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7.4. FEATURES OF CHILDREN'S SPORTS TRAINING
In recent decades, there has been a worldwide tendency to rejuvenate the composition of national teams in many sports. The idea of early sports specialization is based on the theory of acceleration and the success of young people in sports such as gymnastics and rhythmic gymnastics, figure skating and other complex coordinated sports. To implement this idea, the training programs for young athletes were revised, the volume and intensity of training loads were increased.
However, the desire for early specialization in order to achieve high sports results contradicts the goals and objectives of the physical education system, leads to a violation of its basic principles—comprehensive development, recovery and preparation for the upcoming work. The process of rejuvenation in sports becomes an end in itself and leads to the premature use of specialized training tools, as well as loads that are inadequate for the morphological and psychophysical development of children and lead to undesirable changes in a number of body functions. Forcing specialized training is the reason for mass dropout: 48-72% of young athletes stop classes, not wanting to perform large monotonous stresses.
In the groups of sports improvement of 15— 16-year-old swimmers, only 8.2% of athletes who started systematic classes from 7-8 years old were found. The quality of a coach's work, his status, and salary are assessed, as a rule, only by the athletic success of his students. At the same time, modern scientific data and the experience of competent coaches make it possible to provide such a system of sports training for children that eliminates the negative impact of sports specialization and guarantees optimal growth of achievement on the basis of versatile psychophysical training, good health and civic education. The tasks of sports training of children, in addition to the general tasks of physical education, consist in instilling a persistent interest in sports activities, and through it - increasing motor activity, realizing free time and preparing reserves for "big" sports.
Sports training of schoolchildren is carried out within the framework of a certain organizational structure, which is characterized by continuity with the class-time system of classes.
A feature of sectional classes at school is their focus on the versatile physical training of children. Only 10% of the training time is devoted to special training.
The time allotted to technical and tactical training depends on the type of sport. For example, in complex coordinated sports (sports and rhythmic gymnastics, acrobatics, etc.), more attention is paid to the formation of motor skills than, for example, in endurance sports. In school sections, the physical education teacher carries out the initial selection of schoolchildren for classes in the Youth school. The coaches of the Youth Sports School and the students involved in it maintain a close relationship with the school: they help the teacher in organizing and conducting sports competitions, participate in all competitions for the honor of their class, school, perform the functions of class physiologists, etc.
The Youth School forms groups of initial training and training. Upon reaching a high level of work on the preparation of young athletes, groups of sports improvement can be formed. If there are at least two such groups, the Youth School can be reorganized into a sports school. A year after its creation, groups should be formed at the school: educational and training, sports improvement and higher sports skills.
The age limits of those involved are ambiguous and depend on the type of sport, the physical development of those involved, their preparedness and abilities. Thus, children of 6 years old are accepted into the initial training groups in sports and rhythmic gymnastics, in athletics, volleyball, speed skating—9 years old
Specific tasks of the initial training groups: fostering an active interest in sports, comprehensive development of physical abilities of those involved.
The systematic nature of classes is provided by a combination of 2 one-time compulsory school lessons with 2-3 training sessions in the Youth School. The duration of one training session should not exceed two academic hours.
The content of the training is built with an emphasis on the development of the coordination abilities of the students, on creating a variety of motor skills and skills in them.
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