhibition and back, i.e. it depends on the lability of nervous processes.

The speed manifested in integral motor actions is influenced by: the frequency of neuromuscular impulses, the speed of muscle transition from the tension phase to the relaxation phase, the rate of alternation of these phases, the degree of inclusion of fast-twitch muscle fibers in the movement process and their synchronous work.

From a biochemical point of view, the speed of movement depends on the content of adenosine triphosphoric acid in the muscles, the rate of its breakdown and resynthesis. In speed exercises, ATP resynthesis occurs due to phosphocreatine and glycolytic mechanisms (anaerobically - without the participation of oxygen). The share of an aerobic (oxygen) source in the energy supply of various high-speed activities is 0-10%,

Genetic studies (twin method, comparison of speed capabilities of parents and children, long-term observations of changes in speed indicators in the same children) indicate that motor abilities are

significantly depend on genotype factors. According to scientific research, the speed of a simple reaction is approximately 60-88% determined by heredity. The speed of a single movement and the frequency of movements experience a moderately strong genetic influence, and the speed manifested in integral motor acts, running, depends approximately equally on the genotype And environment (40-60%).

The most favorable periods for the development of speed abilities in both boys and girls are considered to be ages from 7 to 2 years. The growth of various indicators of speed continues at a somewhat slower pace from 11 to 14-15 years. By this age, the results actually stabilize in terms of the speed of a simple reaction and the maximum frequency of movements. Targeted influences or participation in various sports have a positive effect on the development of speed abilities: specially trained people have an advantage of 5-20% or more, and the increase in results can continue up to 25 years.

Gender differences in the level of development of speed abilities are small until the age of 12-13 years. Later, boys begin to outperform girls, especially in terms of the speed of integral motor actions (running, swimming, etc.).

Tasks for developing speed abilities. The first task is the need for comprehensive development of speed abilities (reaction speed, frequency of movements, speed of a single movement, speed of integral actions) in combination with the acquisition of motor skills and abilities that children master during their studies in an educational institution. For a teacher of physical education and sports, it is important not to miss the primary and secondary school ages - sensitive (especially favorable) periods for effectively influencing this group of abilities.

The second task is the maximum development of speed abilities when specializing children, adolescents, boys and girls in sports where reaction speed or speed of action plays a significant role (short distance running, sports games, martial arts, luge, etc.).

The third task is to improve speed abilities, on which success in certain types of work depends (for example, in flying, when performing the functions of an operator V industry, energy systems, communication systems, etc.).

Speed ​​abilities are very difficult to develop. The possibility of increasing speed in locomotor cyclic acts is very limited. In the process of sports training, an increase in the speed of movements is achieved not only by influencing the speed abilities themselves, but also by other means.

Thus - through the development of strength and speed-strength abilities, speed endurance, improvement of movement techniques, etc., i.e. by improving those factors on which the manifestation of certain qualities of speed significantly depends.

Numerous studies have shown that all of the above types of speed abilities are specific. The range of mutual transfer of speed abilities is limited (for example, you can have a good reaction to a signal, but have a low frequency of movements; the ability to perform a high-speed starting acceleration in sprinting does not yet guarantee high distance speed and vice versa). Direct positive transfer of speed occurs only in movements that have similar semantic and programming aspects, as well as motor composition. The noted specific features of speed abilities therefore require the use of appropriate training means and methods for each of their varieties.

1.3.1. Means for developing speed abilities

The means of developing speed are exercises performed at maximum or near-limit speed (i.e., speed exercises). They can be divided into three main groups (V. I. Lyakh, 1997).

1. Exercises that specifically target individual components
nents of speed abilities: a) speed of reaction; b) fast
growth in performing individual movements; c) improvement in frequency
movements; d) improvement of starting speed; d) expressway
endurance; e) speed of execution of successive movements
active activities in general (for example, running, swimming, driving
playing the ball).

2. Exercises with a complex (multilateral) impact on everything
main components of speed abilities(for example, sports
active and outdoor games, relay races, martial arts, etc.).

