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0DETERMINATION OF ASYMMETRY OF EXACT MOVEMENTS USING MODIFIED TESTS OF COORDINATION ABILITY IN STUDENTS 11-15 YEARS OLD
Lecturer, Dilfuza SOLIYEVA ALFRAGANUS UNIVERSITY ORCID: 0000-0002-6115-1764
Annotation. This article analyzes the results of a modern study conducted among students aged 1115 (girls and boys) studying in a secondary school. The results of modified tests for assessing situational coordination abilities (jumping forward-backward, right-left) are presented in order to determine the dynamics of students' agility and explosive strength, the dynamics of indicators and their asymmetrical differences. From the current research conducted in order to test the "DAS-Sport game" and to scientifically substantiate its practical value, it was found that the results of jumping forward and backward to the right and left sides from a place representing the situational coordination abilities based on speed are extremely large asymmetric in the 11-15-year-old schoolchildren involved in the study. presented with a difference. The results recorded in boys and girls of all age groups are expressed by obvious differences from each other. It can be considered natural that such a situation occurs based on sexual ontogenetic laws. Second, the range of the two-legged hop backward was dramatically reduced, including the range of the leftward hop that was significantly slower than the range of the rightward hop. At first glance, it seems natural to record the results of jumping backwards, right and left with two legs. But during life, in physical education and sports activities, especially in sports games, it is important that the opportunities to jump to different sides are well developed.
Key words: assessment of movement coordination, modified tests, schoolchildren of 11-15 years old, movement asymmetry, coordination abilities, agility.
INTRODUCTION.
In the realm of physical culture and sports, coordination skills, which are crucial for developing physical attributes such as technical and tactical skills, are found to be influenced to some degree by issues related to "right-left handedness." It is well recognized that some persons (including athletes) conduct basic actions requiring great accuracy with their right hand or right foot during life, in domestic labor, in numerous professional pursuits, and especially in sports practice, while left-handers perform the opposite. It has been determined through study that turning to the left is more convenient for right-handed people and vice versa for left-handed people.It is well known that the right athlete views the left opponent as "dangerous" or inconvenient. Just a small number of study findings addressing the "right-handed-left-handed" characteristic of motor activity have been released in this field in recent years. Several experts in the field of science have indicated that it is crucial for sports games to exhibit a noticeable asymmetry between the tactical and technical actions carried out by the right and left executive organs (arm-leg), as well as the benefit of symmetrizati'on of this difference.
LITERATURE REVIEW.
The "lateralization" of motor tasks carried out by the hand and foot to the right or to the left (predominance in one direction or another) in children 2-3 years old is -33% to the right and -13% to the left, according to data cited by (E.B. Sologub and V.A. Taymazov 2000, pp. 113-125). It became revealed that "lateralization" to the left or right may not be seen at all in 54% of these kids. It turns out that asymmetry on the right or left side of movements that are swiftly executed and targeted at a specific objective may appear in children as young as 6-7 years old. However, half of kids by the age of seven or eight have a right-wing personality. It turns shown that tithing may aggravate much more by the ages of 9-11 and 15-16. It turns out that these kinds of circumstances are also connected to regular exercise and sports. On the other hand, it is asserted that breed characteristics actually account for less adaptation to tens, and children—including adult athletes and adolescent athletes—have a stronger specialization in tens.
Every exercise performed during physical education, particularly during sports practice, has a specific movement coordination component, including situational variations. Therefore, situational and creative game activities that are appropriate and patterned for the coordination of these actions are the only way to ensure the potential of efficient training in such actions and their fruitful assimilation.
Furthermore, there is a stop to adaptation, development, and formation when uniform meaningful action games or game workouts are continuously applied to the fold. Regretfully, there hasn't been much research done up to this point, which highlights the benefit of using new, specialized games to shed light on the fundamentals of these problems—namely, how actions, including physical attributes, are formed.
METHODOLOGY.
