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List of used literature. Thesis: Specifics of constructing the educational and training process in basketball for children of secondary school age Basketball at the university educational literature year

Basketball: Basics of Training Irina Orlan

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Title: Basketball: Basics of Training

About the book “Basketball: Basics of Learning” Irina Orlan

The textbook presents methodological principles for teaching the technique and tactics of playing basketball; basic and auxiliary tools used in the learning process; sets of exercises for the development of coordination and conditioning qualities; abstracts of educational and training sessions are presented as regulatory documents for organizing the educational process; requirements for writing a plan - a summary, as well as methods of self-control, as a safety factor in basketball lessons; methodology and mechanics of refereeing basketball matches. The material presented in the textbook will greatly assist students in organizing and conducting basketball classes as part of the educational process in higher educational institutions.

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History of basketball. Basic rules of a team sports game. Techniques and tactics of competitions in modern basketball. International achievements of American and Russian athletes. Types of games: streetball, korfball, in wheelchairs.

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Non-state educational institution

higher professional education

"SAMARA HUMANITIES ACADEMY"

Essay

in the discipline: "Physical Education"

on the topic: "Basketball"

Completed by: 2nd year student

Faculty of Economics (group BE-122)

Zyabbarova L.R.

Teacher: Toker D.S.

Samara - 2013

Content
Introduction
1. History of basketball
2. Rules of the game
3. Technique and tactics of the game
4. Competitions
5. Some types of basketball

Conclusion

Bibliography

Introduction

BASKETBALL(from the English “basket” - basket and “ball” - ball), a team sports game, the goal of which is to throw the ball with your hands into the opponent’s ring (basket), attached to the backboard. A hit can bring a team from one to three points. The team with the most points wins the match.

Currently, basketball is one of the most popular sports. The number of officially registered players worldwide exceeds 200 million. The International Basketball Federation (FIBA) in 2002 included 173 countries.

Regular basketball training improves coordination of movements, trains the respiratory and circulatory organs, develops muscles, and strengthens the nervous system. In many countries around the world, basketball classes are included in the physical training program for students in secondary schools and higher educational institutions.

1. History of basketball

Doctor James Naismith Dr. James Naysmith is known throughout the world as the inventor of basketball. He was born in 1861 in Ramsay, a town near Almonte, Ontario, Canada.

The concept of basketball originated in his school years, while playing “duck-on-a-rock”... The meaning of this game, popular at that time, was as follows: throwing one small stone, it was necessary to hit the top with it another stone, larger in size.

After serving as Athletic Director at McGill University, Naismith moved to the YMCA Training School in Springfield, Massachusetts.

Already, as a physical education teacher and college professor in Springfield, James Naismith was faced with the problem of creating a game for the Massachusetts winter, the period between baseball and football competitions. Naismith believed that due to the weather at this time of year, the best solution would be to invent a game for indoors.

Naismith wanted to create an outdoor game for Christian Worker School students that involved more than just the use of force. He needed a game that could be played indoors in a relatively small space.

And so, in December 1891, James Naismith presented his unnamed invention to his gymnastics class at the Springfield YMCA.

Firsta game. The first game was played with a soccer ball, and instead of hoops, Naismith attached two simple baskets to the balcony railings on either side of the gymnasium, and to top it all off, posted on the notice board a list of thirteen rules that were to govern this new game.

But soon, after the first game, the sheet with the rules disappeared. And, a few days later, one of Naismith's students, Frank Mahon, confessed to the "crime".

“I took them,” Mahon told his teacher.

"I knew this game would be a big success and I took them as a souvenir.

But now I think they should belong to you...”

In 1892, the first Book of Basketball Rules was published, containing 13 points, many of which are still in effect today. Although in some ways the “Naismith rules” differ from modern ones. For example, the match consisted of two halves of 15 minutes each. Dribbling the ball was not allowed by the rules of early basketball: you could only move around the court without the ball, and after receiving it, the player had to stop and either pass the ball to a partner or throw it into the basket. The number of players on a team was arbitrary - “from two to forty” (but always equal to the number of players on the opposing team). The player with the ball could not be attacked - it was only possible to prevent him from disposing of the ball (by jumping, waving his arms and other similar techniques). In case of violation of this rule, a foul was recorded, a repeated foul led to the disqualification of the offender - until a goal was scored. Three fouls in a row committed by any team were recorded as a “goal” in its basket - provided that the opponents themselves did not commit a single foul during this time. At one time, the team also had a goalkeeper guarding the basket, but behind the basket itself there was no basketball backboard that we are used to.

The game quickly gained popularity. Already at the end of the 19th century. Competitions began to be regularly held between teams from different cities and student campuses. Amateur leagues emerged. In 1896, a basketball match was held in the small American city of Trenton, the winning team of which received a monetary reward. Thus was born one of the phenomena of the 20th century. - professional basketball.

In 1898, the first professional association of teams was created - the National Basketball League (NBL). Having existed for five seasons, it broke up into several independent leagues.

NBA (National Basketball Association). At the beginning of the 20th century. American blacks were prohibited from playing for or against “white” basketball teams, although amateur basketball was then cultivated mainly in New York’s “black” Harlem and the black ghettos of other large US cities. Managers of professional teams for a long time did not pay attention to the black giant players, who, thanks to their natural flexibility and jumping ability, demonstrated incredible technique.

In 1922, the first professional team consisting entirely of black players, the New York Renaissance (or simply the Rens), was created in Harlem. Black basketball players easily beat white college teams. In 1927, a historic meeting between the New York Renaissance and the Bolton Celtics took place. A series of seven matches ended in a draw (the teams won three victories and tied one game, which was then allowed by the rules). After a short time, no one in America would dare to claim that basketball was a sport “for whites only.”

At the time of the founding of the NBA, basketball in America was far from the most popular sport. But the number of his supporters constantly grew, and in the late 1970s the NBA reached unprecedented prosperity. Today, the NBA Championship is essentially the World Club Championship among professionals, although formally only 27 American teams and two Canadian clubs that joined them in 1995 participate in it.

The NBA is currently considered the most successful of all professional sports organizations in the world. The NBA management strives to maintain interest in the Association championship through various organizational measures. One of them is the draft system, established back in the 1940s. Every year, clubs replenish their ranks with newcomers, and the draft structure is such that the weakest club at the moment has a better chance of acquiring the strongest rookie basketball player. According to modern rules, players who are already 18 years old can participate in the draft.

2. Rules of the game

The game takes place on a rectangular platform 28 m long and 15 m wide (previously its dimensions were 26x14 m, respectively) with a special ball. basketball rule tactics competition

The mass of the ball is 567-650 grams, the circumference is 749-780 mm (in games of men's teams; in games of women's teams smaller balls are used, and even smaller in mini-basketball matches). Basketballs come in two types: intended for playing only indoors (indoor) and universal, i.e. suitable for use both indoors and outdoors (indoor/outdoor). The basket (a metal ring with a diameter of 45 cm with a net stretched over it without a bottom) is mounted at a height of 3.05 m on a backboard mounted on a stand parallel to the end lines of the court.

The match starts in the center of the court. The referee throws the ball straight up between two players of the opposing teams. The moment they touch the ball (the ball cannot be picked up), the playing time begins. After each whistle from the referee, the stopwatch stops and starts again when the game resumes. (Accordingly, in basketball there is a distinction between a “live ball” and a “dead ball”.) The playing time is recorded by the referee-timekeeper. Previously, matches under the auspices of the International Amateur Basketball Federation (FIBA) consisted of 2 halves of 20 minutes of pure playing time. According to the new rules adopted in 2000, the match consists of four halves of 10 minutes of net time each (in the NBA - four halves of 12 minutes each) with 2-minute breaks between the first and second, third and fourth halves, a break in the middle of the match - 15 minutes.

Previously, a player could hold the ball for an unlimited time. In the 1960s, a 30-second (FIBA) and 24-second (NBA) limit was introduced: after it expires, the team loses the ball. According to FIBA rules of 2000, teams are also given no more than 24 seconds to attack. The judging panel includes a so-called 24-second operator, who monitors compliance with this rule. In addition, there are also the “three-second rule” (how long a player of the attacking team can be in the opponent’s limited zone, which is sometimes called the “3-second zone”) and the “eight-second rule” (during this time the team that has gained possession of the ball in her own half of the court, must transfer him from the backcourt to the frontcourt).

There are no draws in basketball. If at the end of the main time of the match the score is equal, an additional 5-minute period is assigned - overtime. If neither team achieves victory in overtime, another additional five minutes is assigned, etc. An exception is possible if teams, according to the competition regulations, hold paired matches (according to the so-called cup system): then the first match can be considered a draw, and the winner in the pair is determined by the results of the second game.

An accurate shot into the basket from a position behind the arc, carried out at a distance of 6.25 m from the backboard (in the NBA - 7.27 m), is worth three points. This arc is also called the "three-point line." All other throws (including those from under the shield) are worth two points. If the ball is thrown into the basket, but the opposing team's players block (catch or return) it directly above the basket, the points are counted as if the shot had reached the goal. Often, referees have to play a dropped ball during a game. The ball is considered disputed in the following cases: if two opponents hold the ball tightly and neither of them can take possession of it without breaking the rules; if the ball went out of bounds from two players of different teams (or the referee was unable to accurately determine which player touched the ball last); if the ball is stuck between the backboard and the ring, etc. Depending on the situation, a held ball can be played either between the direct participants in the “dispute” or between any two players of the opposing teams. A player taking part in a held ball cannot be replaced.

Basketball rules have several restrictions regarding the technique of dribbling the ball. After dribbling, a player can only take two steps with the ball in his hands without hitting the floor. Then he must either throw the ball into the hoop or give it to a partner. On the third step, a run is called and the ball goes to the other team. If the basketball player stops with the ball in his hands and, instead of throwing into the basket or passing to a partner, starts dribbling again, a double dribble is recorded and the ball also goes to the opponent. The player in possession of the ball may stop and then continue moving again, provided that he continued to tap the ball on the floor during the stop. The ball in basketball can be dribbled alternately with one hand or the other, but not with both hands at once. If a player receives the ball while standing still, or stops after receiving the ball, he is not allowed to lift his supporting foot off the floor before he releases the ball from his hands.

From each team, five players perform on the court at the same time, another five to seven basketball players are on the bench during the game. The number of substitutions in basketball is not limited, but they can only be made at the moment when the stopwatch is stopped.

According to FIBA rules, in official competitions players wear numbers from 4 to 15. The numbers "1", "2" and "3" are not currently used as numbers. Among the special gestures used by referees during the match, there are also gestures with these numbers: for example, when the referee indicates a violation of the “three-second rule” or indicates how many free throws a player of the injured team must take. In the same way, on his fingers, the referee shows the match secretary the number of the player who is punished with a personal remark. In order to avoid confusion, it was decided to abolish numbers 1, 2 and 3.

Basketball rules prohibit hitting an opponent's hands, pushing him, holding him with his hands, stepping on his feet, or meeting him with a foot (both straight and bent at the knee). A player who commits any of these violations is given a personal reprimand (foul). If an athlete receives five fouls during a match (six in the NBA), he is removed from the field for the remainder of the match and replaced by one of the reserve players.

A double foul is declared when players from both teams simultaneously violate the rules: both basketball players receive personal reprimands, and the ball remains with the team that had it at the time of the violation, or a held ball is played. There are also: technical foul (for unsportsmanlike behavior, not only basketball players on the court, but also the coach and substitute players can be subject to such punishment - for arguing with the referee, trying to start a fight, etc.), intentional foul (in particular , for rough play or a deliberate mistake in a game situation fraught with scoring), etc.

The heaviest penalty in basketball is the so-called disqualifying foul. It is declared for a serious violation and entails the disqualification of the player and his removal from the court for the rest of the game, regardless of the number of fouls he already had (he is replaced by another basketball player).

If a personal foul was committed against the player making a shot at the hoop, or a technical foul was recorded, the referee, in addition to a personal reprimand to the offending player, also awards free throws. Depending on the nature of the violation, the throws are performed either by the victim himself or by one of his teammates. Free throws are taken from a special point 6 m from the goalpost. Each accurate shot is worth a point, so two free throws can earn two points.

Modern basketball rules include clauses such as “game forfeited” (a team is forfeited if one player remains on its roster) and “game forfeited” (in a situation where a team refuses to start - or continue the game after the corresponding signal from the referee).

At the very beginning, basketball had only 13 rules, now there are more than 200. They are periodically reviewed by the FIBA World Technical Commission and then approved by the Federation's Central Bureau. Their last major revision occurred in May 2000.

The rules define only the basic principles of the game; they cannot provide for all possible game situations. In addition to the set of rules themselves, there are also their official interpretations, which stipulate the possible interpretation of the rules in various controversial issues. The match referee has the right to make an independent decision in situations that are not specified in the rules.

For all official international competitions, the rules approved by FIBA apply. They are slightly different from the NBA rules.

3. Technique and tactics of the game

In modern basketball, the following playing roles are distinguished: point guard; attacking defender, small and heavy forwards, as well as a center (or centre-forward).

A point guard is also called a "playmaker" or "conductor". Point guards control the ball more than other players and lead the game for the entire team. They are required to have excellent vision of the court, delicate dribbling and a subtle passing game. Attacking defenders not only start their team’s attack, but often finish it with long-range throws. Forwards usually attack from the edges of the court, while centers attack from close range. Center forwards, as a rule, are the tallest players in the team, their main function is to fight under their own and others' shields.

