Evaluation of the annual dynamics of the indicators physical development of 10-11 year - old students

Actuality. Physical education lessons in school have several objectives, but among the basic ones are the provision of the harmonious physical development of the body, the preservation and strengthening of the students' health, the prevention of fatigue and hypokinesis, etc. The systematic and consistent implementation of a well-thought-out educational program can bring certain benefits to the body's physical well-being and its external appearance. Physical education serves as the main source of improving health and the level of physical development of the body. Physical education lessons are an inseparable part of the instructional-educational process, which contribute to improving the level of physical development of students and improving the functionality of the body. They positively influence the functions of the motor analyzer. These effects appear not only in students - athletes, but also in students who actively practice physical exercises during physical education lessons, in the process of individual activities. Unfortunately, contemporary students lead a sedentary way of life, and the lack of movement leaves a bad mark on the physical well-being and harmony of the body's development. Depending on their general motor skills, on their way of life, students can have a harmonious, disharmonious or acutely disharmonious physical development. The harmonious physical growth and development of students is an indicator of their physical well-being, health status, and Hypothesis: we assumed that physical education lessons in which different training methods are used, which differ in content, can have a different impact on the annual dynamics of the indicators of physical development of students and the degree of harmony in their somatic development. The purpose of the research: establishing the annual dynamics of the physical development indicators of 10-11-year-old students through the prism of different methods of organizing physical education lessons. Objectives of the study: 1. Establishing indicators of the physical development of 10-11 year old students and assessing their annual dynamics. 2. Appreciation of the harmony of the physical development of the students' body. 3. Comparative analysis of the results obtained depending on the method of organizing physical education lessons. Research methodology. The research was carried out in school no. 152 in the municipality of Chisinau on a sample of 30 students aged 10-11 years, selected from the fourth grade students. The students from the control group (boys) (n=14) participated in the physical education lessons organized according to the school curriculum, and the students from the experimental group (boys) (n=14) - in the lessons in which the circuit training method was used . In order to assess the physical development of students in the 4th grade, we used the data from the student's Health Passport, and in some cases (absence of data) they were established in the following way:disharmony is a risk factor for the individual. During the year, the body mass of the students in the experimental group increased by 1,41 kg, and those in the control group by 3,22 kg (P<0,05), which is 1,8 kg more. From the above, we can assume that the physical education lessons conducted according to the circuit training method contribute to the intensification of the metabolic processes in the students' body and to the maintenance of lower body mass values, compared to those established in the control group. Body waist. The values recorded during the initial testing of the boys from the control and experimental groups were, respectively, 135,25+/-1,92 and 134,54+/-1,33 cm, which does not represent a significant difference from a mathematical-statistical point of view (P> 0,05). They confirm that both groups did not differ significantly by body waist level. Towards the end of the year, the average value of body waist was 137,81+/-1,17cm in the control group and 138,85+/-1,71cm in the experimental group, which is, respectively, 2,56 and 4,31cm more, compared with the initial values. For the control group, this increase is statistically insignificant ((P>0,05), and for the experimental group it means an essential increase in the researched index (P<0,05), which is probably due to the stimulating influence of physical education lessons organized based on the method of circuit training on the increase in length of long tubular bones, including the lower limbs. According to the bibliographic data, physical exercises corresponding to the physiological possibilities of the body stimulate the division of cartilaginous cells from the epiphyses of long tubular bones and positively influences body size. Chest girth. At the initial testing, the average values of the respective indicator were, respectively, 60,20+/-1,55 and 61,21+/-1,93 cm for the control group and the experimental group, which did not differ significantly (P>0,05) in terms of mathematical-statistical point of view. At the final testing, the group mean values for both groups registered significant progress, reaching figures of 64,5+/-1,88 cm in the control group and 67,61+/-1,54 cm in the experimental group. These values are, respectively, 4,3 cm (P<0,01) and 6,4 cm (P<0,001) higher than the initial figures, which indicates that the chest circumference of the boys in the experimental group increased more, compared to that of the students in the control group, a fact that can be explained by the beneficial effect of training lessons on chest development. We could assume that these changes occurred as a result of the development of the respiratory system, including due to the increase in the vital capacity of the lungs, but also thanks to the development of the chest muscles, which were involved in performing various motor acts. Chest elasticity results from the difference in the values of the chest circumference during a deep inspiration and expiration. The higher it is, the better the morphological and functional state of the respiratory and neuromuscular system. Starting from this finding and analyzing the average values of this index at the initial testing, we determined that in the control group it was 5,45 +/- 1,13 cm, and in the experimental group 5,12 +/- 1,08 cm, the difference being statistically insignificant (P>0,05). At the end of the school year, the respective values improved, but in a different way: in the control group the increase was 0,55 cm, being insignificant, compared to the initial data (P>0,05), and in the experimental group it reached to the figure of 2,86cm, which is significantly more (t=2,65; P<0,05) in relation to the average figures established at the initial testing. There is a true difference between the results of the control group and the experimental group, established at the final test (t=2,06; P<0,05), which indicates that chest elasticity is an informative index for assessing the biological influence of the lessons organized based on circuit training method on 10-11 year old students. We believe that the progress of the physical development of the students in the experimental group is the result of the effective physical activity of the students in the physical education lesson organized according to the circuit training method. Harmony of physical development. At the beginning of the school year, the distribution of the boys in the control group in terms of the harmony of the physical development of the body is uneven. hus, the share of harmoniously developed students is only 48%, and the rest, 52%, have an inharmonious or acutely inharmonious development. At the end of the experiment, which coincides with the end of the school year, the share of harmoniously developed boys from the control group reaches 50%, and the share of acutely inharmoniously developed boys reaches 21%, being 3% higher than at the beginning of the year. At the beginning of the school year, the structure of the experimental group does not differ significantly from that of the control group. Harmony of physical development, demonstrates that the circuit training method used in physical education lessons has a beneficial role in the harmonious somatic development of students. Conclusions and recommendations: 1. Analyzing as a whole the physical development indicators of the boys from both groups in annual dynamics, we find that the physical development of the boys from the experimental group, who participated in the physical education lessons organized according to the circuit training method, presents certain advantages compared to that of the students from the control group, organized according to the school curriculum. They are expressed by the significant increase in the average values of the investigated indicators at the end of the school year, compared to the initial data, which refers to the indices of body waist, chest circumference and chest elasticity. 2. Thoracic elasticity is an informative index for assessing the biological influence of physical education lessons organized based on the circuit training method on the physical development of 10-11 year old students. 3. At the end of the school year, the share of harmoniously developed students in the experimental group is 60%, and in the control group - only 50%, being correspondingly increased by 13 and 2%, in relation to the initial figures, for which reason we recommend the inclusion of lessons with training character in the instructional-didactic process with 10-11 year old students.