The development of the speed of athletes. Education of speed abilities in students of middle school age at the lessons of athletics Methods of development of speed

The development of speed. Working with young men to improve this quality, I always try not to forget that speed is characterized by a person's ability to perform certain actions in the shortest period of time for given conditions.

To increase speed, the expediency and economy of movements are of exceptional importance. Speed exercises should always be carried out under the sign of fast and even sharp, but short effort. They are carried out with great speed and a high pace of movement. This is sprinting from the start and from the start, acceleration, starts in acceleration, etc. I use them in the vast majority of cases in the main part of the lesson. I have already described many of the exercises in the two previous articles, and they can be successfully used in high school (changing and increasing the dosage) exercises. When exercising in the gym, it is advisable to use additional equipment, for example, a torneo t 304 treadmill.

1. Running with high hips. Perform at first on average, then at the fastest possible pace. Follow the full repulsion of the supporting leg from the floor, do not tilt the body back, do not raise the shoulders, 6 series of 18 m.
2. Run in place with high hips against the wall. Pay attention to the full extension of the supporting leg, keep the torso at an angle of 45-50 degrees. 6 episodes of 20 sec. Rest between series from 20 sec to 1 min,
3. Running with shin whipping back with a maximum frequency of movements, 6 series of 16 m each,
4. Jump run. Pushing out strongly and quickly, raising the thigh of the fly leg high, keeping
torso forward tilt, Follow the full pushing of the leg forward, active pulling of the hip, fast pushing off with the foot, 6 series of 16 m,
5. Performing various speed exercises at the signal of the teacher. 3-4 students compete, lying down, sitting, lying down, etc., on a signal, quickly get up and run 9-12 m.
6. Accelerations from a high start (starting acceleration), 9-10 series of 9 m. The trainees are divided into 3-4 teams of 3-5 young men in each. First, the numbers stand at the starting line, A competitive element is introduced: starting at the same time at the signal of the teacher, the young men must cross the middle line of the hall as quickly as possible, After that, continuing to run by inertia, they dampen their speed and stop at the opposite wall of the hall, without touching it with their hands,
7. Speed relay, Two teams participate in the relay (Fig. 1). At the signal of the teacher, the first numbers run forward at the highest possible speed, run around the racks, run back, run around the racks behind the team and pass the baton to the second numbers, and they themselves stand at the end of their columns. The second numbers do the same, etc. The winning team is determined by the last participant at the finish line.
Options; participants run 2 or 3 laps in a row; the first numbers (the strongest boys) run 4 laps in a row, the next (less strong) - 3 laps and, finally, the last (weak) - 2 laps in a row.

Introduction……………………………………………………………3 p.

Chapter 1

Characteristic of speed………………………………………...……. 5 pages

Methodology for determining the level of speed………………………..…... 8 p.

Methodology for the development of speed………………………………………….. .13 p.

Exercises educating speed…………………………..….18 p.

Chapter 2. Development of speed in athletics lessons at school.

Regulations on the education of speed……………………………….. ..19 p.

Age criteria for exercises that develop speed……… 22 p.

Exercises for the development of speed in schoolchildren….…………. 23 p.

Conclusion……………………………………………………………….... 26 p.

Bibliography…………………………………………..……………. 28 pages

Introduction

Relevance. One of the priority issues of the theory and practice of physical culture is the improvement of the methods of physical education of children of primary school age. This is due to the fact that it is at this age that important basic skills and abilities are formed, the foundation of motor activity is created, the elements of which subsequently form the motor activity of an adult. Interest in finding effective means of pedagogical influence on a child's body is mainly due to two groups of factors: on the one hand, the child's body is most susceptible to various external influences, on the other hand, it is at this stage that the foundation is laid for almost all the characteristics of an adult. It is known that in sensitive age periods, specifically targeted effects cause persistent functional changes in the body, which creates favorable conditions for a targeted increase in the level of development of physical qualities. Favorable prerequisites for the purposeful development of the speed of movements are available at primary school age, but the age of 9-10 years is considered the most sensitive.

Object of study- the process of physical education of children of primary school age.

Subject of study- modernization of the content of physical education in sensitive periods of development of speed in children aged 9-10 years.

Purpose of the study. Studying the issue of the development of physical qualities of schoolchildren in a general education school.

To achieve this goal, it is necessary to solve the following tasks:

1. Consider the goals and objectives that are solved in physical education classes during the implementation of the section of the program "Athletics".

2. Show the methods and techniques of teaching track and field exercises that meet the requirements of the program.

Research hypothesis. The hypothesis is based on well-known scientific and theoretical developments, taking into account the peculiarities of the reactions of trainees to teaching and training influences in sensitive periods at different stages of ontogenesis and the possibility of enhancing their effect when using training modes.

It is assumed that the modular training technology with the concentrated use of exercises aimed at developing speed in the main part of the lesson will, to a greater extent than the traditional method of physical education of younger students, comply with the biological laws of adaptation to stressful effects caused by training loads, and will significantly increase the level of speed in younger students during the sensitive period of development of this quality.

Practical significance This work consists in the possibility of using the material of the work in the practical activities of the teacher.

Provisions for defense:

The most expedient form of organizing training influences on students, in order to develop their speed in a favorable period for this, is the implementation of an educational and training program.

Work structure. Coursework consists of an introduction; the main part, consisting of 2 chapters; conclusions; literature list.

Chapter 1

Speed characteristic

The main forms of manifestation of human speed are the time of a motor reaction, the time of the fastest possible 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). In practice, 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 when a person saw an 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 and vice versa.

The ability to quickly perform acyclic and cyclic movements, explosive accelerations in them is one of the most important qualities of an athlete, such as, for example, an athlete.

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 technique, 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 has different manifestations. Speed is distinguished as the ability for quick motor reactions to a visual, sound or tactile stimulus. For example, the speed of the fencer's reaction in response to the opponent's action, the speed of movement from the start of the runner over short distances. Speed is also expressed in the ability to change movements in direction and character, to stop movements. This is the side of the quality of speed, which is most evident in sports games, downhill skiing, slalom.

One of the characteristics of speed is the frequency of movements, which plays a large role in such actions as, for example, sprinting, working on the key of a radio transmitter, playing a trill on a musical instrument, etc. Speed is manifested in the ability to frequency of repeated movements; for example, the movements of a basketball player dribbling the ball, the movements of a sprinter. The smaller the mass of the moving part of the body, the greater the frequency it can develop. The highest frequency of movements - fingers and hands as a whole. The movements of the torso are the slowest compared to the movements in the wrist, elbow and shoulder joints. The speed of the frequency of movements develops very slightly.

To develop the frequency of movements, you can use running in place with a maximum, of course, frequency, but with a minimum lifting of the feet from the floor. This exercise can also be used as a corresponding test, counting the number of steps in 10 seconds. (It is more convenient to count the touches of the floor with one foot). In order to exceed the maximum speed and frequency of movements, you can use a sound rhythm or appropriate music. Under musical accompaniment with a distinct accelerating rhythm, designed for 15-30 seconds. movement, it is much easier to show the utmost speed and try to exceed it. So, in the experiment, running in place to an accelerated dance rhythm allowed athletes to increase the frequency of movements by 5-8%.

Speed is also manifested in the ability to overcome a certain distance in the shortest period of time, as well as in impulsiveness, sharpness of single or repeated movements. There is a connection between the indicated forms of manifestation of speed, but there is no direct relationship.

The level of speed development ultimately determines success in the vast majority of sports. Even a marathon runner should probably run his distance faster while maintaining a high “cruising” speed*. And the success of a weightlifter depends on the speed with which he will be able to perform the necessary movement.

