High start: execution technique, commands. Athletics. Low start training technique Starting position high start
One of the most important places in physical education students belong to running. On easy lessons In athletics, other motor actions are also associated with running technique: long and high jumps with a running start, as well as throwing. Therefore, first of all, it is necessary to solve the problems of teaching running techniques to schoolchildren.
Scientific data show that approximately 90% of children aged 7–10 years have a number of irrational movements and errors in running, namely: incomplete extension of the supporting leg when pushing off; the support phase is longer in time than the flight phase; placing the foot from the heel and outer arch of the foot; cross footwork, i.e. the footprint of the right foot extends to the left beyond the midline.
In this regard, there is a need to develop correct motor skills in running from the first years of school.
This article is an attempt to help the teacher physical culture when teaching technology sprint running. The proposed exercises are aimed at developing running technique; they do not have a dosage - the teacher must determine it independently.
The material is not distributed among classes, since, according to the principle of variability, the teacher has the opportunity to select the content of educational material in accordance with the age and gender characteristics of students, the material and technical equipment of the educational process, the type of educational institution, and regional climatic conditions.
Training in sprinting technique
Running technique is conventionally divided into the following phases: start, starting acceleration, distance running and finishing.
High start
On command: “To the start!” the student approaches the starting line, places his strongest foot with his toe to the line, without crossing it, puts the other one back, resting his toe on the ground.
The shoulder and arm opposite the forward leg are brought forward, the other arm is pulled back.
On command: “Attention!” the student bends both legs so that the body weight is distributed in the direction of the leg in front (the body is tilted forward).
On command: “March!” the runner pushes off the ground with the front leg, the swing leg (standing behind) is actively moved forward from the hip, the arms work crosswise.
Methodological sequence of teaching the high start technique
1. Starts while walking in an incline, performed at the teacher’s signal or when approaching a certain mark.
2. Starts by “falling” from a standing position on two legs (on toes) and on one (jogging) leg.
3. “Fall” starts from a position bent forward (inclined), hands down or on the knees.
4. I.p. – standing in a wide step, leaning forward, the strongest (push) leg in front. Arms are bent in elbow joints, one in front, the other, the same as the forward leg, is laid back. Imitation of active extension of the standing leg from the hip forward in combination with cross work of the arms.
5. High start from a standing position, putting your strongest (push) leg forward.
Start with support on one hand - a type of high start
Starting with support on one hand - a variant of a high start - is also used as an exercise that leads to a low start.
In contrast to a high start on the command: “Go!”, the legs here are bent more strongly, the body weight is transferred more forward. The hand opposite the leg extended forward touches the ground, the other, bent at the elbow, is pulled back.
On command: “Attention!” the weight of the body is transferred to the arm and pushing leg.
On command: “March!” The runner pushes off the ground with his hand and both feet.
The first steps should be taken with a large inclination, gradually reducing it.
Methodological sequence of teaching the technique of starting with support on one hand
1. Assuming a high start position with support on one hand at the command: “To the start!”
2. Shifting the weight of the body forward with support on one hand and the leg in front, at the command: “Attention!”, return to the “Start!” position.
3. Running from a high start with support on one hand without a signal.
4. Run from a high start with support on one hand at the teacher’s signal.
Low start Low start is the most common way to start sprinting, as it allows you to start running faster and develop maximum speed
in a short period. To ensure comfort and strength of foot support, starting blocks or starting machines are used.
The most optimal way for school practice is to install starting blocks when the front block for the strongest (jerk) leg is installed at a distance of 1.5 feet from the starting line, and the rear block is installed at a distance of 1–1.5 feet from the front (or at a distance of the length shin from the front pad).
The support platform of the front block is inclined at an angle of 45–60°, the rear one – at an angle of 60–80°. The width of the distance between the pads is usually equal to the length of the foot. On command: “To the start!” The student steps over the starting line and stands so that the blocks are behind him. Next, the student squats, places his hands on the ground, and rests the foot of his strongest leg on the support pad of the rear block. Then he lowers himself to
knee leg
, resting on the back block, pulls his hands behind the starting line and places them close to it so that the body is supported by the hands, the thumbs are turned inward, and the rest are turned outward (you can lean on the hands with bent fingers).
