Pedagogical technology for assessing the motor abilities of young track and field athletes (aged 10–12) in initial training groups at children and youth sports schools

Abstract

Topicality. The relevance of researching pedagogical methods for assessing the motor abilities of young track-and-field athletes (aged 10–12) in the initial training groups of youth sports schools stems from the need to enhance the effectiveness of the initial stage of athletic training. It is during this age period that key motor abilities actively develop, fundamental motor skills are formed, and the groundwork for future sports specialization is laid.

Track and field is characterized by a diverse range of motor actions that place specific demands on athletes regarding speed, speed-strength qualities, endurance, agility, flexibility, and coordination. At the same time, the level of development of these abilities in children aged 10–12 varies significantly among individuals, a variation linked to rates of biological maturation, levels of physical activity, motor experience, and specific patterns of adaptation to physical exertion. The purpose of the study is to substantiate the effectiveness of assessing the motor abilities of young track-and-field athletes (aged 10–12) in the initial training groups of youth sports schools. Research material and methods. The study employed the following methods: theoretical analysis and synthesis of specialized scientific-methodological literature and documentary materials, pedagogical observation, pedagogical testing, a pedagogical experiment, and mathematical statistical methods. Research results. A pedagogical technology is proposed for determining the suitability of a primary track-and-field event for the abilities of the children involved. Each child’s results are evaluated on a 10-point scale for each test. Subsequently, an indicator of the alignment between the primary track-and-field event and the children’s abilities is calculated.

PS =  total test score / number of tests   I≤PS≤10, (1)

Determining a child’s potential for a specific sport based on a comprehensive assessment makes it possible to categorize young track-and-field athletes into five levels of motor aptitude: high, above average, average, below average, and low. Analysis of the research results demonstrated that a systematic, multi-faceted assessment of motor abilities—covering various track-and-field disciplines such as endurance running, sprinting, jumping, and throwing—was more effective at identifying children’s motor capabilities than an assessment focused on a single discipline (sprinting). Establishing clear criteria for evaluating the motor abilities of young athletes in the initial training groups of youth sports schools will help optimize their training process. Conclusions. The developed pedagogical technology for assessing the motor abilities of young track-and-field athletes in initial training groups at children’s and youth sports schools will enhance the effectiveness of the assessment process.