Worksheetsанг22
Total questions: 120
Worksheet time: 10hrs 0mins
A theory that summarizes knowledge, social practice, experience and reveals new patterns in relation to physical culture:
Theory of physical culture and sports activity.
Theory of health-improving physical culture.
Theory of physical culture.
Theory of sports training.
Theory of physical education
The production of new knowledge, the identification of patterns of directed influence of factors of physical culture and sports on a person for his physical improvement is the goal:
Theories of FC and sports.
Theories of sports training.
FC and sports pedagogy.
Theories and methods of the chosen sport.
FC and sports sciences.
Physical culture in a broad sense is:
Physical activity.
Part of the general culture of society.
Results of physical activity.
A set of objective values created in society.
A set of useful results of physical culture and sports activities
The results of the knowledge, skills and abilities acquired by a person with the help of means of physical education characterize:
Physical fitness.
Physical perfection.
Physical education.
Physical culture of the individual.
The effectiveness of physical culture and sports activities.
Physical education is the process and result of:
Education of physical qualities.
Improving motor skills.
Physical fitness.
Improving motor skills.
Physical culture of the individual.
The formation of a vital fund of motor skills, skills and physical education knowledge is a central task:
General applied direction of physical education.
Sports-oriented direction of physical education
Vocational and preparatory areas of physical education.
Personality-oriented direction of physical education.
Socially-oriented direction of physical education.
The most common scientific method used in theoretical and experimental research on physical culture and sports is:
Theoretical analysis and generalization.
Pedagogical experiment.
Statistical methods.
Pedagogical supervision.
Expert assessment.
The main criteria for physical perfection are:
The norms and requirements of state programs in combination with the requirements of a unified sports classification.
The amount of knowledge acquired in the field of physical education and sports.
The level of technical and tactical skill in the sport.
Participation in sports and competitive activities.
Participation in physical culture and recreation activities
The system of physical education is characterized by:
The purpose, objectives of functioning.
Ideological, scientific and methodological, program-normative and organizational foundations.
Principles and conditions of the system functioning.
Programs and regulatory requirements.
Patterns and rules.
The strategic goal of the system of physical education in society:
The formation of interest in a healthy lifestyle.
Formation of physical culture of the individual.
Involvement in sports activities.
Formation of the need for physical education
Introduction to physical culture knowledge
Specific functions of physical culture:
Recreational, normative, socialization of personality.
Educational, sports, applied.
Informational, ethical, applied.
Aesthetic, managerial, educational.
Organizational, applied, communicative.
Pedagogically organized long-term process of using physical culture for educational and educational purposes:
Basic physical education.
Personality-oriented physical education.
Adaptive physical education.
Pre-school physical education.
Additional physical education.
The main element of physical culture activity:
Educational and methodical lesson.
Training session.
Training session.
Physical education lesson.
Physical exercise
Specific means of physical education:
Means of ensuring visibility.
Physical exercise.
Hygienic factors.
Natural and environmental factors.
Hardening.
The form of physical exercises reflects:
The physiological basis of motor action.
The totality of the parts of the motor action.
Rhythmic and power characteristics of movements.
The external and internal structure of movements.
The psychological basis of motor action.
General qualitative characteristics of movements:
Rhythm and tempo of movements.
Dynamic characteristics of movements.
Spatio-temporal characteristics of movements.
Accuracy, efficiency of motor actions.
The clarity of the initial phase of motor actions.
The external and internal structure of movements determine:
The effects of physical exercise.
Phases of physical exercises.
The technique of physical exercises.
The form of physical exercise.
The content of physical exercises.
In the psychological and physiological aspect, physical exercises are considered as:
Electoral movements.
Arbitrary movements.
Complex movements.
Complex movements.
Natural movements.
The purpose of physical exercises:
Training in motor actions and education of physical qualities.
Education of physical qualities.
Rationing of physical activity.
Familiarization with the technique of exercises.
Training in preparatory elements of motor actions.
The amplitude, trajectory, tempo, speed of movements relate to:
The rhythmic characteristics of physical exercise.