The elbows should be straight, but not tense, and the shoulders should fall slightly forward. The back should be rounded, but not tense. The head freely continues the line of the body, and the gaze is directed forward at a distance of 0.5–1 m from the starting line. On command: “Attention!” the student lifts the knee of the leg resting on the back block from the ground, raises the pelvis slightly above the shoulders and moves the torso forward upward. The weight of the body moves to the arms and the front leg. Move from the position “To the start!” to the “Attention!” position follows smoothly. Then you need to stop all movements, waiting for a shot or the command: “March!”
After a shot or command: “March!” the student lifts his hands off the track and at the same time pushes off from the blocks. The first to come off the block is the back standing leg, which is carried forward and slightly inward by the thigh. To reduce the time and path of the foot from the block to the place where it is placed on the ground, the first step should be creeping, i.e. You need to bring your foot as close to the ground as possible. Favorable conditions for increasing running speed as quickly as possible short term
are created due to a fairly sharp angle of repulsion from the pads and inclined position
1. Starts from various starting positions: from a standing position bent over, from a position lying bent over, from a position standing on your knees, from a position standing on one knee (swing leg), body straight, arms down.
2. Stand on a strongly bent pushing leg, torso horizontally, take the other leg (straight) back. The arms are bent, one in front, the other behind. From this position, start running, maintaining a horizontal position of the torso for as long as possible.
3. Tilting the torso while walking. The front leg is bent, arms are lowered. At the teacher’s signal, a sharp movement forward with the head and shoulders. The leg standing behind, with an active movement of the hip, is carried forward along the shortest path, and the leg standing in front pushes the student forward with increasing effort, he takes a position as when running from a low start at the moment of leaving the blocks, and starts running.
4. Execution of commands: “To the start!” and “Attention!”
without starting blocks. The teacher checks the correctness of the students’ starting positions and eliminates errors. Only after all students have mastered the starting positions can they move on to learning to run from a low start.
5. Running from a low start without pads (without a signal and at the teacher’s signal). Performing a low start without a start signal is necessary so that students can focus on the correct form and rhythm of the movements, and not on the speed and strength of the execution.
6. Installation of starting blocks.
7. Execution of commands: “To start!”, “Attention!” from the pads. Position on command: “Attention!”
keep motionless for 2-3 seconds.
8. Pushing away from the starting blocks without landing on your hands. You can put a mat in front of the pads to soften the fall on your hands.
9. Standing long jump from a low start position from the blocks. Exercises 8 and 9 are performed to master the push-off technique.
10. Running from a low start from the blocks without a signal.
11. Running from a low start from the blocks at the teacher’s signal (command: “March!”, shot of the starting pistol, clap of the starting clapper). Students are instructed to quickly complete the first step.
Exercises to consolidate and improve low start technique
1. Run from a low start uphill from the blocks.
2. Running from a low start from the blocks using various signals that replace starting commands (for example: “Hop!”, “Run!”, etc.).
5. Running from a low start from the blocks after a standing long jump.
6. From the “Start!” position throwing a medicine ball forward and then quickly starting to try to catch the incoming ball.
Starting acceleration
Starting acceleration is called running in the initial section of the distance after the start, where the sprinter develops a speed close to maximum and gradually assumes a position characteristic of distance running in order to ensure a smooth increase in step length and, accordingly, running speed. At the beginning of the starting acceleration, the runner must maintain a sufficient forward lean of the body, but not excessive (to avoid falling). The better a sprinter’s speed-strength qualities are developed, the more inclined he will be able to hold his torso in order to provide himself with favorable conditions for repulsion.
The most important task of the teacher when teaching starting acceleration is to teach gradual straightening of the body.
Methodological sequence of teaching the starting acceleration technique
1. Running out from a low start under a “gate” made of a rope, rubber band or high jump bar 1.5–2 m from the start line.
2. Running out from a low start “on the reins in a harness” overcoming resistance. The partner holds the starter with a long rubber band, a jump rope passed under the runner’s armpits.
3. Running out from a low start with resistance from a partner. The partner, standing facing the starter in a tilted position, one leg in front, rests his straight arms on his shoulders. As the runner runs out from the start, the partner continues to provide moderate resistance, running backwards.
4. Running from a low start (10–15 m) while maintaining an optimal torso tilt.
Distance running (straight)
Feeling that the running speed has approached the maximum possible and it becomes uncomfortable to run further while bending over, the runner gradually straightens his torso and runs along the distance, trying to make running movements freely, without tension.
