PATTERN RECOGNITION: EFFECTIVENESS OF TEACHING BOYS AGED 14 THE PRESS HEADSTAND AND HANDSTAND

Purpose. To determine the impact of exercise modes on the effectiveness of teaching boys aged 14 the press headstand and handstand. Materials 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, discriminant analysis. Results. The assumption was made about a significant influence of the modes of alternating exercise repetitions and the rest interval on the effectiveness of teaching boys aged 14 the press headstand and handstand. The study found that the mode of 6 sets 1 time each with a rest interval of 60 s is more effective than the mode of 6 sets 2 times each with a rest interval of 60 s when teaching series of training tasks 2, 4, 5, and 6. Conclusions. The analysis of standardized, structure coefficients, and group centroids revealed that exercise modes significantly influence the process of teaching boys aged 14 the press headstand and handstand during physical education classes. The results of classification of the groups show that 100 % of the original grouped cases were classified correctly.

Therefore, the study of the effectiveness of teaching is relevant.
The purpose of the study was to determine the impact of exercise modes on the effectiveness of teaching boys aged 14 the press headstand and handstand.

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, discriminant 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.
During teaching, the method of algorithmic instructions was used (Shlemin, 1973). The program of teaching the press headstand and handstand was developed based on the data of Shlemin (1973), Khudolii (2008) and included the following training tasks: Fourth series of training tasks -teaching the ability to assess movements in space, by time and muscular effort In kneeling position, bending and straightening of the arms (5 times) Bend the arms simultaneously with straightening the legs as quickly as possible If the student performs the exercise for 5-6 seconds, proceed to the next exercise Bending and straightening of the arms in stoop standing position (5 times) Plant the hands on the floor a step's length away from the toes If the student performs the exercise for 5-6 seconds, proceed to the next exercise 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 Do not bend knees when performing the exercise Perform the exercise for 6 seconds Fifth series of training tasks -preliminary exercises From squat, lean forward, put the head down on mat and evenly shift the body weight to the head and arms for 3-4 seconds Straightening the back, hold balance with bent legs If the student performs the exercise 3 times, proceed to the next exercise From squat, lean forward, put the head down on mat on the marking and evenly shift the body weight to the head and arms Straighten the legs, hold balance without bending the legs for 3-4 seconds Correct performance of the series on 3 attempts A headstand with the back and legs against the stall bars, without assistance Focus on the exercise technique Correct performance of the series on 3 attempts Sixth series of training tasks -the entire exercise A headstand with the back and legs against the stall bars, with assistance Hold the position for 5-6 seconds Correct performance of the series on 3 attempts A headstand with the back and legs against the stall bars, without assistance Hold the position for 5-6 seconds Correct performance of the series on 3 attempts A headstand without assistance Hold the position for 5-6 seconds Correct performance of the series on 3 attempts 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. The level of proficiency in the exercises was determined by the alternative method: "performed" or "failed". A technically correct performance of the exercise gave the students "1" point; a failure to perform the exercise gave them "0" entered in the protocol.

Statistical analysis
The study materials were processed using the IBM SPSS 20 statistical analysis program. Discriminant analysis was conducted. For each canonical discriminant function, the study calculated the following: eigenvalue, variance percentage, canonical correlation, Wilks' lambda, Chi-square. For each step: prior probabilities, Fisher's function coefficients, unstandardized function coefficients, Wilks' lambda for each canonical function.
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.

Results
The analysis of averages shows that statistically significant differences in the number of repetitions are observed in performing series of training tasks 2, 4, 5, and 6. The boys aged 14 who use the first mode (6 sets 1 time each with a rest interval of 60 s) need fewer repetitions to master the movements (Table 1).
To determine the impact of different modes of exercises on the level of proficiency, discriminant analysis was conducted (Tables 2-6). A necessary condition for discriminant analysis is the homogeneity of variances and covariances of data. The Box's M test confirms the assumption about the homogeneity of variances and covariances (Table 2). The first canonical function explains 100% of the results variation, which indicates its high informativity (r = 0.891) (see Table 3). The analysis of the canonical function shows its statistical significance (λ 1 = 0.207; р 1 = 0.001). The first function has a high discriminative ability and value in interpretation of the general population (Table 4).  The standardized canonical discriminant function coefficients make it possible to determine the ratio of the contribution of variables to the function result. The results of the second and fifth series of training tasks make the largest contribution to the first canonical function. The above indicates that the exercises of the second (exercises to master starting and ending positions) and the fifth (preliminary exercises) series of training tasks are the most sensitive to exercise modes in boys aged 14 (Table 5).
The structure canonical discriminant function coefficients are the coefficients of correlation between the variables and the function. Thus, the function is most closely connected with the number of repetitions of exercises of the fourth (the ability to assess movements in space, by time and muscular effort), the fifth (preliminary exercises), and the second (exercises to master starting and ending positions) series of training tasks (r 4 = 0.568; r 5 = 0.560; r 2 = 0.476) ( Table 6).  b. Cross validation is done only for those cases in the analysis. In cross validation, each case is classified by the functions derived from all cases other than that case. c. 90.0% of cross-validated grouped cases correctly classified.  The coordinates of centroids for two groups make it possible to interpret the canonical function in relation to the role in classification. At the positive pole is a centroid for the exercise mode of 12 repetitions (М 12 = 1.857), at the negative -a centroid for the exercise mode of 6 repetitions (М 6 = -1.857) (see Table 8, Fig. 1, 2). This indicates a significant difference in the impact of exercise repetition modes on the number of repetitions required for motor skills development in boys aged 14 during physical education classes. The results of classification of the groups show that 100.0 % of the original grouped cases were classified correctly (Table 9). Based on the discriminant function coefficients and centroids, it is pos-sible to calculate the number of repetitions for mastering the motor skill (Table 7). The value of the centroid for the exercise mode of 6 repetitions is approximate for calculation (М 6 = -1.857).

Discussion
The assumption was made about a significant influence of the modes of alternating exercise repetitions and the rest interval on the effectiveness of teaching boys aged 14 the press headstand and handstand. The study found that the mode of 6 sets 1 time each with a rest interval of 60 s is more effective than the mode of 6 sets 2 times each with a rest interval of 60 s when teaching series of training tasks 2, 4, 5, and 6 (p < 0.05).
To plan the teaching process on the basis of unstandardized discriminant function coefficients and centroids, it is possible to calculate the number of repetitions for mastering the motor skill: Y = -2.345 -0.219X 1 + 0.277X 2 -0.188X 3 + 0.073X 4 +0.319Х 5 , where Y is the function value, Х 1 -Х 5 are the number of repetitions to master the motor task.
The value of the centroid for the exercise mode of 6 repetitions is approximate for calculation (М 6 = -1.857).

Conclusions
The analysis of standardized, structure coefficients, and group centroids revealed that exercise modes significantly influence the process of teaching boys aged 14 the press headstand and handstand during physical education classes. The results of classification of the groups show that 100 % of the original grouped cases were classified correctly.