To the dynamic characteristics of physical exercise.
To the kinematic dynamic characteristics of physical exercise.
To the technical characteristics of physical exercise.
To the qualitative characteristics of physical exercise.
The movements included in the exercise and the main processes that unfold during its execution are:
The motor composition of the exercise.
The content of the physical exercise.
The structural basis of the motor act.
The form of physical exercise.
The basis of the technique of motor action.
The result of a consistent summation by the body of all the training effects during a long process of training, training:
Cumulative or cumulative effect.
Trace or delayed effect.
Immediate or immediate effect.
Developing or progressive effect.
Public or social effect.
Based on the structure of movements, groups of exercises are distinguished:
Total, regional, local.
Cyclic, acyclic, mixed.
Conjugate, selective, complex.
Strength, endurance, speed.
Rotational, locomotor, target.
General preparatory exercises are aimed at:
Mental preparation of the athlete.
Theoretical training of athletes.
Fixing the technique of exercises.
Development of motor abilities.
Improving the technique of exercises.
Simulation exercises are aimed at:
Mental preparation of the athlete.
Theoretical training of athletes.
Improving the technique of exercises.
Summing up to the development of the technique of action.
Fixing the technique of exercises.
According to the difference in the energy supply mechanisms involved in muscle work, exercises are distinguished:
Total, regional, local.
Cyclic, acyclic, mixed.
Conjugate, selective, complex.
Dynamic, isometric, combined.
Aerobic, anaerobic, aerobic-anaerobic.
Specific methods of physical education:
Verbal methods (orders, commands, instructions) and methods of visual impact.
Methods of strictly regulated exercise, game and competitive methods.
Urgent information methods, video method.
Methods of ideomotor training, psychoregulatory exercise.
Methods of visibility and control.
Typical methods of familiarization with the technique of motor actions:
Based on analytical and holistic approaches.
Circular training.
Standard-repeated fusion exercise.
A variable fusion exercise.
Variable interval exercise.
The rest interval at which the next load during the lesson is given against the background of significant functional shifts:
Tense.
Ordinary.
Abbreviated
Mini-max interval.
Elongated.
The interval of rest between exercises in the education of dexterity:
Extreme.
Complete.
Semi-rigid.
Hard.
Minimum.
Volume is an indicator of:
The duration of exposure to the load.
The forces of the impact of the load.
Load impact capacities.
The cost of the load.
Load capacity.
Intensity is an indicator of:
The duration of exposure to the load.
The severity of the load during exercise.
Load capacities in a separate task.
The load cost of the exercise.
The forces of the impact of the load at each moment of the exercise.
The external side of physical activity characterizes:
The magnitude of the load.
The body's reaction to the load.
The cost of the load.
A measure of adaptation to the load.
Load tolerance.
The inner side of physical activity characterizes:
The magnitude of the load.
The body's reaction to the load.
The cost of the load.
Load tolerance.
The complexity of the load.
Indicators of the load volume from the outside:
The total weight of the weights.
Temp.
The energy cost of the exercise.
Acceleration.
The duration of one exercise.
Quantitative indicators of the physical work performed are characterized by:
The energy cost of exercises.
The external side of the load.
The energy intensity of the exercise.
The inner side of the load.
The pulse cost of the exercise.
A firmly prescribed program of movements, possibly accurate rationing during the exercise of the load and rest intervals characterizes:
The game method.
method.
The method of strictly regulated exercise.
The method of strictly regulated exercise.
Urgent information method.
Competitive method.
The competitive method is the method of:
Strictly regulated exercise.
Standard-repeated exercises.
Practical exercises.
Ideomotor exercise.
Specialized exercise.
Methods of strictly regulated exercise:
Methods of complex and ideomotor exercise.
Methods of repeated and alternating exercise.
Methods of natural and analytical exercise.
Control and accounting methods.
Methods of urgent and over-urgent information.
Integral indicator of the body's response to physical activity:
The time of full recovery after exercise.
The value of the heart rate.
Endurance threshold.
Endurance coefficient.
Rest time after exercise.
Load intensity indicators:
The total weight of the weights.
