Task 10. Compare the flexibility of the boys and girls in your group. To do this, do the following exercise. Starting position - standing on a bench (or a rung of a ladder), feet together. The subject, without bending the knees, leans forward as much as possible, hands down. In this position, the distance between the index finger and the level of the stool is measured. If the fingers are below the plane of the stool, a “+” sign is placed, above - a “-” sign. For example, if the subject did not reach 3 cm to the level of the stool, his flexibility is marked as “-3”, if the tip of the index finger is 7 cm below the stool - “+7”.
Compare the indicators of the subjects with the data shown in Table 4.
Table 4.
Flexibility: grading standards for students
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TEST |
AGE, years |
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Torso forward bends (cm), boys | ||||||||||||
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Torso forward bends (cm), girls | ||||||||||||
Calculate the arithmetic mean of the flexibility of the boys and girls in your group. Conclude who has more. Suggest exercises to help children develop flexibility.
Task 11. Determine the development of the musculature of the shoulder in the subject.
The shoulder circumference is determined three times: with tense muscles and with relaxed muscles of the arm. First, the hand in a horizontal supinated (turned palm up) position is maximally bent at the elbow without straining and a measuring tape is applied at the site of the greatest thickening of the biceps muscle (a). Then the subject is asked to make a fist and bend the arm with maximum force in elbow joint and again measure the biceps (b). After that, without removing the tape, measure the circumference of the shoulder with the arm freely lowered (c). Measurements are taken on both hands. The indicator of the development of the muscles of the shoulder (A) is calculated by the formula:
Compare the results obtained with the average. Make a conclusion about the degree of muscle development in the subject.
Average statistical data: if the obtained value of this ratio turns out to be less than 5, then this will indicate insufficient development of the musculature of the shoulder, its obesity. If the measurement value is in the range of 5-12, the muscles are developed normally; if the measurement value is higher than 12, then this indicates strong development musculature of the shoulder.
Task 12. Determine the strength of the subject's hand muscles using a wrist dynamometer.
To do this, the subject moves his arm with a dynamometer to the side so that a right angle forms between the arm and the body. After that, he squeezes the fingers of the hand with maximum force and fixes the position of the arrow on the dynamometer. The procedure is repeated for each hand 5 times with an interval of 1-2 minutes.
Record the maximum dynamometer reading in a notebook. Compare it with the data shown in Table 5. Draw a conclusion about the absolute strength of the subjects' hands.
Calculate the relative strength of the hand muscles as a percentage of body weight and compare these values with the average, shown in Table 5. Draw a conclusion about the relative strength of the subjects' hands.
In this section, you can view examples of olympiad tasks in physical education for the 6th grade. This set includes 10 test items and 5 open-ended questions that provide detailed answers.
These tasks can be used both for holding the Olympiad and for preparing for it, because they are as close as possible to those that students face directly at the Olympiad in physical education. Students can use these assignments to self-preparation, since both tests and open-ended questions have correct answers attached.
Test tasks
1. Name, heart rate (pulse) at rest in
healthy person:
A) 50-60 beats per minute
B) 60-80 beats per minute
B) 90-100 beats per minute
D) 25-30 beats per minute
2. How many outfield players are there on a basketball team?
A) 5
B) 6
AT 7
D) 8
3. The game "Volleyball" appeared in:
A) in the UK
B) in the USA
B) in Italy
D) in France
4. Emergency braking on skis is carried out:
A) plow
B) taxes
C) controlled fall
D) side slip
5. To determine the flexibility of schoolchildren, a physical education teacher uses the standard
A) pull-up on the bar
B) running 30 meters
B) bending forward from a sitting position on the floor
D) running 100 meters
6. The distance between two athletes standing in the formation is called;
A) column
B) interval
B) the line
D) line
7. When did the first Olympic Games in ancient Greece take place?
A) 778g. BC
B) 776 BC
B) 876 BC
D) 1896 A.D.
8. At what age can you start hardening?
A) from 5 years old
B) only from the age of 25
C) at any age
D) hardening is harmful to health
9. The emergence of physical exercise is historically due mainly to ...
A) the level of development of primitive people
B) the development of mankind
C) the nature of labor and military operations
D) the geographical location of human habitation
10. Darts is it?
A) sport
B) sports title
C) a kind of exercise
D) kind of ball
Open questions
Question 1
What does the word "athletics" mean in Greek?
