Abstract

The Effect of Coordination Training on Switching the Attention of Schoolchildren with Different Typologies

Background: The differentiated coordination training of children (7-8 years) improves the results not only of coordination abilities but also indicators of switching the attention of children who were training with the type of nervous system. Aim of the study: To identify the effect of coordination training on the development of coordination abilities of younger school children in physical education classes and to determine its impact on the ability to switching attention in children with different strengths of the nervous system. Subjects and methods: In total, 60 children aged 7-8 years participated in the study. The level of development of the ability to switching attention was determined by the “numbers” test. The strength of the nervous system was determined according to the method of “Tapping-test”. The mathematical and statistical processing of the results was carried out with the help of the T-Student. Results: After 7 months of the pedagogical experiment, new results were obtained. Children from KG have improved their performance in the ability to switching attention to 2.1 s, (p>0.05), at the same time, the indicators in the test “Shuttle run 3 × 10 m” deteriorated from 10.3 ± 0.6 s. to 10.4 ± 0.6 s. (p>0.05). Children from EG-1 improved the performance in the test “Shuttle run 3 × 10 m” on 0.2 s. (p>0.05). At the same time, the indicators of switching attention also improved from 48.7 ± 4.1 s. to 45.4 ± 3.9 s. (p>0.05). Conclusion and recommendations: If in physical education class school children are trained in motor coordination, then the indicators in the development of coordination abilities will improve and the indicators of ability to shift attention will increase, especially those who are engaged in a differentiated method based on the strength of the nervous system.

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