European International Journal of Pedagogics
44
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TYPE
Original Research
PAGE NO.
54-57
DOI
OPEN ACCESS
SUBMITED
30 October 2024
ACCEPTED
19 December 2024
PUBLISHED
20 January 2025
VOLUME
Vol.05 Issue01 2025
COPYRIGHT
© 2025 Original content from this work may be used under the terms
of the creative commons attributes 4.0 License.
Development of speed and
strength abilities of
schoolchildren through
circuit training
Jasur Khurramov
Doctor of Philosophy (PhD) Karshi State University, Karshi, Uzbekistan
Abstract:
The article describes a technique that allows
for rapid mobility improvement based on sensitive
periods at a primary school age. The developed
technique can be used to increase mobility of 9-10 years
old children both in physical education lessons and sport
clubs as well.
Keywords:
mobility, circular training exercises, sensitive
periods, primary school age, Physical Education lessons.
Introduction:
In all socially and economically developed
countries, priorities to organize leisure time of the youth
practically, to strengthen their health and to prepare
brighter youth for good prospects are achieved by
physical education lessons and sport. In addition, special
attention is paid to improve the general physical training
of children, the formation of the necessary mobility
skills, the development of their physical abilities, and
comprehensive development of the child's personality.
Targeted physical development of school-age children is
especially important.
Based on world leading practices, techniques for further
development of primary education, improving the
system of physical education, increasing the efficiency
of physical activity and effective organization in sport
lessons at school are developed. Scientific studies have
been carried out on the practical usage of tools and
techniques for comprehensive development of the
qualities necessary for the physical well-being of school-
age children, as well as on the development of various
forms to enhance their physical development and
functional training [2]. Taking into account of their
sensitive periods, numerous studies have been
conducted on the development of physical abilities of
primary school children, selective techniques for the
rapid development of mobility skills and physical
qualities.
European International Journal of Pedagogics
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European International Journal of Pedagogics
At present, large-scale projects are being carried out in
our country aimed at regular training of young
generation to refine physical education and sports. The
most important aim of the education system in our
Republic is to provide the younger generation with a
solid education and to bring them up as physically and
spiritually smart and intelligent generation [1]. In spite
of the high state-level emphasis on the education
system, the current condition of physical education in
secondary schools remains one of the most worrying
issues in education. The course process of Physical
Education lessons introduced in the traditional system
is not perfect, that is, does not fully meet the demands
of the growing organism [2,5].
Effective use of sensitive steps to fill this gap enables
the div to realize its numerous capabilities to the full
and develop certain physical qualities. Since speed is
the most difficult skill to develop, it is important to pay
special attention to the targeted use of sensitive
periods for rapid development [4]. Therefore, the
solution of the problem of improving the learning
process targeted at mobility development in primary
school physical education lessons is still worrying.
Purpose of the study. The develop techniques of
improving mobility in physical education lessons of
sensitive primary school-age children by circular
training exercises.
Research methods. The improved method of holding
lessons in the open air and indoor control of physical
training lessons aimed to improve the mobility of
elementary school children during the is sensitive
period was Implemented and introduced in secondary
school.
1.
The results of the study and their discussion.
Prior to the tests, the students were informed about
the purpose of the test, they were shown examples
and explained how to do the test in detail.
Pupils in the experimental group completed a set of
specific circular training exercises to improve the
mobility within the set of exercises both during the
course preparation and in the main part of the course.
The newly-developed technique involves the exercise
of one or two series of exercises with an extensive-
interval circular training method. One circular training
includes 8 sets. Each exercise was spent on the same
15 seconds and the rest interval was 30 seconds.
Duration of this method is a minimum of 8 lessons, 2
consecutive lessons per week, which is considered a
completed cycle for an extensive interval method. The
number of cycles during the school year is min 3, max
4.
The circular training set includes the following
exercises:
Exercise 1. Running, staying on the same position (the
performer tries to rotate his knees as often as possible
on a rope hanging horizontally at the height of his thigh
at right angles).
Exercise 2. Jumping on right and left feet with great
intensity as if you were rope jumping, hands are on the
waist.
Exercise 3. Bending and lifting the back, with the div
lying on the back (the performer tries to act as fast as
possible, with the legs locked at the knees at first).
Exercise 4. Running, feet should meet the back of the
hips (the palms of your leg should touch with the back
of your hip muscles as much as possible).
Exercise 5. Lying on the back, leaning on something (f.p.
standing straight, leaning-sitting, leaning-lying, leaning-
sitting, return to the first position)
Exercise 6. Jump up (the first position is sitting on locked
knees and you should jump up the front keeping the
div straight up.
Exercise 7. F.p.- the right foot is on the seat, the arms
are on the waist (after the start, he should jump up with
force , touching the feet on the seat alternatively, the
shoulders are held straight, the pushing leg fully
adjusted).
Exercise 8. Running staying on the same position-
Leaning on the hands - (after the start f.p. the performer
runs from the position, the whole div leans on the
hands, the face is kept straight up.
In order to determine the effectiveness of the
developed methodology, a pedagogical experiment was
conducted at the secondary school N29 in Karshi to
increase mobility of primary school children(9-10 years
old third-grade pupils) in the learning process. All study
participants were divided into two groups: EG -
experimental group and CG - control group. The number
of children in the groups was equal and the same
number of children participated both in the “EG” and
“CG”. In the control group, the physical education
classes were conducted by a physical education teacher
based on the traditional school curriculum. In the
experimental group, a teacher conducted that lesson,
using the new methodology developed and proposed by
us.
