The purpose of the study was to determine the impact of knowledge considered as a methodological basis of motor learning on the effectiveness of motor skills development in children and adolescents. Materials and methods. Young gymnasts aged 7-13 participated in the experiment. At the first stage – young gymnasts aged 8 (16 groups of 6 people each). At the second stage – young gymnasts aged 8 (3 groups of 6 people each), young gymnasts aged 13 (2 groups of 6 people each). Both philosophical and general scientific research methods were used to solve the tasks set, among which were: dialectical method, systems approach, modeling, pedagogical experiment organized according to the scheme of a 2k factorial experiment. Results. A positive effect of learning depends on the consistent solution of learning tasks and rational application of methods. This is indicated by the following: firstly, the total impact of factors reduces the number of repetitions when teaching young gymnasts a side handspring (by 23 repetitions), secondly, the total interaction increases the duration of training by 9 repetitions. Obviously, studying the decomposition of learning tasks can improve the effectiveness of learning in general. Conclusions. The learning process structure is most influenced by the conclusions of the theory of functional systems (43%, p < 0.001), the theory of movement construction (41%, p < 0.001), and the theory of management of knowledge acquisition, formation of actions and concepts (2.6%, p < 0.05). A positive effect of learning depends on the consistent solution of learning tasks and rational application of methods.

The study objective is to substantiate the modes of alternation of physical exercises and rest intervals in the process of teaching series of tasks aimed at motor skills development in boys aged 14 years. Materials and methods. The participants in the study were 40 boys aged 14. The children and their parents were fully informed about all the features of the study and gave their consent to participate in the experiment. To achieve the objective set, the following research methods were used: study and analysis of scientific and methodological literature; pedagogical observation, timing of training tasks; pedagogical experiment, methods of mathematical statistics, methods of mathematical experiment planning. Results. The results of the analysis of variance and regression models show that the optimal mode of performing series of training tasks is within the range of 6-12 exercise repetitions with rest intervals of 60-120 seconds. In the proposed matrix of factorial design, the selected step of factor variation is sufficient to study the impact of different modes of physical exercises on the effectiveness of teaching children and adolescents. Conclusions. A 22 type experiment made it possible to examine the multifactorial structure of the process of teaching boys aged 14, using the program of algorithmic instructions, to specify the optimal balance between factors for their use when teaching physical exercises during physical education classes. The best options for teaching series of tasks to boys aged 14 during physical education classes are: series 1 — 12 repetitions, rest interval of 120 s; series 2 — 12 repetitions, rest interval of 60 s; series 3 — 6 repetitions, rest interval of 60 s; series 4 — 12 repetitions, rest interval of 60 s; series 5 — 12 repetitions, rest interval of 120 s; series 6 — 6 repetitions, rest interval of 60 s.

The study objective is to determine physical exercises modes when developing motor skills in girls aged 15.Materials and methods. The participants in the study were 40 girls aged 15. To achieve the objectives set, the following research methods were used: study and analysis of scientific and methodological literature; pedagogical observation, timing of training tasks; pedagogical experiment, methods of mathematical statistics, methods of mathematical experiment planning, discriminant analysis. To achieve the objective set, the study examined the effect of different variants of performing exercises, specifically: the number of repetitions (x1) and rest intervals (x2) on mastering a press headstand technique. The girls aged 15 were divided into four groups according to the experiment plan. During the learning process, a method of algorithmic orders was used. The student could proceed to the next exercise only after a correct performance of the previous exercise on three consecutive attempts. The number of repetitions needed to teach exercises in each series of training tasks was recorded. The level of proficiency in the physical exercises performance was determined by the alternative method: “performed” or “failed”. A technically correct performance of the exercise gave the students “1” point; a failure to perform the exercise gave them “0” entered in the protocol.Results. The 22 type experiment made it possible to study the multifactorial structure of teaching the girls aged 15, using a program of algorithmic orders; to specify optimal correlations of factors for their use when teaching physical exercises during physical education classes; to collect data for the calculation of regression models of teaching separate series of training tasks and for discriminant analysis to obtain a generalized model of teaching an exercise in general.Conclusions. To select a generalized mode of exercises of the series of tasks when teaching girls aged 15 a press headstand and handstand, the first discriminant function can be used with an emphasis on the most informative variables.The regression equations obtained from the analysis of the 22 full factorial experiment data make it possible to specify and select the most effective modes of exercises for mastering separate series of training tasks.