Question 2
What is the name of a foreign player in a football team?
Question 3
In what year and in what city did the tradition of lighting the Olympic flame in the stadium originate?
Question 4
What device is used to determine the functional capabilities of the respiratory system (vital capacity of the lungs)? What can you tell us about how measurements take place?
Question 5
What is fatigue in sports?
Answers to tests
| Test | № 1 | № 2 | № 3 | № 4 | № 5 |
| Answer | B | A | B | V | V |
| Test | № 6 | № 7 | № 8 | № 9 | № 10 |
| Answer | B | B | V | B | A |
Answers to open-ended questions
Answer to question 1:
The Greek word "athletics" in translation means "fight, exercise". V Ancient Greece athletes were those who competed in strength and agility. Nowadays, physically developed and strong people are called athletes.
Answer to question 2:
Legionnaire is an athlete who plays on a contract basis for a foreign club team.
Answer to question 3:
In our time, the Olympic torch relay was resumed in 1936 during Olympic Games in Berlin (Germany). Then the first modern athlete to start the relay was the Greek Konstantinos Kondilis, and the German Fritz Schilgen lit the torch at the stadium in Berlin.
Answer to question 4:
Vital capacity of the lungs (VC) - an indicator that reflects the functionality of the respiratory system, is measured using a spirometer. A person while standing takes a full breath, pinches his nose and, clasping the mouthpiece of the device with his lips, makes an even, deepest exhalation, trying to stay straight without stooping. 2-3 measurements are taken and fixed greatest result accurate within 100 cubic centimeters.
Answer to question 5:
Fatigue is a state of the body characterized by a disturbance in the course of physiological processes and arising as a result of very intense or very long work. Fatigue leads to decreased performance. In the case of a strong physical fatigue mental activity also deteriorates, and, conversely, after mental exertion, the ability to perform work that requires physical effort decreases.
Other classes
- Physical Education Olympiad Grade 6
Physical tests
muscle strength
Kraus-Weber test
1. To determine the strength of the abdominal muscles and the extensors of the hip joint, the exercise "sitting from a supine position, hands behind the head" is used. In the event that the student cannot rise, he receives 0 points, if he performs the exercise partially with the help of the teacher - 5 points, with the correct self-fulfillment- 10 points.
2. To determine the strength of the abdominal muscles, use the exercise "sitting from a supine position with bent knees". Scoring is done in the same way as in the first exercise.
3. To determine the strength of the flexor muscles of the hip joint and abdominal muscles, the exercise "raising the legs from a supine position" is used. The student being tested should raise their feet 10 inches (25.4 cm) above the floor and hold them in this position for as long as possible. One point is awarded for every second. The maximum number of points awarded is 10.
4. To determine the strength of the back muscles, the exercise "lifting the trunk from a prone position" is used. The person who is being tested lies on his stomach on a special pillow, his hands behind his head.
The partner fixes his legs, after which he raises the body and holds it in this position for 10 s. Scoring is carried out as in the previous exercise.
5. Starting position next exercise- "raising the legs while lying on the stomach": - the same as in the previous one. Partner fixes upper part his torso, after which the subject raises his straight legs above the floor and holds them in this position for 10 s.
Scoring is carried out in the same way as in exercise 3.
6. The last exercise - trunk tilt - is performed to determine the level of flexibility development. The test taker should touch the floor with his fingertips - in this case, the exercise is considered completed. If he does not reach the floor, then the result is the number of centimeters from the floor to the fingertips with a minus sign.
The total number of points is calculated. Kraus believes that individuals who are unable to meet these minimum requirements cannot be considered sufficiently physically developed.
Speed tests
a) Sitting at the table, hand on the table. Performing movements only with a brush, in 10 seconds, apply on a sheet of paper with a pencil maximum amount points.
b) Standing, bent at a right angle right hand hold the ruler vertically so that its zero mark is flush with the little finger. Unclench by releasing the ruler and immediately squeeze your fingers again as quickly as possible. The shorter the distance from the bottom edge of the ruler to the palm, the better.
c) Running in place for 10 seconds. The more steps you manage to take during this time, the better the result.