Method for determining the level of speed

Speed can be defined:

a) by measuring the speed of movement in response to a certain signal with reactiometers of various designs;

b) by the number of movements for a set time with an unloaded limb or body within a certain amplitude;

c) according to the time of overcoming the established short distance

DEFINITION OF SPEED

Speed as a motor quality is a person's ability to perform a motor action in a minimum period of time for given conditions with a certain frequency and impulsivity. On the question of the nature of this quality among specialists there is no unity of views. Some people suggest that the physiological basis of speed is the lability of the neuromuscular apparatus. Others believe that the mobility of nervous processes plays an important role in the manifestation of speed. Numerous studies have shown that speed is a complex motor quality of a person.
The main forms of manifestation of human speed are the time of a motor reaction, the time of the fastest possible 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). In practice, 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 when a person saw an 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. And vice versa.
The ability to quickly perform acyclic and cyclic movements, explosive accelerations in them is one of the most important qualities of an athlete, such as, for example, an athlete.
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 technique, 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 has different manifestations. Speed is distinguished as the ability for quick motor reactions to a visual, sound or tactile stimulus. For example, the speed of the fencer's reaction in response to the opponent's action, the speed of movement from the start of the runner over short distances. Speed is also expressed in the ability to change movements in direction and character, to stop movements. This is the side of the quality of speed, which is most evident in sports games, downhill skiing, slalom.
One of the characteristics of speed is the frequency of movements, which plays a large role in such actions as, for example, sprinting, working on the key of a radio transmitter, playing a trill on a musical instrument, etc. Speed is manifested in the ability to frequency of repeated movements; for example, the movements of a basketball player dribbling the ball, the movements of a sprinter. The smaller the mass of the moving part of the body, the greater the frequency it can develop. The highest frequency of movements - fingers and hands as a whole. The movements of the torso are the slowest compared to the movements in the wrist, elbow and shoulder joints. The speed of the frequency of movements develops very slightly.
To develop the frequency of movements, you can use running in place with a maximum, of course, frequency, but with a minimum lifting of the feet from the floor. This exercise can also be used as a corresponding test, counting the number of steps in 10 seconds. (It is more convenient to count the touches of the floor with one foot).
In order to exceed the maximum speed and frequency of movements, you can use a sound rhythm or appropriate music. Under musical accompaniment with a distinct accelerating rhythm, designed for 15-30 seconds. movement, it is much easier to show the utmost speed and try to exceed it. So, in the experiment, running in place to an accelerated dance rhythm allowed athletes to increase the frequency of movements by 5-8%.
Speed is also manifested in the ability to overcome a certain distance in the shortest period of time, as well as in impulsiveness, sharpness of single or repeated movements. There is a connection between the indicated forms of manifestation of speed, but there is no direct relationship.
The level of speed development ultimately determines success in the vast majority of sports. Even a marathon runner should probably run his distance faster while maintaining a high “cruising” speed*. And the success of a weightlifter depends on the speed with which he will be able to perform the necessary movement.
Speed is determined by:
a) by measuring the speed of movement in response to a certain signal with reactiometers of various designs;
b) by the number of movements for a set time with an unloaded limb or body within a certain amplitude;
c) according to the time of overcoming the established short distance
* "Cruising" speed refers to the average speed of the course.
distances (for example, running 20, 30 m);
d) according to the speed of performing a single movement in a complex action, for example, repulsion in jumps, movement of the shoulder girdle and arm in throwing, kick in boxing, initial movement of a sprinter, movements of a gymnast, etc.
All manifestations of speed are effectively developed when playing basketball. You can also recommend a handball, table tennis, outdoor games with a rapidly changing game situation and fast movement.
The development of the speed of movements, the increase in the speed of the implementation of integral motor acts are closely related to the increase in the functional capabilities of the athlete's body, which determine the speed characteristics in various forms of motor activity. There are two directions in the methodology of educating speed: holistic education of speed in a certain movement and analytical improvement of individual factors that determine the maximum speed of movement.
To develop the ability to perform movements more quickly, to increase the achieved level of speed, different ways can be recommended. The first of these is the repeated execution of a movement or action with a conscious and very strong desire to do it with record speed. Such a path requires an extreme concentration of the athlete's mental capabilities and a huge volitional outburst. The use of acceleration helps to effectively perform such exercises. For example, in running with acceleration (usually 60-80 m), the athlete gradually increases the speed and brings it to the maximum. In accelerations, the runner tries to pass the established limit from acceleration and, at least for a short distance, achieve even greater speed. New, faster, movements that he will be able to make will cause the corresponding restructuring in the body. Such accelerations will be effective only if they are repeated many times. However, such classes can be carried out no more than 1-2 times a week due to the danger of overtraining.
The other way is similar to the first, only the desire to perform the action more quickly has a specific, objective goal (for example, a long jump over a rail placed close to the record result mark).
The third way is also effective, when in order to develop the ability to show strong-willed efforts aimed at "instantaneous" movement, speed exercises are used from time to time in difficult conditions and immediately under normal conditions.
The development of such a quality as speed depends on the lability of the neuromuscular apparatus, muscle elasticity, mobility in the joints, the coordination of the activity of antagonist muscles with the most frequent alternation of excitation and inhibition processes, and the degree of mastery of technical techniques.
Speed develops most successfully at the age of 10-12. Since the speed of movements depends on the strength of the muscles, therefore, these qualities are developed in parallel. As you know, the less external resistance to movements, the faster they are. It is impossible to reduce the weight of the projectile, established by the rules of the competition. It is also impossible to reduce body weight without harm to health. But you can increase the strength. Increased strength will allow the athlete to overcome external resistance more easily, and therefore perform movements faster.
It is possible to increase the level of speed of movements due to muscle strength, first of all, by improving the ability to show very large muscle efforts. Only this ability and perfect neuromuscular coordination allow the athlete to perform powerful movements, to show explosive efforts. Without this, achievements are impossible, for example, in athletics (hurdling, jumping, throwing, etc.). To perform movements that increase the strength of the corresponding muscle groups, mainly exercises should be used that are similar in structure to the technique of the chosen sport. For example, for the development of speed in runners - running up an inclined track, lifting a load placed on the thigh, etc. A feature of strength training, which aims to develop speed, is also that dynamic exercises are used, i. exercises with low and medium weight, performed with high speed and amplitude, ballistic exercises (throws, jumping with weights). These exercises should be combined with those that provide the development of overall and maximum strength. When using exercises with weights, which are mainly aimed at developing strength, one should not forget about the speed of their implementation, otherwise the speed of movement may decrease.
Of great importance is also the mobility in the joints and the ability of the antagonist muscles to stretch. If you productively use the elastic properties of muscles, then the speed of movements increases. A pre-optimally stretched muscle contracts faster and with greater force. Therefore, it is necessary to pay special attention to improving muscle elasticity. To do this, you should perform special exercises to stretch relaxed and tense muscles. The frequency of acyclic and cyclic movements is largely determined by technique. This applies not only to the kinematic structure of movements, but also to the dynamic one.
When mastering the technique of fast movements, you need to learn how to relax the antagonist muscles that are not currently involved in active work, learn how to run, jump with the maximum return of all your strength, but at the same time freely, without undue stress. In achieving this, the strengthening of motor skills plays a particularly important role, for which it is necessary to repeat the exercises many times for a long time. Repetitions should be performed at an intensity of 0.8 - 0.9 of the maximum, so as not to cause excessive muscle tension.
The correct determination of the dosage of speed exercises is important for educating speed and increasing the speed of movements. Those that are performed with maximum intensity are a powerful remedy that causes rapid fatigue. The same applies to exercises aimed at increasing the speed of movement. Therefore, exercises performed at maximum speed should be used frequently, but in a relatively small amount. The duration of the rest intervals is determined by the degree of excitability of the central nervous system and the restoration of autonomic functions associated with the elimination of oxygen debt. Training work for the development of speed should be completed as soon as the subjective sensations of the athlete or the indications of the stopwatch indicate a decrease in the set or maximum speed.
Rest between repetitions of training exercises should ensure the readiness to repeat the same work without reducing speed. With long rest intervals, the speed of movement decreases. Apparently, this is due to a change in the state of the central nervous system, a decrease in the excitability of the nerve cells of the cerebral cortex, as well as a decrease in body temperature, which rises during the warm-up and previous work.
The duration of rest depends on the type of exercise, the condition of the athlete, his preparedness, training conditions. Usually, the rest interval is determined subjectively by the moment of readiness for the exercise.
Exercises that require significant speed at an intensity that does not reach the limit should be performed more often. The load in any lesson should be such that the athlete is completely rested by the next lesson.
Thus, to improve this physical quality, it is necessary to select exercises:
- developing the speed of response;
- contributing to the fastest possible execution of movements;
- facilitating mastery of the most rational technique of movement. Perform them at the fastest possible pace. For this, they are used
repeated accelerations with a gradual increase in speed and an increase in the amplitude of movement to the maximum. Exercises in light conditions are very useful, for example, running downhill, running after the leader, etc.
There are five main methods for developing speed:
1. The repeated method, which has already been mentioned above. Its essence boils down to performing exercises with 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).
2. Associated method. For example, performing a shock movement during an attacking blow with weights on the hands, moving with weights, etc.
3. Circuit training method. Select exercises that involve the main muscle groups and joints.
4. Game method. Performing exercises for speed in outdoor games and special relay races.
5. Competitive method. Performing exercises with extreme speed in a competitive environment.
The latter is especially recommended - a competitive method that requires significant volitional efforts. The effectiveness of this method increases with group exercise.
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 a competition or game. 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 quickly performed acrobatic exercises and a variety of special preparatory exercises.
A particularly important role in training aimed at developing the speed of single movements is played by urgent information about the results achieved. Comparison of objective indicators of speed, frequency of movements, execution time allows athletes to improve these parameters and draw the right conclusions about the effectiveness of training.
To train the speed of reaction that we need in a wide variety of life situations, many exercises can be offered. For example, you stretch your hand forward with a palm straightened in a vertical plane, and the other person holds a 30-40 cm ruler by the upper end so that its lower end is flush with the edge of your palm (at a distance of 1-2 cm from it). Then, unexpectedly for you, he releases the ruler, and you must grab it as quickly as possible (the forearm must remain motionless). At the same time, the distance that the ruler managed to fly will characterize your reaction speed.
We have considered an example with the so-called simple reaction. In life, however, we have to show the speed of a complex reaction, when we do not know in advance how we will have to react to this or that unexpected change in the situation. Accordingly, such speed is trained by exercises in which, depending on the signal, a person has to choose a response action from at least two options. The model of such a situation is a well-known game: one person puts his palms open up, and the partner covers them with his own. The task of the first is to quickly hit with any of his hands on the back of any opponent's palm. That one has a more difficult task - to catch which of the four possible options the partner began to fulfill, and depending on this, have time to withdraw one or the other hand. This 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 is 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 practically unpredictable, it is not advisable to train the speed of individual movements with the help of simple exercises - 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 the starter's signal in running for short distances, one should first perform movements only with the arms 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 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.
The speed of reaction to a moving object (in sports such as martial arts, sports games) should first be developed in simplified conditions, and then gradually complicate the situation. One of the means to develop responsiveness in sports games may be to play with small balls instead of regular size balls.
Special exercises for the development of speed consist of various possible fast movements. It is important to know that acquired speed in movements that are dissimilar in motor structure is not transferred to another exercise. 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 way repeatedly, with such a speed or speed of movement that is close to the established limit at a given time, and even faster in light conditions, and also as quickly as possible in difficult conditions.
To develop the speed of movements, physical exercises are also used 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, sharply.
Here are some examples of exercises for developing speed:
> Jerks and accelerations from various starting positions (sitting, lying, kneeling, etc.) according to a visual signal.
> Jumping rope (maximum rotational speed).
> Jerks with a sharp change of direction and instantaneous stops.
Jerks for short stretches with a sharp change in direction of movement and sudden stops contribute to the development of speed of movement.
> Imitation exercises with an accentuated-quick execution of a particular movement.
> Fast movements typical of volleyball, basketball, etc., followed by imitation or execution.
Various combinations of simulation exercises performed in different sequences contribute to the development of such a type of speed as the speed of switching from one action to another.
When performing simulation exercises in combination with exercises aimed at developing the speed of movement, one should take into account the specifics of a particular sport. Simulated techniques should take into account the patterns of movement on the field (platform, ring, etc.). For example, in volleyball, after moving to the net, an attacking blow should follow, etc.
For the development of all forms of speed, it is necessary to be guided by the following provisions:
1. If the main task of the lesson is the development of speed, then it should be solved immediately after the warm-up.
2. Simultaneously with the development of speed, it is necessary to practice in improving the technique of the chosen sport.
3. Develop the ability to voluntary (conscious) muscle relaxation.
4. The development of speed should begin with the performance of exercises in a uniform method, with an average intensity: as soon as the ability to control movements develops, apply the method of variable and repeated-variable exercises; the highest speed (intensity) of movements at this stage is 80-85% of the maximum possibilities.
5. In the process of exercises in cyclic sports, the load on the body should be adjusted according to the indicators of respiratory rate and pulse, as well as being guided by the ability of the student to maintain the speed of the first attempts and maintain the correct coordination of movements; rest breaks between individual repetitions should be of such duration that the respiratory rate approaches the norm and at the same time the excitation from the previous exercise does not pass. The duration of the rest break from one repetition to another during one session should gradually increase.
Over a number of years of training, especially for young athletes, the level of speed of movement should increase. However, there are numerous cases of stabilization of this quality at the achieved level, which, presumably, is due to the non-presentation of new, higher requirements to the athlete's body, to his physical and volitional qualities during the training process. In addition, due to the many repetitions of the same action with maximum speed, automation of movements is created, based on the formation and consolidation of a certain system of nervous processes. This stabilizes the speed of repulsion, jerk, frequency of movements of the athlete, preventing the growth of speed even when the level of development of physical and volitional qualities increases. This creates a "speed barrier" that stops progress in athletic performance. To avoid this, specialization of teenagers and young men in sports in which speed is predominantly manifested (in particular, sprinting) should begin after a sufficiently high level of general physical fitness has been achieved by practicing sports in which movements are performed under varied conditions (for example, basketball, rugby).
To overcome the speed barrier, it is necessary to apply such means, methods and conditions that would help the athlete not only increase the maximum speed, but also fix it at a new level in multiple repetitions. In principle, all exercises and methods used to develop the speed and frequency of movements with the manifestation of maximum effort can be applied to overcome the speed barrier. However, this should be preceded by special physical training aimed at strengthening the muscles, joint mobility, and increasing endurance.
It is known that the potential capabilities of the neuromuscular system in the speed of movements are much higher than is commonly believed. Evidence of this is the performance in light conditions of movements with great speed in conditions conducive to an increase in pace and impulsivity (for example, running along an inclined track, swimming after the leader, throwing lightweight projectiles, reducing the size of the playground in sports games, etc.). But when it comes to maximum speed of movements under normal conditions, it is extremely difficult for an athlete to move to a new, higher level. For this, new, stronger stimuli are needed, which would also cause a more energetic manifestation of the corresponding physical and mental capabilities. In order to “develop” the speed barrier, it is also helpful to take a long break from training in your chosen sport, using this time for other physical exercises.
Naturally, coaches and athletes are interested in the problem of achieving a stable level of overspeed. If after several successful attempts to overcome the speed barrier in light conditions, the athlete can do the same under normal conditions, then the achievement of stability depends only on the number of repetitions of ultra-fast movements. Repeated repetition will eventually lead to the formation of the desired motor skill, which is stable even under normal conditions.