During the most important phase of sprinting—the push-off—the runner uses a powerful push-off to straighten the pushing leg at the hip, knee, and ankle joints. In this case, effective repulsion is facilitated by the energetic forward upward movement of the thigh of the swing leg. In unsupported flight leg phase, which has completed the push-off and was initially moving back up, bends at the knee and continues moving forward up. At the same time, the swing leg is vigorously extended, lowered down and placed on the ground. An elastic stance of the leg is ensured by landing on the forefoot and some bending of the leg at the knee joint. This allows you to soften the force of impact on the ground and reduce the braking phase of the support.
A slight tilt of the torso forward while running along the distance is maintained. At the moment of repulsion, the lower back should be slightly arched and tense. Arms bent at the elbows move forward and backward freely and energetically in accordance with the rhythm of running steps.
Methodological sequence of teaching distance running technique (straight)
1. Walk with your hips raised high, hands on your waist, keep your torso straight.
2. Running with high hips:
a) standing still in a rest position at different angles;
b) in place without support, hands on the belt;
c) with a slight advance, hands on the belt.
The thigh rises horizontally, and the supporting leg is fully straightened at this time;
d) with “throwing” the heel under the thigh and simultaneously raising the knee up.
3. Mincing running (exercise helps to master straight planting of the foot and full straightening of the leg at the knee joint):
a) in place with support;
b) without support;
c) with slow progress.
4. Mastery of linear movement:
a) running along a “corridor” (narrow path) 20–30 cm wide, made of a rubber band, cord or twine;
b) running in a straight line 5 cm wide, feet placed along the line and parallel to it;
c) running on gymnastic benches.
5. Jumping from foot to foot. This exercise develops a wide step, the correct position after pushing off and the subsequent flight (the torso is held vertically, with a slight tilt forward, arm movements are like when running).
At the moment of repulsion, the leg is completely straightened, and the other, bent at the knee joint, is carried forward upward.
6. Jumping from foot to foot with the transition to running along the distance.
9. Run at an even, calm pace with the foot placed on the front part, increasing speed at the teacher’s signal (command, whistle, clap).
10. Running with acceleration. The speed increases as long as freedom of movement and its correct structure are maintained.
11. Timed run on the run (20 m, 30 m).
Hand technique when running short distances
Particular attention should be paid to teaching the correct use of hands when sprinting. Incorrect, constrained hand work affects the overall running technique and leads to a noticeable decrease in short-distance running results. Vigorous, relaxed arm movements help increase leg speed.
When running, your arms are bent at the elbow joints, your shoulders are slightly lowered, your hands are relaxed;
the fingers are bent, the thumb touches the middle of the index finger.
The movements of the arms are performed in the same rhythm with the movements of the legs forward and slightly inward, and when moving backward, slightly outward.
Methodological sequence of teaching hand movement techniques 1. I.p. – one hand is on the belt, the other is bent at the elbow joint, as when running. Movements with a bent arm at a slow pace in shoulder joint
. When moving forward, the hand is brought out to the level of the chin, when moving back - all the way. The same thing - with the other hand. 2. I.p. – put one leg forward, arms bent, as if running. Perform running movements with both hands. Combine tension in the muscles of the shoulder girdle and arms with their relaxation. The teacher gives instructions: “Tense”, “Relaxed” - so that the children feel the difference in the condition of the muscles and learn to perform movements with their hands in a relaxed manner. The same goes for walking, slow and.
running fast
3. Movements with the arms - as when running from the starting position: one leg in front, the other behind, the torso slightly tilted forward, arms bent at the elbow joints.
4. The same at a different pace.
5. Running movements with the arms with gradual straightening of the torso from the starting position, bending forward. 6. Standing slightly legs bent
, with your hands hold the ends of the rope thrown over your neck and shoulders. Movements with your arms, as if you were running.
7. Run at a slow, medium and fast pace with an emphasis on proper hand function.
Guidelines
Perform exercises 2–6 in series of 10–15 seconds, no more. Long-term exercises cause fatigue in students, which leads to unnecessary movements of the head and torso.
Exercises to consolidate and improve short-distance running technique skills
On lessons athletics To consolidate and improve these skills, it is advisable to use special running exercises(SBU), in which the main load falls on the muscles actively involved in the work. It is important to maintain freedom of running movements, perform them at maximum speed, but at the same time strictly monitor compliance with running technique.