While observing physical education lessons and classes held in sports schools, which are housed in general education institutions, it is evident that most teachers use them on the principle of starting, which helps children develop physical qualities based on the coordination of various movements in a short amount of time, or increases their resistance to physical exertion. They do not take measures to eliminate the symptoms of fatigue and timely restoration of working capacity. Surprisingly, in many cases, when assessing the physical fitness of children, especially speed and strength endurance, intensive exercises are performed as much as possible jumps, pull-ups, etc. performance-related tests are used wherever possible. The functional value of both the exercises used during training and load tests consisting of, for example, intense exercise, is not determined by measuring pulse rate, respiration or blood pressure. This methodical technique to using exercises in training not only promotes the quick development of physical attributes, such as coordination skills, but it is also "invisible immediately" and can have unsatisfactory long-term effects. The majority of scientific experts have observed that situational, particularly motivational, engaging action games are very helpful in developing and enhancing the ability to coordinate complex actions or the coordination skills necessary for such outcomes, physical attributes, or even sports .
RESULTS.
We can ascertain each physical quality's true worth by evaluating it, together with each coordination ability, using particular texts or their modified counterparts. As you are aware, the outcome of the competition serves as the most objective yardstick for assessing sportsmanship or athletic training. Based on this idea, we examined the benefits of employing customized assessments to evaluate several situational coordination skills in students between the ages of eleven and fifteen.
As a result of research conducted in this direction, it was found that the range of the long jump forward in boys 11 years old is 163.9±9.8 cm, backward - 117.0±10.5 cm, to the right - 112.8±9.2 cm, to the left - 73±10.4 cm (Table 1). In girls of the same age, these indices are respectively: 147.7±8.4; 106.6±11.2; 102±10.5; She was equal to 64.8±11 cm.
In boys 12 years old: 171,5±7,9; 126,3±10,4; 124,8±12,1; 79,8±10 cm. in girls 157,1±8,8; 112,1±11; 107,9±9,3; 68,1±11,1 cm.
In boys 13 years old: 174.1±10.3; 129.3±11.3; 128.5±10.6; 82.2±9.5 cm. In girls: 162.9±9.1; 116.9±10.1; 112.4±10.5; 72.2±10.8 cm.
In boys 14 years old: 181.9±9.5; 140±10.5; 137.9±12.3; 87.8±9.7 cm. In girls: 169.5±10.3; 121.05±10; 118.5±11.6; 78.3±11.1 cm.
In boys of 15 years: 190,1±9,1; 143,6±12,2; 140,1±11,05; 91,8±12,6 cm. In girls: 173.1±8.7; 126.7±11.5; 122.05±12.7; 79.1±11.9 cm.
The dynamics of the registered results show that there were clear variations between the results recorded for boys and girls across all age groups. One way to describe this state is as normal, emerging from patterns of sexual ontogenetic development. Second, there was a noticeable decrease in the time between jumps on both legs. Specifically, the left side's interval between jumps slowed down significantly more than the right side's. At first glance it seems natural to record the results of jumping backwards, to the right and to the left on two legs. However, during life in physical culture and sports activities, especially in sports games, it is important to have well-developed capabilities of jumping in different directions. For example, such jumping movements can ensure the effectiveness of basic technical moves in volleyball, block in boxing, in goalkeepers' movements in soccer and handball. Nevertheless, the asymmetric difference between forward and backward long jump distance was 46.9 cm in boys 11 years old, 41.1 cm in girls, 45.2 cm in boys 12 years old, 45.0 cm in girls 45.0 cm, 44.8 cm in boys 13 years old, 46.0 cm in girls, it was 41.9 cm in boys 14 years old, 48.45 cm in girls, 46.5 cm in boys 15 years old, 46.4 cm in girls
As can be seen from the presented diagrams, the asymmetric difference between the forward and backward jump distances in boys at age 11 was 46.9 cm, while in girls this difference was 41.1 cm. At 12 years of age, these differences were almost equal and amounted to 45.2 and 45.0 cm, respectively. At 13 years of age, the asymmetric difference in girls increased. At 14 years of age, the asymmetric difference in boys was 41.9 cm and in girls this difference increased to 48.45 cm. At 15 years of age, the asymmetric boys and girls in children are equal.