DEVELOPMENT OF SPEED QUALITIES OF SCHOOLCHILDREN

SPEED DEVELOPMENT
AT THE LESSONS OF SPORTS GAMES

For the development of speed in sports games, high jumps, long jumps, through a gymnastic bench, other obstacles, weight jumps are used.
In gaming activity, speed is manifested in the reaction to a moving object, to a change in the position of a partner, in movements and performances of a game technique.
The main means of developing speed is speed exercises. They are carried out quickly, on an unexpected signal. Exercises should be varied, should cover different muscle groups.
The quality of speed can be lost over time if you do not work on its development.
The best results in the development of speed of movement in children are achieved at the age of 7 to 15 years. Exercises for the development of speed should not be given against the background of fatigue.
Exercises for the development of speed are given systematically at the beginning of each training session.

SPEED DEVELOPMENT
AT THE LESSONS OF GYMNASTICS

The age development of speed qualities basically ends by the age of 14. In subsequent years, the indicators of speed change little. For the development of speed, various exercises are used with maximum speed. The duration of execution is determined by the time during which a high pace of movements can be maintained. Decreasing the pace serves as a signal to stop exercising. Rest intervals should be such that the next lesson begins in the phase of increased working capacity. To develop the speed of a motor reaction, surprise exercises are used, in which students must quickly perform motor actions in response to a signal. To develop jumping ability, various jumping exercises and exercises aimed at strengthening the muscles of the legs and torso are used.
Approximate exercises for the development of speed qualities: jumping over a short and long rope, from different sp. movements with bent and straight arms at the fastest pace for 5 seconds, jumps with various movements of the arms and legs in the flight phase.
From various i.p. on a predetermined signal, the quick execution of simple movements and actions

Tempo jumps on one and two legs over an obstacle
Jumping on a hill from a place and from a run.
Repeated repetition at a pace of jumping on a hill and dismounts.
SPEED DEVELOPMENT
AT THE LESSONS OF LIGHT AND ATHLETICS.