To consolidate and improve it, as well as to develop speed, the following running exercises can be used:
1. Run for a distance of 10–15 m with a high hip lift, followed by a transition to free running.
2. Running by jumping from foot to foot with a gradual increase in pace and transition to free running (20–30 m).
3. Alternate running with small, but fast and free steps.
4. The same (10–20 m) with the transition to free running.
5. Running with acceleration to maximum speed and subsequent transition to free running (by inertia).
6. Variable running with several transitions from maximum pace to running by inertia.
7. Running on the run for 10–20 m with tasks:
a) perform running steps as often as possible;
b) run with the least number of steps (per stride length).
8. Running from a high, low start on command with the transition to running over a distance (20–30 m).
Good effect in mastering the structure of running movements, it is possible to perform them without the help of hands, as well as in switching mode - with the work of hands and without their help.
Running around a turn
When running around a turn, the torso leans slightly to the left to overcome centrifugal force. For better stability, the left foot is placed on the track turned outward, and the right foot turned inward. The range of movement of the right hand is wider than that of the left. At the same time, when moving backwards right hand
is retracted somewhat to the side, and when moving forward, more inward. When running from a low start, to increase the distance run in a straight line, the blocks are installed at the outer edge of the track.
Methodological sequence of teaching the technique of running around a turn
1. Run in a circle with a diameter of 40–50 m, gradually reducing its radius (bringing it to 10–15 m), at different speeds. It should be noted that as the turning radius decreases and running speed increases, the torso tilt increases.
2. Running in a straight line entering a turn. When approaching a turn, to overcome the centrifugal force, you need to smoothly tilt your torso to the left and slightly turn your feet in the same direction.
3. Run around a turn and then enter a straight distance.
4. Running from a high and low start around a turn.
Finishing is the runner's effort in the last meters of the distance. The run is considered finished when the runner touches the imaginary finish plane with any part of the body.
The runner will be the first to touch the ribbon (thread), stretched at chest height above the line marking the end of the distance. To touch it faster, you need to make a sharp bend forward at the last step, throwing your arms back. This method is called the "chest throw".
Another method is also used - finishing with the shoulder, in which the runner leans forward while simultaneously turning sideways towards the finishing ribbon so as to touch it with his shoulder.
Methodological sequence of teaching finishing techniques
1. Standing in a step, put your left (right) leg forward, arms down. Take a step forward with your torso quickly tilted forward and your arms moving back.
2. Bend forward with arms moving back when walking.
3. Bend forward on the ribbon with your arms moving back and while running slow and fast.
4. Bend forward onto the ribbon with shoulder rotation in slow and fast running individually and in groups.
5. Throw the chest forward onto the ribbon in small groups of 3-4 people at an accelerating run.
Each runner must run at the same level as the others (without overtaking them), and 6–8 m before the finishing ribbon, at the teacher’s signal, speed up their running in order to try to touch the ribbon first.
When teaching schoolchildren how to finish, it is important to teach them to finish their run not at the finish line, but after it. For successful training, you need to carry out exercises in pairs or groups of 3-4 people, selecting students of equal strength or using a handicap (handicap).
Sergey NAPREEV,
Municipal educational institution "Krasnoselskaya Secondary School",
Nizhny Novgorod region.
The sprint start lays the foundation for completing a short distance as efficiently as possible. The athlete accelerates already in the first steps. It is at the initial stage of running that it is important to provide yourself with an advantage in speed.
Low start came into practice in sprinting only at the end of the 19th century. Today this technique is considered standard because its advantages are obvious. This type of start allows you to immediately start running at a fast pace and develop the maximum possible speed in a short period.
The effectiveness of a low start is determined by the fact that at the moment of leaving the starting line, the runner’s center of gravity is already far ahead of the support point. Correct positioning of the legs is of particular importance. Being at an acute angle to the track, the sprinter's legs provide maximum strength repulsion, which at a high start is impossible to achieve with all the desire.
Low start technique
When using a low start, so-called starting blocks are used, which are installed at different distances from the starting line. The support pads of the pads are positioned so that they are inclined relative to the surface of the treadmill at a certain angle.
Properly fitted pads provide optimal stretch calf muscles, which increases the speed of repulsion and the strength at the moment of separation.