Total exercise time.
Speed.
The total number of movements.
The amount of physical work during the exercise.
A clear algorithm of movements underlies:
Methods of strictly regulated exercise.
The Game method.
The circular method.
The group method.
Individual method
Methods of strictly regulated exercise, typical for the stage of initial learning of motor actions:
Analytical exercise.
Circular training.
Standard-repeated exercises.
Variative-fusion exercise.
A Indirect visibility
In the process of purposeful regulation of the measure of educational influence at various stages of ontogenesis, the principle is implemented:
Systematic alternation of load and rest.
Age adequacy of pedagogical influence.
Cyclical
Accessibility.
The principle of the progression of impacts.
Methodological ways of implementing the principle of systemic alternation of load and rest:
Taking into account the regularities of morphofunctional development of the organism.
Taking into account the laws of age-related development of physical qualities.
Taking into account the functional capabilities of the body.
Taking into account the patterns of formation of motor skills and abilities.
Repetition and variability of tasks and loads.
The criteria for determining the availability of loads are:
The complexity of tasks.
Fitness and health indicators.
Fitness and health indicators.
The severity of physical exercise.
The amount of muscle work.
The choice of means of physical education is based on compliance with the principle of:
Comprehensive harmonious development of personality.
Consciousness and activity.
Visibility.
Cyclicity.
Wellness orientation.
Factors determining the manifestation of speed and speed of movement:
Pedagogical factors.
Properties of the muscular apparatus and central nervous factors.
Emotional factors.
Social factors.
Psychological factors.
Tasks of the initial learning stage:
To ensure the stability and variability of the skill
Increase the effectiveness of self-monitoring.
Bring the execution of the action to the transformation of the skill into a skill.
To ensure the reliability and cost-effectiveness of the technique of action.
To prevent or eliminate gross distortions of technology
Health-improving tasks of physical education:
Formation and improvement of vital motor skills and abilities.
Formation of the necessary knowledge in the field of physical culture.
g-willed qualities.
Learning the basics of movement techniques.
Education of physical qualities.
Education of strong-willed qualities.
The principle of developmental learning is characterized by:
Improvement of motor skills.
Stabilization of motor skills.
The improvement of technology and the development of physical abilities.
Abstracting the essence of learning.
Mass sports training
The principle of training, which requires mandatory compliance of tasks, means and methods of physical education with the capabilities of those involved:
Accessibility and individualization.
Systematic and consistent.
Visibility and cyclicity.
Dynamism and application.
Continuity and scientific.
Continuity in teaching physical exercises provides rules - from:
Simple to complex, from easy to difficult.
The known to the mastered.
Mastered to undeveloped.
Undeveloped to the known.
Complex to simple.
The essence of the principle of dynamism in the teaching methodology:
Meeting the requirements for mastering increasingly difficult exercises.
Using the method of explanation.
Using the method from simple to complex.
Optimal compliance of the tasks of physical education with the capabilities of the students.
Reducing the intensity of loads.
The principle of learning, in which the effect of the next lesson is layered on the "traces" of the previous one:
Dynamism.
Systematic.
Accessibility.
Visibility.
Individualization.
The principle of teaching that aims students to comprehend the specific tasks of the lesson:
Clarity.
Consciousness and activity.
Accessibility.
Individuality.
Gradualness.
The rule that most ensures the increase of difficulties in learning motor actions from:
The known to the unknown.
Mastered to undeveloped.
The complex to the unknown.
Simple to mastered.
Mastered to the unknown.
The principle of consciousness and activity in physical education requires:
Overcoming technical difficulties.
Overcoming the difficulties associated with physical activity.
Creative attitude to physical self-improvement.
Continuous stimulation of physical fitness.
Complications of motor actions.
The most appropriate way to increase physical activity:
Rectilinearly ascending.
Stepwise.
Undulating.
Gradual.
Interval.
General social principles of the system of physical education:
The principle of scientific.
The principle of dynamism.
The principle of wellness orientation.
The principle of consciousness.
The principle of visibility.
