Pattern Recognition: The Specific Features of Teaching the Standing Long Jump to 14-Year-Old Girls

The study's purpose was to determine the specific features of the effect of the number of repetitions and rest intervals on the effectiveness of the standing long jump training program for 14-year-old girls. 
Materials and methods. The study participants were 40 girls aged 14. The study participants were informed about all the features of the experiment and gave their consent to participate therein. The study used methods of analysis of scientific and methodological literature, observation, pedagogical experiment, and methods of mathematical statistics. The pedagogical experiment was designed as a full factorial experiment with a 2к factorial design. The effect of the number of repetitions (6 to 12 times) and the rest interval (60 to 120 s) on the effectiveness of the standing long jump training program for 14-year-old girls was investigated. Discriminant analysis was used for data analysis. 
Results. The analysis of the experimental data showed that the modes of alternating physical exercise performance and rest intervals have a statistically significant effect on the formation of the motor skill of standing long jump in 14-year-old girls (p < 0.001). It is after the third exercise performance mode that the girls spent the smallest total number of repetitions required for the formation of the standing long jump skill. Thus, the 1st, 4th and 6th series of training tasks are learned faster after the third exercise performance mode, the 3rd series of training tasks is learned faster after the second exercise performance mode, and the 2nd and 5th series of training tasks are learned faster after the fourth exercise performance mode (p<0.001). 
Conclusions. It was established that the mode of alternating exercises in 3 sets of 2 repetitions with a rest interval of 120 s is classified as the most rational. A specific feature of the formation of the motor skill is that each of the modes can be considered as a priority for one or another motor task. In the investigation of the learning process, discriminant analysis makes it possible to classify work modes and determine the relationship between the motor tasks within the training program.