PhD Fateh Zereg¹
Dr. Hab., Professor M.V. Zhiyar²
Associate Professor O.V. Romenskaya³
Suli Taha^4
1Chengdu Sports University, Chengdu, Sichuan, China
²Russian State University of Physical Education, Sports, Youth and Tourism (SCOLIPE), Moscow
³Tolyatti State University, Togliatti
⁴Moscow City Pedagogical University, Moscow

Abstract

Objective of the study was to theoretically substantiate, develop and test benefits of a new movement coordination skills training model for the 11-13 year-old female handball players in advanced training stage.

Methods and structure of the study. We sampled for the study the 11-13 year-old female handball players from CYSS #53 in Moscow and split them up into Experimental and Reference Groups (EG, RG) of 20 people each. The movement coordination skills training model included the following two training versions: focused/ emphasized movement coordination skills training with a special priority to selected movement coordination skill in a training session; and unspecific/ combined movement coordination skills trainings integrating different movement coordination skills within training session or training micro-cycle. The new movement coordination skills model assigned 15 to 30 minutes in the total Experimental Group training time for the movement coordination trainings. And the Reference Group was trained with a traditional emphasis on the key movement coordination skills.

The movement coordination skills training and excelling model was designed to attain a few general and special goals in the movement coordination skills quality and movement sequence control domain. The key objective with the subordinated special goals was to secure fast progress in the movement control abilities with every motor skill phase execution quality and due movement coordination skills / pacing skills.

The movement coordination skills training and excelling model included sets of special exercises with a special focus on the movement harmony, sequencing and integration into a perfect motor skill. The exercises were designed to offer coordination stepping difficulties for the trainees;

new untraditional/ unexpected elements; a wide range of movement options and unusual solutions for the motor tasks; and priority to the movement coordination skills control, management and self-rating goals with every individual analyzer system being mobilized or inactivated when the occasion requires. In the special/ focused movement coordination skills trainings, a high priority was given to the special conditioning practices with/ without the ball, with the lead/ non-lead-limb handling elements, movement coordination skills executions on the lead/ non-lead sides, lower-limbs assisted ball handling practices etc.

Results and conclusion. The new movement coordination skills training model testing experiment found the model beneficial as verified by the EG versus RG progress, particularly in the unspecific movement coordination skills training version. Both movement coordination skills training versions were tested beneficial for the team sport advanced training stage as they were found to facilitate the movement coordination progress in a harmonized manner (provided the individual movement coordination skills training times are kept equal); with optional focused trainings of some individual key movement coordination skills.

Keywords: 11-13-year-old female handball players, movement coordination skills, advanced training, unspecific/ focused movement coordination skills training.

Background. Women’s handball sport community gives a growing priority to the movement coordination skills in the context of the spatial orientation qualities critical for success under heavy competitive pressures with the response time/ space limitations and multiple unexpected game situations. Modern advanced training systems basically train players for promotion to the sports excellence groups, with a special attention to their progresses in the sport-specific motor skills including movement coordination skills.

Objective of the study was to theoretically substantiate, develop and test benefits of a new movement coordination skills training model for the 11-13 year-old female handball players in advanced training stage.

Methods and structure of the study. We sampled for the study the 11-13 year-old female handball players from CYSS #53 in Moscow and split them up into Experimental and Reference Groups (EG, RG) of 20 people each. The movement coordination skills training model included the following two training versions: focused/ emphasized movement coordination skills training with a special priority to selected movement coordination skill in a training session; and unspecific/ combined movement coordination skills trainings integrating different movement coordination skills within training session or training micro-cycle. The new movement coordination skills model assigned 15 to 30 minutes in the total Experimental Group training time for the movement coordination trainings. And the Reference Group was trained with a traditional emphasis on the key movement coordination skills.

The movement coordination skills training and excelling model was designed to attain a few general and special goals in the movement coordination skills quality and movement sequence control domain. The key objective with the subordinated special goals was to secure fast progress in the movement control abilities with every motor skill phase execution quality and due movement coordination skills / pacing skills.

The movement coordination skills training and excelling model included sets of special exercises with a special focus on the movement harmony, sequencing and integration into a perfect motor skill. The exercises were designed to offer coordination stepping difficulties for the trainees;

new untraditional/ unexpected elements; a wide range of movement options and unusual solutions for the motor tasks; and priority to the movement coordination skills control, management and self-rating goals with every individual analyzer system being mobilized or inactivated when the occasion requires. In the special/ focused movement coordination skills trainings, a high priority was given to the special conditioning practices with/ without the ball, with the lead/ non-lead-limb handling elements, movement coordination skills executions on the lead/ non-lead sides, lower-limbs assisted ball handling practices etc.

Results and discussion. The group progresses in the movement coordination skills training model testing experiment were rated by the pre- versus post-experimental unspecific/ specific movement coordination skills tests: see Table 1.

Table 1. Pre- versus post-experimental EG/ RG movement coordination skills test data

Note: *Wilcoxon test rate

The RG was tested with meaningful progresses in a few specific movement coordination skills including the 20m ball handling, 3x10m sprint, and the right/ left bipodalic jump tests – versus the EG making a significant progress in 10 tests out of 14. The test data give the grounds to rate both of the training models beneficial, with an expressed advantage of the EG training model. In the individual progress percentage terms, the RG and EG made progresses in the pre- versus post-experimental movement coordination skills tests of 35% and 75% of the group numbers, respectively. This finding gives the grounds to rate the new movement coordination skills training model beneficial.

The RG and EG average progresses in the individual movement coordination skills tests were the following: in the zigzag sprint test 4% and 22%, respectively; in the shuttle sprint test 2% and 9%, respectively. In the 7m target shooting (10 attempts) test, 10% and 50%, respectively, with the progress secured by the special movement coordination skills training tools focused on muscular effort kinesthetic control accuracy. These test data provide a fair measure of the age-specific progresses in different movement coordination skills – that may be interpreted as indicative of the movement coordination skills training model benefits that make it recommendable for application in youth women’s handball.

It should be emphasized that the above movement coordination skills progress was associated with fast improvements in the specific technical motor skills in both of the groups. Thus, the pre- versus post-experimental motor skills tests found the EG progress in the two-hand ball catching from 2.5 to 4.4 points – versus the RG progress from 2.4 to 3.3 points.

Conclusion. The new movement coordination skills training model testing experiment found the model beneficial as verified by the EG versus RG progress, particularly in the unspecific movement coordination skills training version. Both movement coordination skills training versions were tested beneficial for the team sport advanced training stage as they were found to facilitate the movement coordination progress in a harmonized manner (provided the individual movement coordination skills training times are kept equal); with optional focused trainings of some individual key movement coordination skills.

The study was sponsored by Chengdu Sports University (Sichuan, China)

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