Endurance tests
1. We measure the pulse
Measure your heart rate. In a healthy person, it should be about 60–80 beats per minute. Start squatting at a calm pace. After squatting 20 times, measure your heart rate again. If it increases by more than 20 beats per minute, it means that your the cardiovascular system does not quite adequately respond to small physical activity... Therefore, it makes sense to think about how to be examined by a doctor - this is, firstly, and secondly, that you do not have enough physical activity in your life.
2. We measure the pressure
Much the same way to assess your endurance exists with the measurement blood pressure... A healthy person has a pressure of about 120 to 80. Having measured the pressure, take a new measurement. If the pressure rises by more than 20 millimeters of mercury, you need to examine your blood vessels: your cardiovascular system is not ready for such loads.
3. Get on the track
A more difficult way is to go to gym and stand on treadmill, turn on the speed of 6 kilometers per hour and see how much time your heart rate will increase by 20 beats per minute. If this happens after 3-4 minutes or less, this is also a reason to think about the state of your cardiovascular system.
4. We measure breathing
You can estimate endurance by counting the number of breaths in and out. Usually a person makes 14-18 respiratory movements per minute (inhalation and exhalation). Then give yourself a load - the same 20 squats or 5 minutes of walking on a treadmill at a speed of 6 kilometers per hour and see how fast your breathing is. If you have shortness of breath, if you find it difficult to breathe, or if your breathing rate has increased by a third or more, then you have problems with endurance. respiratory system, she does not adapt well to physical activity.
Flexibility tests
1. Mobility in the shoulder joint. Test subject holding the ends gymnastic stick(ropes), performs a twist of straight arms back. Mobility shoulder joint assessed by the distance between the hands during twisting: the smaller the distance, the higher the flexibility of this joint, and vice versa. In addition, the smallest distance between the hands is compared to the width shoulder girdle the subject. Active abduction of straight arms up from a supine position, arms forward. The distance from the floor to the fingertips is measured.
2. Mobility spinal column... Determined by the degree of inclination of the trunk forward. The subject in a standing position on a bench (or sitting on the floor) bends forward to the limit without bending the knees. The flexibility of the spine is assessed using a ruler or tape according to the distance in centimeters from the zero mark to the third finger of the hand. If at the same time the fingers do not reach the zero mark, then the measured distance is indicated by a minus sign (-), and if they fall below the zero mark - by a plus sign (+).
"Bridge". The result (in cm) is measured from the subject's heels to the fingertips. The shorter the distance, the higher the level of flexibility, and vice versa.
3. Mobility in hip joint... The subject seeks to spread his legs as wide as possible: 1) to the sides and 2) forward and backward with support on his hands. The level of mobility in a given joint is assessed by the distance from the floor to the pelvis (coccyx): the shorter the distance, the higher the level of flexibility, and vice versa.
4. Mobility in knee joints... The subject performs a squat with arms extended forward or arms behind the head. Full squatting testifies to high mobility in these joints.
5. Mobility in ankle joints... Measurement of various parameters of movements in the joints should be based on compliance with standard test conditions: 1) the same starting positions body links; 2) the same (standard) warm-up; 3) repeat measurements of flexibility to be carried out at the same time, since these conditions in one way or another affect the mobility in the joints.
Passive flexibility is defined by the greatest amplitude that can be achieved due to external influences. It is determined by the largest amplitude that can be achieved due to an external force, the magnitude of which must be the same for all measurements, otherwise it cannot be obtained objective assessment passive flexibility. Measurement of passive flexibility is suspended when an external force produces a painful sensation.
Dexterity tests
1. Shuttle run 3 times 10 m each (the ability to quickly and accurately reorganize their actions in accordance with the requirements of a suddenly changing situation is determined).
The child stands at the control line, at the signal "march" (at this moment the teacher turns on the stopwatch) three times overcomes a 10-meter distance, on which cubes (5 pcs.) Are located in a straight line. The child runs around each cube without touching it. The total running time is recorded.
2. Static balance (the test identifies and trains the coordination abilities of children).
Child stands up - toe from behind standing leg closely adjoins the heel in front of the standing leg - and at the same time tries to maintain balance. The child performs the task with open eyes. Balance holding time is recorded by a stopwatch. The best result is recorded from two attempts.
3. Throwing and catching the ball (test for agility and coordination). The child takes the starting position (feet shoulder-width apart) and with both hands throws up a ball with a diameter of 15-20 cm as many times as possible. The child is asked to make 2 attempts. The best result is recorded.
