DIDACTICS: PECULIARITIES OF PROGRAMMED TEACHING OF A CARTWHEEL TO BOYS AGED 14

The purpose of the study was to determine the peculiarities of programmed teaching of a cartwheel to boys aged 14. Material and methods. The study participants were 20 boys 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. Results. The analysis of similarities revealed that the program components are interrelated. Series of training tasks I, II and IV are combined into one group and provide conditions for teaching boys aged 14 a cartwheel. Conclusions. As a result of factor analysis, the study obtained a two-factor model of the teaching program where training tasks are closely connected with one another, which indicates their effective selection. Factor models of the teaching program explain 69.371% and 75.394% of the variation of results. The study found that the effectiveness of the program depends on the modes of exercise repetition. The use of the mode of exercise repetition of 6 sets 2 times each with a rest interval of 60 s increases the effectiveness of the proposed program (p <0.05).

The method of algorithmic instructions gives the possibility to formulate subtasks within the holistic system of motor skills development. Thus,  point out that the level of strength development, muscle sensitivity and a training mode significantly influence the process of teaching motor actions. This fact makes it possible to formulate the following tasks of learning and training: 1) to develop motor abilities necessary for learning movements; 2) to teach the ability to control movements; 3) to ensure a high level of performance. Studies of the movement biomechanical structure allow us to formulate the following learning objectives: 1) to teach actions without which it is impossible to perform the exercise; 2) to teach preliminary exercises (Haverdovsky, 2003(Haverdovsky, , 2007. The selection of training tasks within the method of algorithmic instructions is based on the data about movement control in the process of skills development (Shlemin, 1973;Buckolz, Renger, Salmoni, Hall, & Paunonen, 1990;Féry & Morizot, 2000), about the need to control movements (Karabourniotis, Evaggelinou, Tzetzis, & Kourtessis, 2002;Lakota, Talović, Jelešković, & Bonacin, 2008;Park & Buchanan, 2018) and the impact of visual information on the effectiveness of teaching (Smyth, 1978;Robertson, Germain, & Ste-Marie, 2018;Khudolii, Iermakov, & Bartik (2020).
Therefore, the study of the peculiarities of programmed teaching of physical exercises is relevant.
The purpose of the study was to determine the peculiarities of programmed teaching of a cartwheel to boys aged 14.

Study participants
The study participants were 20 boys 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.

Organization of the study
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.
The pedagogical experiment examined the influence of 6 and 12 repetitions with a 60-second rest interval during a physical education class on the number of repetitions of training tasks to the 100% level of proficiency. In the first group (n = 10), the boys repeated the tasks 6 sets 1 time each with a rest interval of 60 s, in the second group (n = 10) -6 sets 2 times each with a rest interval of 60 s.  (Shlemin, 1973;Khudolii, 2008) Informative frame (what is performed)

Operational frame (how it is performed)
Control frame (proceed to training the next exercise) The first series of training tasks -exercises to develop motor abilities From normal standing position, lean forward, touch the floor with the hands and, moving the hands forward on the floor, adopt a push-up position, return to starting position in the same way When performing the exercise, do not bend the knees If the student performs the maximal number in 10 seconds, proceed to the next exercise Perform push-ups as quickly as possible (5 times in 3-4 s) Perform the exercise as quickly as possible, maintaining a gymnastic style If the student performs the exercise in 3-4 seconds, proceed to the next exercise The second series of training tasks -exercises to master starting and ending positions From standing position with raised arms, step forward and perform a switch leg handstand with assistance Switch leg handstand Correct performance in a series of 3 attempts Handstand with legs apart with assistance Switch leg handstand, maintaining balance for 3-4 seconds Correct performance in a series of 3 attempts The third series of training tasks -actions without which it is impossible to perform the target exercise Standing on hands with legs apart with assistance, shift the body weight from one hand to the other Perform everything only with assistance Correct performance in a series of 3 attempts The fourth series of training tasks -teaching the ability to assess movements in space, by time and muscular effort During teaching, the method of algorithmic instructions was used (Shlemin, 1973). The program of teaching the cartwheel included the training tasks given in Table 1. It was developed based on the data of Shlemin (1973), Khudolii (2008). The next exercise started on condition of correct performance of the previous exercise on three consecutive attempts. The number of repetitions required for correct performance on three consecutive attempts was recorded.