The center's role has acquired a truly cult status over time. The Soviet school of centers has always been one of the strongest in the world, giving the world such outstanding players as Otar Korkia, Janis Krumins, Alexander Belov, Vladimir Tkachenko, Arvydas Sabonis and others.

Currently, in basketball, universal masters are extremely valued, who, if necessary, can play not only in their position. The concept of “team player” is also very important. Legendary center Bill Russell's dedication to team play allowed him to lead the Boston Celtics to 11 NBA championships. His eternal rival Wilt Chamberlain (Philadelphia Warriors) was not inferior in class to Russell, but preferred to play “for himself” rather than “for the team,” and as a result he became the NBA champion only once.

Depending on how the game is going, the coach may at some point make changes to the usual tactical formation (the 2-1-2 “scheme” is considered standard): for example, put two or three centers on the court at the same time. The success of a team is determined not only by the individual skills of the players, but also by the correctly chosen tactics. A classic example is the final of the 1972 Olympic tournament. Realizing that his players were inferior to US basketball players in terms of their playing conditions and physical characteristics, the head coach of the USSR national team, Vladimir Kondrashin, built a defensive game, imposed “his basketball” on the opponent, which ultimately brought success to the Soviet team.

In basketball, there is a distinction between zone and personal (personal) defense. In the first case, each player takes care of any opponent located in the area (zone) of the court assigned to him. With personal defense, each basketball player takes care of “his” player. The so-called pressing is extremely effective - an active type of defense in which opponents are guarded not only in the immediate vicinity of their shield, but also on the far approaches to it, sometimes throughout the entire court. The purpose of pressing is to prevent the opponent from calmly playing the ball and carrying out an attack.

Fighting under the backboard is of particular importance in modern basketball. The well-known basketball commandment says: “Whoever wins the backboard wins the match,” and one of the main statistical indicators of a basketball player’s performance - be it an individual match or the entire season - is the number of so-called rebounds and blocked shots.

A player's individual skill is made up of many components. Dribbling, i.e. dribbling the ball, including without visual control, which allows the player to instantly assess the changing situation on the court. Various feints that mislead the opponent: deceptive movement of the ball, arms, legs, the whole body, turning the head, looking, etc. Passing game. The so-called hidden pass is especially valued - passing the ball without looking at the partner to whom it is addressed. Another technique from the arsenal of basketball masters is a behind-the-back pass (holding the ball behind his back, the player throws it over his partner’s head). Throws in basketball are carried out both from a place and in motion. There are many varieties of them: a jump shot, a “hook” shot (the hand of a player standing sideways to the opponent’s basket moves in an imaginary arc), a throw into the basket from above, etc. Along with the technique of handling the ball in basketball, the ability to play correctly without the ball is extremely important .

Basketball technique has been developed over decades. For example, at the end of the 19th century. the players passed to each other with only two hands from the chest, and made the throw in the same way or “from under themselves.” Such a seemingly natural technique as throwing the ball with one hand was first used only in the 1930s and produced a genuine revolution in the game.

When there were no (time) restrictions on attacking, basketball was a very slow game. This is confirmed by the “microscopic” results of the matches, which often did not go beyond 15-20 points on each side. Basketball at the beginning and middle of the last century was characterized by a leisurely play of the ball, and the success of the team was largely determined by the individual actions of the leading players. As a rule, these were the tallest athletes. For a long time, basketball was considered exclusively the sport of giants. There are indeed many of them among former and current basketball “stars”. For example, the tallest athletes in the history of Soviet basketball had incredible heights: the player of the Alma-Ata Burevestnik Uvais Akhtaev was 238 cm, and Alexander Sizonenko, who played for the Kuibyshev Stroitel, was 239 cm. But over time, they also began to have a noticeable influence on the game. smaller players, called "babies" in basketball. They are extremely mobile, hardy and have excellent reactions. The famous Bob Cousy compensated for his lack of basketball height with filigree technique; for his masterful dribbling and passing, he was nicknamed “The Houdini of the basketball court” and “The Nimble Wizard.” Michael Jordan, considered the best basketball player of all time, is also not a giant by basketball standards: his height is “only” 198 cm. Nevertheless, he fought on equal terms with taller opponents and for his incredible “flights” over the court he received the nickname “Their Airness” ".

Before the adoption of the “3-second rule,” the attack was often built according to a very simple tactical scheme: the tallest player of the attacking team was located in close proximity to the opponent’s hoop and, having finally received the ball, sent it to the basket. The introduction of the “3-second rule” forced basketball players to look for other options for attack development and to make more active use of medium and long-range shots. And with the introduction of a 24-second limit on attacks and a ban on returning the ball to one’s backcourt, the pace of the game noticeably increased, the passing game became of great importance, the technique and sniper qualities of players began to be valued no less than their height.

Sometimes even non-compliance with the rules is used as a tactical device. For example, a losing team at the end of a match deliberately breaks the rules: thanks to rebounds and subsequent skillful counterattacks, it can change the score in its favor. In the same way, the team leading the score can, at the end of the match, refuse free throws and put the ball into play from behind the side line (the rules allow such a “substitution”). This allows the team to buy time and maintain the winning score.

4. Competitions

International basketball competitions. In June 1932, the International Basketball Federation - FIBB, later renamed FIBA, was created in Geneva.

In 1935, the first European Championship was held there, in Geneva, and the Latvian team won it. Three years later, the women's European tournament debuted. Italian basketball players became the first champions of the continent. Currently, European championships are held every two years. Most often, the Soviet teams won them: men's - 14 times, women's - 20.

World Championships for men's teams have been held since 1950, for women's - since 1953. The first world champions in history were, respectively, the Argentine national team and the US national team. Currently, the world championship is played every 4 years. The USSR team, like the Yugoslav team, won world gold three times (1967, 1974 and 1982). Soviet basketball players became first 6 times. FIBA also holds world championships for junior and junior women and men under 22 years of age. In addition, the official FIBA calendar includes a number of competitions, including regional ones: both among national teams and among clubs.

Basketball at the Olympics. At the III Olympic Games in St. Louis and at the IX Olympic Games in Amsterdam, exhibition basketball matches were held with the participation of American athletes. The Olympic debut of men's basketball took place in 1936 at the Games in Berlin, where Dr. Naismith was the guest of honor. The basketball tournament attracted a lot of attention. Teams from 21 countries took part in it. The American team won. The US team won every Olympic tournament without exception until 1972, winning 63 matches and not losing a single one. In the dramatic finale of the Munich Olympics, the previously invincible Americans lost to the USSR team. In 1976 and 1984, the Americans were again first. The Yugoslav team won the Olympic tournament in Moscow. In 1988, the USSR basketball players again became the first. Starting from the 1992 Olympics, professional basketball players were officially allowed to participate in the Games. The US Olympic team, made up of NBA stars, was dubbed the “Dream-team” even before its roster was announced. She fully met the hopes of her fans and won a convincing victory at the 1992 Games. The “dream team” repeated its success at the next two Games.

Women's basketball was first included in the Olympic program in 1976 at the Montreal Games. The first then, as then at the 1980 and 1992 Games, was the USSR national team. All other Olympic tournaments were won by the US team.

Basketball in Russia. At the beginning of the 20th century. Member of the St. Petersburg Society for Promoting the Moral, Mental and Physical Development of Young People "Mayak" Stepan Vasilyevich Vasiliev translated basketball rules into Russian. “The grandfather of Russian basketball,” or, as he was also called, “Russian Naismith,” Vasiliev was as versatile an athlete and no less an enthusiast of the new game as its founder. Vasiliev persuaded his Mayak teammates to play a test game. The historic match took place in St. Petersburg in December 1906. It was attended by the “green team” and the “lilac team,” named after the color of the athletes’ T-shirts. “The purple team,” led by Vasiliev himself, a little later won the first basketball competition in Russian history and several subsequent ones. St. Petersburg and Moscow became the center for the development of domestic basketball. In 1909, the first official tournament in Russia was held. In the same year, the first international match took place - with the founders of basketball, the YMCA team. (According to some sources, this game was the first international match in the history of world basketball.) The Russian team won a sensational victory.

The first basketball league - already in Soviet times - was created in Petrograd in 1921. In 1923 the first official tournament was held. Until the end of the 1930s, city teams competed in all-Union competitions. The first club championship in the country's history was won by the Dynamo Moscow team.

After the Great Patriotic War, basketball in the USSR became one of the most popular and widespread sports. At different times, the leaders of domestic basketball were Riga SKA, CSKA, Leningrad Spartak, Kaunas Zalgiris. Soviet clubs won the European Cup and the Cup Winners' Cup more than once.

In 1947, the USSR Basketball Section (later the USSR Basketball Federation) joined FIBA. That same year, the USSR national team successfully competed at the European Championships and won gold medals. The Soviet team has always been considered one of the strongest in the world. At her first Olympic tournament, our team gave serious competition to the US team and took second place. At the 1956, 1960 and 1964 Olympics she also received silver, in 1968 - bronze, and in 1972 she won the Olympic tournament for the first time, defeating the US team in the final by a minimal margin of 51:50. In 1976 - again "bronze", in 1980 - "silver". In 1988, Soviet basketball players repeated their golden success, beating the US team on the way to the final. But in the 1990s, the Russians performed unsuccessfully at the Olympic basketball tournaments.

The international debut of Soviet basketball players took place in 1935. One of our club teams beat the French in Paris with a crushing score of 60:11. The shocked organizers of the match invited our basketball players to play with the men's team. This game also ended in victory for the guests - with a difference of 6 points.

The women's team, created in 1950, had no equal for a long time. Only at the second World Championship (1957) and the sixth European Championship (1958) were Soviet basketball players second. They invariably won all other tournaments: world championships 5 times and European championships 20 times. And in 1976, the women's team under the leadership of Lidia Alekseeva (formerly one of the strongest basketball players in the USSR, who led the national team as a coach for 25 years) became the first team in history to win the Olympic tournament.

In 1990, the Russian Basketball Federation (RFB) was created, which over time became the legal successor of the USSR Basketball Federation. Basketball CSKA is still not giving up its positions. Serious competition for the famous army club now consists of Ural Great (Perm), UNICS (Kazan), Lokomotiv (Mineralnye Vody). The traditions of our great basketball players are continued by the current “stars” of domestic basketball: Igor Kudelin, Andrei Kirilenko, Vasily Karasev, Zakhar and Egor Pashutin, Sergei Panov and others.

Currently, over 4 million people play basketball in Russia (half of them are schoolchildren).

The Soviet (Russian) basketball school is still considered one of the strongest in the world. Tactical innovations and theoretical studies of older generation specialists (such as the famous coach Alexander Gomelsky, nicknamed “Papa” or the founder of the “Leningrad school” of basketball Vladimir Kondrashin) are recognized in many countries. Lidiya Alekseeva became the first Russian basketball player whose name is immortalized in the women's basketball hall of fame in Knoxville.

5. Some types of basketball

Mini basketball. The rules of mini-basketball were developed in the early 1950s by American Jay Archer. The game is intended for children 6-12 years old and is divided into two levels: mini-basketball (age group 9-12 years old) and micro-basketball (for children under 9 years old). The playground and equipment are adapted for children's age. The length of the platform is 28 m, the width is 15 (options: 26ґ14, 24ґ13, 22ґ12 and 20ґ11 meters). The baskets are mounted at a height of 2 m 60 cm, the backboard itself is also smaller than in classic basketball: 1.2-0.9 m. The ball weighs 450-500 grams, the circumference is 680-730 mm (for children under 9 years old the weight of the ball is 300- 330 grams, and the circumference is 550-580 mm). The markings of the playing court for mini-basketball correspond to the markings of a standard basketball court, but there is no line limiting the 3-point zone, and the free throw line is drawn at a distance of 3.6 m (option: 4 m) from the backboard.

Mini-basketball is played by teams of five players each, although “reduced” squads are also allowed - up to 2ґ2. Matches are often held between mixed teams (including both boys and girls). The game lasts four halves of 6 minutes. The rules of the game themselves are somewhat different from classic basketball. In mini-basketball, for example, net time is not recorded and the “three-second rule” does not apply.

FIBA has a special commission for mini-basketball, and there is also an International Committee for mini-basketball. Currently, it includes representatives of 170 countries, mini-basketball is cultivated in North and South America, Australia, Asia and Europe - in total in 195 countries of the world. In 1965, the first mini-basketball world championship took place.

In 1973, a mini-basketball committee was created under the USSR Basketball Federation. A year later, the country's first mini-basketball festival took place in Leningrad. Currently, the All-Russian Minibasket club holds a number of national (Russian Cup, etc.) and international competitions.

Wheelchair basketball. Appeared in 1946 in the USA. Former basketball players, who were seriously wounded and mutilated on the battlefields during World War II, did not want to part with their favorite game and came up with “their own” basketball.

It is now played in more than 80 countries. The number of officially registered players is 25 thousand people. The International Wheelchair Basketball Federation (IWBF) holds various sporting events: the World Championship - every 4 years; annual club team tournaments, zonal competitions (once or twice a year), etc. Wheelchair basketball has been included in the Paralympic Games program since the first such Olympics were held in Rome in 1960.

The rules of wheelchair basketball have their prohibitions and restrictions. For example, “jogging” is prohibited - when a player spins the wheel with his hand more than twice while dribbling the ball.