The most important physical quality- flexibility. Since flexibility develops in childhood and adolescence, the main work on its formation should be planned for this period of about 11-14 years. With a properly organized process of physical education in subsequent years, it will only be necessary to maintain flexibility at the achieved level.
Unfortunately, little attention is paid to the development of flexibility in the school curriculum for physical education. This quality is not reflected in the indicators physical development schoolchildren. But not flexible person looks like a bum. Flexible, on the other hand, learns faster physical exercise, easily grasps the most difficult labor operations. Therefore, I propose to introduce a differentiated assessment of the development of flexibility in schoolchildren and present tests to determine it:
SHOULDER FLEXIBILITY TEST
1. Flexibility in the shoulder joints is determined by twisting with a gymnastic stick in centimeters of the grip width:
Girls
Score "5" - shoulder width (in cm) X2 "4" - shoulder width X 2 + 10 cm. "3" - shoulder width X2 + 20 cm.
Boys
"5" - shoulder width X 2 + .10 cm. "4" - shoulder width X2 + 20 cm. "3" - shoulder width X2 + 30 cm.
SPINE FLEXIBILITY TEST
2. Flexibility in the spine is checked by tilting forward in a gray position, legs apart on the floor:
Girls
"5" - touching the floor with the chest.
"4" - touching the floor with the chin.
"3" - touching the floor with the forehead.
Boys
"5" - touching the floor with the chin. "4" - touching the floor with the forehead. - "3" - touching the fist with the forehead on the floor.
3. Flexibility during the backward bend is assessed by performing a "bridge" from the supine position:
Girls
"5" - arms upright, legs straight. "4" - shoulders above the ends of the fingers. "3" - arms are inclined to the floor at an angle of 45 °.
Boys
"5" - shoulders above the ends of the fingers.
"4" - hands are inclined to the floor at an angle of 45 °.
"3" - arms at an angle of 45 °.
HIP FLEXIBILITY TEST
4. Check the mobility in the hip joints by performing splits. Students perform three splits: straight, left in front, right in front. The average score is given for three twines:
Girls
"5" - full contact with the floor. "4" - touching the floor with the fingers with an upright body.
"3" - touch gymnastic bench.
Boys
"5" - touching the floor with the fingers. "4" - touching the gymnastic bench. "3" - touching the gymnastic bench with the fingers with an upright body.
The main criterion for assessing flexibility is the greatest range of motion that can be achieved by the test subject. The range of motion is measured in angular degrees or linear measures using instrumentation or pedagogical tests. Instrumental measurement methods are: 1) mechanical (using a goniometer); 2) mechanoelectric (using an electrogoniometer); 3) optical; 4) radiographic.
For particularly accurate measurements of joint mobility, electrogoniometric, optical and radiographic methods are used. Electrogoniometers allow you to graphically depict flexibility and track changes in joint angles in different phases of movement. Optical methods for assessing flexibility are based on the use of photographic, film and video equipment. The X-ray method allows you to determine the theoretically permissible range of motion, which is calculated based on the X-ray analysis of the joint structure.
In physical education, the most accessible and widespread method of measuring flexibility is using a mechanical goniometer - a goniometer, to one of the legs of which a protractor is attached. The legs of the goniometer are attached to the longitudinal axes of the segments that make up a particular joint. When performing flexion, extension or rotation, the angle between the axes of the joint segments is determined (Fig. 15, 9).
The main pedagogical tests for assessing the mobility of various joints are the simplest control exercises(fig. 15).
1. Mobility in the shoulder joint. The subject, holding the ends of a gymnastic stick (rope), performs a twist of straight arms back (Fig. 15, G). The mobility of the shoulder joint is assessed by the distance between the hands during twisting: the smaller the distance, the higher the flexibility of this joint, and vice versa (Fig. 15.2). In addition, the smallest distance between the hands is compared with the width of the subject's shoulder girdle. Active abduction of straight arms up from a supine position, arms forward. The greatest distance from the floor to the fingertips is measured (Fig. 15, 5).
