Environmental models tend to require increasing computational time and resources as physical process descriptions are improved or new descriptions are incorporated. Many-query applications such as sensitivity analysis or model calibration usually require a large number of model evaluations leading to high computational demand. This often limits the feasibility of rigorous analyses. Here we present a fully automated sequential screening method that selects only informative parameters for a given model output. The method requires a number of model evaluations that is approximately 10 times the number of model parameters. It was tested using the mesoscale hydrologic model mHM in three hydrologically unique European river catchments. It identified around 20 informative parameters out of 52, with different informative parameters in each catchment. The screening method was evaluated with subsequent analyses using all 52 as well as only the informative parameters. Subsequent Sobol's global sensitivity analysis led to almost identical results yet required 40% fewer model evaluations after screening. mHM was calibrated with all and with only informative parameters in the three catchments. Model performances for daily discharge were equally high in both cases with Nash-Sutcliffe efficiencies above 0.82. Calibration using only the informative parameters needed just one third of the number of model evaluations. The universality of the sequential screening method was demonstrated using several general test functions from the literature. We therefore recommend the use of the computationally inexpensive sequential screening method prior to rigorous analyses on complex environmental models.

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The study objective is to determine the structure of coordination abilities development in 5 th -7 th grade girls. materials and methods. The participants in the study were 5 th grade girls (n = 20), 6 th grade girls (n = 23), 7 th grade girls (n = 19). The study used the following methods: analysis and collation of scientific and methodological literature, general scientific methods of theoretical level, such as analogy, analysis, synthesis, abstraction, induction, as well as general scientific methods of empirical level: observation, testing, experiment. To evaluate motor preparedness, the study recorded the results of motor tests, body height and weight. The IBM SPSS 20 statistical analysis software was used to process the study materials. A factor analysis was performed, for which the study used principal component analysis with the rotation method: Variamax with Kaiser Normalization. results. The analysis of similarities shows that the most informative tests in the structure of motor preparedness of the 5 th grade girls are the following: test 11 "Evaluation of the ability for vestibular (statokinetic) stability. Running with turns" (.884), test 9 "Static equilibrium evaluation by E. Ya. Bondarevsky's method" (.826), test 6 "Evaluation of the sense of movement speed in sprinting" (.824); of the 6 th grade girls -test 11 "Evaluation of the ability for vestibular (statokinetic) stability. Running with turns" (0.884), test 9 "Static equilibrium evaluation by E. Ya. Bondarevsky's method" (.826), test 6 "Evaluation of the sense of movement speed in sprinting" (.824); of the 7 th grade girls -test 8 "Evaluation of the ability to differentiate movement speed (reproduction accuracy of running speed at 90% intensity of maximum)" (.902), test 11 "Evaluation of the ability for vestibular (statokinetic) stability. Running with turns" (.900), test 1 "30 m running (s)" (.869). conclusions. In the structure of coordination abilities of the 5 th -7 th grade girls, the most informative components are the sense and differentiation of running speed, vestibular stability in exercises that require static and dynamic equilibrium. To carry out pedagogical control of coordination preparedness of 5 th -7 th grade girls, the study recommends using the following tests: test 11 "Evaluation of the ability for vestibular (statokinetic) stability. Running with turns", test 9 "Static equilibrium evaluation by E. Ya. Bondarevsky's method", test 6 "Evaluation of the sense of movement speed in sprinting".

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To determine the possibility of recognizing the state of development of coordination abilities in boys 11-13 years old based on the methodology of multidimensional statistics. Material: The study involved boys: 11 (n = 21), 12 (n = 20), 13 (n = 19) years. It was used 14 tests. Results: In the recognition of the state of development of coordination abilities in boys of 11-13 years old, the most important are the results in the tests: №2 "Standing long jump (cm)" (0.633); №12 "Rhythmic hand tapping" (-0.493); №15 "Tossing a ring over a peg" (-0.347). The enumerated tests characterize speed-power abilities, coordination of movements by hands and spatial precision of throws. In recognition of the state of development of coordination abilities in boys of 12-13 years old, the most important are the results in the tests: №12 "Rhythmic hand tapping" (0.691); №2 "Standing long jump (cm)" (0,387); №1 "30 m running (s)" (-0,356). The enumerated tests characterize the coordination of movements by the hands, speed-strength abilities and speed. Conclusions: Discriminant analysis allowed to determine: informative indicators for the walkthrough of the development of coordination abilities in boys of 11-13 years old; to answer such question as how significantly distinguished the state of development of coordination abilities in boys of 11-13 years old; which motor tests most significantly affect the differentiation of classes; to which class the object belongs to based on the values of discriminant variables.

The study objective is to determine the possibility of identifying the state of coordination abilities development in girls aged 11-13 using the methodology of multidimensional statistics. Materials and methods. The study involved girls aged 11 (n=20), 12 (n=23), 13 (n=19). To evaluate motor preparedness, the study recorded the results of motor tests, body height and weight. The IBM SPSS 20 statistical analysis software was used to process the study materials. A discriminant analysis was performed. Results. To identify the level of coordination abilities development in girls aged 11, 12 and 13, the following tests can be used: test 4 “Pull-ups (number of times)”, test 2 “Standing long jump (cm)”, test 6 “Evaluation of the sense of movement speed in sprinting”, and test 9 “Static equilibrium evaluation by E. Ya. Bondarevsky’s method”, which characterize relative and speed strength, the sense of running speed and vestibular stability. To identify the state of coordination abilities development in girls aged 12-13, the following tests can be used: test 12 “Rhythmic hand tapping”, test 13 “Rhythmic movements of upper and lower limbs”, test 5 “Sit-ups in 30 seconds”, test 7 “Evaluation of the ability to differentiate movement speed (reproduction accuracy of running speed at 80% intensity of maximum)”, which characterize the movement coordination of different parts of the body, strength endurance of abdominal muscles, and the evaluation of the ability to differentiate movement speed. Conclusions. A discriminant analysis made it possible to determine informative indicators for a comprehensive control of coordination abilities development in girls aged 11-13; to answer the questions as to how the states of coordination abilities development in girls aged 11, 12 and 13 significantly differ; what motor tests most substantially influence the differentiation of classes; what class the object belongs to based on the values of discriminant variables.

We consider a nonlinear regression model with continuous time and establish the consistency and asymptotic normality of the Whittle minimum contrast estimator for the parameter of spectral density of stationary Gaussian noise.