Streetball (from the English "street" - street). A more dynamic and aggressive sport than classic basketball. The game involves two teams of three players each (sometimes with one substitute) on a special streetball court or on a regular basketball court, using only one half of it - and, accordingly, only one ring. In case of a miss, the team that previously attacked the ring protects it from the opponent’s attack, etc. Which team will start the game is determined by lot. The game continues until one of the teams scores 16 points (but the gap in the score must be at least 2 points). Sometimes they play until there is a gap of 8 points or for a time (20 minutes) - in this case the 30 second rule applies: if during this time the team fails to complete the attack, the ball goes to the opponent. For a successful shot, the team is awarded a point, for a shot from the 3-point zone - two points. A ball thrown into the basket is counted only if it is touched by two players of the attacking team. The ball then goes to the defending team: play resumes as soon as one of its players touches the ball. In this case, the ball must first be taken outside the 3-point line. Jogging, double dribbling and shooting from above are prohibited.

Streetball tournaments are now being held in various cities of Russia, often timed to coincide with major city holidays.

Korfball(from Dutch korf - basket). This game was invented in 1902 by a school teacher from Amsterdam, Nico Breekhuysen. Two teams of 8 people each (4 men and 4 women) play on a 40-20 m court, divided in half by a center line, in two halves of 30 minutes. Four players (2 men and 2 women) are on their half of the court and defend their basket, four are on the opposing team’s half, their task is to hit the “other’s” hoop. After two successful shots, the defenders move into the attacking zone and vice versa. Korfball is a less contact game compared to basketball. Moreover, according to the rules, a man can only play against a man, and a woman can only play against a woman. Dribbling in korfball is not allowed, and the player who has taken possession of the ball can take no more than two steps with it. The diameter of the ring is narrower than a basketball one (40 cm), and it is attached higher (3.5 m). (There is a more “large-scale” version of the game: with a larger area, number of players, etc.).

Korfball is extremely common in Holland (more than 100 thousand people constantly play it, more than 500 clubs are registered, participating in national tournaments) and its neighboring countries. Over time, korfball has gained recognition all over the world, including in Russia, and is currently included in the program of the World Games. Since 1933, the International Korfball Federation (IKF) has been operating, currently officially recognized by the IOC and other international sports associations.

Conclusion

Basketball has not only health-improving and hygienic significance, but also propaganda and educational significance. Basketball lessons help build perseverance, courage, determination, honesty, self-confidence, and a sense of teamwork. But the effectiveness of education depends, first of all, on how purposefully the relationship between physical and moral education is carried out in the pedagogical process.

Basketball, as a means of physical education, has found wide application in various parts of the physical education movement.

In the public education system, basketball is included in physical education programs for preschoolers, general secondary, secondary, vocational, specialized secondary and higher education.

Basketball is an exciting athletic game that is an effective means of physical education. It is no coincidence that it is very popular among schoolchildren. Basketball, as an important means of physical education and health improvement for children, is included in the general education programs of secondary schools, schools with polytechnic and industrial training, children's sports schools, city departments of public education and branches of sports voluntary societies.

Consolidating the achieved results and further increasing the level of sportsmanship are closely intertwined with mass recreational work and qualified training of reserves of the most talented boys and girls.

The variety of technical and tactical actions of playing basketball and the gaming activity itself have unique properties for the formation of vital skills and abilities of schoolchildren, the comprehensive development of their physical and mental qualities. The mastered motor actions of playing basketball and associated physical exercises are effective means of promoting health and recreation and can be used by a person throughout his life in independent forms of physical education.

Bibliography

1. Basketball: Textbook for institutes of physical education // Under. Ed. Yu.M. Portnova. - M: Physical culture and sport, 1998.

2. Basketball: Textbook for universities of physical education // Under. Ed. M. Portnova. - M: Physical culture and sport, 1997.

3. Valtin A.I. "Mini basketball at school." - M.: Education, 1996.

4. Bondar A.I. Learn to play basketball. - Minsk: Polynya, 1986.

5. John R., Wooden Modern basketball. - M: Physical culture and sport, 1997.

6. Physical education program based on one of the sports // Physical culture at school. -1990.

7. Kuzin V.V., Palievsky S.A., Basketball. Initial stage of training, M.: Physical culture and sport, 1999.

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10 years later, at the Olympic Games in St. Louis (USA), the Americans organized an exhibition tournament between teams from several cities. The same demonstration tournaments were held at the 1924 (Paris) and 1928 (Amsterdam) Olympics.

The American Basketball League was created in 1925, and the National Basketball League in 1937. One of the most famous teams of the 1930s, the New York Renaissance, which included black players, won 2,318 games and lost 381 games over 22 seasons. In 1961, the American Basketball League (8 teams) was created, and in 1967, the American Basketball Association (11 teams). After their unification in 1976, the National Basketball Association (NBA) was founded.

The birthplace of domestic basketball is St. Petersburg. This fact is well known and leaves no doubt. The first mention of this game in our country belongs to the famous Russian propagandist of physical culture and sports, St. Petersburg resident Georgy Dupperon, and it dates back to 1901. Back in September 1900, the Committee for Promoting the Moral and Mental Development of Young People was created in St. Petersburg. His program included giving lectures on various areas of human life. And already in 1904, physical education appeared in the committee’s program, which, along with moral and mental development, added physical society. The society was given the name "Mayak". In the report for the year 1907 of his activity (09/22/1906 to 09/22/1907) there was a mention of the invitation to Russia of the American specialist E. Moraller, who told the Mayakovites about a completely new overseas game. It turned out that the best athletes of Mayak were first introduced to basketball. At the end of 1906, the first basketball matches were held in the Society. The winner of the first competitions was invariably the “lilac” team (based on the color of the T-shirts), led by one of the best gymnasts in society, S. Vasiliev, later called the “grandfather of Russian basketball”

Already in 1909, an event took place that became a definite milestone in the history of not only domestic, but also world basketball. A group of members of the American Christian Association came to St. Petersburg. A basketball team was made up of them, which, to the general joy of St. Petersburg residents, lost to the local “purple” team with a score of 19:28. This meeting took place in the new hall of the Mayak society in house No. 35 on Nadezhdenskaya Street (in Soviet times - Mayakovsky Street). It was this historic meeting that was named the first international basketball match in the book “World Basketball,” published in Munich in 1972 for the 40th anniversary of the FIBA basketball federation. Thus, it turns out that Russia became the venue for the first international basketball match on the planet. These two events - the first game, held in 1906, and the first international match in 1909 - gave reason to doubt the date of birth of basketball in Russia. For many years, anniversary tournaments were held, dating back to 1906, right up to the 80th anniversary of Russian basketball. But then one inaccuracy was discovered: in the memoirs of the already well-known “grandfather of Russian basketball,” that first game in 1906, held in the hall of the Mayak society on Nadezhdenskaya Street, was mentioned. It has been established archivally that the new hall of the Mayak society was put into operation a little later. Apparently, on this basis, some hotheads “decided” to consider the date of birth of basketball in Russia not 1906, but, say... 1909! And this after multiple anniversaries on the occasion of the 50th anniversary - in 1956, the 60th anniversary - in 1966, the 75th anniversary - in 1981, and finally the 80th anniversary - in 1986? This question is not idle. It must be resolved by sports historians; they are the ones who can bring the necessary clarity to put a definitive end to this issue.

Thanks to the efforts of the Mayakovites, basketball soon began to spread in other sports societies and educational institutions of the city, and after the revolution it confidently marched across the country and already in 1920 it was included in the school curriculum of Universal Education along with football as a compulsory discipline. In 21, the country's first basketball league was created in St. Petersburg, with F. Jurgenson becoming its chairman. And it was this organization that was the prototype of the current federation, and it was under its auspices that in the same year the city basketball championship was held for the first time.

Future federations carried out a lot of work in organizing all kinds of championships, tournaments, and, since 1923, national championships, first among cities, and then among sports societies. It must be said that Leningrad teams repeatedly became champions: in 1923, both teams - women's and men's, then the women's team in 1935, and the men's team in 1936. In 1955, the Leningrad men's team became the champion of the all-Union indoor competition among the national teams of the Union republics, as well as Moscow and Leningrad. Then our teams won the title of national champions four more times: the Spartak women's team (head coach S. Gelchinsky) - in 1974 and the Elektrosila team (head coach E. Kozhevnikov) - in 1990; The Spartak men's team became the champion of the Soviet Union in 1975, and the champion of the CIS in 1992.

A great contribution to the organization of city basketball, to the problems of the growth of young specialists, to the training of highly qualified Masters who later performed excellently in the national teams of the USSR and Russia, to the training of coaching staff was made first by the basketball section of the city Committee for Physical Education and Sports, then by the Leningrad Basketball Federation ( St. Petersburg). In the pre-war and early post-war years, these organizations were headed by S. Goldstein and M. Krutikov. In subsequent years, the federation was headed by the Honored Master of Sports V. Razzhivin, the secretary of the district party committee G. Semibratov, the responsible employee of the Leningrad City Executive Committee B. Leshukov, the scientist and journalist M. Chuprov and, finally, the tax police general G. Poltavchenko. People of various specialties actively worked as part of a public organization, which was the federation. Their contribution to the development of basketball in the cities on the Neva is enormous. The main directions in basketball: reserve training, performances of master teams, refereeing issues, including the training of referees, and promotion of basketball in the media and on television.

In the 1920s, national basketball federations began to be actively created, and the first international meetings were held. So in 1919, a basketball tournament took place between the army teams of the United States, Italy and France. In 1923, the first international women's tournament was held in France. Teams from three countries took part in it: England, Italy, and the USA. The game is gaining increasing popularity and recognition in the world, and in 1932 the International Federation of Basketball Associations was created in Geneva. Its first composition included 8 countries - Argentina, Greece, Italy, Latvia, Portugal, Romania, Sweden, Czechoslovakia. In 1935, the International Olympic Committee decided to recognize basketball as an Olympic sport. In 1936 he appears in the program of the Olympic Games in Berlin. The guest of honor at the games was D. Naismith. Teams from 21 countries took part in the basketball tournament. The matches were held on outdoor tennis courts, and all subsequent Olympic tournaments were held indoors. The US team became the first Olympic champion. The Americans became Olympic champions 11 more times (in 1980, in the absence of the US team, the Yugoslav team won Olympic gold). In Sydney (2000), the American Dream Team was again first. The USSR national team became Olympic champions twice - in 1972 and 1988.

During the Olympics in Berlin (1936), the first FIBA congress was held, where the existing uniform international rules of the game were reviewed and adopted. In 1948, 50 countries were already members of FIBA. With the development of world basketball, the technology and tactics of the game developed and enriched.

In the first half of the 1950s, basketball began to lose its inherent competitive edge. It was necessary to make a number of changes and additions to the rules to revive it. The most important of these additions were:

Introduction of the 30-second rule (the team in possession of the ball must throw the ball into the basket within this time);

Expanding the area of the zone in which offensive players were not allowed to remain for more than three seconds.

The decision to hold the men's world championships was made at the FIBA Congress during the 1948 Olympics in London. The first World Basketball Championship took place in 1950 in Buenos Aires (Argentina). 10 teams took part in the championship. The first world champion was the Argentine team, defeating the 1948 Olympic champion USA. Subsequently, the US team became world champion four times (1954, 1986, 1994, 1998); USSR national team - three times (1967, 1974 and 1982); Yugoslavia team also three times (1970, 1978 and 1990). The Brazilian team became the world champion twice (1959 and 1963).

At the FIBA Congress in Helsinki in 1952 (during the Olympic Games), it was decided to hold the Women's World Championships. The first championship took place in 1953 in Santiago (Chile), and the first champions were American basketball players. The US team won the title of world champions 5 more times (1957, 1979, 1986, 1990, 1999). The USSR national team held the honorary title the same number of times (1959, 1964, 1967, 1971, 1975 and 1983).

Women's basketball made its Olympic debut in 1976 in Montreal. Six teams participated in the tournament. The first Olympic champions were the basketball players of the USSR national team, who became champions twice more, and American basketball players won gold medals four times (1984, 1988, 1996, 2000).

The first European Women's Championship was held in Rome in 1938, which was won by Italian basketball players. The USSR national team became the European champion 21 times (1950-1956, 1960-1991).

The best players in the history of professional basketball: Kareem Abdul-Jabbar, Larry Bird, Magic Johnson, Wilton Chamberlain. Modern stars - the unfading Michael Jordan (left the court in 1998), Shaquille O'Neal, Hakeem Olajuwon, Clyde Drexler, Grant Hill, Patrick Ewing, Karl Malone, David Robinson, Charles Barkley, John Stockton. Among the first domestic basketball players to debut in the NBA in the early 1990s were Alexander Volkov (Atlanta Hawks) and Lithuanian basketball stars Sarunas Marciulionis (Golden State) and Arvydas Sabonis (Portland Blazers).

The strongest men's clubs in Europe are: Greek teams - Olympiacos (Piraeus) and Panathinaikos (Athens), Spanish teams - Real Madrid (Madrid) and Barcelona, Russian team CSKA (Moscow), Israeli Maccabi ( Tel Aviv), Italian - "Timsystem" and "Kinder", Turkish - "Efes Pilsen" and "Ulker".

James Naismith created the game of all peoples of the world, a game of speed, dexterity and ingenuity. Basketball, like a spider, has united the entire planet with one web, and this web has not yet been torn, because it is strong. As strong as friendship.