In order to form a conscious attitude of the individual to physical education, it is necessary to stimulate him:
The need for self-esteem, introspection and self-control.
The need for increased physical performance and a healthy lifestyle.
The need to satisfy natural physical activity.
The need for the development of physical qualities.
The need to satisfy individual interests.
The purpose of teaching motor actions at the first stage:
Automation of motor skills.
Formation of skill in a rough form.
Improving the technique of motor actions.
Stabilization of motor skills.
Improvement of motor skills.
Prevention and elimination of gross distortions of the technique of action is a task
The first stage of learning motor action.
Creation of prerequisites for learning motor actions.
In-depth study of exercise technique.
Strengthening motor skills.
Improvement of the elements of motor action technique
The set of exercises, techniques and methods aimed at teaching motor skills and abilities, as well as their further improvement, is called:
Teaching methodology.
Learning component.
Condition of learning.
Learning technology.
Training program.
To ensure the optimal training sequence in physical exercise, you must:
Use positive motor skill transfer.
Use positive "transference" of physical qualities.
Limit the effect of indirect "transfer" of motor skills.
Apply the principle of best effort.
Use the negative transfer effect of motor skills.
The main distinguishing features of a motor skill are:
Automatism, fusion of motor actions.
Immunity to confounding factors.
Concentration of attention on the details of motor actions.
Performing movements with low amplitude.
Performing movements with a large amplitude.
A positive "transfer" of skills determines:
The presence of similarity in the rhythm of motor actions.
Favorable influence of previously acquired skills on the formation of new motor actions.
The presence of similarities in preparatory motor actions.
The presence of similarity in the leading motor actions.
The presence of similarities in the use of physical qualities.
In the second stage, the main practical method of teaching movements:
Conjugate impact.
Holistic exercise.
Dismembered constructive exercise.
Playful and competitive.
Conjugate impact.
Verbal.
The task of the third stage of teaching motor actions:
Form motor skills and abilities.
Improve motor skills.
Eliminate mistakes in the technique of movements.
Eliminate mistakes in the technique of movements.
Eliminate deficiencies in the development of physical qualities.
The indicative basis of a motor action includes:
Basic principles of teaching methodology.
The idea of the conditions for the fulfillment of motor actions.
Musculo-motor mode of action.
Testing the exercise.
General logical project of action.
The readiness of trainees to learn an action is characterized by the following components:
Age and temporal readiness.
Theoretical methodological readiness.
Moral and strong-willed readiness.
Individual and operational readiness.
Physical and coordination readiness.
The initial task when teaching motor actions:
Familiarization with the general structure of motor actions.
Detailed learning exercises.
Improving the learned exercises.
Introduction to the preparatory exercises
Detailed learning of the elements of the exercise technique.
The optimal degree of mastery of technique, strength and reliability of the performance of a motor action:
Movement ability.
Technical prowess.
Motor skill
Motor skillr
Individual style of activity.
The predominant method of learning complex motional actions at the first stage of training:
Holistic constructive exercise.
Gaming.
Dismembered constructive exercise.
Conjugate exercise.
Competitive.
The method mainly used at the third stage of teaching motor actions:
Standard-repetitive exercise.
Variation-repetitive exercise.
Gaming.
Holistic learning.
Demonstration method.
Definition reflecting the concept of "motor skill":
Conscious use of motor experiences in everyday life.
Automation of motor actions.
Automation of elements of technology in motor actions.
Stability of fulfillment of a combination of motional actions.
Variability of motor actions fulfillment.
Characteristic (distinctive) signs of motor skills:
Excessive muscle expenditure, stiffness of movement.
Automatism, fusion of movements.
Stability, economy of movement.
Reliability, variability of movements.
Stability, stereotyped movements.
The ability to restructure motor skills is provided by:
An optimal measure of the stability of motor skills.
The optimal measure of variability in motor skills.
Extinction of conditioned reflex connections.
Improving motor skills.
Stabilization of motor skills.
Strength is ability:
To improve muscle contractions.
To stabilize muscle efforts.
To counteract muscle tension.
To the development of muscular efforts.
To overcome external resistance or opposition to it due to muscular efforts.