Purpose: to work out complex of health related aerobic exercises with fit-ball for girl students, who have significant risk of backbone pathologies. Material: in the research 1st-3rd year girl students (n=50, age-15-17 years) participated. Questionnaire for assessment of self feeling was used. For diagnostic of backbone mobility we used criterion of functional disorders and trainings effectiveness assessment. The diagnostic included eight tests for every girl student of risk group-Cervical spine mobility, Otta's test, Chest excursion, Shober's test, Tomayer's test, Pavelky's (left) test, Pavelky's (right) test and Backbone index. The main research method was pedagogic experiment. Results: it was found that 50% of 1st year girl students have pain in back. Average level of backbone mobility (backbone index) in the tested group was 86.9% from approximate norm at the end of the research. Conclusions: we found that it is possible to prevent from deviations in backbone functional state and preservation of its functional level in fit-ball aerobic trainings. Fitball aerobic trainings resulted in confident improvement of indicators of backbone mobility.

Background and Study Aim. Musculoskeletal complaints are common among music students, irrespective of gender. They develop due to intense practice over an instrument; spending long hours of practice may cause muscular imbalance, tension, and awkward posture. The repetitive nature of practice in music students may cause overuse and fatigue. This increases the risk of acute pain and can affect both quality of life and performance. Therefore, the present study aimed at evaluating the transformative effects of an 8-week intervention program on posture in music students. Material and Methods. The 8-week intervention program with transformative effects was conducted over 8 weeks (from September 18 to November 12) on Mondays and Thursdays, for 45 minutes each session. The program aimed to benefit 25 music students, of whom (i) 15 were in the experimental group (with an average age of 24.20 years, average weight of 82.40 kg, and average height of 178.60 cm), and (ii) 10 were in the control group (with an average age of 24.60 years, average weight of 78.40 kg, and average height of 182.20 cm). All participants were enrolled in the second year of a master's degree program in Performing Arts. Standardized measures for evaluating posture (utilizing Klein and Thomas's method, as refined by Mayer) were conducted both before (Week 1, September 18) and after (Week 8, November 12) the intervention. The impact of the 8-week intervention program was assessed using the Wilcoxon Rank-Sum Test, Wilcoxon Signed-Rank Test, and Pearson's r. Results. Significant differences (p ˂ 0.05, ˂ 0.01) between 25 music students (M); in particular experimental group (n = 15) and control group (n = 10), were in 4 (80%) segments of body in post-test: (i) Head and neck; (ii) Abdomen and pelvis; (iii) Curvature of spine; (iiii) Shoulders and scapulas. Insignificant differences (p ˃ 0.05) between 25 music students (M) were in pre-test. Conclusions. Significant differences (p ˂ 0.05, ˂ 0.01) indicated the transformative effects in the experimental group's (n = 15) posture. This emphasizes the potential of the 8-week intervention program in promoting musculoskeletal health of music students. Therefore, additional research is necessary to investigate the lasting resilience (sustainability) of advantages and enhance the intervention plan in music education. Передумови та мета дослідження. Скарги на опорно-руховий апарат поширені серед студентів-музикантів, незалежно від статі. Вони розвиваються внаслідок інтенсивних тренувань за інструментом; проведення тривалих годин тренувань може спричинити м’язовий дисбаланс, напругу та незручну позу. Повторюваний характер тренувань у студентів може спричинити надмірне навантаження та втому. Це підвищує ризик гострого болю та може вплинути як на якість життя, так і на працездатність. Таким чином, дане дослідження було спрямоване на оцінку трансформаційного впливу 8-тижневої програми втручання на поставу студентів-музикантів.Матеріал і методи. 8-тижнева програма втручання з трансформуючими ефектами проводилася протягом 8 тижнів (з 18 вересня по 12 листопада) по понеділках і четвергах по 45 хвилин кожен сеанс. Програма мала на меті охопити 25 студентів-музикантів, з яких (i) 15 були в експериментальній групі (із середнім віком 24,20 року, середньою вагою 82,40 кг і середнім зростом 178,60 см), і (ii) 10 були в контрольна група (середній вік 24,60 року, середня вага 78,40 кг, середній зріст 182,20 см). Усі учасники були зараховані на другий курс магістерської програми за спеціальністю «Сценічне мистецтво». Стандартизовані вимірювання для оцінки постави (з використанням методу Кляйна і Томаса, вдосконаленого Майєром) проводилися як до (тиждень 1, 18 вересня), так і після (тиждень 8, 12 листопада) втручання. Вплив 8-тижневої програми втручання оцінювали за допомогою тесту суми рангів Вілкоксона, тесту знакового рангу Вілкоксона та r Пірсона.Результати. Достовірні відмінності (p ˂ 0,05, ˂ 0,01) між 25 студентами-музикантами (M); зокрема експериментальна група (n = 15) і контрольна група (n = 10), були в 4 (80%) сегментах тіла в пост-тесті: (i) голова і шия; (ii) живіт і таз; (iii) Викривлення хребта; (iiii) Плечі та лопатки. Незначущі відмінності (p ˃ 0,05) між 25 студентами-музикантами (М) були в попередньому тесті.Висновки. Достовірні відмінності (p ˂ 0,05, ˂ 0,01) свідчать про трансформаційні ефекти в поставі експериментальної групи (n = 15). Це...