EFFICIENCY OF TACTILE CONTACT IN RHYTHMIC GYMNASTICS

Sekovanich M.; Germanov G.; Kolesnikova E.; Cherenkova E.; Gotovtseva Y.

doi:10.14529/hsm220414

M. Sekovanich Moscow comprehensive sports school of Olympic reserve “Sever” of the Moscow Department of Sports, Moscow, Russia; Russian University of Sports “SCOLIPE”, Moscow, Russia https://orcid.org/0000-0002-2803-2325 mirjanahr@mail.ru
G. Germanov Russian University of Sports “SCOLIPE”, Moscow, Russia https://orcid.org/0000-0002-8066-846X genchay@mail.ru
E. Kolesnikova Russian University of Sports “SCOLIPE”, Moscow, Russia https://orcid.org/0000-0003-1038-2316 petrysya333@yandex.ru
E. Cherenkova Voronezh State Academy of Sports, Voronezh, Russia https://orcid.org/0000-0003-3521-8117 kassiopiya91@yandex.ru
Y. Gotovtseva Voronezh State University, Voronezh, Russia https://orcid.org/0000-0001-7390-7920 yana-vgu@yandex.ru

DOI: https://doi.org/10.14529/hsm220414

Keywords: training means, non-verbal communication, tactile contact, young athletes, rhythmic gymnastics

Abstract

Aim. The paper aims to measure the effectiveness of tactile contact in the development of physical qualities and learning movements among 5–8-year-old girls engaged in rhythmic gymnastics. Materials and methods. The research methodology included ranking, classification, and expert assessment procedures. Seventy-six coaches and highly skilled gymnasts were surveyed. Data processing was performed with standard software, including Stadia 8.0 and Microsoft Excel. Results. It is recommended that the amount of tactile means be increased by up to 20% by reducing kinetic, takesik, visual, and acoustic means in favor of those tactile. This ratio should be recognized as logical, as it results in significant improvements in physical fitness and movement quality. The effective use of tactile means has been revealed in young female gymnasts at the beginning of their training experience. Conclusion. Tactile means should be recognized as an independent instrument that expands the prospects for pedagogical cooperation between a trainer and a young athlete, contributes to mutually acceptable and trusting relationships, enhances learning and development at the beginning of athletic experience, leads to positive changes in motor abilities, and promotes the acquisition of basic elements in rhythmic gymnastics.

Author Biographies

M. Sekovanich , Moscow comprehensive sports school of Olympic reserve “Sever” of the Moscow Department of Sports, Moscow, Russia; Russian University of Sports “SCOLIPE”, Moscow, Russia

Post-graduate student, Russian University of Sports “SCOLIPE”, Moscow, Russia; master of sport, rhythmic gymnastics coach, Moscow Comprehensive Sports School of Olympic Reserve “Sever” of the Moscow Department of Sports, Moscow, Russia.

G. Germanov , Russian University of Sports “SCOLIPE”, Moscow, Russia

Doctor of Pedagogical Sciences, Professor, Honored Worker of Physical Education of Russia, Professor of the Department of Pedagogy, Russian University of Sports “SCOLIPE”, Moscow, Russia.

E. Kolesnikova , Russian University of Sports “SCOLIPE”, Moscow, Russia

Candidate of Pedagogical Sciences, Associate Professor, International Class Master of Sport (Artistic Gymnastics), Associate Professor of the Department of Theory and Methods of Gymnastics, Russian University of Sports “SCOLIPE”, Moscow, Russia.

E. Cherenkova , Voronezh State Academy of Sports, Voronezh, Russia

Candidate of Pedagogical Sciences, Associate Professor, Master of Sport (Acrobatics), Associate Professor of the Department of Complex Coordination and Applied Sports, Voronezh State Academy of Sports, Voronezh, Russia.

Y. Gotovtseva , Voronezh State University, Voronezh, Russia

International Class Master of Sport (Acrobatics), Associate Professor of the Department of Physical Education and Sports, Voronezh State University, Voronezh, Russia.

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