As a result of the pedagogical experiment, it was found
that young children in the CG had slightly improved their
performance in terms of physical training during the
pedagogical experiment, however statistics on all
studied indicators did not show reliable changes (p>
0.05) (Look at Table N1).
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European International Journal of Pedagogics
Table N1
Dynamics of physical training indicators of Control group children
[n=b-15; g-15]
Т/
p
Control tests
Before the
Experiment V%
After the
Experiment V%
t
p
x
x
1. 30m Running, sec
26
,
0
1
,
6
24
,
0
8
,
5
3
,
4
1
,
4
24
,
0
0
,
6
21
,
0
7
,
5
0
,
4
7
,
3
09
,
1
21
.
1
0,05
0,05
2.
High Jump (Abalakov
length), cm
3
,
2
8
,
21
8
,
2
3
,
25
3
,
13
1
,
11
9
,
1
3
,
23
4
,
2
7
,
26
1
,
8
0
,
9
68
,
1
47
,
1
0,05
0,05
3. Long jump from the
position , cm
1
,
4
4
,
128
6
,
3
9
,
135
2
,
3
6
,
2
8
,
3
1
,
130
2
,
3
3
,
137
9
,
2
5
,
2
18
,
1
13
,
1
0,05
0,05
4. Throwing stuffed ball
(1kg), cm
2
,
18
286
6
,
22
294
4
,
6
7
,
7
4
,
16
0
,
293
3
,
24
1
,
301
6
,
5
1
,
8
09
,
1
83
,
0
0,05
0,05
5.
Rope jumping, times
2
,
1
6
,
13
5
,
1
1
,
11
8
,
8
5
,
13
8
,
0
1
,
14
1,2
5
,
11
7
,
5
4
,
10
34
,
1
81
,
0
0,05
0,05
6.
Jingle jangle running
3x10 m, sec
22
,
0
1
,
10
0,24
8
,
9
2
,
2
4
,
2
26
,
0
0
,
10
0,20
7
,
9
6
,
2
1
,
2
14
,
1
24
,
1
0,05
0,05
Note N1. Boys’ results were shown in the numerators, girls’ in denominators.
The physical training levels of EG boys and girls show that their level of physical training improved significantly
and reliably (p <0.01) (Look at Table N2).
Table N2
Dynamics of physical training indicators of Experiment group children
[n=b-15; g-15]
Т/
р
Control tests
Before the
Experiment V%
After the
Experiment V%
T
p
x
x
1. 30m Running, sec
30
,
0
2
,
6
26
,
0
9
,
5
8
,
4
4
,
4
20
,
0
8
,
5
12
,
0
5
,
5
5
,
3
2
,
2
30
,
4
41
,
5
0,01
0,01
2.
High Jump (Ablakov
length), cm
1
,
3
6
,
22
8
,
2
8
,
26
7
,
13
4
,
10
7
,
1
6
,
33
2
,
2
6
,
35
0
,
5
1
,
6
0
,
12
57
,
9
0,01
0,01
3. Long jump from the
position , cm
1
,
6
1
,
126
2
,
4
1
,
134
8
,
4
1
,
3
2
,
4
6
,
148
4
,
3
6
,
151
8
,
2
2
,
2
8
,
11
5
,
12
0,01
0,01
4. Throwing stuffed ball
(1kg), cm
8
,
12
0
,
283
8
,
17
1
,
291
5
,
4
1
,
6
4
,
10
1
,
329
7
,
13
0
,
337
6
,
5
1
,
8
8
,
10
91
,
7
0,01
0,01
5. Rope jumping, times
1
,
1
2
,
13
1,4
2
,
11
3
,
8
5
,
12
7
,
0
4
,
15
1,0
4
,
14
5
,
4
9
,
6
53
,
6
20
,
7
0,01
0,01
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European International Journal of Pedagogics
6.
Jingle jangle running
3x10 m, sec
27
,
0
2
,
10
0,28
9
,
9
6
,
2
8
,
2
17
,
0
1
,
9
0,11
8
,
8
8
,
1
2
,
1
3
,
13
2
,
14
0,01
0,01
Note N2. Boys’ results were shown in the numerators, girls’ in denominators.
There was a significant increase in results for two
figures: tennis ball throwing and six-minute running,
but no reliable statistical differences (p> 0.05). Actually,
throwing a tennis ball away describes strength levels
and a six-minute running shows durability. However,
our method is designed to improve the mobility using
extensive interval techniques and the absence of
reliable statistical differences in control measurements
is explained by this.
Conclusions. As a result of the pedagogical experiment,
enough data were obtained to evaluate the proposed
methodology for increasing mobility targeted at
improvements of physical readiness of young children.
Having analyzed all figures, we can conclude that the
traditional method of physical education lessons has
insignificant impact on the general physical fitness of
young children.
The high effectiveness of the proposed methodology is
confirmed by the results of the same measurements
obtained from the figures of boys and girls. During the
experiment, all of the indicators were confidently
higher in the experimental method group than in the
standard school program. This is a compelling
argument in favor of the methodology developed to
enable rapid development of primary school students’
mobility through the use of sensitive periods.
The methodology for enhancing mobility based on the
use of extensive circular training exercises can be used
in physical education classes as well as in sports clubs
to develop the mobility of school children aged 9-10.
The method, which allows primary school children to
increase mobility, has proven to be more effective than
traditional systems used in the general education
curriculum and makes school lessons more effective. As
a result, their overall physical fitness improved by
12.5%, physical development and functional training by
10.6%, and their speed and strength qualities increased
by 8.2%, and their mobility increased by 15.2%.
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