Physical quality that negatively affects flexibility when it is overdeveloped:
Endurance.
Speed.
Strength.
Coordination skills.
Agility.
A person's ability to exercise maximum strength in the least amount of time is characterized by:
Absolute strength.
Relative strength.
Self-strength abilities.
Strength endurance.
Speed-strength abilities.
The use of near-limit and limit weights is characteristic of education:
Speed-strength qualities.
Self-strength abilities.
Static force.
Development of muscle mass.
Strength endurance.
The dominant place in the complex of means of education proper power abilities is occupied by:
Exercises in self-resistance.
Self-lifting exercises.
Static exercises.
Exercise with external weights.
Exercises with weights of your own body.
Intensive impact methods are aimed at education:
Complicated motor response.
Strength abilities proper.
Speed abilities.
Agility.
Special endurance.
To develop general endurance, the most typical methods are:
Re-interval, serial.
Re-variable, combined.
Uniform, fartlek.
Complex interval, game.
Strictly regulated.
Factors on which the manifestation of strength abilities depends:
Psycho-emotional factors.
Pedagogical factors.
Social factors.
Proper muscle factors.
Functional factors.
A type of assessment aimed at providing information about the level of competence of each student:
Mid-term assessment.
Summative assessment.
Ongoing grading.
Criteria Evaluation.
Objective assessment.
Quality that is private to dexterity:
Strength.
Speed.
Flexibility.
Endurance.
A sense of balance.
Subjective indicators of fatigue during exercise:
Respiratory rate, sweating.
Heart rate dynamics.
Physiological curve.
Skin surface temperature.
Weight loss.
In cyclic exercises, external indicators of endurance include:
The total number of repetitions at a given time.
The total number of movements at a given time.
The total length of the distance covered in a certain time.
Effectiveness of protective actions.
Effectiveness of attacking actions.
Relative strength is:
The force exerted by a person per one kilogram of their own weight.
The strength exerted by a person without taking into account their own weight.
The magnitude of the force per 1 cm2 of the physiological diameter of the muscle.
Indicators of the index of strength.
Body strength.
The definition that most fully reflects the concept of speed:
Ability to show strength.
Ability to perform movements in the shortest possible time.
Ability to rebuild movements in changing conditions of activity.
The ability to respond to a light stimulus.
Ability for complex manifestation of physical qualities.
The problem to be solved in the process of developing general endurance:
Improvement of the anaerobic energy supply mechanism.
Improvement of aerobic mechanisms of energy supply.
Development of the pace of movement.
Development of coordination of movements.
Increased lung capacity.
Preferred rest between exercises for nurturing speed:
Hard.
Extreme.
Active.
Complete.
Elongated.
The ability to perform at high speed movements dictated by the course of competitive activity:
The elementary form of the manifestation of speed.
A complex form of manifestation of speed.
The selective form of the manifestation of speed.
A special form of manifestation of speed.
An active form of manifestation of speed.
The use of small weights that do not distort the technique of movements is characteristic of the development of:
Static force.
Agility.
Speed-strength abilities.
Maximum strength.
The speed of reaction.
The increase in the power of efforts during the performance of speed-strength exercises is largely determined by the development of:
Overall endurance.
Special endurance.
Strength abilities.
Speed abilities.
The speed of reaction.
Specific coordination abilities include:
Body movements in space
Manipulation movements in space with various parts of the body
Moving objects in space
Ability to balance
Throwing exercises for range and throwing power
Flexibility is the ability to:
Stretching the muscles.
Easy to change the range of motion.
Perform motor actions with the greatest amplitude.
Rapidly change the rhythm-tempo structure of movements.
To maintain the range of motion.
Agility is an ability:
Dynamically restructure activities.
Rebuild motor activity in accordance with the changing situation and quickly learn new motor actions.
Quickly learn new motor actions.
Rebuild motor activity in accordance with the changing situation.
Learn movements easily and effectively.
The combination of habitual actions in unusual combinations is characteristic of the means of development:
Endurance.
Strength.
Dexterity.
Quickness.
Flexibility.