Taking into account the age characteristics of students in athletics should underlie the formation of their physical qualities. Leading for running short distances physical. quality - speed - best of all lends itself to improvement at primary school age. It has been established, for example, that in 10-year-old schoolchildren the frequency of running steps is the same as in adults. At primary school age, outdoor games, jumping, throwing, and acrobatic exercises can serve as a means of educating speed.
At the age of 12 - 13, sports develop speed, games with simplified rules. It is important to include in the training program the repeated performance of various jumps and jumping exercises.
At the age of 14-15 years, it is necessary to improve the speed of movements with the development of mobility in the joints, dexterity, general endurance, develop muscle strength and speed for strength qualities. At this stage, you can include exercises with a barbell weighing no more than 40 kg.
At 16-17 years old, runners should continue to improve their general and special physical. preparedness, paying special attention to the development of speed and speed-strength qualities.
Speed is essential in all athletics. This quality is closely related to the technique of performing exercises, muscle strength, flexibility, and good coordination of movements. It is through the improvement of these qualities that speed develops.
To develop speed, exercises with a high frequency of movements are used: running for short stretches, running downhill, sports, games, throwing projectiles in light conditions.
Exercises of a speed-strength nature are performed in larger quantities and with greater intensity.

CONCLUSION

After analyzing all of the above, we can draw several very important conclusions.

1. The development of speed in the lessons of physical culture should be one of the main tasks of the teacher in the process of the entire period of the student's education.

2. Speed, as a physical quality, is vital and must be developed, maintained and preserved throughout a person's life.

3. To develop speed, use the whole variety of forms, methods and means of physical culture.

4. Pay attention to the development of speed qualities during the passage of all sections of the physical culture program, as well as during other events (competitions of various levels, sports sections, health days).

5. A quick student who constantly works on the development of this quality, applying it in a variety of life situations, is the result of a successful and fruitful work of a teacher and a student!

Sections: Sports at school and children's health

It is difficult to teach schoolchildren to run correctly, rationally using their strengths and capabilities. But learning to run fast is twice the task. To teach how to run fast, it is important first of all to instill in children a love for running, so that the child feels the need for it. It is necessary to start from elementary school, because children of 7-10 years old, due to their special cheerfulness, are most responsive to the formation of a personality in love with physical culture. This age can be considered the peak of health and the rapid development of movements in running. It is in this age period that it is necessary to form in schoolchildren a sense of joy and satisfaction from running, as the basis of athletics.

Running training, development of speed qualities should take place in stages.

The first stage - I - IV classes - the time of the formation of passion for running, learning beautiful, and therefore correct running.

The second stage - V - VII classes - the result of the previous work is consolidated and the training process begins with an assessment of the progressing result.

The third stage - VIII - IX classes - improvement and further development of speed qualities.

In my many years of practice in the development of speed qualities, I use a system of leading and special exercises, which is based on the didactic principle “from simple to complex”. Some exercises are aimed at developing the muscles of the legs, stretching and relaxing them. Others are of a speed-strength nature, for the development of speed of reaction and speed of movement. In this case, I often use the game method.

In the first quarter, at the lessons of athletics, I purposefully work on the development of speed-strength qualities and speed. I give special exercises at the beginning of the main part of the lesson. I am working on the development of these qualities in the II and III quarters, when the educational topics of the sections “Sport Games” and “Gymnastics” are studied. At the lessons of track and field athletics of the fourth quarter, preparations are underway for passing the standards in running. The main task at the same time: the development of speed-strength qualities and speed. Load dosing, the number of repetitions of each exercise used is determined taking into account the level of physical fitness of students. Outdoor games and game exercises are used, including fast running. The basis for the development of speed qualities is the developed sets of exercises for a certain age.

V – VII classes

I quarter

Running with the lower leg overwhelmed back, with the maximum frequency of movements. 2-3 series of 12 meters.
Running with a high hip lift, with the maximum frequency of movements. 2-3 series of 12 meters.
Jumping in a wide step.
Jumps with moving forward from foot to foot, starting with a push with two. 2-3 series of 12 m
Multiple jumping up from a deep squat, crouching.
Jumps on one, alternately on the right and left legs, the other on the support (gymnastic bench) 4 series of 15 times.
Accelerations from a high start (starting acceleration) 3-4 series of 9 m.
Accelerations from a high start (starting acceleration) up to 30 m. 2-3 series.
Minced running in place with hands on the wall and without support.
Shuttle run.
Uniform running for 1000 m.
Uniform running with a change in direction of movement.
Mobile games and relay races.

II quarter

Throwing the ball up, then turning 360 degrees and catching the ball.
Throwing the ball up. After the throw, sit down, straighten up and catch the ball.
In pairs, standing facing each other at a distance of 3 m. Throwing the ball forward-up. After the throw, switch places and catch the ball.
Standing legs apart. At the expense of 1-7, sit down slowly; 8- stand up sharply.
Dribbling the basketball quickly all over the court.
Jumping rope at maximum pace for 1 minute. Boys 80-100 times, girls 100-120 times.

3rd quarter

Imitation of fast running in hanging on a high bar.
Imitation of a fast run in an emphasis on the uneven bars.
Quick vertical jumps with a change of legs, facing the gymnastic wall and holding the rail at shoulder level with both hands, the supporting leg is located on the second rail.
Jumping through elastic bands stretched across the hall (height 30 cm): standing on the side of the elastic band from two legs to two moving forward - elastic band between the legs; above the elastic - connecting the knees and feet, landing legs apart.
High jumps through an elastic band stretched at a height of 40 - 60 cm, using the “stepping over” method from the right and left sides of it, moving forward, alternately pushing off, then with the left, then with the right foot.

IV quarter

Standing still, movements with arms bent at the elbows - as when running (slowly at the beginning, then quickly).
Running in place combined with hand work.
Variable run in a column one at a time. At the signal of the teacher, students change direction, make turns, make accelerations.
Shuttle run 4 x 100 m.
Accelerations from a low start up to 30 m (starting acceleration).

In each class, game exercises and outdoor games with running are used. Outdoor games are held at the beginning and in the middle of the main part of the lesson. The games and exercises listed below are arranged in order of difficulty.

“Salki in pairs”

The whole class plays. On a signal, the driver tries to overpower the fleeing. Having knocked down the first player, he forms a catching pair with him, and the game continues. During the game, the players who have been tagged form new pairs. The game ends when all players have been tagged and a new leader is chosen.

"Falling stick"

The class is divided into 4 groups, each is calculated in order and becomes in its own circle (diameter 8 m) facing the center

where the drivers are located with gymnastic sticks in their hands. Holding the stick vertically to the ground, the driver loudly calls the number and releases the stick. The called players must have time to run up and grab the stick before it falls. The player who catches the stick becomes the leader. As you master the game, the diameter of the circle increases. Option: Students move in a circle.

"Third wheel"

The class is divided into 2 teams, each becomes in a circle in pairs in the back of the head to each other. One student does not have a partner. The driver tries to catch up and overpower him when he runs away from him in a circle. If the driver succeeds, the players switch roles. The evader can join in front of any pair, then the third player standing behind becomes the evader.

“Relay with hoops”

Four teams line up in columns one at a time at the start line. Ahead, 10 m from each team, 4 gymnastic hoops. On a signal, the first players run to their hoops, crawl into them one by one and, returning back, with a touch of an outstretched hand, pass the baton to the second players, and they themselves stand at the end of their teams. The team that finishes the relay first wins.

“Calling numbers”

Two teams are playing. Each, having calculated in order, becomes in a circle. The teacher calls one of the numbers. Students under these numbers start and, having run around the circle once, take their places. The player who finishes first earns the team one point. The team with the most points wins.

“Counter relay”

Two teams are playing. Each group is divided into two groups, which in columns one by one are located in front of each other at a distance of 20 m. The start line is in front of the columns. The first numbers of one of the groups have a flag. On a signal, the players with a flag in their hand run to the opposite first numbers, pass the flags to them, and themselves stand behind the column. Those who receive flags do the same. The first team to finish the relay wins.

VIII – IX grades

I quarter

Running exercises with subsequent accelerations.
Quick change of legs in a wide lunge position, arms bent.
Right side run. 1 - step right to the side, 2 - step left behind the right, 3 - step right, 4 - step left in front of the right, etc. The same to the left.
Running with a high hip lift, with the maximum frequency of movements. 2-3 series of 15 m.
Running with the lower leg overwhelmed back, with the maximum frequency of movements. 2-3 series of 15 m.
Running in place with hands on the wall with the maximum frequency of movements. 4 series of 20 sec.
Alternate jumps on one leg up to 20 m.
Standing long jump.
Start, with the pursuit of a friend who starts 3 m ahead.
Accelerations from high and low start 3-4 series.
Outdoor games and game exercises with fast running.