Rulesgames"basketball".

Here are some excerpts from the official rules of basketball.
Basketball is played by two teams, each with five players. The goal of each team in basketball is to score the opponent's basket and prevent the other team from gaining possession of the ball and throwing it into the basket.

The winner in basketball is the team that has scored the most points at the end of playing time.

The basketball court must be a flat, rectangular, hard surface without any obstructions. The dimensions should be 28 meters long and 15 meters wide.

Basketball backboards with a basket must be made of an appropriate transparent material or painted white. The dimensions of basketball backboards should be: 1.80 m horizontally and 1.05 m vertically.

Basketball hoops must be made of durable steel, with an internal diameter of 45 cm. The hoop rod must have a minimum diameter of 16 mm and a maximum of 20 mm. At the bottom of the ring there should be devices for attaching the nets.

The basketball should be spherical and orange in color with the traditional pattern of eight panels and black stitching. It must be inflated to such an air pressure that, when dropped onto the playing surface from a height of about 1.80 m, measured from the bottom surface of the ball, it rebounds to a height, measured to the top surface of the ball, of not less than about 1.20 m and not more than about 1.40 m. The circumference of the ball must be not less than 74.9 cm and not more than 78 cm. The weight of the ball must be not less than 567 g and not more than 650 g.

According to the rules of basketball, the game consists of four periods of ten minutes with breaks of two minutes. The duration of the break between halves of the game is fifteen minutes. If the score is tied at the end of the fourth period, the game will be extended for an additional period of five minutes or as many periods of five minutes as necessary to break the tie. Teams must switch baskets before the third period. The game officially begins with a jump ball in the center circle when the ball is correctly tapped by one of the contestants.

In basketball, the ball is played only with your hands. It is a violation to run with the ball, deliberately kick it, block it with any part of the foot, or punch it. Accidental contact or touching the ball with your foot or leg is not a violation.

If a player accidentally throws the ball from the court into his own basket, the points are credited to the opposing captain.
If a player intentionally throws the ball off the court into his own basket, it is a violation and no points will be counted.
If a player forces the ball to enter the basket from below, it is a violation. A turn occurs when a player holds a live ball on the court and steps one or more times in any direction with the same foot while the other foot, called the pivot foot, maintains its point of contact with the floor.
Each time a player gains control of a live ball on the court, a shot attempt at the basket must be completed by his team within twenty-four seconds.
Here are just a few important excerpts from the rules of basketball. In general, the official basketball rules of the International Basketball Federation are a large hundred-page manual that sets out all the nuances of the rules.

Conclusion.

Basketball, as a means of physical education, has found wide application in various parts of the physical education movement.

In the public education system, basketball is included in physical education programs for preschoolers, general secondary, secondary, vocational, specialized secondary and higher education.

Consolidating the achieved results and further increasing the level of sportsmanship are closely intertwined with mass recreational work and qualified training of reserves of the most talented boys and girls.

Bibliography.

1.Basketball: Textbook for physical education institutes // Under. Ed.

Yu.M.Portnova. - M: Physical culture and sport, 1998.

2. Basketball: Textbook for universities of physical education // Under. Ed. M. Portnova. - M: Physical culture and sport, 1997.

3. Valtin A.I. “Mini-basketball at school.” - M.: Education, 1996.

4. Bondar A.I. Learn to play basketball. - Minsk: Polynya, 1986.

5. John R., Wooden Modern basketball. - M: Physical culture and sport, 1997.

6. Physical education program based on one of the sports // Physical culture at school.-1990.

7.Kuzin V.V., Palievsky S.A., Basketball. Initial stage of training, M.: Physical culture and sport, 1999.

MINISTRY OF EDUCATION AND SCIENCE OF THE RUSSIAN FEDERATION

GOU VPO "KALUGA STATE PEDAGOGICAL

UNIVERSITY

NAMED AFTER K.E. TSIOLKOVSKY"

GRADUATE QUALIFYING WORK

(graduate work)

Specifics of constructing the educational and training process in basketball for children of secondary school age

Kaluga 2010

Introduction

1.2 Physiological basis for the formation of motor skills and training in sports techniques

2.3 Characteristics of modern training programs to increase the level of special training in the pre-competition period

Conclusion

Application

Introduction

The calendar of sports competitions affects the construction of the annual cycle, structure, duration of periods, and more. Official competitions indicate at what time the athlete should be in the best state of readiness. Taking these deadlines into account, training work should be planned. On the other hand, a sports calendar cannot be compiled without taking into account the basic principles of organizing sports training. Only in this case will it contribute to the optimal structure of training, and, consequently, to the greatest increase in sports results.

Depending on the time scale within which the training process takes place, the following are distinguished: a) microstructure, the structure of an individual training session, the structure of an individual training day and microcycle (for example, weekly); b) mesostructure - the structure of training stages, including a relatively complete series of microcycles (with a total duration of, for example, about a month); c) macrostructure, the structure of large training cycles such as semi-annual, annual and multi-year.

We focus our attention on the pre-competition period (mesocycle) of the training process, since we see it as the most important stage, after which athletes perform directly in competitions.

The relevance of research. Currently, the training of young basketball players is not particularly original, which affects the one-sidedness of training as a whole. We see it necessary to make some changes to the content of training in the pre-competition period.

The object of the study is the educational and training process of middle school children specializing in basketball.

The subject of the study is the peculiarities of training young basketball players in the pre-competition period.

The purpose of the study is to search for a methodology aimed at increasing the special training of children of secondary school age specializing in basketball in the pre-competitive period.

Research objectives:

1. study scientific and scientific-methodological literature on the research topic;

2. assess the level of special training of young basketball players in the experiment;

3. develop and test a special methodology in the pre-competition period for young basketball players;

4. identify the effectiveness of the proposed methodological approach and develop practical recommendations.

The research hypothesis is that if you apply the developed methodology in the pre-competition period, this will improve the performance of special training for secondary school children specializing in basketball.

The work consists of an introduction, two theoretical chapters, a practical study, a conclusion, a list of references and applications.

Chapter I. Features of the construction of the educational and training process in basketball for children of secondary school age

1.1 Psychophysiological characteristics of middle school students

The process of puberty is associated with profound morphofunctional changes in the body, occurring gradually and in stages. There are five stages of puberty: three of them occur in adolescence, the fourth and fifth belong to the period of early adolescence. Each of these stages is characterized, on the one hand, by the specific functioning of the endocrine glands and the associated morphofunctional transformations of all body systems, and on the other hand, by changes in mental and social terms.

Stage 1 - (10 years for girls, 11-12 years for boys) - pre-pubertal period, characterized by the absence of secondary sexual characteristics. Growth rates at this time are relatively low, the increase in body length occurs mainly due to the growth of the torso, and cortical-subcortical relationships are characterized as relatively mature.

Stage 2 (10-12 years in girls, 12-13 years in boys) - associated with increased pituitary activity and secretion of somatotropin and follitropin. These hormones influence the rate of growth and the appearance of the initial signs of puberty. Thus, the rate of growth of the body in length slows down and the growth of the limbs accelerates. The growth lag of the torso has a deep biological meaning: at this time, the growth of the heart muscle slows down, as a result of which the functional capabilities of the heart temporarily lag behind the needs of the growing body, the growth of lung mass is inhibited, which affects the oxygen supply to working muscles, temporary restrictions in the volume of blood flow affect not only the muscles, but also the brain, so adolescents at this time experience rapid fatigue, decreased overall activity, behavioral control, educational productivity and performance, irritability and changes in behavioral stereotypes.

The 3rd stage - 13-15 years for boys, 12-14 years for girls - is associated with a change in growth processes: the growth rate of the limbs slows down and the growth of the torso increases. It is during this period that the highest rates of growth in body mass and length occur. This period of puberty is called the pubertal growth spurt. The increase in growth rates is associated with the secretory activity of somatotropin (growth hormone) secreted by the pituitary gland. For such active morphological transformations, a large amount of energy and plastic material is required, therefore the use of fat depot reserves increases - the teenager loses weight, the thickness of the subcutaneous fat layer noticeably decreases. The growth processes of the body are associated with the growth of internal organs - the heart, lungs, liver, and the thoracic and abdominal cavities increase. As a consequence of this, there is an increase in blood flow, vital capacity of the lungs, maximum oxygen consumption by muscles, and the like. An increase in blood flow speed leads to a noticeable increase in skin temperature, especially of the extremities, which is a fairly characteristic sign of the onset of the 3rd stage of puberty. However, at the same time, thermoregulation processes again, as in primary school age, reach a less economical regime. In adolescents, this manifests itself in an increase in colds. Profound changes in the functioning of the cardiovascular system increase the risk of vegetative-vascular dystonia and teenage hypertension.

Social maturity appears in a teenager on a psychological level in the form of a sense of his own adulthood. This new formation in the psyche is the structural center of self-awareness, and it is from here that the rebirth of personality begins.

The emerging feeling of adulthood at a given age is expressed in a change in attitude not only towards oneself, but also towards the people around him, values, ways of behavior, that is, it is associated with the beginning of the formation of a worldview. This process is associated with a change in the social activity of a teenager, which consists of greater receptivity to the assimilation of norms, values and modes of behavior that exist in the adult world. The conflicts that arise in this case are a consequence of the incorrect attitude and behavior of the adult environment and the unwillingness to take into account the development of the adolescent’s personality. Therefore, at this time it is much easier and simpler for a schoolchild to communicate with peers, relationships with whom are formed on the basis of collegiality, equality and the norms of “adult” morality of equality. A peer group that satisfies a teenager’s need for self-acceptance becomes authoritative for him, and he strives to accept the norms and value orientations of this group.

At this age period, adolescents are most susceptible to insults and disrespectful attitude towards them from adults; their emotions are mobile, changeable and often contradictory. The process of transition from the world of childhood to the world of adults requires enormous mental and physiological stress from a teenager. Adolescence is sensitive for the development of relational tools (verbal and non-verbal communication skills), empathy, imagination. At the age of 13, the dream increasingly takes the place of play; it contributes to the “elevation of needs”, creating ideal images of the future. During this period, the child’s form of imagination “collapses” and a new one begins to take shape. Ideas, fantasies, and products of one’s own imagination often become so real for a teenager that he sometimes tries to bring them to life in specific activities or stories about them.

One of the central moments of development during this period is a sharp increase in cognitive activity and curiosity, sensitivity to the emergence of cognitive interests, which during this period are characterized by some duality. On the one hand, there is a decrease in interest in academic subjects, and on the other, there is an increasing interest in the world around us, man in all its manifestations, social problems, and so on. There is a kind of “explosion” of curiosity. It is during this period that mature forms of educational motivation are formed, which reveals the meaning of learning as an activity of self-education and self-improvement.

Highlighting the importance of learning to acquire personal meaning and considering this new attitude to knowledge as the core of a sense of adulthood is of fundamental importance for the formation and correction of educational motivation. In gymnasiums, lyceums, specialized schools and other educational institutions with in-depth differentiated education, a decrease in educational motivation is observed only among those students who, for a number of reasons, have not discovered personal meaning in learning (the profile of the educational institution does not coincide with their interests, etc.). In regular classes, a decrease in educational motivation occurs if schoolchildren do not see the point in acquiring knowledge; this is not included in their idea of adulthood.

The intellectual development of adolescents occurs at different rates. Individual students who were previously behind academically may outperform those whose intellectual development began earlier. Motivation and the formation of readiness for self-determination play an essential role in such an intellectual “jump”. At this age, new motives for learning appear related to the expansion of knowledge, which allows one to engage in interesting activities and independent creative work. A system of personal values is being formed. Older teenagers begin to become interested in different professions, professional interests and inclinations develop, that is, the process of professional self-determination begins. However, this is not typical for all schoolchildren. At this age, not all teenagers are yet thinking about choosing a future profession. This is a manifestation of one of the many contradictions and conflicts characteristic of this age. On the one hand, the intellectual development of adolescents, which they demonstrate when solving educational problems and in other situations, encourages adults to discuss quite serious problems with them, but on the other hand, when discussing issues that relate to their future profession, ethics of behavior, and so on, it may reveal the infantilism of these almost adult people in need of help and support

A peculiar feature of teenage interests is the recklessness of passion, when interest (often random) suddenly becomes a passion, something excessive, a “fashion” for interests appears. At this age, a passion for musical ensembles usually appears, which is associated with the need for emotional saturation. Based on the analysis of what captivates a teenager and what leaves him indifferent, we can judge the development of his personality. The reasons for a persistent lack of interests lie in the characteristics of family and school education, and social conditions. Interests often fade when a teenager experiences difficulties, failure in new activities, or a pronounced tendency to “give up effort.” L.S. Vygodsky believes that the key to the entire problem of a teenager’s mental development is the problem of interests during adolescence.

In adolescence, the content and role of “imitation” in personality development change, it becomes manageable and begins to serve the needs of the child’s personal self-improvement. So, in grades 6-7, many boys, imitating courageous, brave, strong movie heroes or older children, adult men, begin to develop the necessary qualities through sports. At first, this happens for the sake of developing strong-willed qualities and strength, and then they continue to practice to achieve high results, which contributes to the development of motivation to achieve success. Useful volitional qualities, strengthened during these activities, can then be transferred to professional activities, determining, together with the motivation to achieve success, its practical results. In girls, the development of qualities similar to strong-willed ones proceeds differently. They especially try to succeed in their studies and study a lot in those subjects where they fail. They are engaged in art, home economics, and women's sports, that is, they develop perseverance and efficiency in those types of activities that they will mainly have to do in the future.

