PATTERN RECOGNITION: EFFECTIVENESS OF TEACHING BOYS AGED 15 THE PRESS HEADSTAND AND HANDSTAND

Purpose. To determine the impact of exercise modes on the effectiveness of teaching boys aged 15 the press headstand and handstand. Materials and methods. The study participants were 20 boys aged 15. 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 15 the press headstand and handstand. The study found that statistically significant differences in the number of repetitions are observed in performing all training tasks. The boys aged 15 who use the second mode (6 sets 2 times each with a rest interval of 60 s) need fewer repetitions to master series of motor tasks 1, 3, 4, 5, and 6. The boys aged 15 who use the first mode (6 sets 1 time each with a rest interval of 60 s) need fewer repetitions to master the second series of training tasks (exercises to master starting and ending positions). Conclusions. The analysis of standardized, structure coefficients, and group centroids revealed that exercise modes significantly influence the process of teaching boys aged 15 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. The study found that the mode of 6 sets 2 times each with a rest interval of 60 s is more effective than the mode of 6 sets 1 time with a rest interval of 60 s when teaching series of motor tasks 1, 3, 4, 5, and 6.

The purpose of the study was to determine the impact of exercise modes on the effectiveness of teaching boys aged 15 the press headstand and handstand.

Study participants
The study participants were 20 boys aged 15. 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 Table 1. Program of teaching boys aged 15 the press headstand and handstand (Shlemin, 1973;Khudolii, 2008) Informative frame (what is performed)

Operational frame (how it is performed)
Control frame (transition to training the next exercise) First series of training tasks -exercises to develop motor abilities From standing position, with the back against stall bars, proceed to arch hang Performed by jumping off both feet, hold the position for 3-4 seconds Repeat 3-5 times A push-up position. Bend arms and knees (5 times in 5-6 seconds)

Performed with maximum amplitude
If the student performs the exercise for 5-6 seconds, proceed to the next exercise Second series of training tasks -exercises to master starting and ending positions From squat, lean forward, put the head down on mat on the marking and evenly shift the body weight to the head and arms Hold the position for 3-4 seconds Repeat 3 times The same, lifting the legs off the floor and keeping them bent, straighten the back Perform the exercise with assistance Repeat 3 times Third series of training tasks -actions without which it is impossible to perform the target exercise Lifting the legs off the floor and keeping them bent, straighten the back Arriving to headstand and handstand should be done without any effort, by simply straightening the legs

Repeat 3 times
Lifting the legs off the floor and keeping them bent, straighten the back Push off with the feet and, helping with hands, arrive to headstand. Straighten the legs Repeat 3 times 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 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) (Table 1).
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 all training tasks. The boys aged 15 who use the second mode (6 sets 2 times each with a rest interval of 60 s) need fewer repetitions to master series of training tasks 1, 3, 4, 5, and 6. The boys aged 15 who use the first mode (6 sets 1 time each with a rest interval of 60 s) need fewer repetitions to master the second series of training tasks (exercises to master starting and ending positions) ( Table 2).
To determine the impact of different modes of exercises on the level of proficiency, discriminant analysis was conducted (Tables 3-10). 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 3).
The first canonical function explains 100% of the results variation, which indicates its high informativity (r=0.935) (see Table 4). The analysis of the canonical function shows its statistical significance (λ 1 = 0.125; р 1 = 0.001). The first function has a high discriminative ability and value in interpretation of the general population (Table 5). 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 first (exercises to develop motor abilities) and the fourth (teaching the ability to assess movements in space, by time and muscular effort) series of training tasks make the largest contribution to the first canonical function. The above indicates that in the classification of exercise modes for boys aged 15, the exercises of the first and fourth series of training tasks are a priority ( Table 6).
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 and first series of training tasks (r 4 = 0.536; r 1 = 0.470) ( Table 7).   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 6 repetitions (М 6 = 2.508), at the negative -a centroid for the exercise mode of 12 repetitions (М 12 = -2.508) (see Table 9, 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 15 during physical education classes. The results of classification of the groups show that 100.0 % of the original grouped cases were classified correctly (Table 10). Based on the discriminant function coefficients and centroids, it is possible to calculate   Table 8). The value of the centroid for the exercise mode of 12 repetitions is approximate for calculation (М 12 = -2.508).

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 15 the press headstand and handstand. The study found that statistically significant differences in the number of repetitions are observed in performing all training tasks. The boys aged 15 who use the second mode (6 sets 2 times each with a rest interval of 60 s) need fewer repetitions to master series of motor tasks 1, 3, 4, 5, and 6. The boys aged 15 who use the first mode (6 sets 1 time each with a rest interval of 60 s) need fewer repetitions to master the second series of training tasks (exercises to master starting and ending positions) ( Table 2).
The analysis of standardized and structure discriminant function coefficients shows that in the process of teaching the press headstand and handstand, previous strength training (first series of tasks) and the ability to control movements (fourth series) are a priority. This confirms the information on the impact of exercise modes with a complex coordination structure (Browne et al., 2017).
The results of the analysis of the teaching process confirm the effectiveness of the discriminant function for determining the regularities of motor skills development and complement the knowledge about its use in physical education and sports (Broadhead & Church, 1982;Baudry, Sforza, Leroy, Lovecchio, Gautier, & Thouvarecq, 2009;Kermarrec, & Michot, 2007).
To plan the modes of exercises on the basis of discriminant function coefficients and centroids, it is possible to calculate the number of repetitions for mastering the motor skill. The calculation is performed using the following equation: Y = -8.725 + 0.468X 1 -0.336X 2 -0.296X 3 + 0.623X 4 + 0.329X 5 + + 0.088X 6 , where Y is the function result, X 1 -X 6 are the number of repetitions of series of training tasks 1-6.
The value of the centroid for the exercise mode of 12 repetitions is approximate for calculation (М 12 = -2.508).

Conclusions
The analysis of standardized, structure coefficients, and group centroids revealed that exercise modes significantly influence the process of teaching boys aged 15 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.
The study found that the mode of 6 sets 2 times each with a rest interval of 60 s is more effective than the mode of 6 sets 1 time with a rest interval of 60 s when teaching series of motor tasks 1, 3, 4, 5, and 6.