2. Mobility of the spinal column. It is determined by the degree of inclination of the trunk forward (Fig. 15, 3, 4, 6). The subject in a standing position on a bench (or sitting on the floor) bends forward to the limit without bending the knees. The flexibility of the spine is assessed using a ruler or tape according to the distance in centimeters from the zero mark to the third finger of the hand. If at the same time the fingers do not reach the zero mark, then the measured distance is indicated by a minus sign (-), and if they fall below the zero mark - by a plus sign (+).
"Bridge" (fig. 15, 7). The result (in cm) is measured from the subject's heels to the fingertips. The shorter the distance, the higher the level of flexibility, and vice versa.
3. Mobility in the hip joint. The subject seeks to spread his legs as wide as possible: 1) to the sides and 2) forward and backward with support on his hands (Fig. 15, 8). The level of mobility in a given joint is assessed by the distance from the floor to the pelvis (coccyx): the shorter the distance, the higher the level of flexibility, and vice versa.
4. Mobility in the knee joints. The subject performs squatting with arms extended forward or arms behind the head (Fig. 15, 10, 11). Full squatting testifies to high mobility in these joints.
5. Ankle mobility(fig. 15, 12, 13). Measurement of various parameters of movements in the joints should be based on the observance of standard testing conditions: 1) identical initial positions of body links; 2) the same (standard) warm-up; 3) repeat measurements of flexibility to be carried out at the same time, since these conditions in one way or another affect the mobility in the joints.
Passive flexibility is defined by the greatest amplitude that can be achieved due to external influences. It is determined by the largest amplitude that can be achieved due to an external force, the magnitude of which must be the same for all measurements, otherwise it is impossible to obtain an object
E Zh- K. Kholodov
A positive assessment of passive flexibility. Measurement of passive flexibility is suspended when an external force produces a painful sensation.
An informative indicator of the state of the articular and muscular apparatus of the subject (in centimeters or angular degrees) is the difference between the values of active and passive flexibility. This difference is called active flexibility deficit.
7.6. Dvigatelysh-coordination abilities and the basics of their education
In modern conditions, the volume of activity carried out in probabilistic and unexpected situations has significantly increased, which requires the manifestation of resourcefulness, quick reaction, the ability to concentrate and switch attention, spatial, temporal, dynamic accuracy of movements and their biomechanical rationality. All these qualities or abilities in the theory of physical education are associated with the concept eat l fluffiness- the ability of a person to quickly and efficiently, expediently, i.e. the most rational way is to master new motor actions, to successfully solve motor tasks in changing conditions. Agility is a complex complex motor quality, the level of development of which is determined by many factors. Highest value have a highly developed muscular sense and the so-called plasticity of cortical nervous processes. The urgency of the formation of coordination bonds and the speed of transition from one set of attitudes and reactions to others depend on the degree of manifestation of the latter. Dexterity is based on coordination abilities.
Under motor-coordination abilities the ability to be understood quickly, accurately, expediently, economically and resourcefully, i.e. most perfectly, to solve motor problems (especially complex and unexpected).
Combining a number of abilities related to the coordination of movements, they can, to a certain extent, be divided into three groups.
First group. Ability to accurately measure and regulate the spatial, temporal and dynamic parameters of movements.
Second group. Ability to maintain static (posture) and dynamic balance.
Third group. Ability to perform motor actions without excessive muscle tension (stiffness).
Coordination abilities, referred to the first group, depend, in particular, on the "sense of space", "sense of time" and "muscle sense", i.e. feelings of effort.
Coordination abilities related to the second group depend on the ability to hold stable position body, i.e. balance, which consists in the stability of the posture in static positions and its balancing during movements. Coordination abilities related to the third group can be divided into the management of tonic tension and coordination tension. The first is characterized by excessive muscle tension that maintains the posture. The second is expressed in stiffness, enslavement of movements associated with excessive activity muscle contractions, excessive inclusion in the action of various muscle groups, in particular, antagonist muscles, incomplete exit of muscles from the contraction phase to the relaxation phase, which prevents the formation of a perfect technique.
The manifestation of coordination abilities depends on a number of factors, namely: 1) a person's ability to accurately analyze movements; 2) the activity of the analyzers and especially the motor activity; 3) the complexity of the motor task; 4) the level of development of other physical abilities (speed abilities, dynamic strength, flexibility, etc.); 5) courage and determination; 6) age; 7) the general readiness of the trainees (i.e. the stock of various, mainly variable motor skills and abilities), etc.