One of the central moments of development at this age is the “sense of adulthood” and the resulting desire to do something useful, socially significant, the need to affirm personal dignity and the requirement for adults to respect and take this into account. This explains the passion of adolescents for prosocial and socially useful activities.

A teenager enters into all these new relationships with people already being a fairly intellectually developed person, possessing certain abilities and skills, since adolescence is a period of rapid development of cognitive processes, the formation of selectivity of perception, voluntary attention and logical memory. At this time, abstract, theoretical thinking is actively being formed, and hypothetico-deductive processes are developing. It is the formation of thinking, leading to the development of reflection - the ability to make thought itself the subject of one's thought - that will provide a means by which a child can reflect on himself. The central personal new formation of this period is the formation of a new level of self-awareness, self-concept, expressed in the desire to understand oneself, one’s capabilities and characteristics. Gradually, some criteria for assessing oneself are developed, and a transition occurs from an orientation toward the assessment of others to an orientation toward self-esteem.

1.2Physiological bases of motor skill formation and sports technique training

The fund of various motor skills in the body consists of innate movements and motor acts that develop as a result of special training throughout an individual’s life. A person is born with a very limited number of motor skills. Along with this, an extremely important property is inherited - the plasticity of the nervous system, which provides a high degree of trainability.

There are age periods when training in new motor movements is most effective. For example, in artistic gymnastics, complex motor actions are mastered only at an early age. Therefore, it is better to go into complex coordination sports at this age. This is facilitated by a number of reasons: a sensitive period, few motor skills that can inhibit the development of new ones, and most importantly, children do not realize the danger, for example, when performing coups on the crossbar, they do what is required of them. In adulthood, such technical actions are very difficult to perform, since the danger is realized (fear acts as a kind of brake).

In the regulation of voluntary movements, the leading role belongs to the cerebral cortex and the cerebellum. The leading physiological mechanism for controlling movements is their urgent correction based on the constant exchange of information between the executive and triggering apparatuses of the nervous system - the principle of sensory correction.

In sensory corrections, internal (from interoreceptors, vestibuloreceptors and proprioceptors) and external (visual, auditory and tactile) feedback are distinguished.

Current control over the accuracy of the movements performed is limited by the speed of their execution (0.1 – 1.2 s.). This is helped by sensory systems.

New motor actions are formed on the basis of temporary connections that arise in a conditioned reflex way.

There is some heterochrony in the autonomic and motor components of a motor skill. In skills with relatively simple movements, the motor component is formed earlier, and when learning complex movements, the vegetative component is formed earlier. It is necessary to take into account the continuity of old and new skills. Thus, a child’s standing skill is formed on the basis of the sitting skill, walking skill on the basis of the standing skill, and so on.

In cyclic sports, a so-called dynamic stereotype is formed. A person, having once learned to swim and ride a bicycle, will be able to do this even after a 20-year break. In acyclic sports, the dynamic stereotype does not appear in its pure form, but only in fragments.

There are primary automatisms - innate reflexes and secondary automatisms - motor skills.

When learning complex motor actions after 24 hours, the percentage of successful attempts increases, but after 48 hours it decreases. Therefore, daily. The simpler a skill is in its structure, the stronger it is.

Anokhin identified 4 main factors. These are motivation, memory, situational information and trigger information.

Motivation encourages the performance of any activity, and memory has a connection with previous experience, which has a strong influence on the assessment of any events and situations. Information about the situation coming from the external and internal environment is also of great importance. And trigger information: trigger stimuli that require response acts are very complex; they do not represent a single signal, but a situation of a certain nature. For example, in sports games and martial arts, the beginning and nature of responses are determined not by any individual signal, but by the entire situation created. The integration of factors such as memory, motivation, environmental and trigger information is the basis for programming complex movements.

When performing motor acts slowly, feedback (sensory corrections) contribute to the correction of this movement. With very fast, short-term movements, feedback can correct a long-term act only when it is repeated.

Nervous processes associated with memory include several components, each of which has its own meaning: 1) perception of information, 2) processing and synthesis of this information, 3) storage of the results of processed information, 4) retrieval of the necessary information from memory, 5) programming of responses reactions. In some cases, for athletes, retrieving the necessary information from memory is temporarily difficult (due to confusing factors and negative emotions that disrupt the normal activity of the nervous system). As a result, the performance of physical exercises deteriorates.

With imperfect technique, irradiation is observed, which leads to the involvement of many unnecessary muscles in the motor act. This requires additional energy. With the improvement of the technique of performing a motor act, as a result of concentration processes in the nervous system, only the necessary muscles are involved, and less energy is expended.

The effectiveness of the learning process, the duration of the transition from skill to skill depends on:

1.Motor talent (innate abilities) and motor experience of the student

2. Age of the student (children learn more easily than adults)

3. Coordination complexity of motor action

4.Professional skills of the teacher

5.Level of motivation, consciousness and activity of the student.

The formation of a motor skill is consistent with a number of physiological laws.

1. The law of speed change in skill development.

At the beginning, learning occurs significantly quickly, and then the qualitative increase in quality slows down noticeably (light motor actions).

At the beginning, the qualitative increase is insignificant, then it increases sharply (complex motor actions).

2. The law of “plateau” (delays) in skill development.

Internal cause – adaptation of vegetative functions (time required)

External cause – incorrect technique (correction required)

3. Law of skill extinction.

The skill does not completely disappear; its basis remains for a relatively long time, and after repetitions it is quickly restored.

4. The law of no limit in the development of motor skills.

5. The law of transfer of motor skills.

Positive transfer – previously formed skills contribute and facilitate the process of developing a new skill.

Negative transfer is the opposite.

Stabilization of motor skills:

1. Standardization of external conditions

2. Introduction of noise immunity.

Confounding factors:

Exogenous (external) - harsh fighting style, pressure, situational surprise, climatic conditions, competition responsibility, refereeing

Endogenous (internal) - increasing fatigue, hypoxia, disruption of homeostasis, mental overexcitation, pain, fear, uncertainty, trauma.

3. Adaptation of motor skills to near and extreme manifestations of physical qualities.

4. Simulation of competitive games.

In the process of sports and technical training, it is necessary to achieve technical effectiveness from the athlete. And the effectiveness of technology is determined by its effectiveness, stability, variability, efficiency, and minimal tactical information for the opponent.

1. The effectiveness of technology is determined by its compliance with the tasks being solved and high final results, compliance with the level of physical, technical, and mental preparedness.

2. The stability of equipment is associated with its noise immunity, regardless of the conditions and functional state of the athlete.

3. The variability of technique is determined by the athlete’s ability to correct motor actions depending on the conditions of competitive practice.

4. The efficiency of technology is characterized by the rational use of energy when performing techniques and actions, and the appropriate use of time and space. All other things being equal, the best option for motor actions is the one that is accompanied by minimal energy expenditure and the least strain on the athlete’s mental capabilities.

In sports games, an important indicator of efficiency is the ability of athletes to perform effective actions with a small amplitude and the minimum time required for execution.

5. The minimum tactical information content of a technique for opponents is an important indicator of performance in sports games. The only technique that can be perfect here is one that allows one to disguise tactical plans.

Chapter II. The main aspects of preparing a game of basketball

2.1 Main aspects of sports training

Classification of playing technique is the distribution of all its techniques into sections and groups based on certain characteristics. Such features, first of all, include the purpose of a technique in wrestling (for attacking or defending the basket), the content of the action (with or without a sword), as well as the features of its kinematic and dynamic structure.

A basketball player's technique is divided into two sections: attack technique and defensive technique. In each section, two groups are distinguished: in attacking technique - movement technique and ball possession technique, and in defensive technique - movement technique and technique of tackling the ball and countering.

Within each group there are techniques and ways to perform them. Almost every method of performing a technique has several varieties that reveal individual details of the structure of the movements.

Attack technique includes such sections as movement technique and ball handling technique.

The basis of basketball technique is movement. The movements of a basketball player on the court are part of an integral system of action aimed at solving attacking problems and formed during the implementation of specific game positions.

To move around the site, the player uses walking, running, jumping, stopping, and turning. With the help of these techniques, he can choose the right place, break away from the opponent guarding him and go out in the right direction for the subsequent attack, achieve the most convenient, well-balanced starting positions for performing techniques.

Ball handling techniques include the following techniques: catching, passing, dribbling and throwing the ball into the hoop.

Catching is a technique with which a player can confidently take possession of the ball and take further attacking actions with it. Catching the ball is also the starting position for subsequent passes, dribbles and throws. The choice of a certain method of catching the ball and its variety depend on the position in relation to the flying ball, the dynamics of the player’s movement, the height and speed of the ball.

Passing the ball is a technique with which a player directs the ball to a partner to continue the attack. There are many different ways to pass the ball. They are used depending on a particular game situation, the distance to which the ball needs to be sent, the location or direction of movement of the partner, the nature and methods of countering the opponents.

Dribbling the ball is a technique that allows the player to move the ball around the court with a wide range of speeds and in any direction. Dribbling allows you to escape from the guarding defender, come out with the ball from under the shield after a successful fight for the rebound and organize a rapid attack.

Throwing the ball into the basket is one of the most important basketball moves. The throw, as it were, crowns the effort of the basketball players leading the attack. The accuracy of throwing the ball across the basket immediately affects not only the match score, but also the organization of the game and the mental state of the team.

Defense technique includes movement technique, ball control technique and countering technique.

The technique of mastering the ball and countering includes the following techniques: knocking out and snatching the ball, covering, intercepting, taking a rebound.

Knocking out is one of the most commonly used techniques when playing defense, allowing you to gain possession of the ball with great efficiency. Knocking the ball in the game is performed from the opponent’s hands or while dribbling the ball.

The ball is intercepted in the game when it is passed or dribbled. The success of an interception largely depends on the intuition and speed of reaction of the defender, as well as on his ability to correctly take a position when guarding the opponent.

Covering the ball when throwing is one of the most effective counters to a shot. The defender performs a high jump in a timely manner, extending his arm as high as possible, and places his hand bent forward on the ball at the moment it is released by the attacker. Hitting the ball when throwing is also an effective counter to the throw. Contact of the defender's hand with the ball occurs at the moment when the ball has already left the attacker's fingertips, but has not reached the highest point of its trajectory.

Taking a rebound is an integral element of the game of basketball. Taking possession of the ball in the fight for the rebound significantly increases the team's chances of a favorable outcome in the game confrontation with the opponent. .

Game tactics are the rational, purposeful use of methods and forms of wrestling, taking into account the characteristics of a particular opponent and the developing conditions of the game confrontation.

According to the focus of activity, there are 2 sections: attack and defense tactics. According to the characteristics of the organization, each section is divided into groups of actions: individual, group and team.

Individual actions are the player’s independent actions aimed at solving a team tactical problem without the direct help of a partner.

Group activities are interactions between two or three players as part of a team task.

Team actions imply interactions of all team players aimed at solving the problems of playing the game.

Each of the selected groups combines several types, methods and their variants, which are determined by the forms of playing the game, the content of specific game actions and the characteristics of execution. In accordance with the accepted classification of basketball tactics, among individual offensive actions, the actions of a player with the ball and without the ball are distinguished. The actions of a player without the ball can be aimed at freeing himself from the guard of a defender and getting into a convenient position to receive the ball or to master the rebound of the ball in case of an unsuccessful throw by a partner. Tactical actions of the player with the ball are carried out when playing the ball in order to create good conditions for an effective shot and when attacking the basket. The technical techniques of the player holding the ball serve as individual tactical actions: types of catching, passing, dribbling and throwing.

Group actions in attack are based on the coordinated interactions of two or three players and form the basis of team play in attack. Their success requires the appropriate initial relative position of the attackers, interconnected maneuvering in a certain area of the site, timeliness and coordination of the players’ actions, and their complete mutual understanding. There are several types of interactions between two players: “pass the ball and go out”, screens, “deuce”, pointing and crossing. Tactical interactions of three players are based on individual actions without the ball and with the ball. The most common are: “triangle”, “three”, “small eight”, “cross exit”, double screen”, “targeting two players”.

Team actions are built on the interaction of all players, and they are reflected in certain systems of play in attack. There are three main types of organization of team actions: rapid attack, positional attack and special attack.

The essence of a rushing attack is the rapid transition of a team from defensive actions to attackers when taking possession of the ball in order to complete an attack against an unorganized or poorly organized opponent’s defense. Successful implementation of this type of offensive game structure is possible using two systems of team actions: fast break and early attack.

Positional attack – designed to create a “weak link” in the opponents’ defensive formations by playing out simulated combinations. A rapid attack can be divided into three phases. In the initial phase, players are positioned in the opponent’s zone in accordance with the team’s offensive game system. The attack development phase includes the interactions of all attackers according to the combination being played out. The final phase is characterized by the implementation of technical and tactical actions with the aim of hitting the opponent’s basket. There are two systems of positional attack: through a center player and without a center player.

A special attack involves the use of a fast and positional attack, taking into account the peculiarities of how the opposing team builds a defensive game, and also involves the rational construction of attacking actions in special situations that arise during a game confrontation. There are several types of special attacks: an attack against a zone defense system, an attack against personal and zone pressure, an attack in special situations (during a jump ball, when throwing a ball, when playing at the end of periods).