Statistical analysis
The study materials were processed using the IBM SPSS 20 statistical analysis program. Factor analysis was conducted.
The study protocol was approved by the Ethical Committee of the University. In addition, the children and their parents or legal guardians were fully informed about all the features of the study, and a signed informed consent document was obtained from all the parents. Table 1 shows the results of a comparative analysis of the effectiveness of the program of teaching boys aged 14 the cartwheel using different repetition modes. It was found that the mode of 6 sets 2 times each with a rest interval of 60 s is more effective (p <0.05).

Structural analysis of the program of teaching boys aged 14 the cartwheel (mode of 6 sets 1 time each with a rest interval of 60 s)
As a result of factor analysis, two factors that explain 69.371% of the variation of results were identified. The first factor explains 47.742% of the variation of learning out- 10 44.4 9.54 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)   comes. The series that are most correlated with the factor are: I -exercises to develop motor abilities (r = 0.895); IV -teaching the ability to assess movements in space, by time and muscular effort (r = 0.776); III -actions without which it is impossible to perform the target exercise (r = 0.685); IIexercises to master starting and ending positions (r = 0.652). The second factor explains 21.630% of the variation of learning outcomes. The series that are most correlated with the factor are: V -preliminary exercises (r = 0.851); VI -the entire exercise (r = 0.606).
The analysis of similarities revealed that all the program components are interrelated ( Table 2). Series of training tasks I, II and IV are combined into one group and provide conditions for teaching boys aged 14 the cartwheel (Fig. 1).

Structural analysis of the program of teaching boys aged 14 the cartwheel (mode of 6 sets 2 times each with a rest interval of 60 s)
As a result of factor analysis, two factors that explain 75.394% of the variation of results were identified (Tables 4,  5). The first factor explains 46.688% of the variation of learning outcomes. The series that are most correlated with the factor are: I -exercises to develop motor abilities (r = 0.845); III -actions without which it is impossible to perform the target exercise (r = 0.958); V -preliminary exercises (r = 0.754).
The second factor explains 28.705% of the variation of learning outcomes. The series that are most correlated with the factor are: VI -the entire exercise (r = 0.779); IV -teaching the ability to assess movements in space, by time and  (Table 4). Series of training tasks І and ІІ are combined into one group and indicate that in the process of teaching boys aged 14 the cartwheel, these two series of training tasks can be studied in parallel (Fig. 2). The analysis of implementation of the teaching program under the conditions of two exercise modes using the Nearest Neighbor Analysis showed that the tasks of series 1, 2 and 3 are most interrelated with one another (Table 6, Fig. 3).

Discussion
As a result of the pedagogical experiment, the peculiarities of programmed teaching of the cartwheel to boys aged 14 were determined. The study obtained factor models of the teaching program which explain 69.371% and 75.394% of the variation of results. As a result of factor analysis, the study obtained a two-factor model of the teaching program where training tasks are closely connected with one another, which indicates their effective selection. It was found that the use of the mode of exercise repetition of 6 sets 2 times each with a rest interval of 60 s increases the effectiveness of the proposed program (p <0.05).
The obtained data supplement the results of the study on the patterns of motor skills development (Kapkan, Khudolii, & Bartik, P2019;Ivashchenko, 2020;Khudolii, Iermakov, & Bartik, 2020) and indicate that the effectiveness of the program can vary depending on exercise repetition modes.

Conclusions
As a result of factor analysis, the study obtained a twofactor model of the teaching program where training tasks are closely connected with one another, which indicates their effective selection. Factor models of the teaching program ex- Fig. 3. Nearest Neighbor Analysis plain 69.371% and 75.394% of the variation of results. Series of training tasks IV (the ability to assess the performance of movements in space, by time and muscular effort) is essential in motor skill development. The study found that the effectiveness of the program depends on the modes of exercise repetition. The use of the mode of exercise repetition of 6 sets 2 times each with a rest interval of 60 s increases the effectiveness of the proposed program (p <0.05).