INTRODUCTION

In recent studies, the children's health in preschool and age causes quite a big concern [1, 2]. During the period of study from 1st to 11th grade, children manage to master a sufficient set of motor skills and abilities. From simple to complex, they go from year to year. Consistently, the physical education material is presented in the standard work program [3]. The program is focused on the comprehensive development of all physical abilities, endurance, speed, strength and flexibility, coordination abilities. Some authors provide evidence that the development of one physical quality affects the performance of another [4-6].

Some studies have determined a fairly rigid framework if we talk about favorable periods for developing a particular physical quality. So, for example, motor qualities or dexterity are formed at primary school age, and speed-strength abilities should be accentuated in the middle link, it is better to work on strength in the senior school link when the child's body is physiologically ready for this [7, 8].

An individualized (often allergic approach for children) effectively develops each child's physical abilities. He reveals his full potential. At the same time, for the distribution of children into groups, there may be a level of different training, physical, theoretical, technical, etc [9-11]. One of the quite effective directions in the differentiation field of children into subgroups is the typology of the nervous system [12].

In our new study, we had to determine the influence of speed-strength abilities on the coordination abilities of schoolchildren in physical education lessons, taking into account different loads for children with other nervous systems; this was the purpose of our study.

MATERIALS AND METHODS

Participants

Children aged 13-14 engage in the pedagogical experiment. Schoolchildren in the 20 people from class 7a were – control group (CG), another 20 from class 7b – experimental group (EG). All children were from the leading medical group and could participate in physical education lessons.

Procedure

The study was conducted at 60 Kirov (Russia) schools from January 12 - March 20 in 2020. For the entire period, 20 lessons of 40 minutes were held in each class.

The children were engaged in physical education on a stable schedule simultaneously on Tuesdays and Fridays.

Children from CG were pitched in the physical education program for secondary school students grades 1-11 [3].

After a short running warm-up, the EG children also conducted physical exercises to develop speed and strong point capabilities at each physical education lesson. The components of the load for children were different. Schoolchildren with a robust nervous system executed the complex with greater intensity in the process of arousal. Namely, they changed exercises more often and performed fewer series, and for schoolchildren, there was a volume load, opposite to a load of children using a sturdy nervous system [12].

Before the beginning of the pedagogical experiment, children from CG and EG passed a tapping test, which differentiated them into subgroups taking into account the strength of the nervous system [6].

Tests Determined Speed-Strength Abilities

Flexion and extension of the arms whereas lying on the floor at the stop (arm strength) [13], long jump from a place with a push with two legs (leg strength) [14], lifting the torso from the prone position (torso strength) [15].

The development level of coordination abilities was determined by the test "shuttle run 3x10m" [6].

The results of the pedagogical experiment (percentage, mean value, and standard deviation) were processed using the Excel program. The percentage increase in indicators is calculated at the end of the experiment.

RESULTS AND DISCUSSION

After the tapping test procedure, children from grades 7a and 7b were differentiated according to typological characteristics, 10 people with strong and weak nervous systems in each subgroup. At the same time, all children in CG were engaged in a common group. During the study period, the values in the CG changed, the data in Table 1.

Table 1 shows that the indicators in CG in schoolchildren with a resilient nervous system in the test "leg strength" improved by 3%, and in children with a weak nervous system became 4% higher. The indicators in the test "torso strength" in children with a strong nervous system became 2% higher, and in children with a weak one – 4%. In the "arm strength" test, schoolchildren with a strong nervous system succeeded by 3%, and children with a weak nervous system only 2%. The indicators of coordination abilities of children with a strong nervous system improved by 3%, as well as in children with a weak nervous system by 6%.

Thus, according to the results of tests in CG, it can be assumed that the program for students of grades 1-11 in physical education does not significantly impact the indicators of speed, strength, and coordination abilities in children 13-14 years old. Table 2 shows the results in the EG.