Tactical actions in defense.

Successful play on defense largely determines the outcome of sports competition among basketball players. In modern basketball, attacking effectively is not enough to achieve victory. It is also important to reliably secure your basket, timely suppress the attacking initiative of your opponents, destroy their usual relationships and thereby dictate your terms of the fight. For an effective, tactically competent1 game in defense, it is necessary, first of all, to have good command of defensive techniques and a certain level of development of specific physical and personal qualities.

There are two types of individual defensive actions: against an attacker without the ball and against an attacker in possession of the ball.

The actions of a defender against an attacker without the ball are determined by solving two main problems:

1) do not allow the opponent to gain an advantageous opening to receive the ball or take a rebound;

2) be ready to assist a partner in a dangerous area of defense.

The actions of a defender against an attacker in possession of the ball are aimed at preventing effective attacking techniques, such as passing the ball, dribbling, throwing the ball. In a situation where the opponent is in possession of the ball, the defender's task becomes more difficult, as the range of possible actions by and from the attacker expands there is an immediate threat of taking the basket. When choosing the optimal countermeasure, you should evaluate the capabilities of the attacker: his position in relation to the basket and to the boundaries of the court, technical potential, previous actions, the location of other opponents and his partners.

Tactical group actions in defense are built on a combination of types of tactical individual actions. They are based on the interaction of two or three players and are subordinated to solving the team’s defensive tasks.

Among the methods of interaction between two players when playing defense are hedging, switching and slipping, as well as organizing group tackling of the ball and countering attackers in a numerical minority.

The joint actions of the three defenders are aimed mainly at neutralizing the corresponding interactions of the three attackers: “three”, “small eight”, “cross exit”, “double screen”, “targeting two players”, as well as organizing a “rebound triangle” when fighting for the ball on your own backboard and countering outnumbered attackers.

Team tactical actions are coordinated actions of all team players in defense. The structural component of team actions is rational individual and group actions, united by a single tactical task. The ways to solve this problem may vary. In this regard, team actions in defense are divided into three types: concentrated, dispersed and mixed.

A distinctive feature of concentrated defense is its focus on preventing effective attacking actions near the basket. Depending on the principle of building a concentrated defense, a team can use a personal and zone system of play.

Distributed defense is characterized by active actions by defenders throughout the entire court or most of it in order to disrupt the opponents' attack at an early stage of development. This type of defense, compared to others, is distinguished by significant mobility and aggressiveness; it requires high functional preparedness of all defensive players, thoughtfulness, and coherence of their actions. Distributed defense is implemented through personal and zone pressure.

Mixed defense is built on the use of personal and zone systems of play in defense. The feasibility of mixed defense is determined by the presence in the ranks of opponents of bright performers, real leaders of their team. These players are assigned personal defenders, the rest of the defenders play according to the zone principle.

Physical training.

Modern basketball places high demands on the level of physical training of athletes. During the game, a basketball player runs about four kilometers, makes over 150 accelerations over a distance of 5 to 20 meters, performs about 100 jumps in the face of active opposition from opponents, and all this with constant changes of direction, frequent stops and turns. The cardiovascular rate reaches 180-200 beats per minute, and weight loss is 2-5 kg per game.

Physical training is a process aimed at developing the physical abilities and capabilities of the athlete’s organs and systems, the high level of development of which provides favorable conditions for the successful mastery of playing skills and effective competitive activity.

Physical training in basketball consists of two types - general and special physical training.

General physical training is the process of versatile education of physical abilities and increasing the level of overall performance of the athlete’s body.

The tasks of general physical training include:

1. Health promotion;

2. Education of basic physical qualities;

3.Increasing the level of general performance;

4.Improving vital skills and abilities.

Special physical training is the process of developing the physical abilities and functional capabilities of an athlete that meet the specifics of basketball.

The tasks for special physical training are as follows:

1.Increasing functionality that ensures the success of competitive activities;

2. Education of special physical abilities

3.Achieving athletic shape.

Integral training is a system of interconnected pedagogical influences, increasing in complexity and direction, united by the goal of synthesizing all components of preparedness into a holistic gaming activity.

Each aspect of preparedness is formed by narrowly targeted means and methods. This leads to the fact that individual qualities, abilities and skills demonstrated in training exercises often cannot be demonstrated in competitive exercises.

Main directions of integral training:

1. combined development of basic physical qualities;

2. comprehensive improvement of mastered gaming techniques;

3.synthesis of technical and tactical potential;

4. associated development of physical qualities and improvement of technical and tactical actions;

5.effective reproduction of the components of motor and intellectual potential in their relationship in holistic gaming activity.

The areas of integral training are closely related and interdependent, but each of them represents a certain stage in the structure of pedagogical influence in the process of teaching gaming activities. At the primary, basic, level of integral training, the problem of forming two-component connections between the results of the development of physical qualities and teaching the technique and tactics of the game through exercises is solved:

At the second level, higher order relationships are formed. With the help of specially created complex tasks of a gaming and competitive nature, outdoor and preparatory games, students are placed in conditions that require the implementation of specific technical-physical or technical-tactical components of preparedness in changing situations. Consolidation of previously formed relationships and their further improvement.

At the highest level of integral training, bilateral training and control games are used with further participation in competitions.

Mental training is a system of psychological and pedagogical influences used to form and improve athletes’ personality traits and mental qualities necessary for the successful implementation of training activities, preparation for competitions and reliable performance in them. It is customary to distinguish between general mental preparation and mental preparation for a specific competition. General preparation is solved in two ways. The first involves teaching the athlete universal techniques that ensure mental readiness for activity in extreme conditions: methods of self-regulation of emotional states, level of activation, concentration and distribution of attention, methods of self-organization and mobilization for maximum volitional and physical efforts. The second way involves learning techniques for modeling competitive conditions in training activities through verbal, figurative and natural models. Preparation for a specific competition involves the formation of an attitude towards achieving the planned result against the background of a certain emotional arousal, depending on the motivation, the magnitude of the athlete’s need to achieve the goal and a subjective assessment of the likelihood of achieving it. By changing emotional arousal, regulating the magnitude of the need, the social and personal significance of the goal, as well as the subjective probability of success, it is possible to form the necessary state of mental readiness of the athlete for the upcoming competition.

Special mental preparation is carried out in the period immediately preceding a responsible competition; the formation of readiness for highly effective activities at the right moment comes to the fore. Hence, such particular tasks as focusing on social values, forming mental “internal supports” in an athlete or team, overcoming “barriers”, psychological modeling of the conditions of the upcoming struggle, forced optimization of the “strengths” of an athlete’s mental preparedness, setting and program of action, etc. Further. At this stage, the influence of the environment, the state of the place of exercise and recovery, the work of the media, the attention and behavior of sports fans also carry a special mental load.

2.2 Multi-year process of building sports training

The rational construction of long-term sports training depends on the time scale within which the training process takes place.

A microcycle is a small training cycle, most often with a weekly or about a week duration, usually including from two to several sessions.

There are five types of microcycles:

1. ordinary, where general training prevails over special, and the volume of loads prevails over intensity;

2. shock, where special training exceeds general training, and intensity prevails over volume;

3.competitive, characterized by a certain sequence of competitive, recovery and lead-in phases;

4. restorative (gentle load, general preparation), always used at the end of the mesocycle;

5.model, where the main task is to model (reflect) the content and structure of the competitive microcycle.

A mesocycle is an average training cycle lasting from two to six weeks, including a relatively complete series of microcycles.

Types of mesocycles:

1.retracting;

2. basic general preparatory;

3. basic special-preparatory;

4.pre-competition;

5.main (competitive);

6. restorative and supporting;

7.competitive.

A macrocycle is a large training cycle associated with the development, stabilization and temporary loss of sports form and includes a complete series of periods, stages, mesocycles.

Depending on the type of sport and class of the athlete, the macrocycle is:

1. annual

2. semi-annual

3. and less.

The correctness of the macrocycle construction is associated with the laws of sports form (the state of optimal readiness to achieve high sports results, achieved under certain conditions in each large training cycle).

Sports form phases:

1. Acquisition (adaptation);

2. Retention (stabilization);

3. Temporary loss (recession).

The structure of the macrocycle is influenced by two reasons:

1.external (competition calendar);

2. internal (the physiology of the athlete, i.e. his reserve capabilities).

Multi-year aspect of training construction

It is built taking into account three stages of long-term training of athletes:

1 Basic training stage (4-6 years). Consists of two periods: the first period is preliminary preparation (2-3 years). Recruitment for a sport. Classes are based on general physical fitness. The second period is initial specialization (2-3 years).

The beginning of specialized loads in the educational and training process, but not maximum ones. During this period, the largest increase in results is observed.

2 Stage of realization of maximum capabilities (8-10 years - 2 Olympic cycles); At this stage, testing of one's capabilities occurs. The educational and training process is built on the basis of competitive cycles.

3 Stage of sports longevity.

It consists of two periods:

The first period is the preservation of achievements. Basketball has greater preservation of achievements compared to other sports, as it is a technical and tactical sport.

The second period is maintaining general fitness. Gradual, smooth withdrawal from sports, return to a calm, moderate lifestyle.

In sports, the scientific approach, scientific activity, that is, the application of the achievements of various scientific disciplines (psychology, physiology, medicine, etc.) in this area to obtain maximum results is very important. An individualized approach, taking into account the individual characteristics of each athlete, also plays an important role in this. All this should border not only on the empirical, but also on the scientific construction of the entire educational and training process, starting from the very beginning of a career in sports, and from one training session to many years of preparation.

An important role is played by the athlete himself, his desire to achieve maximum results, his psychological factor against the background of physical fitness, physical activity, and his potential in sports. The trainer-teacher must help the athlete with this, that is, not only in the development of physical qualities, but also psychological, etc., their joint activities on the path to perfection are important.

2.3Characteristics of modern training programs to increase the level of special training in the pre-competition period

The lesson-based curriculum for basketball basketball schools for children and youth provides for the distribution of the hourly workload for all types of training of young basketball players. Next, we will consider the distribution of teaching hours for the teaching and training group of the second year of study. In total, the plan provides 420 hours per year. The training of young basketball players is divided into a theoretical part (10 hours) and a practical part (410 hours). In turn, the practical part is divided into a number of sections: general physical training (88 hours), special physical training (92 hours), technical and tactical training (146 hours), integral training (62 hours), instructor and referee practice (14 hours) and also time is allotted for passing control tests (8 hours). Then these hours from each section of training are distributed over all months of work (academic year - 10 months).

For example, you can look at the month of November: general physical – 7 hours, special physical – 9 hours, technical-tactical – 15 hours, integral – 7 hours, instructor and referee practice – 2 hours, control tests – 2 hours Each of these preparations contains a number of other components. At the moment we are interested in special physical training. It may contain the following sections: development of speed, speed-strength, special qualities, development of general endurance, and so on. Then the trainers themselves draw up a work schedule, which reflects all types of training and schedules the time devoted to each type of special physical training, minute by minute. On average, 25–35 minutes are devoted to special physical training in one training session. During our pedagogical experiment, we did not change the amount of time for the development of speed-strength qualities in comparison with the content of the traditional program.

Table 1

Characteristics of general physical fitness of students of secondary schools and youth sports schools aged 12–13 years.

From Table 1 it can be seen that students in children’s and youth sports schools are subject to fairly high demands on the development of speed and strength qualities (jumping ability). This means that during training sessions more attention should be paid to the development of physical qualities compared to a physical education lesson.

No matter what natural abilities a person has, a high level of development of jumping ability can only be achieved with carefully thought out and systematic training. The main condition for developing jumping ability for any athlete’s qualifications is the implementation of comprehensive, strictly specialized training at all stages of training (work on such physical qualities as strength, speed, endurance).

All methods of training jumping ability should contribute to the development of a set of physical qualities, which, ultimately, would contribute to the possibility of a greater increase in the power of the push, a special motor skill. The main method for developing jumping ability is the method of repeated exercise, characterized by performing the exercise (a certain number of repetitions) after certain rest intervals (between approaches or series), during which the athlete’s performance is sufficiently restored. This method for developing speed and strength qualities allows you to selectively influence certain human muscle groups.

The duration of rest intervals is determined by two physiological processes:

1. Changes in the excitability of the central nervous system

2. Restoration of indicators of the autonomic system (pulse, pressure), associated with the restoration of breathing, the consumption of oxygen debt.

Rest intervals should, on the one hand, be short enough so that the excitability of the central nervous system does not have time to significantly decrease, and on the other hand, long enough to more or less recover. When using the repeated method, the training effect on the body is provided during the period of fatigue after each repetition. This method allows you to accurately dose the load, strengthen the musculoskeletal system, and influence the cardiovascular and respiratory systems. With this method, the level of jumping ability increases by 19-30%

Interval method. This method is superficially similar to the repeated method. But if, with the repeated method, the nature of the impact of the load is determined solely by the exercise itself, then with the interval method, rest intervals also have a greater training effect

A game method for training jumping ability. However, this method has a significant drawback - the dosage of the load is limited. That is, it turns out that the athlete uses this quality more than cultivates it. Of course, there is a certain load and the player receives it if he actively fights under the shield, jumping vertically upward for the ball, which bounced after the opponent’s throw at the ring. And if a basketball player more often makes jump shots, pushing off with two legs or one. Consequently, this method depends on the athlete himself - how active he is in the game.