II quarter

Throws the ball up, followed by a lying emphasis and a crouching emphasis. Rising, catch the ball.
Throwing the ball up followed by two squats. Get up and catch the ball.
Running from various starting positions: sitting, sitting cross-legged, sitting with your back to the direction of running, from an emphasis lying, kneeling.
Running backwards from the starting position.
While running, throwing the ball forward at a distance of 3-4 m, followed by acceleration, allowing you to catch the ball before the second bounce off the floor.
Jumping rope at maximum pace for 1 minute.
Jumping forward from foot to foot, starting with a push of both.

3rd quarter

Jumping out of a squat with moving forward.
Quick jumps out of a semi-squat on one, then on the other leg, holding hands on the support.
In the position of the rack on the shoulder blades (hands serve as a support for stability), quick movements of the legs up and down.
Imitation of fast running in the supine position, arms along the body, head touches the mat, heels slide on the gymnastic mat.
Running relay.
Multiple jumps on two legs. 3-4 series of 9 meters.
Multiple jumps up from the squat, then from the stop crouching. 4 series of 15-20 times.
Jumping in place with weights. 4 series of 20-30 jumps.

IV quarter

Jumping forward on the right (left) leg, pulling the knee of the jog to the chest.
Running forward, overcoming the resistance of a partner. As resistance, you can use a rubber bandage thrown over your shoulder.
Running on heels.
Jumping over barriers with acceleration up to 30 m.
Acceleration from a low start.
Outdoor games and game exercises with fast running.
Relay run.

"Jump Relay"

3-4 teams play, located in columns one at a time on the start line. On a signal, the first numbers of each team rush forward with jumps on their left foot to the turn line, which is 10 m from the start line. Having completed the turn, they return back by jumping on their right foot, touch the outstretched hand of the second numbers and stand behind their columns. The second ones, etc., perform the same actions. The first team to finish the relay wins.

“Quick place change”

The class is divided into 2 teams, located in pairs at a distance of 3-4 m from each other on parallel lines. In the hands of the players there is a gymnastic stick, which they place vertically on the ground and hold it with their hands. On a signal, each pair of players changes places, while trying to keep the partner's stick from falling. The pair that dropped the stick is eliminated from the game. After that, for the rest of the players, the distance is increased, at the signal they change places again. The pair that completes the exercise at the greatest distance of the players from each other wins.

“Shuttle run”

2 teams play, each in two groups (paired and unpaired numbers). Both groups of one team stand in columns one at a time on the starting lines, located at a distance of 20 m from one another. At the signal, the first numbers run. Running up to the players of their team, standing on the opposite starting line, they touch the shoulder of this player and stand behind the column. The touch of the shoulder is the signal for the second players to run. They, having finished running, pass the baton to the third players. Etc. The team whose last runner crosses the line first is the winner.

"Counter Run"

4 teams play, standing in columns one at a time on the starting lines facing each other: two on one side of the site, two on the other. On a signal, the first numbers of each team run 20 meters to the finish line, which is located in the middle of the site. The participant who came running first gets 4 points, the second - 3, the third - 2, the fourth - 1. Then the second players start, etc. The leader stands at the finish line, fixing the finish of all participants. At the end of the game, the points are summed up and the place occupied by each team is determined.

“Relay race “train””

2-3 teams of 3-4 people each participate. At the signal, the first numbers start running. Having run around the racks in front and behind their teams, they again cross the starting line, and the second team numbers start running behind them. Etc. When all the players run around the racks, the first numbers stop running and remain on the starting line. After the next lap, the second numbers remain at the start, then the third. The team whose last member crosses the starting line at the finish line wins.

Option: the composition of the teams is increased to 6 people; girls act as the first numbers; physically weak students can be used to replace a tired player.

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Introduction

Relevance: in the school curriculum there are such standards as running for 100, 60, 30 meters, the implementation of which depends on the speed and speed-strength training of the student. To achieve the best results, it is necessary to purposefully develop the speed abilities of students.

The need for a versatile development of speed abilities (speed of reaction, frequency of movements, speed of a single movement, speed of integral movements) in combination with the acquisition of motor skills that students master during their schooling is one of the main tasks. Purposeful influences or practicing various sports leave a positive imprint on speed abilities. During schooling, indicators characterizing the speed manifestations of students improve by 20–60% or more.

The high price of every fraction of a second spent on overcoming the sprint distance obliges us to take any seemingly insignificant aspects of the runner's training very seriously. Running makes extremely high demands on the physical and mental qualities of a person. A sprinter must have excellent response, show a high level of power, possess the most advanced running technique and starting acceleration. Running performance is determined by several components, of which the most important is running speed.

Taking into account the above, it is necessary to develop speed abilities on the basis of all the main types of physical exercises included in the content of the program material for school students.

The purpose of the work is to determine the optimal methodology for the development of speed abilities in students of middle school age.

The object of the research is the educational process in physical culture of pupils of middle school age.

The subject of the research is the means and methods of development of speed at the lessons of physical culture among pupils of middle school age.

Research objectives:

a) Define the concept, types of speed abilities and factors that determine them.

b) Develop a methodology for the development of various types of speed abilities in students of secondary school age.

c) To experimentally prove the effectiveness of the methodology for developing speed abilities in middle school students in athletics lessons.

Research methods - literature analysis, pedagogical observations, conversations with teachers and students, pedagogical testing method, pedagogical experiment, methods of mathematical statistics.

1. Theoretical and methodological foundations for the development of speed abilities

1.1 Characteristics of speed abilities

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

Speed is the ability of a person to perform a movement in the shortest possible time without fatigue.

The forms of manifestation of speed are relatively independent of each other. This is especially true for reaction time indicators, which in most cases do not correspond to movement speed indicators. There is reason to believe that these indicators express different, speed abilities.

All motor reactions performed by a person are divided into two groups: simple and complex. The response to 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 a shot of a starting pistol in athletics or swimming, the termination of an attacking or defensive action in martial arts or during a sports game. The speed of a simple reaction is determined by the so-called latent (hidden) reaction period - the time interval 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 0.08 - 0.10 s.

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

In various types of motor activity, elementary forms of manifestation of speed abilities appear in various combinations and in combination 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 gain maximum speed as quickly as possible and the ability to maintain the achieved maximum speed for as long as possible.

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

In many movements performed at maximum speed, two phases are distinguished: 1) the phase of increasing speed (acceleration phase); 2) phase of relative speed stabilization. The characteristic of the first phase is the starting acceleration, the second - the distance speed. The ability to pick up speed quickly and the ability to move at high speed are relatively independent of each other. It is possible to have good starting acceleration and low distance speed, and vice versa.

The ability to reach maximum speed as quickly as possible is determined by the phase of the starting acceleration or starting speed. On average, this time is 2-3s. The ability to maintain the achieved maximum speed for as long as possible is called speed endurance and is 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 neuromuscular apparatus of a person;

2. Morphological features 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 - CRF);

6. Amplitudes of movements, i.e. on the degree of mobility in the joints;

7. Ability to coordinate movements during high-speed work;

8. The biological rhythm of the life of the organism;

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 5 phases:

The occurrence of excitation in the receptor (visual, auditory, tactile, etc.) involved in the perception of the signal;

Transfer of excitation to the central nervous system;

The transition of signal information along the nerve pathways, its analysis and the formation of an efferent signal;

Conducting an efferent signal from the central nervous system to the muscle;

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 vice versa, i.e. it depends on the lability of the nervous processes.

The speed manifested in holistic 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 in the process of movement of fast-twitch muscle fibers and their synchronous work.

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

Genetic studies (twin method, comparison of the speed capabilities of parents and children, long-term monitoring of changes in speed indicators in the same children) indicate that motor abilities significantly depend on genotype factors. According to scientific research, the speed of a simple reaction is approximately 60 - 88% determined by heredity. The average degree of genetic influence is experienced by the speed of a single movement and frequency, 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, both in boys and girls, are considered to be the age of 7-11 years. At a slightly slower pace, the growth of various indicators of speed continues at the age of 14-15. By this age, the results actually stabilize in terms of the speed of a simple reaction and the maximum frequency of movements. Purposeful influences or practicing 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 growth of results can last up to 25 years.