Having received a signal to prepare for the start, the sprinter places his feet on the blocks, leaning on his hands. In this case, the pushing leg is placed on the block that is located further from the start line, and the swing leg is placed on the nearest one. After this, the runner kneels on the back leg and places his hands along the starting line, with his thumbs facing inward. It is optimal if your hands are shoulder-width apart. The torso is straightened before the start, the head is slightly tilted down.
Hearing the command “Attention!”, the sprinter slightly straightens his legs, raises his pelvis and rests his feet on the support pads of the pads, while simultaneously tensing his leg muscles. The athlete holds his torso straight, his gaze directed downwards. At the moment of the starting shot, the runner actively pushes off with both legs, lifts his arms off the track and sharply moves his body forward, helping himself with the movements of his bent arms. It is this technique that allows you to get off the start at maximum speed.
Training in high and low start techniques.
Yulia Valerievna Zotina, physical education teacher at the Dankovskaya Secondary School, Moscow region, Serpukhov district, Danki metro station. 2015
Training in the high start technique begins with a demonstration of this run. Then they study the basic positions of the runner using the commands “To the start!”, attention, march and features of the starting acceleration. A group of practitioners should immediately study the starting positions. On the command to start, the student approaches the starting line, places his strongest foot with his toe to the line without crossing it, and puts the other back, resting his toe on the ground. The shoulder and arm opposite the forward leg are brought forward, the other arm is pulled back.
At the command of attention, the student bends both legs so that the body weight is distributed in the direction of the leg in front (the body is tilted forward). The arms are bent at the elbow joints and one opposite leg is put forward.
At the march command, the runner pushes off the ground with the front leg, the swing leg (standing behind) is actively moved forward from the hip, and the arms work crosswise.
At the initial stage of training, pauses between the preliminary and executive commands can be specially lengthened so that novice athletes have time to take a stable position and start running in a timely manner at a signal from a comfortable position. Subsequently, the pause is shortened to normal.
When learning to leave the start and start acceleration, first the trainees start separately. The teacher pays attention to the work of the hands, active pushing, maintaining an inclination and timely straightening of the body with the transition to running along the distance.
As you master the technique of performing a high start, the starting segments lengthen and their speed increases.
The teacher must monitor the technique and explain so that the student does not cross the path of another.
Methodology for teaching high start techniques.
Starts while walking on an incline, performed at a signal from the teacher or when approaching a certain mark.
“Fall” starts from a standing position on two legs (on toes) and on one (jogging) leg.
“Fall” starts from a position bent forward (inclined), hands down or on the knees.
I.P. – standing in a wide step, leaning forward, the strongest (push) leg in front. The arms are bent at the elbow joints, one is in front, the other is the same as the leg extended forward, and is laid back. Imitation of active extension of the standing leg from the hip forward in combination with cross work of the arms.
High start from a standing position with your leg forward (push).
Start with one arm support.
Starting with support on one hand - a variant of a high start - is also used as an exercise that leads to a low start.
Unlike a high start on the command: “Go!”, the legs here are bent more strongly, the body weight is transferred more forward. Hand opposite leg the one extended forward touches the ground, the other, bent at the elbow, is pulled back.
On command: “Attention!” - the weight of the body is transferred to the arm and pushing leg.
On command: “March!” - the runner pushes off the ground with his hand and both legs. The first steps should be taken with a large inclination, gradually decreasing it.
Methodology for learning to start with one hand.
Assume a high start position with support on one hand, on command to start!
Shifting the weight of the body forward with support on one hand and the front leg at the command “Attention!”, return to the “Start!” position.
Running from a high start with support on one hand without a signal.
Run from a high start with support on one hand at the teacher’s signal.
Low start.
A low start is the most common way to start sprinting, as it allows you to start running faster and develop maximum speed in a short period. To ensure comfort and strength of foot support, starting blocks or starting machines are used.
The most optimal way for school practice is to install starting blocks when the front block for the strongest (jerk) leg is installed at a distance of 1.5 feet from the starting line, and the rear block is installed at a distance of 1–1.5 feet from the front (or at a distance of the length shin from the front pad). The support platform of the front block is inclined at an angle of 45–60°, the rear one – at an angle of 60–80°. The width of the distance between the pads is usually equal to the length of the foot.
On command: “To the start!” The student steps over the starting line and stands so that the blocks are behind him. Next, the student squats, places his hands on the ground, and rests the foot of his strongest leg on the support pad of the rear block. Then he lowers himself onto the knee of the leg resting on the back block, pulls his hands behind the starting line and places them close to it so that the body is supported by the hands, the thumbs are turned inward, and the rest are turned outward (you can lean on the hands with bent fingers).