As mentioned above, the ability to jump with both feet to the right and left is of particular importance in sports games. However, in studies conducted in this regard, it was found that the indicators of asymmetric differences observed between the distances of jumps performed on the right and left sides are more pronounced in boys than in girls (
As can be seen from the charts presented in this figure, asymmetrical differences between jump distances to different sides in boys of all ages participating in the study were more pronounced than the asymmetrical differences observed in girls. The largest asymmetric difference between right and left jump distances was observed in boys 14 years old (50.1 cm) and 15 years old (48.3 cm). It can be recognized that the performance of jumps on two legs and jumps in different directions to a certain extent expresses specific coordination abilities. Consequently, the results of such studies can serve as an objective criterion for selecting and involving children in sports games.
In physical culture and sports practice to assess speed, and sometimes agility, it is common to use tests of running on a sled along sharply changing directions (3x10 m, 4x10 m, 2x14 m, running "Archasimon", etc.). . According to the results of studies conducted by a number of specialists-scientists, it is known that in life, in professional activities, especially in sports, there is a predominance of right or left handedness(observed less frequently). For example, atypical people write with the right hand, draw or perform "delicate" movements with the right hand that require great accuracy. In sports, such as volleyball, a typical player performs attacking shots and puffing the ball in play predominantly with the right hand. Basketball players throw the ball into the basket with their right hand, soccer players kick the ball with their right foot, etc. Chapakai are the opposite. The same phenomena of kindness or carelessness are also observed in the movements of turning the body and head, running to the right or left (V.I. Lyakh, 2006, pp. 40-44; N.V. Moskvina, V.A. Moskvin, 2010, pp. 25-). 29; E. B. Sologub, V. A. Taimazov, 2000, pp. 113-125; F. A. Pulatov, 2020, pp. 5-23; V. B. Isskurin, V. I. Lyakh, 2019, pp. 117-152). In life and in sports, "ambidextrous" (amb - Latin - two sides, dexter - laterally or both) are able to perform different movements with the same high skill with both right and left hand or right and left foot.) is rare. Therefore, it can be assumed that excellence in agility or quickness represents a coordination ability based on speed by moving around a sign (filler ball, posts, chips, etc.) on the right or left side [5].
In schoolchildren from an early age, the speed of running in changing directions and its coordination value are of purposeful importance. Therefore, we trained on the basis of the following tests designed to assess the speed and coordination abilities of students in grades 1 and 4:
1. Running through the chip on the left side.
2. Running through the chips on the right side.
Based on the genetic (hereditary) aspects of movement coordination, it is known that people who are born with a right-handed hand preference would naturally veer to the left, whereas people with a left-handed preference will do the opposite. The hypothesis in our study was that the asymmetry difference in running speed between the left and right chip rotations would be caused by the fact that right-hand rotating chips need less coordinated actions.
Based on this probability, we evaluated the speed of schoolchildren participating in the study running on two 3x10 m pads. The results of the study showed that the speed of running on a 3x10 m tile on the left and right sides in 11-year-old boys was 9.1±0.2 s and 10.3±0.4 s, respectively. the values were 9.3±0.07 s and 10.6±0.9 s
Asymmetric difference was noted in the corresponding order of 1.2 and 1.3 S. In 12-year-old boys, the running speed of chips on the left side was 8.9±0.04 s, the running speed on the right side was 9.9±0.4 s, and in girls, 9.3±0.08 S and 10.4±0.4 S.8 in 13-year-old boys,
8.8±0.07 s and 9.5±0.2 s in boys 13 years old, 9.2±0.1 s and 10.4±0.4 s in girls.
In boys 14 years old, 8.7±0.08 s and 9.8±0.10 s, and 9.1±0.1 s and 10.3±0.5 s in girls.
In boys 15 years old - 8.2±0.2 and 9.8±0.10 s, in girls - 9.1±0.1 s and 10.3±0.5 s.