– A circuit training method that can be done using the repetitive exercise method. The circuit training method provides a comprehensive effect on various muscle groups. Exercises are selected in such a way that each subsequent series includes a new muscle group, allowing a significant increase in the volume of load with a strict alternation of work and rest. This mode provides a significant increase in the functionality of the respiratory, circulatory, and energy exchange systems, but unlike the repeated method, the possibility of locally targeted effects on certain muscle groups is limited here.

For the development of jumping ability, the most effective are dynamic exercises (jumping over objects, jumping after a deep jump from a height of 40-50 cm, jumping from a squat, etc.), performed with small weights (dumbbells, lead belts, sandbags), which are worn on the lower leg, thigh and arms. These exercises are more suitable for older athletes. An athlete's jumping ability improves only when his strength and speed are simultaneously improved during training. Therefore, it is necessary to develop the strength of the extensor muscles of the hip, leg, and foot, which are directly involved in performing the jump. Strength exercises should precede speed-strength exercises. Jumping exercises and especially jumping after deep jumps very effectively improve speed running.

Also, to develop speed-strength abilities, exercises are used to overcome one’s own body weight (for example, jumping) and with external weights (for example, throwing a medicine ball).

Exercises that specifically influence the development of speed and strength qualities can be divided into two types:

Exercises of a predominantly speed nature.

Exercises of a predominantly strength nature.

Resistance exercises can be either constant or variable. When purposefully developing speed-strength abilities, it is necessary to be guided by a methodological rule: all exercises, regardless of the size and nature of the weight, must be performed at the maximum possible pace.

The strength and height of the jump largely depends on the strength and power of the calf muscle, ankle and knee joints. When developing jumping ability, you should, first of all, strengthen the ankle joint, make it strong, elastic, and able to withstand injuries. To this end, you need to spend at least 5 minutes every morning strengthening the Achilles tendon and ankle joints. Simple but effective exercises are recommended.

First, you need to warm up the calf muscles with a massage. Then begin flexing and extending the ankle joints with both legs at the same time. Then rotate your feet for 1.5-2 minutes. Then do the exercises with your left and right legs slowly 100-150 times (for convenience, lean against a wall or chair at an angle of 70-75 degrees). It is useful to flex your feet with a shock absorber or with resistance from a partner. A good way to use medicine balls is to roll with your feet. You can walk and jump on your toes with weights in your hands or on your feet. Effective for strengthening the foot and lower leg are jumping on the sand, with a skipping rope, jumping over a barrier on toes, on one or two legs. Twist movements (legs together) and rotating the knees 30-40 times in both directions are useful for the knee joint. In addition, it is recommended to bend the legs at the knee joint with weights, walk on half-bent legs with a barbell - in a squat, half-squat with a turn for each step. By strengthening the ankle and knee joints, you can increase the intensity of jumping exercises.

When compiling our program for the development of speed-strength qualities of young basketball players aged 12–13 years, several programs from various authors were reviewed and studied. In each of these programs one could see positive and negative aspects. For example, such authors as: L.S. Dvorkin, A.A. Khabarov, S.F. Yevtushenko mostly suggests using weight-bearing exercises in training sessions. And as weights they recommend barbells, kettlebells, dumbbells and the like. Their program includes exercises such as squats with a barbell on the shoulders and more. This is the negative component of this program. In order to use barbells and weights during basketball training, you need a special room and special equipment. It also takes time to go to the gym with children, which requires increased safety precautions. Plus, in children at this age, the skeletal system has not yet fully formed, that is, in such exercises a large load is placed on the spine, therefore, it is traumatic. It seems to us that exercises of this nature can be used in practice only from 15 to 16 years of age. Considering the program O.V. Zhbankova, we saw several exercises that negatively affect the health of a young basketball player. One of them: jumping from foot to foot. This task requires a lot of stress on the knee joint. After a flight, when landing on the supporting leg, almost the entire load goes to the knee joint, and the ligamentous apparatus of the joint capsule is still quite weak at the age of 12–13, so microtraumas can occur, which will subsequently turn into a serious injury. This is a negative aspect of the program. This program described standard exercises used in the training process by many trainers: jumping over a bench, jumping rope, jumping exercises, and so on. One of Zhbankov’s effective exercises is jumping onto a support. This task contributes to the development of jumping ability, since it is competitive, that is, it is used in the game. Jumping onto a support allows you to learn how a player “hangs” in the air when making shots around the hoop. We included this exercise in an experimental program for the development of speed and strength qualities in young basketball players. A.I. Pyasin suggests using repeated standing long jumps in practice, which allows you to develop jumping endurance and instantaneous speed of repulsion from the floor (which is quite important in basketball).

Chapter III. Study of the effectiveness of constructing the educational and training process in basketball for children of secondary school age

3.1 Organization and methods of research

Research methods:

The main research methods are:

1. Analysis and study of literary data, analysis of documentary materials.

2. Control tests.

3. Method of pedagogical observation.

4. Method of mathematical processing.

5. Comparative analysis.

The analysis of literary sources made it possible to get an idea of the state of the issue under study, to report the available literary data and the opinions of specialists and trainers.

Control tests. The purpose of the control tests was: to determine the level of preparedness of young basketball players at this stage, to analyze the dynamics of growth in results.

Method of pedagogical observation. The task of pedagogical observation was: to study the organization of control tests that were carried out on basketball players.

Comparative analysis. This method was used to compare the results obtained.

Method of mathematical processing of results. This method was used to process the results obtained during testing.

Organization of the study:

The study was conducted from November to June 2010.

Students of the Municipal Educational Institution of Educational Institution “SDYUSSHOR No. 1” of the city of Kaluga, group 2 of the GNP, took part in the experiment. The studies were conducted in two groups of 10 people. The average age of students in both groups is middle school age. The groups have an average of 3–4 years of training experience.

The study consisted of conducting control tests to determine the level of technical and tactical readiness of female basketball players in the training group. The study was conducted in order to determine, based on the results of control tests, the dynamics of growth in indicators of the level of technical and tactical readiness of female basketball players in the pre-competition period.

In this study, tests are used to identify the level of special training in basketball players of secondary school age.

Test 1. Dribbling the ball with a change in direction (“snake”)

30 m (2x15 m).

At the command “Start!” Students take a high start position on the starting line with the ball in their hands.

At the command “March!” Students begin running in a figure eight, dribbling the ball with their right and left hands, while tracing landmarks located at a distance of 3 m from each other. Recording the time that the student shows when crossing the finish line.

Test 2. Throws from the points.

The test allows you to determine the accuracy of basketball players hitting the ball into the basket from different distances and from different angles. There are 4 shot markers around the three second zone (trapezium) on both sides of the court. The first two points are located at a distance of 4 meters on both sides of the side edge of the backboard, perpendicular to the ring, the other two are located on the corners of the trapezoid farthest from the backboard, in the area of the free throw line. From each mark, 5 throws are made in any way from a place. Throwing the ball into the basket is performed in any order, starting on one side of the court, then on the other. A total of 40 throws are made from the spots. The number of times the ball hits the basket is taken into account.

Test 3. Dribbling the ball, dribbling the five posts, throwing in motion from the right side with the right hand – picking up the ball – dribbling the penalty circle with the left hand – throwing in motion with the left hand from the left side – picking up and dribbling to the opposite ring – stopping and throwing from a distance of 3- 4 meters from the ring (sec). For each miss, one second is added to the final result.

Test 4. Mid-range shots to the basket. 1# makes throws from the middle distance, 2# picks up and passes the ball to 1#. Duration of throws is 60 seconds.

To identify the effectiveness of the methodology we used, mathematical processing of dependent results was used. It included determining the significance of differences using the Student's t-test.

3.2 Analysis and interpretation of research results

In the course of the research, experimental material was obtained, the analysis of which allowed us to identify the dynamics of the studied indicators.

Test No. 1 Dribbling the ball “snake”

From the table above it can be seen that the result after the experiment is much higher than the result before the experiment. The best indicator before the experiment is 8.8 seconds, while after the experiment it is 6.8 seconds. (Fig.1). This is also evidenced by the arithmetic average: before the experiment it was 9.10%, after – 7.06% (Fig. 2).

Table No. 2. Dribbling the ball “snake” 30 m (2x15 m).

Experimental group

FULL NAME.	Before the experiment	After the experiment
1.Vedenyaeva D.V.	10	7,4
2. Korneva A. F.		7,0
3. Shoshina K. A.		7,3
4. Zhirnova Yu. M.		6,8
5. Korotkova M. V.		6,8
6. Chistyakova A. A.		6,2
7. Doronina I. I.		6,2
8. Gusea A. N.		7,5
9. Osipova V.V.		7,5
10. Sharova A. V.		7,9

Table 3.

From Table 3 it can be seen that t = 3.6 at p ≤ 0.05. This shows that the differences in the experimental group at the beginning and end of the experiment are considered significant.

As for the control group, its results are less modest. The best result before and after the experiment is 8.6 and 8.1, respectively. Mathematical processing also showed insignificant differences in the arithmetic mean before and after the experiment. These values are 9.47 and 9.16, respectively (Fig. 3).

Table 4.

Control group

For this test, the method of mathematical statistics was also used, with the help of which the significance of the differences was determined using the Student's t-test.

Table 5.

Control group

As for the control group, the calculations obtained as a result of mathematical data processing (Table 5) can be considered unreliable, since t = 0.3 at p≤0.05.

As for the second test of technical training of basketball players, according to the data obtained, a qualitative jump in performance was also observed in the experimental group. The arithmetic mean before and after the experiment is 9.2 and 17.8. From these figures it is clear that the result has almost doubled (Fig. 3). The best result before the experiment is 12 points, while after it is 20 points (Fig. 4).

Table No. 6. Mid-range throws in 60 seconds.

Experimental group

FULL NAME.	Before the experiment	After the experiment
1.Vedenyaeva D.V.	10	18
2. Korneva A. F.	8	14
3. Shoshina K. A.	12	18
4. Zhirnova Yu. M.	12	18
5. Korotkova M. V.	10	18
6. Chistyakova A. A.	8	20
7. Doronina I. I.	8	18
8. Guseva A. N.	8	18
9. Osipova V.V.	6	16
10. Sharova A. V.	10	20

For this test, the method of mathematical statistics was used, with the help of which the reliability of differences was determined using the Student's t-test.

Table 7

Mathematical processing of the experimental group before and after the experiment mathematically confirms the validity of our conclusions t = 3.3 at p≤ 0.05, which is statistically significant.

The control group did not show such effectiveness as the experimental group. Its arithmetic mean value was 9.3 and 13 percent before and after the experiment, respectively (Fig. 6). The best indicator before the experiment was 12, after – 16 (Fig. 5). If we compare this indicator with the experimental group, the superiority of the experimental group will be obvious.

Table 8

Control group

This test was processed by the method of mathematical statistics, with the help of which the reliability of differences was determined using the Student's t-test.

Table 9.

From Table 9 it is clear that t = 2.5 at p≤0.05. This shows that the differences in the control group at the beginning and end of the experiment are considered significant.

Test No. 3. Test No. 3 revealed the following dynamics. The arithmetic mean before and after the experiment was 19.4 and 14.4, respectively. The best value before the experiment was 17 seconds, the worst was 20. After the experiment, the best result increased by 4 seconds. and is 13 seconds, and the worst is 16 seconds. (Fig.7)

Table No. 10. Indicators of the experimental group on test No. 3.

FULL NAME.	Before the experiment	After the experiment
1.Vedenyaeva D.V.	20,1	15,5
2. Korneva A. F.	19,3	16,4
3. Shoshina K. A.	18,3	14,0
4. Zhirnova Yu. M.	19,6	13,3
5. Korotkova M. V.	21,4	14,1
6. Chistyakova A. A.	20,7	15,4
7. Doronina I. I.	17,9	14,7
8. Guseva A. N.	19,9	13,3
9. Osipova V.V.	22,4	16,4
10. Sharova A. V.	19,3	14,5

The method of mathematical statistics was applied to this test

Student's t-test. The calculations we obtained in the experimental group are shown in Table 11.

Table No. 11.

From Table 11 it is clear that t = 3.2 at p≤0.05. This shows that the differences in the experimental group at the beginning and end of the experiment are considered significant.

As for the control group, its performance is much worse. The average value before and after the experiment is 20.1 and 18.7, which is very ineffective for such a period of training. The best indicator before the experiment was 18 seconds, and after it was only better by 1 second. (17 sec.).

Table No. 12. Dribbling test performance in the control group.

The method of mathematical statistics using Student's t-test was also applied to this test. The calculations we obtained in the experimental group are shown in Table 13.

Table 13.

The control group does not differ in the reliability of the results, since t = 0.7 at p≤0.05.

m t p Beginning of the experiment 9.4 1.2 0.4 End of experiment 19.6 2.6 0.9

From Table 15 it can be seen that t = 3.8 at p≤0.05. This shows that the differences in the experimental group at the beginning and end of the experiment are considered significant.

The same analysis carried out in the control group did not reveal any significant differences in the indicators before and after the experiment. The arithmetic mean before and after the experiment is 9 and 11.8, respectively. The best result before the experiment was 12 points, after – 14. From these data it is clear that the difference is minimal. The worst result before is 8, after 10, the situation is similar.