3. Associated impact exercises: a) on expressways and
all other abilities (speed and strength, speed and
coordination, speed and endurance); b) for speed
new abilities and improvement of motor actions
(in running, swimming, sports games, etc.).

In sports practice, to develop the speed of individual movements, the same exercises are used as to develop explosive strength, but without weights or with weights that do not reduce the speed of movement. In addition, ■ exercises are used that are performed with an incomplete swing, at maximum speed and with a sharp stop of movements, as well as starts and spurts.

To develop the frequency of movements, the following are used: cyclic exercises in conditions that promote an increase in the tempo of movements; running downhill, behind a motorcycle, with a traction device; fast movements of the legs and arms, performed at a high tempo by reducing the swing and then gradually increasing it; exercises to increase the rate of relaxation of muscle groups after their contraction.

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

Means of training strength

The means of developing strength are physical exercises with increased weight (resistance), which specifically stimulate an increase in the degree of muscle tension. Such means are called force. They are conventionally divided into basic and additional.

Fixed assets:

1. Exercises with the weight of external objects: dumbbells, medicine balls, weight of a partner, etc.

2. Exercises weighted with your own body weight:

Exercises in which muscle tension is created by using your own body weight

Exercises in which your own weight is aggravated by the weight of external objects (for example, special belts, cuffs);

Exercises in which your own weight is reduced through the use of additional support;

Impact exercises in which one's own weight is increased due to the inertia of a freely falling body (for example, jumping from a height).

Additional tools:

1. Exercises using the external environment (running and jumping uphill, on loose sand, running against the wind, etc.)

2. Exercises using resistance from other objects (rubber bands, elastic balls, etc.)

3. Exercises with partner opposition.

For an approximate set of exercises for developing strength, see Appendix (2, 10, 14, 18,20, 24).

Tests to determine the level of strength development

In the practice of physical education, quantitative and strength capabilities are assessed in two ways:

1) using measuring devices - dynamometers, dynamographs;

2) using special control exercises and strength tests.

Modern measuring devices make it possible to measure the strength of almost all muscle groups in standard tasks (flexion and extension of body segments), as well as in static and dynamic efforts (measuring the force of an athlete in motion).

In mass practice, special control exercises (tests) are most often used to assess the level of development of strength qualities. Their implementation does not require any special expensive inventory and equipment.

To determine the level of development of speed-strength abilities and strength endurance, the following control exercises are used: jumping rope, pull-ups), push-ups from the floor or from a bench, lifting the body from a lying position with bent knees, hanging on bent and half-bent arms, long jump with places with two legs, raising and lowering straight legs to the limiter, jumping up with a swing) and without swinging your arms (the height of the jump is determined).

The criteria for assessing speed-strength abilities and strength endurance are the number of pull-ups, push-ups, time of holding a certain position of the body, range of throwing (throws), jumps, etc.

The main control exercises to determine strength abilities were used to test students in grades 4-5 of secondary school No. 26 in Khartsyzsk (see Appendix B).

Most of these control tests have been studied, standards have been drawn up, and levels (high, medium, low) have been developed to characterize different strength capabilities (13, 24).

Tests to determine the level of strength development in children 6-7 years old

Tests to determine the level of strength development in children 8-9 years old

Tests to determine the level of strength development in children 10 years old

In the practice of physical education, quantitative strength capabilities are assessed in two ways: 1) using measuring devices - dynamometers (Fig. 12, 4), dynamographs, strain gauge force measuring devices; 2) using special control exercises and strength tests.

Modern measuring devices make it possible to measure the strength of almost all muscle groups in standard tasks (flexion and extension of body segments), as well as in static and dynamic efforts (measuring the force of an athlete in motion).

In mass practice, special control exercises (tests) are most often used to assess the level of development of strength qualities. Their implementation does not require any special expensive inventory and equipment. To determine maximum strength, exercises that are simple in technique are used, for example, bench press, squat with a barbell, etc. The result in these exercises depends very little on the level of technical skill. Maximum strength is determined by the greatest weight that the student (subject) can lift.

