ETHNIC GAMES AND COMPETITIONS AS MEANS FOR DEVELOPMENT OF SPEED AND AGILITY OF MOVEMENTS AMONG STUDENTS DURING PHYSICAL EDUCATION CLASSES
Statement of the problem. The methods for development of speed and agility of movements were initially based on ethnic competitive game culture. Then, due to the emergence of sports as a social phenomenon, the emergence and development of sports science, they were replaced by methods of sports training. The techniques used in sports are focused primarily on the competition calendar. The load distribution in the training process is systematized according to annual macrocycles, which allows athletes and coaches to create the super-compensation effect necessary for the maximum possible development of such physical qualities as speed and agility. In physical education classes, it is very difficult to obtain the effect of supercompensation with the help of sports techniques, since the conditions for their use are not observed. It is advisable to design a lesson in physical education in the form of a microcycle, logically completed, not depending on the previous lesson, in which ethnic competitions are the means for developing speed and agility. The purpose of the article is to provide evidence of the effectiveness of the use of ethnic sports, as a means for developing speed and agility in physical education and training in amateur sports. The research methodology is a comparative and systematic analysis of the methods of modern sports training and traditional (ethnic) methods of physical education. Research results. A pedagogical experiment showed that a traditional (ethnic) game or competition is the best way to develop speed and agility in amateur sports and for physical education. Each training session or class includes several consecut﻿ive games or competitions, which are leading exercises for the final competition held at the end of the training session. Such a lesson or training is practically a training microcycle, in which the initial, final and end-to-end control of the physical development of athletes is naturally integrated. Conclusion. The proposed method of organizing physical education lessons on the example of Russian ethnic military games and competitions is optimally suitable for its use in physical education lessons at universities. The repeatability of the reliability of the difference in the results gives the right to assert the competence and effectiveness of the methodology of using the battle games of the Russian people to cultivate agility and speed-power qualities.