Table No. 16 Control group

For this test, the method of mathematical statistics was also used, with the help of which the significance of the differences was determined using the Student's t-test. The calculations we obtained in the experimental group are shown in Table 17

Table 17

Control group.

As for the control group, the calculations obtained as a result of mathematical data processing can be considered unreliable, since t = 1.0 at p≤0.05.

The training process for any type of sports game involves the comprehensive development of motor qualities and their components, aspects and structure of the educational and training process, taking into account the anatomical, physiological and psychological abilities of those involved. All this causes a complex effect on the body of those involved.

In our study, we found that the construction of the educational and training process is based on 5 types of training - theoretical, technical, tactical, psychological, physical and integral.

We also found out that the training process has the following structure: microstructure, mesostructure, macrostructure. This division of the educational and training process helps to structure it, to fit peak form into the competition calendar, since such a structure is primarily focused on the physiological characteristics of the athlete.

Next, the preparation of young basketball players in the pre-competition period is considered, mainly the speed-strength abilities of students, since they are among the most relevant in the pre-competition period.

Then we looked at the physiological and psychological characteristics of middle school-age children.

All these features are also taken into account by us when constructing the methodology, which is very important, since the first place for raising children of secondary school age is health, and not the result.

In the practical part, we received the result of the study.

For 4 tests aimed at special training of students, the following dynamics were revealed. The experimental group performed much better than the control group. This allows us to assert that the methodology we proposed, aimed at increasing performance in the pre-competition period, taking into account the aspects, structure of the training process, as well as physiological characteristics, is relevant. Thus, the goal of our research - to find a methodology aimed at increasing the performance of playing basketball in the pre-competition period - has been achieved.

The hypothesis - if this technique is applied in the pre-competition period, it will significantly affect the improvement of the athletic performance of basketball players, has been proven.

List of used literature

1. Baryshnikov G.P., Bogdanov G.P., Vodyannikoa I.A. Physical education lessons in grades 9–10 of secondary school. M.: - “enlightenment”, 2001.

2. Basketball at school//Theory and practice of physical culture. - 2004, No. 1. - p.13.

3. Bezrukikh M.M. and others. Age physiology. - M., 2002.- 379 p.

4. Burmistrov D.A., Stepanov V.S. Take care of your skeleton. Something about strength training. – M.: Terra-Sport, 2003. – 32 p. (Trainer's Library).

5. Weinbaum Ya. S. Hygiene of physical education: Textbook. manual for students of the Faculty. physical education ped. in - comrade - M.: Education, 2002. – 176 p. 4.

6. Wooden D. Modern basketball: Trans. from English – M.: Physical culture and sport, 2003. – 256 p., ill.

7. The relationship between general and special training//Theory and practice of physical culture. - 2006, No. 8. - p.33.

8. Vyazemsky M.N. special training in basketball//Theory and practice of physical culture. - 2001, No. 8. - p.44.

9. Gogunov E.N., Martynov B.I. Psychology of physical education and sports: Proc. manual for students of higher educational institutions. – M.: Publishing Center “Academy”, 2000. – 288 p.

10. Gomelsky A.Ya. Basketball. Secrets of mastery. – M.: Agency “FAIR”, 2007. – 224 p.: ill. – (Series “Sports”).

11. Gomelsky A.Ya. Technical and tactical training of young basketball players. – M.: 2004.

12. Graevskaya V.G. Sports medicine. 2006.

13. Zakharov E. N., Karasev A. V., Safonov A. A. Shock technique of hand-to-hand combat; Under the general editorship of E. N. Zakharov. Publishing house "Culture and Traditions", M., 2003.

14. Ilyin E.P. Psychology of physical education: Textbook for institutes and faculties of physical education: 2nd ed., with revision. and additional - St. Petersburg: Publishing house of the Russian State Pedagogical University named after. A.I. Herzen, 2000.-486 pp.: ill.

15. Kizko A.P. Alternation of physical influences and rest in sports training//Theory and practice of physical culture. – 2002, No. 8. - from 16.

16. Lukashev M. N. 10 thousand ways to victory. – M.: Mol. Guard, 2002. – 157 p., ill.

17. Mechnikov A.R. Basketball technique and tactics. Textbook for students higher textbook establishments. – M.: publishing center "Academy", 2005. – 528 p.

18. Fundamentals of scientific and methodological activities in physical culture and sports: Proc. aid for students higher textbook institutions / Yu. D. Zheleznyak, P. K. Petrov. – 2nd ed., revised. and additional – M.: Publishing Center “Academy”, 2005. – 272 p. ISBN 5-7695-2490-1

19. Naimanova E. Sports games for physical education lessons. Book for teachers. – Rostov-n/D: Phoenix, 2001 – 256 p. 31

20. Obvivalnev G.N., Bukin V.K. Special training of football players//Theory and practice of physical culture. - 2007, No. 5. - p.3.

21. Psychotechnics of martial arts (East Asian classical concept of psychological training of martial artists)/I. A. Voronov. – Mn.: Harvest, 2005. – 432 p. - (Martial arts).

22. Platonov V. N. Training of qualified athletes. – M.: Physical culture and sport, 2006. – 286 p., ill.

22. Suzdalnitsky R. S. Specific changes in the metabolism of athletes training in different bioenergetic regimes, in response to standard physical activity // Theory and practice of physical culture. – 2004, No. 8. - from 16-20.

23. Sports games: technique, teaching tactics: Textbook. for students higher textbook institutions/Yu.D.Zheleznyak, Yu.M. Portnov, V.P. Savin, A.V. Lexakov; Under. Ed. Yu.D. Zheleznyaka, Yu.M. Portnova. – M.: publishing center "Academy", 2001. – 520 p.

24. Sports games: improving sports skills: Textbook. for students higher textbook institutions/Yu.D.Zheleznyak, Yu.M. Portnov, V.P. Savin et al., under. Ed. Yu.D. Zheleznyaka, Yu.M. Portnova. - M.: publishing center "Academy", 2004. - 400 p.

25. Sports medicine Makeeva M.M. – M.: publishing center “Science”, 2003. – 520 p.

26. Special basketball exercises//Theory and practice of physical culture. - 2005, No. 10. - p.54.

27. Theory and methods of physical education. Textbook for the Institute of Physics. culture. Under the general editorship. L. P. Matveeva and A. D. Novikova. Ed. 2nd, rev. and additional (In 2 volumes). M., “Physical Education and Sports”, 2006.

28. Theory and methods of physical education. Textbook for the Institute of Physics. culture. Under the general editorship. L. P. Matveeva and A. D. Novikova. Ed. 2nd, rev. and additional (In 2 volumes). M., “Physical Education and Sports”, 2006.

29. Basketball technique and tactics//Theory and practice of physical culture. - 2008, No. 7. - p.17.

30. Kholodov Zh. K., Kuznetsov V. S. Theory and methods of physical education and sports: Textbook. aid for students higher textbook establishments. – 2nd ed., revised, and additional. – M.: Publishing Center “Academy”, 2001. – 480 p.

31. Fomin N.A. Human physiology: Proc. manual for students of the Faculty. physical culture ped. Inst. – 2nd ed., revised. – M.: Education, 2001. – 352 p.

Application

METHODOLOGY

This methodology examines the pre-competitive period of middle school-aged basketball players. It takes into account not only the unity of general and special training, but also the age characteristics of those involved.

Table No. 1. Ordinary microcycle

Table No. 2. Shock microcycle.

Table No. 3. Ordinary microcycle

Table No. 4. Model microcycle

Table No. 5. Ordinary microcycle

Table No. 6. Shock microcycle

Table No. 7. Ordinary microcycle.

Table No. 8. Model microcycle.

Table No. 9. Recovery microcycle

K – complex; S.S. – speed-power; S.V. – special endurance; O.V. – general endurance; L – dexterity.

Materials and methods of data research

To determine significance using the Student's t-test, the following calculations were used:

1. Calculate the arithmetic mean using the formula:

2. Calculate the standard deviation using the formula:

3. ,

4. Calculate the standard error of the arithmetic mean using the formula:

4. Calculate the average error of the difference using the formula.

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History of basketball. Basic rules of a team sports game. Techniques and tactics of competitions in modern basketball. International achievements of American and Russian athletes. Types of games: streetball, korfball, in wheelchairs.

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Conclusion

Bibliography

Introduction

Currently, basketball is one of the most popular sports. The number of officially registered players worldwide exceeds 200 million. The International Basketball Federation (FIBA) in 2002 included 173 countries.

1. History of basketball

Doctor James Naismith Dr. James Naysmith is known throughout the world as the inventor of basketball. He was born in 1861 in Ramsay, a town near Almonte, Ontario, Canada.

The concept of basketball originated in his school years, while playing “duck-on-a-rock”... The meaning of this game, popular at that time, was as follows: throwing one small stone, it was necessary to hit the top with it another stone, larger in size.

After serving as Athletic Director at McGill University, Naismith moved to the YMCA Training School in Springfield, Massachusetts.

Naismith wanted to create an outdoor game for Christian Worker School students that involved more than just the use of force. He needed a game that could be played indoors in a relatively small space.

And so, in December 1891, James Naismith presented his unnamed invention to his gymnastics class at the Springfield YMCA.

2. Rules of the game

The game takes place on a rectangular platform 28 m long and 15 m wide (previously its dimensions were 26x14 m, respectively) with a special ball. basketball rule tactics competition

From each team, five players perform on the court at the same time, another five to seven basketball players are on the bench during the game. The number of substitutions in basketball is not limited, but they can only be made at the moment when the stopwatch is stopped.

Modern basketball rules include clauses such as “game forfeited” (a team is forfeited if one player remains on its roster) and “game forfeited” (in a situation where a team refuses to start - or continue the game after the corresponding signal from the referee).

At the very beginning, basketball had only 13 rules, now there are more than 200. They are periodically reviewed by the FIBA ​​World Technical Commission and then approved by the Federation's Central Bureau. Their last major revision occurred in May 2000.

For all official international competitions, the rules approved by FIBA ​​apply. They are slightly different from the NBA rules.

3. Technique and tactics of the game

In modern basketball, the following playing roles are distinguished: point guard; attacking defender, small and heavy forwards, as well as a center (or centre-forward).

The center's role has acquired a truly cult status over time. The Soviet school of centers has always been one of the strongest in the world, giving the world such outstanding players as Otar Korkia, Janis Krumins, Alexander Belov, Vladimir Tkachenko, Arvydas Sabonis and others.

4. Competitions

International basketball competitions. In June 1932, the International Basketball Federation - FIBB, later renamed FIBA, was created in Geneva.

Women's basketball was first included in the Olympic program in 1976 at the Montreal Games. The first then, as then at the 1980 and 1992 Games, was the USSR national team. All other Olympic tournaments were won by the US team.

After the Great Patriotic War, basketball in the USSR became one of the most popular and widespread sports. At different times, the leaders of domestic basketball were Riga SKA, CSKA, Leningrad Spartak, Kaunas Zalgiris. Soviet clubs won the European Cup and the Cup Winners' Cup more than once.

Currently, over 4 million people play basketball in Russia (half of them are schoolchildren).

5. Some types of basketball

In 1973, a mini-basketball committee was created under the USSR Basketball Federation. A year later, the country's first mini-basketball festival took place in Leningrad. Currently, the All-Russian Minibasket club holds a number of national (Russian Cup, etc.) and international competitions.

Wheelchair basketball. Appeared in 1946 in the USA. Former basketball players, who were seriously wounded and mutilated on the battlefields during World War II, did not want to part with their favorite game and came up with “their own” basketball.

The rules of wheelchair basketball have their prohibitions and restrictions. For example, “jogging” is prohibited - when a player spins the wheel with his hand more than twice while dribbling the ball.

Streetball tournaments are now being held in various cities of Russia, often timed to coincide with major city holidays.

Conclusion

Basketball, as a means of physical education, has found wide application in various parts of the physical education movement.

In the public education system, basketball is included in physical education programs for preschoolers, general secondary, secondary, vocational, specialized secondary and higher education.

Consolidating the achieved results and further increasing the level of sportsmanship are closely intertwined with mass recreational work and qualified training of reserves of the most talented boys and girls.

Bibliography

1. Basketball: Textbook for institutes of physical education // Under. Ed. Yu.M. Portnova. - M: Physical culture and sport, 1998.

2. Basketball: Textbook for universities of physical education // Under. Ed. M. Portnova. - M: Physical culture and sport, 1997.

3. Valtin A.I. "Mini basketball at school." - M.: Education, 1996.

4. Bondar A.I. Learn to play basketball. - Minsk: Polynya, 1986.

5. John R., Wooden Modern basketball. - M: Physical culture and sport, 1997.

6. Physical education program based on one of the sports // Physical culture at school. -1990.

7. Kuzin V.V., Palievsky S.A., Basketball. Initial stage of training, M.: Physical culture and sport, 1999.

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10 years later, at the Olympic Games in St. Louis (USA), the Americans organized an exhibition tournament between teams from several cities. The same demonstration tournaments were held at the 1924 (Paris) and 1928 (Amsterdam) Olympics.

Introduction

1.2Physiological bases of motor skill formation and sports technique training

Multi-year aspect of training construction

2.3Characteristics of modern training programs to increase the level of special training in the pre-competition period

Chapter III. Study of the effectiveness of constructing the educational and training process in basketball for children of secondary school age

3.1 Organization and methods of research

3.2 Analysis and interpretation of research results

List of used literature

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