To determine the level of development of speed-strength abilities and strength endurance, the following control exercises are used: jumping rope (Fig. 12, 3), pull-ups (Fig. 12, 7, 8), push-ups on parallel bars, from the floor or from a bench (Fig. 12, 9, 10), raising the body from a lying position with bent knees (Fig. 12, 6), hanging on bent and half-bent arms (Fig. 12, 14), lifting with a flip on a high crossbar, standing long jump with two legs (Fig. 12, 2), triple jump from foot to foot (option - only on the right and only on the left foot), raising and lowering straight legs to the limiter (Fig. 12, 5), jumping up with a swing (Fig. 12, 1) and without swinging the arms (the height of the jump is determined), throwing a medicine ball (1 - 3 kg) from various starting positions with two and one hand (Fig. 12, 11, 12, 13) etc. The criteria for assessing speed-strength abilities and strength endurance are the number of pull-ups, push-ups, time of holding a certain position of the body, range of throwing (throws), jumps, etc.

For most of these control tests, research has been carried out, standards have been drawn up, and levels (high, medium, low) have been developed that characterize different strength capabilities. You can read more about the criteria for assessing strength abilities and how to measure them in the relevant textbooks and manuals.

7.3. Speed ​​abilities and the basics of methods for their education

Under speed abilities understand the capabilities of a person, ensuring that he performs motor actions in the minimum period of time for given conditions. There are elementary and complex forms of manifestation of speed abilities. Elementary forms include reaction speed, speed of a single movement, frequency (tempo) of movements.

All motor reactions performed by a person are divided into two groups: simple and complex. The response with a predetermined movement to a predetermined signal (visual, auditory, tactile) is called a simple reaction. Examples of this type of reaction are the beginning of a motor action (start) in response to the shot of the starting pistol in athletics or swimming, the cessation of an attacking or defensive action in martial arts or during a sports game when the referee whistles, etc. Speed ​​of a simple reaction is determined by the so-called latent (hidden) period of the reaction - the time period from the moment the signal appears to the moment the movement begins. The latent time of a simple reaction in adults, as a rule, does not exceed 0.3 s.

Complex motor reactions are found in sports characterized by constant and sudden changes in the action situation (sports games, martial arts, alpine skiing, etc.). Most complex motor reactions in physical education and sports are reactions of “choice” (when, from several possible actions, you need to instantly select one that is adequate to a given situation).

In a number of sports, such reactions are simultaneously reactions to a moving object (ball, puck, etc.).

The time interval spent performing a single movement (for example, a punch in boxing) also characterizes speed abilities. The frequency, or tempo, of movements is the number of movements per unit of time (for example, the number of running steps in 10 s).

In various types of motor activity, elementary forms of manifestation of speed abilities appear in various combinations and in conjunction with other physical qualities and technical actions. In this case, there is a complex manifestation of speed abilities. These include: the speed of performing integral motor actions, the ability to reach maximum speed as quickly as possible and the ability to maintain it for a long time.

For the practice of physical education, the greatest importance is the speed at which a person performs integral motor actions in running, swimming, skiing, cycling, rowing, etc., and not the elementary forms of its manifestation. However, this speed only indirectly characterizes a person’s speed, since it is determined not only by the level of development of speed, but also by other factors, in particular the technique of mastering an action, coordination abilities, motivation, volitional qualities, etc.

The ability to reach maximum speed as quickly as possible is determined by the starting acceleration phase or starting speed. On average this time is 5-6 s. The ability to maintain the achieved maximum speed for as long as possible is called

They are determined by speed endurance and are determined by distance speed.

In games and martial arts, there is another specific manifestation of speed qualities - the speed of braking, when, due to a change in the situation, it is necessary to instantly stop and start moving in a different direction.

The manifestation of forms of speed and speed of movements depends on a number of factors: 1) the state of the central nervous system and the human neuromuscular system; 2) morphological characteristics of muscle tissue, its composition (i.e., the ratio of fast and slow fibers); 3) muscle strength; 4) the ability of muscles to quickly move from a tense state to a relaxed one; 5) energy reserves in the muscle (adenosine triphosphoric acid - ATP and creatine phosphate - CTP); 6) range of movements, i.e. on the degree of mobility in the joints; 7) ability to coordinate movements during high-speed work; 8) biological rhythm of the body’s vital activity; 9) age and gender; 10) high-speed natural abilities of a person.