Coordination abilities, which are characterized by precise control of power, spatial and temporal parameters and are provided by a complex interaction of central and peripheral motor links based on reverse afferentation (transmission of impulses from work centers to nerve centers), have pronounced age-related features.
So, children 4-6 years old have a low level of coordination development, unstable coordination of symmetrical movements. Motor skills are formed in them against the background of an excess of orienting, unnecessary motor reactions, and the ability to differentiate efforts is low.
At the age of 7-8 years, motor coordination is characterized by instability of speed parameters and rhythm.
In the period from 11 to 13-14 years, the accuracy of differentiation of muscle efforts increases, the ability to reproduce a given tempo of movements improves. Teenagers 13-14 years old are distinguished by a high ability to master complex motor coordination, which is due to the completion of the formation of the functional sensorimotor system, the achievement of the maximum level in the interaction of all analytical systems and the completion of the formation of the basic mechanisms of voluntary movements.
At the age of 14-15, there is a slight decrease in spatial analysis and coordination of movements. During the period 16-17 years, the improvement of motor skills continues
Dilation to the level of adults, and the differentiation of muscle efforts reaches the optimal level.
In the ontogenetic development of motor coordination, the child's ability to develop new motor programs reaches its maximum at the age of 11-12 years. This age period is defined by many authors as particularly amenable to purposeful sports training. It was noticed that the level of development of coordination abilities in boys is higher with age than in girls.
The tasks of developing coordination abilities. When developing coordination abilities, two groups of problems are solved: a) for their versatile and b) their specially directed development.
The first group of these tasks is mainly solved at preschool age and basic physical education of students. The general level of development of coordination abilities achieved here creates broad prerequisites for further improvement in motor activity.
A particularly large role in this is assigned to physical education in comprehensive school... The school program provides for the provision of a wide fund of new motor skills and abilities and, on this basis, the development of students' coordination abilities, manifested in the cycle personal and_acyclic locomotions, gymnastic exercises", Throwing movements with the setting on Range and accuracy, movable, sports games.
The tasks of ensuring the further and special development of coordination abilities are solved in the process sports training and professionally applied physical training. In the first case, the requirements for them are determined by the specifics of the chosen sport, in the second - by the chosen profession.
In sports where the subject of competition is the technique of movements itself (sports and rhythmic gymnastics, figure skating, jumping into water, etc.), the ability to form new, more and more complicated forms of movements, as well as to differentiate the amplitude and time of performing movements by different parts of the body, are of paramount importance, muscle tension different muscle groups, t ^ / The ability to quickly and expediently transform movements and forms of action during the course of the competition is most required in sports games and single combats, as well as in sports such as downhill skiing, mountain and water slalom, where in the environment of actions is deliberately introduced by obstacles that force them to instantly modify movements or switch from one precisely coordinated action to another.
In these sports, they strive to bring coordination abilities that meet the specifics of sports specialization to the maximum possible degree of perfection.
The upbringing of coordinating abilities has a strictly specialized character and in the professionally applied physical fitness(PPFP)
Many existing and newly emerging types of practical professional activity in connection with scientific and technological progress do not require significant expenditure of muscular efforts, but they impose increased requirements on the central nervous system a person, especially to the mechanisms of coordination of movement, the functions of the motor, visual and other analyzers.
The inclusion of man in the complex "man-machine" system puts necessary condition quick perception of the situation, processing in a short period of time the information received and very accurate actions in spatial, temporal and power parameters with a general lack of time. Based on this, the following tasks of the TFP for the development of coordination abilities have been identified:
1) improving the ability to coordinate movements with different parts of the body (mainly asymmetric and similar to working movements in professional activity);
2) the development of coordination of movements of the non-leading limb;
3) development of the ability to measure movements in terms of spatial, temporal and power parameters.
I ^ Solving the problems of physical education for the directed development of coordination abilities, first of all in the classroom with children (starting with preschool age), with schoolchildren and with other practitioners leads to the fact that they:
Significantly faster and at a higher quality level
master various motor actions;
They constantly replenish their motor experience, which then helps to cope more successfully with tasks for mastering motor skills that are more complex in terms of coordination (sports, labor, etc.);
They acquire the ability to economically use their energy resources in the process of motor activity;
Psychologically, they experience feelings of joy and satisfaction from mastering new and varied movements in perfect forms.