The complication of habitual actions by additional movements is characteristic of the means of development:
Endurance.
Strength.
Dexterity.
Quickness.
Flexibility.
The developmental regime of influence on flexibility is characterized by:
The use of separate stretching exercises in the preparatory part of the session.
Applying separate stretching exercises at the end of the session.
Dispersed application of exercises within a training cycle.
The use of individual exercises in the main part of the classes.
Massive serial application of exercises within a training cycle.
Overall endurance is the ability to resist fatigue:
When working with local muscle groups.
In conditions of short-term muscular work.
With prolonged muscular work under conditions of aerobic metabolism.
In conditions of muscular work of maximum intensity.
In conditions of power muscular work.
Predominantly aerobic energy supply of muscular work is characteristic of the means of development:
Speed endurance.
Speed-strength endurance.
Game endurance.
Overall endurance.
Sprint endurance.
The way to prevent the "speed barrier" in work with novice athletes:
Early specialization.
Timely specialization with preliminary general physical fitness.
The use of a large volume of speed-strength exercises.
Using a lot of strength training.
The use of exercises that develop speed.
The ability to achieve a high level of distance speed is determined by:
Elementary forms of quickness manifestation.
Complex forms of quickness manifestation.
Selective forms of manifestation of speed.
Special forms of manifestation of speed.
Natural forms of manifestation of speed.
According to the degree of selectivity of the impact, strength exercises are divided:
Isometric, dynamic, static.
Overcoming, mixed, combined.
Total, regional, global.
Conjugate, selective, complex.
Light, difficult, heavy.
When using strength exercises, the magnitude of the weights is dosed by the number of possible repetitions in one approach, which is denoted by the term:
Repetitive Maximum (RM).
Strength index (SI).
Weight-power indicator (VSP).
Power load volume.
The intensity of the power load.
The most common indicators of endurance are:
Duration of work.
Speed characteristics.
Power characteristics.
Accuracy of movements in time and space.
Accuracy of movements in time.
Age patterns of the development of physical qualities:
Cyclicity, stepping.
Irregularity, heterochronism.
Waves, stability.
Stability, uniformity.
Simultaneity, transfer.
It is advisable to work on the development of coordination abilities:
At the beginning of the main part of the lesson.
At the end of the main part of the lesson.
In the final part of the lesson.
In the middle of the main part of the session.
At the beginning of the preparatory part.
Mode of manifestation of strength without changing the length of the muscles:
Overcome.
Yielding.
Dynamic.
Isotonic.
Isometric.
Unlimited weights with a maximum number of repetitions are characteristic of:
Individual strength training methods.
Extensive strength training methods.
Build explosive muscle strength.
Building strength in an inferior mode of muscle work.
Education of speed-strength abilities.
Criteria for choosing motor tasks for the development of coordination abilities:
Novelty, uniqueness and coordination difficulty.
Coordination simplicity and novelty of motor actions.
The novelty of motor actions.
Possession of the technique of motor actions fulfillment.
Movements requiring speed of execution.
The ability for dynamic and static balance reflects the level of development:
Active flexibility.
General coordination abilities.
Specific coordination abilities.
Strength agility.
Passive flexibility.
In the process of training aimed at increasing the dynamic force, the following are applied:
Unlimited weights with a maximum number of repetitions.
Weights limited by the technique of competitive exercises.
Isometric exercises.
Limit weights.
Isometric weights.
Exercises performed at a limiting or near-limiting speed of no more than 15-20 seconds are a means of development:
The speed of complex motor reactions.
Speed endurance.
Rhythm of movement.
The pace of movement.
Speed abilities.
The task to be solved in the process of developing coordination abilities:
Increasing maximum oxygen consumption.
Increasing the functional capabilities of the body.
Development of speed qualities.
Enrichment of motor experience.
Increased lung capacity.
The program of the President's tests "Courageous and Agile" for 4 grades includes movement tests:
Run 60m, swim 25m.
Shuttle run 3x10m, run 30m.
Long jump with a run, push-ups
30m running, standing high jump.
Standing long jump, 30m run