As can be seen, at 3x10 m. both boys and girls showed a marked asymmetric difference in shuttle run speed by rotating the chips to the left and right.
The patterns displayed in this figure further demonstrate that the organizer recorded an asymmetric range of 1.0-1.4 s.n. between the shuttle runners' left and right chip rotation speeds, which is within a 3x10 m.ga range. It can therefore be assumed that the results of intensive techniques performed with such coordination abilities, noted in the superiority of left-turning running speed, will not be diminished in today's sports games based on shuttle runs performed at maximum speed to the right and left, as well as forward and backward along highly variable directions. Without a doubt, then, the outcomes of tests that have been manipulated can likewise be used as selection criterion.
CONCLUSIONS
According to the results of the conducted research on approbation of this sports game and scientific substantiation of its practical significance, it was found that the skills of jumping forward, backward, right and left from a place, representing coordination abilities based on speed and agility, are extremely unevenly formed in schoolchildren of 11-15 years old who participated in the study. In particular, in boys and girls of 11-15 years of age, normal forward jumping intervals in motor activity corresponded to a relative range of norms and were recorded within 163.9±9.8-190.1±9.1 cm in boys and 147.7±8.4 - 173.1±8.7 cm in girls. However, the intervals of jumping on the back and side, unusual for humans, sharply decreased, especially the length of jumping on the left side decreased by 2.0-2.5 times.For example, in 11-year-old boys, the forward jump is 163.9±9.8 sm.ni 117.0±10.5 sm.ga, right-112.8±9.2 cm, left-73±10.4 cm sm.ga equal. In girls of the same age, 147.7±8.4 cm; 106.6±11.2 cm; 102±10.5 cm; 64.8±11 cm. In boys 15 years of age: 190.1±9.1 cm; 143.6±12.2 cm; 140.1±11.05 cm; 91.8±12.6 cm. In girls: 173,1±8,7 cm; 126,7±11,5 cm; 122,05±12,7 cm; 79,1±11,9 sm.ga equal. Similar results were observed in schoolchildren 12-14 years old.
It was found that the speed of shuttle run 3x10 m. with left and right rotation of 2 chips set in the interval of 10 m was marked by visible asymmetric differences. For example, in children aged 11-15 years, the speed of circling the chips on the left was recorded from intervals of 9.1 ± 0.2-8.2 ± 0.2 ± 0.2 s; in girls at this age, 9.3 ± 0.07- 8.9 ± 0.9 s, and 10.3 ± 0.4- 9.5 ± 0.5 s; in girls, 10.6 ± 0.5- 10.2 ± 0.11 s. At ages 12, 13, 14 years, "males and girls also developed significant asymmetric differences between the speed of running chips to the left and right of the 11- and 15-year-old uga" il and girls "Such indicators suggest that coordination abilities based on speed and strength qualities are not formed proportionally. While in situational sports, especially in volleyball and basketball, the ability to jump in awkward directions or run around the boundary of short distances with equal speed and skill on both the left and right sides creates the basis for effective performance of other technical and tactical techniques.
Special attention is paid to the development of coordination abilities and their purposeful formation, as well as regular support of moving games involved in various situations. Along with this, it is established that moving games that simultaneously develop such coordination abilities, designed to be assessed both in different units of measurement (seconds, meters, times, points, etc.), have not been developed and introduced into the practice of physical education and sports.
Figurative roles established when children participate in movement games, especially in their content (bear, wolf, cat, kangaroo, etc.), situational and requiring clarity of action and attractive elements passing under competition, belong to the centers of their mental creativity and discovery of new methods of movement (higher nervous activity) leads to a later occurrence of oxidative symptoms, and when fatigue occurs, motivational emotional state easily overcomes it. Such feelings and actions are known from the authors' studies, which list other superficial and positive features of games. However, a number of disappointments that mobile games as a tool for coordination of actions or accelerated and targeted formation of coordination abilities have a rarity in the studied sources containing modified or newly developed innovative elements.
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