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

The combination of indicators of speed abilities allows you to evaluate all cases of manifestation of speed. So, in sprinting, the result depends on the reaction time at the start, the speed of individual movements (repulsion, hip extension, etc.) and the pace of steps.

In practice, of course, the speed of integral motor acts (running, swimming, etc.) is of the greatest importance, and not elementary manifestations of speed. However, the speed in an integral complex coordinated movement depends not only on the level of speed, but also on other factors. For example, in running, the speed of movement depends on the length of the step, and that, in turn, depends on the length of the legs and the repulsion force. Therefore, the speed of an integral movement only indirectly characterizes the speed of a person, and in a detailed analysis, it is the elementary forms of speed abilities that are most indicative.

The speed abilities of a person are generally quite specific. Direct, direct transfer of speed occurs only in coordinating similar movements. Thus, a significant improvement in jumping results will usually have a positive effect on performance in sprinting, shot put and other exercises in which leg extension speed is of great importance; at the same time, this, most likely, will not affect the speed of swimming, hitting in boxing. A significant transfer of speed is observed mainly in physically poorly trained people.

1.2 Tasks, means and methods of developing speed abilities

The first task is the need for a versatile development of speed abilities (speed of reaction, frequency of movements, speed of a single movement, speed of integral actions) in combination with the acquisition of motor skills that children master during their education in an educational institution. It is important for a physical culture and sports teacher not to miss the junior and middle school age - sensitive (especially favorable) periods for effective impact on this group of abilities.

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

The third task is the improvement of speed abilities, on which success in certain types of labor activity depends (for example, in flying, when performing the function of an operator in industry, power systems, communication systems, etc.).

Speed abilities are very difficult to develop. The possibility of increasing the 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 speed abilities, but also in a different way - through the development of strength and speed-strength abilities, speed endurance, improvement of movement technique, etc., i.e. through the improvement of those factors on which the manifestation of certain qualities of speed essentially depends.

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

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

1. Exercises that have a direct effect on individual components of speed abilities: a) speed of reaction; b) the speed of performing individual movements; c) improvement in the frequency of movements; d) improving the starting speed; e) the speed of performing successive motor actions in general (for example, running, swimming, dribbling).

2. Exercises of a complex (versatile) impact on all the main components of speed abilities (for example, sports and outdoor games, relay races, martial arts, etc.).

3. Exercises of conjugate influence: a) on 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, 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, 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 in conditions conducive to an increase in the rate of movements, running downhill, behind a motorcycle, with a traction device; quick movements of the legs and arms, performed at a high pace by reducing the scope, 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 speed of reaction; exercises that are used to develop the speed of individual movements, including movement in various, short segments (from 10 to 100 m); explosive exercises.

The main methods of educating speed abilities are:

Methods of strictly regulated exercise;

Competitive method;

game method.

Highly regulated exercise methods include:

a) methods of re-execution of actions with the installation at the maximum speed of movement; b) methods of variable (variable) exercises with varying speed and acceleration according to a given program in specially created conditions.

When using the method of variable exercise, movements with high intensity (for 4-5 seconds) and movements with less intensity are alternated - at the beginning they increase the speed, then maintain it and slow down the speed. This is repeated several times in a row.

The competitive method is used in the form of various training competitions (estimates, relay races, handicaps - leveling competitions) and running competitions. The effectiveness of this method is very high, since athletes of various fitness levels are given the opportunity to fight each other on equal terms, with emotions, showing maximum volitional efforts.

The game method involves performing a variety of exercises with the possible speed in the conditions of outdoor and sports games. At the same time, the exercises are performed very emotionally, without undue stress. In addition, this method provides a wide variability of actions that prevents the formation of a "speed barrier".

The specific laws governing the development of speed abilities make it necessary to carefully combine the above methods in appropriate proportions. The fact is that a relatively standard repetition of movements at maximum speed contributes to the stabilization of speed at the achieved level of speed occurrence. The central place is occupied by the problem of the optimal combination of methods, including relatively standard and variable forms of exercises.

Methods of education of speed abilities.

Raising the speed of a simple motor reaction.

At present, there are enough situations in physical education and sports where a high speed of reaction is required, and its improvement by one tenth or even hundredths of a second (and we are often talking about these moments) is of great importance. The main method in the development of reaction speed is the method of repeated exercise. It consists in a repeated response to a sudden (predetermined) stimulus with a setting to reduce the response time.

Exercises for speed of reaction are first performed under light conditions (considering that the reaction time depends on the complexity of the subsequent action, it is worked out separately, introducing lightweight starting positions, etc.). For example, in track and field athletics (in sprint), they separately exercise in the speed of reaction to the start signal with the support of hands on any objects in the high start position and separately without the start signal in the speed of the first running steps.

As a rule, the reaction is carried out not in isolation, but as part of a specifically directed motor action or its element (start, attacking or defensive action, elements of game actions, etc.). Therefore, to improve the speed of a simple motor reaction, exercises for the speed of response are used under conditions as close as possible to competitive ones, they change the time between preliminary and executive commands (variable situations).

To achieve a significant reduction in the time of a simple reaction is a difficult task. The range of possible reduction of its latent time over the period of many years of training is approximately 0.10 - 0.15 s.

Simple responses have the properties of transference: if a person reacts quickly to signals in one situation, then he will quickly respond to them in other situations.

Raising the speed of motor reactions.

The upbringing of the speed of motor reactions is associated with the modeling of integral motor actions in classes and trainings and systematic participation in competitions. However, due to this, it is impossible to ensure a fully selective directed effect on improving a complex reaction. To do this, it is necessary to use specially preparatory exercises, in which separate forms and conditions for the manifestation of the speed of complex reactions in a particular motor activity are modeled.

At the same time, special conditions are created to reduce the reaction time.

When educating the speed of reaction to a moving object (RDO), special attention is paid to reducing the time of the initial component of the reaction - finding and fixing an object (for example, a ball) in the field of view. This component, when the object appears suddenly and moves at high speed, and makes up a significant part of the total motor reaction time - usually more than half. In an effort to reduce it, they go in two main ways:

1) educate the ability to turn on and "keep" the object in the field of view in advance (for example, when the student does not let the ball out of sight for a moment, the RDO time for him is reduced by itself for the entire initial phase), as well as the ability to foresee the possible movements of the object;

2) purposefully increase the requirements for the speed of signal perception and other components of the reaction based on the variation of external factors that stimulate its speed.

The choice reaction time largely depends on the possible reaction options, of which only one must be chosen. With this in mind when nurturing quickness, choice reactions are sought. First of all, to teach students to skillfully use the "hidden intuition" about the probable actions of the enemy. Such information can be extracted from observations of the opponent's posture, facial expressions, preparatory actions, and general demeanor.

Applying specially preparatory exercises to improve the reaction of choice, they consistently complicate the situation of choice (the number of alternatives), for which they gradually increase in a certain order both the number of options for actions allowed to the partner and the number of response actions.

The reaction time is influenced by factors such as age, qualifications, the condition of the student, the type of signal, the complexity and mastery of the response movement.

The development of speed of movement.

The external manifestation of the speed of movements is expressed by the speed of motor acts and is always supported not only by speed, but also by other abilities (strength, coordination, endurance, etc.).

The main means of educating the speed of movements are exercises performed at or near the maximum speed:

1) actual speed exercises;

2) general preparatory exercises;

3) specially preparatory exercises.

Actually speed exercises are characterized by short duration (up to 15-20 s) and anaerobic elactate energy supply. They are performed with a small amount of external weights or in the absence of them (since the external manifestations of strength and speed maxima are inversely related).

As general preparatory exercises, the most widely used in physical education and sports are sprint exercises, games with pronounced acceleration moments (for example, basketball according to the usual and simplified rules, mini football, etc.).

When choosing specially preparatory exercises, the rules of structural similarity should be observed with special care. In most cases, they are "parts" or whole forms of competitive exercises, modified in such a way that it is possible to exceed the speed in relation to the achieved competitive speed.

When using specially preparatory exercises with weights for the purpose of educating the speed of movements, the weight of the weight should be in the range of up to 15-20% of the maximum.

Holistic forms of competitive exercises are used as a means of developing speed mainly in sports with pronounced speed characteristics (sprint sports).

