Abstract
The purpose of the study was to determine the peculiarities of programmed teaching of the cartwheel to girls aged 14.
 Material and methods. The study participants were 20 girls aged 14. The children and their parents were fully informed about all the features of the study and gave their consent to participate in the experiment. To solve the tasks set, the following research methods were used: study and analysis of scientific and methodological literature; pedagogical observation, timing of training tasks; pedagogical experiment, methods of mathematical statistics, factor analysis, nearest neighbor analysis.
 Results. The analysis of the effectiveness of the program of teaching girls aged 14 the cartwheel, using different repetition modes (1 – mode of 6 sets 1 time each with a rest interval of 60 s; 2 – mode of 6 sets 2 times each with a rest interval of 60 s) showed that the girls of the first group need fewer repetitions to master the cartwheel than the girls of the second group (p < 0.05). Thus, repetition modes have statistically significantly different effects on the cartwheel motor skill development in girls aged 14. The analysis of similarities revealed that the program components are interrelated.
 Conclusions. Factor analysis showed that teaching programs organized by the method of algorithmic instructions are combined in nature. The analysis of similarities revealed that the program components are interrelated. Series of training tasks 2, 3, and 5 are most correlated with one another and provide conditions for teaching girls aged 14 the cartwheel. Optimization of the number of repetitions of the exercise depends on the speed of mastering the exercises of the third and fourth series of training tasks.
Highlights
IntroductionThe ideas of behaviorism became the methodological basis of programmed instruction (Skinner, 1965, 1984a,b; Fishman, Keller, & Atkinson, 1968)
The analysis of the effectiveness of the program of teaching girls aged 14 the cartwheel, using different repetition modes (1 – mode of 6 sets 1 time each with a rest interval of 60 s; 2 – mode of 6 sets 2 times each with a rest interval of 60 s) showed that the girls of the first group need fewer repetitions to master the cartwheel than the girls of the second group (p < 0.05)
The analysis of similarities revealed that the program components are interrelated
Summary
The ideas of behaviorism became the methodological basis of programmed instruction (Skinner, 1965, 1984a,b; Fishman, Keller, & Atkinson, 1968). Skinner (1965) points out that a special branch of psychology, the so-called experimental analysis of behavior, has produced a technology of teaching characterized by the introduction of teaching machines and programmed instruction. The basis of programming is the “response – stimulus” scheme. According to Skinner (1984), operant conditioning can replace, as well as complement, the natural selection of behavior. Physical education uses the traditional scheme of a teaching program, which includes: informative frame (what is performed) – operational frame (how it is performed) – control frame (transition to training the exercise) (Shlemin, 1973; Gaverdovskii, 2007; Khudolii, 2008).
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