From a physiological point of view, the speed of the reaction depends on the speed of the following five phases: 1) the occurrence of excitation in the receptor (visual, auditory, tactile, etc.) involved in the perception of the signal; 2) transmission of excitation to the central nervous system; 3) transfer of signal information along nerve pathways, its analysis and formation of an efferent signal; 4) conducting an efferent signal from the central nervous system to the muscle; 5) excitation of the muscle and the appearance of an activity mechanism in it.

The maximum frequency of movements depends on the speed of transition of the motor nerve centers from the state of excitation to the state of inhibition and back, i.e. it depends on the lability of nervous processes.

The speed manifested in integral motor actions is influenced by: the frequency of neuromuscular impulses, the speed of muscle transition from the tension phase to the relaxation phase, the rate of alternation of these phases, the degree of inclusion of fast-twitch muscle fibers in the movement process and their synchronous work.

From a biochemical point of view, the speed of movement depends on the content of adenosine triphosphoric acid in the muscles, the rate of its breakdown and resynthesis. In speed exercises, ATP resynthesis occurs due to phosphocreatine and glycolytic mechanisms (anaerobically - without the participation of oxygen). The share of an aerobic (oxygen) source in the energy supply of various high-speed activities is 0-10%.

Genetic studies (twin method, comparison of speed capabilities of parents and children, long-term observations of changes in speed indicators in the same children) indicate that motor abilities are

significantly depend on genotype factors. According to scientific research, the speed of a simple reaction is approximately 60-88% determined by heredity. The speed of a single movement and the frequency of movements have a moderately strong genetic influence, and the speed manifested in integral motor acts, running, depends approximately equally on the genotype and environment (40-60%).

The most favorable periods for the development of speed abilities in both boys and girls are considered to be between 7 and 11 years of age. The growth of various indicators of speed continues at a somewhat slower pace from I to 14-15 years. By this age, the results actually stabilize in terms of the speed of a simple reaction and the maximum frequency of movements. Targeted influences or participation in various sports have a positive effect on the development of speed abilities: specially trained people have an advantage of 5-20% or more, and the increase in results can last up to 25 years.

Gender differences in the level of development of speed abilities are small until the age of 12-13 years. Later, boys begin to outperform girls, especially in terms of the speed of integral motor actions (running, swimming, etc.).

Tasks for developing speed abilities. The first task is the need for comprehensive development of speed abilities (reaction speed, frequency of movements, speed of a single movement, speed of integral actions) in combination with the acquisition of motor skills and abilities that children master during their studies in an educational institution. For a teacher of physical education and sports, it is important not to miss the primary and secondary school ages - sensitive (especially favorable) periods for effectively influencing this group of abilities.

The second task is the maximum development of speed abilities when specializing children, adolescents, boys and girls in sports where reaction speed or speed of action plays a significant role (short distance running, sports games, martial arts, luge, etc.).

The third task is to improve speed abilities, on which success in certain types of work depends (for example, in flying, when performing operator functions in industry, power systems, communication systems, etc.).

Speed ​​abilities are very difficult to develop. The possibility of increasing speed in locomotor cyclic acts is very limited. In the process of sports training, an increase in the speed of movements is achieved not only by influencing the speed abilities themselves, but also by other means.

especially through the development of strength and speed-strength abilities, speed endurance, improvement of movement techniques, etc., i.e. by improving those factors on which the manifestation of certain qualities of speed significantly depends.

Numerous studies have shown that all of the above types of speed abilities are specific. The range of mutual transfer of speed abilities is limited (for example, you can have a good reaction to a signal, but have a low frequency of movements; the ability to perform a high-speed starting acceleration in sprinting does not yet guarantee high distance speed and vice versa). Direct positive transfer of speed occurs only in movements that have similar semantic and programming aspects, as well as motor composition. The noted specific features of speed abilities therefore require the use of appropriate training means and methods for each of their varieties.