After achieving certain success in the development of speed abilities, further improvement in the results may not appear, despite the systematic training. Such a delay in the growth of results is referred to as a "speed barrier". The reason for this phenomenon lies in the formation of fairly stable conditioned reflex connections between the exercise technique and the efforts manifested in this. To prevent this from happening, it is necessary to include exercises in which speed is manifested in variable conditions, and use the following methodological techniques:

1. Facilitation of external conditions and the use of additional forces that accelerate movement.

The most common way to alleviate the conditions for the manifestation of speed in exercises weighed down by the weight of a sports equipment or equipment is to reduce the amount of weighting, which allows you to perform the movement at an increased speed and under normal conditions.

It is more difficult to implement a similar approach in exercises that are weighed down only by the student's own weight. In an effort to facilitate the achievement of increased speed in such exercises, the following techniques are used, performed under conditions that facilitate an increase in the pace and frequency of movements:

a) "reduce" the body weight of the student due to the application of external forces (for example, the direct assistance of a teacher (coach) or a partner with the use of hanging lounges and without them (in gymnastic and other exercises);

b) limit the resistance of the natural environment (for example, running with the wind, swimming with the flow, etc.);

c) use external conditions that help the trainee to accelerate due to the inertia of the movement of his body (running downhill, running along an inclined path, etc.);

d) apply, dosed, external forces acting in the direction of movement (mechanical traction in running).

2. Using the effect of "accelerating aftereffect" and varying weights.

The speed of movements may temporarily increase under the influence of the previous movement with weights. The mechanism of this effect lies in the residual excitation of the nerve centers, the preservation of the motor system and other trace processes that intensify subsequent motor actions. At the same time, the time of movements can be significantly reduced, the degree of acceleration and the power of the work performed can increase.

However, such an effect is not always observed. It largely depends on the weight of the burden and its subsequent lightening, the number of repetitions and the order of alternations of the usual, heavier and lighter versions of the exercise.

3. Leading and sensory activation of speed manifestations.

The concept of "leading" covers well-known techniques: running after a leader - a partner, etc.

The volume of speed exercises within a single lesson is, as a rule, relatively small, even for those who specialize in high-speed activities. This is due, firstly, to the extreme intensity and mental intensity of the exercises; secondly, by the fact that it is not advisable to perform them in a state of fatigue associated with a decrease in the speed of movements. Rest intervals in a series of speed exercises should be such that it is possible to perform the next exercise at a speed no less than the previous one.

1.3 Control exercises to determine the level of development of speed abilities

Control exercises (tests) for assessing speed abilities are divided into four groups:

1) to assess the speed of a simple and complex reaction;

to estimate the speed of a single movement;

to assess the maximum frequency of movements in various joints;

4) to assess the speed, manifested in integral motor actions, most often in sprinting.

Control exercises for assessing the speed of a simple and complex reaction. The simple reaction time is measured under conditions where both the type of signal and the method of response are known in advance (for example, when the light comes on, release the button, start running when the starter fires, etc.).

In laboratory conditions, the reaction time to light, sound is determined using chrono-reflexometers, which determine the 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 response time is determined.

In competitive conditions, the simple reaction time is measured using contact sensors placed in the starting blocks (athletics), the starting block in the pool (swimming), etc.

A complex reaction is characterized by the fact that the type of signal and, as a result, the method of response are unknown (such reactions are characteristic mainly of games and martial arts). It is very difficult to register the time of such a reaction in competitive conditions.

In laboratory conditions, the choice reaction time is measured as follows: the subject is offered slides with game or combat situations. Having assessed the situation, the subject reacts either by pressing a button, or by a verbal response, or by a special action.

Control exercises for assessing the speed of single movements.

The time of impact, ball transfer, throw, one step, etc. is determined using biomechanical equipment.

Control exercises to assess the maximum frequency of movements in different joints. The frequency of movements of the arms and legs is assessed using tapping tests. The number of movements of the arms (alternately or one) or legs (alternately or one) is recorded for 5-20 s.

Control exercises for assessing the speed shown in integral motor actions. Running at 30, 50, 60, 100 meters for the speed of overcoming the distance (from a low and high start). Time measurement is carried out in two ways: manually (with a stopwatch) and automatically using photoelectronic and laser devices, which allow recording the most important indicators: speed dynamics, length and frequency of steps, time of individual phases of movement.

2. Education of speed abilities in students of middle school age

2.1 Age characteristics of students of secondary school age

The morphofunctional maturation of various organs and systems continues in secondary school students. The muscular apparatus undergoes a significant transformation: muscle fibers are differentiated, which ensure the improvement of energy processes and motor function; individual links of the cardiovascular, respiratory systems, endocrine organs mature. The physical development of children during adolescence is significantly different from the previous period. There is an intensive growth and increase in body size. During puberty, the muscular system also develops rapidly. In adolescence, there is a significant increase in the adaptive capacity of the cardiovascular system to physical activity. The completion of the development of the central and peripheral elements of the motor system occurs only in adolescence and youth. Especially intensively from the age of 10-11, the strength of the extensors of the trunk develops, then the extensors of the hip and foot, then the flexors of the shoulder, trunk and forearm, flexors and extensors of the forearm and lower leg. Age-related features of the speed of movements characterize different indicators: the speed of movements, their maximum frequency, pace, latent period of motor reactions. The latter reflects many processes: the time of awakening of the nerve receptors that perceive the signal, the conduction of excitation to the central nervous system, the processing of information and the preparation of the command - the signal, sending it to the muscles, excitation of the neuromuscular device and the contractile act itself. The latent period of motor reactions decreases especially intensively at the age of 9-11 years. The speed of movements is best developed at 8-13 years old, and a favorable age for the development of speed-strength indicators is 9-12 years old. It is important for the teacher not to miss the middle school age - a particularly favorable period for effectively influencing this group of abilities.

The leading method of developing the speed abilities of students of this age is the repeated method. The duration of the speed exercise should not exceed 6-8 seconds at this age. with rest intervals between repetitions within 1.5-2 minutes.

As a means of developing speed abilities, they use a repeated run of 30-40 m, various accelerations of 20-40 m, starts from various starting positions, running at a maximum speed of 50-60 m, outdoor games and relay races with running and jumping.

The development of speed abilities is favored by changes in the conditions for performing exercises, which facilitate (running downhill, on the move) or complicate (running on sand, uphill, with a handicap) tasks.

Exercises for the development of speed abilities are used at the beginning of the main part of the lesson after a special warm-up aimed at preparing the musculoskeletal system, respiratory and cardiovascular systems to perform fast movements.

Exercises for the development of speed qualities belong to the zone of maximum intensity. The maximum execution time is 5-11s. Exercises are performed with maximum intensity. The rest pause should be sufficient to recover before the next load of speed direction.

Exercise mode: series of 2-4 repetitions with rest intervals of 40-60s. between repetitions and up to 110s. between series.

High-speed exercises on simulators should be used: in separate training blocks of high-speed orientation; when using station classes; as additional assignments.

The inclusion of speed-oriented exercises in a circuit training in combination with power loads is not recommended.

The running technique of young men of this age differs from the running technique of their classmates. Compared to girls, boys have a higher running speed, longer running steps. The frequency of running steps is about the same. The young men have a greater range of arm movements, torso tilt forward, flexion of the fly leg at the knee joint in the repulsion phase, they raise the hip of the fly leg higher at the end of the repulsion. Their running is more economical. Girls to a greater extent unbend the jogging leg at the knee joint at the end of the repulsion. However, other kinematic characteristics of the speed running of boys and girls do not differ, and in general, the differences in the speed running technique of boys and girls are not so significant that classes for its improvement should be carried out separately.

At the same time, young men are distinguished by higher strength and speed-strength abilities. But the speed, flexibility, ability to differentiate movements in space and time in boys and girls of this age are equally developed, but the ability to control movements according to the degree of muscle effort is better developed in boys. These data must be taken into account when dosing exercise.

Young men with a high running speed differ from their peers with a low running speed by a greater frequency of running steps, a greater flexion of the swing leg in the knee joint in the repulsion phase. They have better developed speed and speed-strength abilities.

Features of a differentiated approach in improving the running technique of young men with a high running speed, along with solving common problems, also provide for an increase in the length of running steps, an increase in the flexion of the swing leg at the knee joint in the repulsion phase, the development of speed-strength abilities and the strength of the leg extensor muscles.

Additional tasks for improving the running technique of young men with low running speed are, first of all, in a greater focus on increasing the forward inclination of the torso, the amplitude of leg movements, and bending the swing leg at the knee joint in the repulsion phase.

