Abstract
The purpose of the study was to determine the peculiarities of programmed teaching of a cartwheel to girls aged 15.
 Material and methods. The study participants were 20 girls aged 15. 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 similarities revealed that the program components are interrelated. Series of training tasks ІV, V and VI have the highest correlation. Series of training tasks І, ІІІ and IV are combined into one group and provide conditions for teaching girls aged 15 the cartwheel.
 Conclusions. The study obtained factor models of the teaching program, which explain 70.645% and 68.468% of the variation of results. The models characterize the two-factor structure of the teaching program where training tasks are closely connected with one another, which indicates their effective selection. It was found that the tasks of series I, II and III, and the tasks of series III, IV and V are most connected with one another, which confirms the combined nature of the method of algorithmic instructions. Optimization of the number of repetitions of the entire exercise (series of tasks VI) depends on the amount of exercises of the second and fifth series of training tasks.
Highlights
Developing technological approaches to motor skills development and studying their effectiveness is one of the relevant problems of schoolchildren’s physical education. (Ivashchenko, 2020; Khudolii, Iermakov, & Bartik, 2020; Marchenko, & Kovalenko, 2020)
The study obtained factor models of the teaching program, which explain 70.645% and 68.468% of the variation of results
It was found that the tasks of series I, II and III, and the tasks of series III, IV and V are most connected with one another, which confirms the combined nature of the method of algorithmic instructions
Summary
Developing technological approaches to motor skills development and studying their effectiveness is one of the relevant problems of schoolchildren’s physical education. (Ivashchenko, 2020; Khudolii, Iermakov, & Bartik, 2020; Marchenko, & Kovalenko, 2020). Developing technological approaches to motor skills development and studying their effectiveness is one of the relevant problems of schoolchildren’s physical education. (Ivashchenko, 2020; Khudolii, Iermakov, & Bartik, 2020; Marchenko, & Kovalenko, 2020). P., 2004; Yanchenko, 2016), and combined materials of programmed instruction (Shlemin, 1973; Khudolii, 2008; Ivashchenko, 2016). Programmed instruction was developed in the 1970s and was based on the ideas of behaviorism (Skinner, 1965, 1984a,b; Fishman, Keller, & Atkinson, 1968). Studies in the field of programmed teaching aimed to develop teaching programs and determine their effectiveness (Berg, & Tikhonov, 1968; Golubev, 1969; Malinovskii, 1972). The following rules for building programs were defined: a) material is sequentially dosed in the form of appropriate portions; b) transition to the portion is made after reaching a certain level; c) the program is presented in the form of a series of “steps” having a certain focus; d) materials of each “step” are presented in the form of “frames” (operational, informative, control frames) (Shlemin, 1973; Laputin, 1986)
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
