Movement Coordination: Factor Structure of Development in 5th-7th Grade Girls

Abstract

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".

Untitled

“…Reliable interconnection of the average level between the integral indicator of coordination preparedness and the indicator of proprio-receptive functions can be regarded as a fact of kinesthesia (muscle sensation) significance in the structure of coordination readiness of volleyball players (girls) at the age of 15-17. The results obtained by us confirmed the experimental data of other authors (Ivashchenko et al, 2018;Malikova, Doroshenko, Symonik, Tsarenko, & Veritov, 2018), on the greater kinesthesia significance for females compared to males.…”

“…The correlation of kinesthesia and coordination abilities indicators was confirmed (Ivashchenko et al, 2018). And the interconnection level here is two-way.…”

“…For example, motor actions that occur in running, jumping, acrobatic and gymnastic exercises, sports games. According to other authors, the specific manifestations of coordination abilities can be said to be components that make up their internal structure (Mohammed, 2017;Ivashchenko, Prykhodko, & Cieslicka, 2018). General coordination abilities can be understood as human readiness for optimal control and regulation of motor and behavioral motions of various origin and content (Kolumbet, 2017;Gjinovci, Idrizovic, Uljevic, & Sekulic, 2017).…”

Motor Abilities: Identification of Development Level in Boys Aged 12-14

“…• on the regularities of development of strength, speed, coordination, endurance, and flexibility in children (Liakh, 2000;Khudolii, 2008;Serhiienko, Chekmarova, & Khadzhynov, 2012); • on the influence of the level of motor abilities development on building motor skills in schoolchildren (Ivashchenko, 2016;Ivashchenko, Prykhodko, & Cieslicka, 2018); • on the effectiveness of using tools and methods of training in motor abilities development (Liu, Chen, Ho, Fule, Chung, Shiang, 2013;Khudolii, Iermakov, & Prusik, 2015;Cieślicka, Ivashchenko, 2016). In previously published papers, it was found that the system of schoolchildren's physical education has a hierarchical structure where the development of motor abilities is subordinated to the process of building motor skills: strength development -development of movement coordination, speed, endurance, and flexibility -building motor skills (Khudolii, Ivashchenko, 2014;Ivashchenko, 2017;Ivashchenko, Khudolii, Iermakov, Lochbaum, Cieslicka, Zukow, Nosko, & Yermakova, 2016;Khudolii, Iermakov, & Prusik, 2015).…”

Power abilities: recognition of the level of development in girls aged 12-14 years

“…• on the influence of the level of development of force on the process of learning the physical exercises of schoolchildren [5,11];…”