The external structure of high-speed running (angular and spatial characteristics) of girls with high and low running speed does not differ significantly. The differences are in the high values of external work indicators, kinetic and total mechanical energy of this movement in girls with high running speed, which are primarily due to the better development of their speed-strength abilities. Additional objectives of the methodology for improving the components of the movement technique of girls with high running speed include a decrease in the amplitude of vertical body oscillations during running with an emphasis on reducing the departure angle, developing strength abilities and flexibility. And for girls with low running speed, the solution of such problems should help to improve the placement of the foot on the support (actively from top to bottom under oneself), to reduce the take-off angle, to increase the flexion of the swing leg at the knee joint in the repulsion phase, and to develop speed-strength abilities.

Only separate components can be noted: the young men raise the thigh of the fly leg higher at the end of the repulsion and bend it more at the knee joint. This gives grounds for the joint conduct of classes to improve the technique of high-speed running for boys and girls of this age.

Boys are superior to girls in the development of speed, power and speed-strength abilities. There are no significant differences in flexibility, the ability to control movements in space and time. At the beginning of the school year, girls have a better developed ability to control movements according to the degree of muscle effort. By the end of the school year, the differences between boys and girls in the ability to differentiate movements according to the degree of muscle effort decrease due to the deterioration of this indicator in girls. These results should be taken into account when dosing exercise.

2.2 Features of the means of educating speed qualities

Running makes high demands on the athlete. In order to achieve a maximum speed of about 9-10 m / s from the start in the shortest possible time, and then maintain it throughout the entire or most of the distance, the runner must have excellent physical fitness, be strong, fast, well-coordinated.

Speed is the leading, profiling quality of a sprinter. The main means of developing speed is running on short stretches with maximum and near maximum speed on the move and from a low start, running downhill and along an inclined path. A variety of exercises in swinging, pushing, hitting, turning, performed at high speed, as well as sports games that require great speed of movement. It should be borne in mind that the improvement of speed qualities is a complex process in which the development of speed cannot be carried out in isolation from strength training, but should be a single process of speed-strength training. One of the main tasks in this case will be to overcome the "speed barrier" that inevitably arises at a certain stage of training due to the long-term use of the same means and methods. As a result, the student, despite the increase in the volume and intensity of classes, cannot achieve a new, higher level of speed of movement.

To overcome the speed barrier, it is necessary, first of all, to create certain prerequisites by strengthening the necessary muscle groups, increasing their elasticity, and improving mobility in the joints. Effective means to overcome the speed barrier are running with a handicap, alternating running at maximum speed in difficult and then normal conditions, running in light conditions (on an inclined track with an inclination angle of 2-3 degrees) or using one or another traction device. In some cases, the sound accompaniment of running can be useful, which determines a new, faster pace of movement.

Features of funds. The main specific means of developing speed as an ability “responsible” for the speed characteristics of movements are called “speed exercises”, or, more precisely, “actually - speed exercises”. Their most important distinguishing feature is the performance of movements at a maximum (individually highest) or close to it speed.

Not all exercises performed with the maximum possible speed of movement can rightly be considered as proper - high-speed ones (as is sometimes allowed in literature and practice). If someone, for example, runs a medium or long distance at the highest speed for himself or lifts the barbell of the maximum feasible weight without delay, these exercises, of course, cannot be classified as self-speed. It is legitimate to refer to them only exercises performed with a sufficiently high realization of individual speed capabilities, which is expressed in an individually maximum level of movement speed - the highest in comparison with the speed of movements in the entire range of similar actions - or (at least) close to this level. In general, for the actual speed exercises it is characteristic:

setting for the full realization in action of individual high-speed capabilities;

the relative short duration of the action that makes up the content of the exercise: its duration, in principle, should be no more than that at which it is possible to maintain the maximum speed of movements (the exercise ceases to be speedy as soon as the speed begins to drop significantly as it continues under the influence of the resulting fatigue). Even for highly trained athletes, it is, for example, in sprint exercises no more than 20-22s; the absence or maximum limitation of additional burdens (since the speed of movements and the magnitude of burdens are inversely related);

the absence of unjustified delays and delays in the course of action, which is ensured by a sufficiently high degree of mastering his technique (if it is only in the initial stages of formation, speed will manifest itself at an underestimated level, in particular because the main attention is forced to concentrate not on speed, but on the method of performing the action).

Exercises that do not have these characteristics cannot serve as specific means of developing speed. This does not mean, however, that for this purpose it makes sense to use only the actual speed exercises. In addition to them, speed-strength, strength and other exercises are used that create the prerequisites for increasing the speed of movements, since, firstly, the development of speed is one way or another connected with the development of the entire complex of basic motor abilities. Secondly, in real forms of vitally important motor actions, speed is manifested not in its pure form, but in the speed of movements, which differ significantly in duration and magnitude of weights. In practice, in the process of general physical training, sprint exercises, jumping and throwing projectiles of relatively small weight (small ball, grenade, etc.), elementary outdoor and sports games with high speed of movement, and high-speed elements of martial arts are widely used as means of developing speed.

Distinctive features of the technique. As in the development of other motor abilities, the basis of the method of educating speed is, first of all, the methods of strictly regulated exercise. Here they are presented mainly in the form of repeating actions at or near the maximum speed in each of the repetitions. And repeatedly variable execution of actions with limiting accelerations. The process of reproducing actions is regulated in all its essential moments and parameters (the duration of the phases of work and rest, the number of repetitions, etc.) so that preferable conditions are created for the manifestation of maximum speed. Typical features of such regulation are as follows:

both the duration of each individual exercise and the number of its repetitions in the process of training are limited within the limits that allow avoiding a drop in the set speed of movements; speed exercises lose their specific effect as soon as the speed of movements begins to decrease significantly under the influence of fatigue.

Rest intervals during repetition and alternation of variants of a speed exercise during the session are normalized in such a way as to ensure the restoration of operational performance to a level that allows you to perform an action with the same speed parameters as in the previous attempt, or to surpass them. Such rest intervals when repeating high-intensity general impact exercises are quite long. For this, in particular, exercises of moderate intensity are used, as far as possible similar in coordination to the speed actions performed, for example, walking and jogging between accelerations.

The methods of strictly regulated exercise in the process of developing speed abilities should be constantly supplemented by competitive and game methods, which provide a higher emotional uplift, which is so necessary for the manifestation of maximum speed.

One of the most serious difficulties in the process of developing speed abilities is precisely to prevent the formation of a speed barrier, and if it has arisen, to break it. Among other reasons, its occurrence is due to the internal inconsistency of the effect of high-speed exercises. To resolve this contradiction in the method of educating speed, it is necessary to constantly skillfully combine two types of methods - methods of relatively standard repetition of movements with maximum speed and methods of a fairly wide variation of speed exercises (in form, nature of the manifestation of speed, conditions of execution). At the same time, it is important to comprehensively use a variety of methodological approaches and techniques that contribute to exceeding the usual speed of movements.

Simplifying the structure of the action.

The use of facilitating external conditions, including additional forces that accelerate movement.

Leading and similar methods of “imposing” new speed parameters of movements.

Using the effect of "accelerating aftereffect" and other ways to increase the level of speed capabilities.

The listed methods do not exhaust all possible methodological approaches in the development of speed abilities.

speed motor physiological

One of the leading physical (motor) qualities of a person is speed (speed abilities). The most effective speed abilities develop in primary and secondary school age. It is important for the teacher not to miss the sensitive (especially favorable) period for effective impact on this group of abilities. Speed abilities are understood as the quality of a person that allows performing motor actions within a short time, the main types of speed abilities are: speed of reaction, speed of a single movement, frequency of movements, speed of integral actions - in combination with the acquisition of motor skills and abilities.

2. When developing speed abilities in athletics lessons for middle school students, the leading methods are: repeated, competitive, game and rarely interval, while you can use various exercises - running, general developmental, specially running, technical, sports and outdoor games.

3. For pupils of middle school age, for the stimulating development of speed qualities, to recommend the developed methodology for the development of speed and speed-strength abilities in athletics lessons, which showed a significant improvement during the experiment. Where the time to overcome the distance in shuttle running decreased from 9.27 to 9.08 seconds, the quality of cyclic running movements increased from 29.24 to 35.12 in 10 seconds. The distance of jumps from a place increased from 162.50 to 172.60 cm, the time to overcome the distance in a run of 30 meters decreased from 5.40 to 5.19 seconds.

Literature

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The development of the speed of athletes. Education of speed abilities in students of middle school age at the lessons of athletics Methods of development of speed

V – VII classes

VIII – IX grades

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