The elbows should be straight, but not tense, and the shoulders should fall slightly forward. The back should be rounded, but not tense. The head freely continues the line of the body, and the gaze is directed forward at a distance of 0.5–1 m from the starting line.
On command: “Attention!” the student lifts the knee of the leg resting on the back block from the ground, raises the pelvis slightly above the shoulders and moves the torso forward upward. The weight of the body moves to the arms and the front leg. Move from the position “To the start!” to the “Attention!” position follows smoothly. Then you need to stop all movements, waiting for a shot or the command: “March!”
After a shot or command: “March!” the student lifts his hands off the track and at the same time pushes off from the blocks. The first leg to come off the block is the one standing behind, which is brought forward and slightly inward by the thigh. To reduce the time and path of the foot from the block to the place where it is placed on the ground, the first step should be creeping, i.e. You need to bring your foot as close to the ground as possible.
Favorable conditions for increasing running speed in the shortest possible time are created due to a fairly sharp angle of take-off from the blocks and the inclined position of the sprinter’s body when leaving the start.
Methodological sequence of teaching the low start technique
1. Starts from various starting positions: from a standing position bent over, from a position lying bent over, from a position standing on your knees, from a position standing on one knee (swing leg), body straight, arms down.
2. Stand on a strongly bent pushing leg, torso horizontally, take the other leg (straight) back. The arms are bent, one in front, the other behind. From this position, start running, maintaining a horizontal position of the torso for as long as possible.
3. Tilting the torso while walking. The front leg is bent, arms are lowered. At the teacher’s signal, a sharp movement forward with the head and shoulders. The leg standing behind, with an active movement of the hip, is carried forward along the shortest path, and the leg standing in front pushes the student forward with increasing effort, he takes a position as when running from a low start at the moment of leaving the blocks, and starts running.
4. Execution of commands: “To the start!” and “Attention!” without starting blocks. The teacher checks the correctness of the students’ starting positions and eliminates errors. Only after all students have mastered the starting positions can they move on to learning to run from a low start.
5. Running from a low start without pads (without a signal and at the teacher’s signal). Performing a low start without a start signal is necessary so that students can focus on the correct form and rhythm of the movements, and not on the speed and strength of the execution.
6. Installation of starting blocks.
7. Execution of commands: “To start!”, “Attention!” from the pads. Position on command: “Attention!” keep motionless for 2-3 seconds.
8. Pushing away from the starting blocks without landing on your hands. You can put a mat in front of the pads to soften the fall on your hands.
9. Standing long jump from a low start position from the blocks. Exercises 8 and 9 are performed to master the push-off technique.
10. Running from a low start from the blocks without a signal.
11. Running from a low start from the blocks at the teacher’s signal (command: “March!”, shot of the starting pistol, clap of the starting clapper). Students are instructed to quickly complete the first step.
Exercises to consolidate and improve low start technique
1. Run from a low start uphill from the blocks.
2. Running from a low start from the blocks using various signals that replace starting commands (for example: “Hop!”, “Run!”, etc.).3. Running from a low start from the blocks with the delay of the command: “March!” after the command: “Attention!” for 3–5 sec.
4. Running from a low start from the blocks after performing a forward somersault.
5. Running from a low start from the blocks after a standing long jump.
6. From the “Start!” position throwing a medicine ball forward and then quickly starting to try to catch the incoming ball.
Tasks:
1. Familiarize students with the elements of a low start.
2. Familiarize students with the technique of starting acceleration and distance running.
Low start requires high level development of speed and strength qualities. Fifth grade students are not yet able to perform a powerful push-off in a bent position with simultaneous active extension of the hip of the swing leg. Therefore, the main means of training should be the use of various special exercises to master repulsion. Direct running from a low start should not be the main means of preparation (training), since repeated repetition of a low start in the wrong execution leads to the consolidation of errors.
Methodological sequence of teaching the low start technique
Exercise 1. Starts from various starting positions (“a”, “b”, “c”, “d”) indicated in the figure.
Exercise 2. Standing on a strongly bent push leg, the torso is horizontal, the other leg (straight) is laid back. The arms are bent, one in front, the other behind. From this position, start running, maintaining a horizontal position of the torso for as long as possible.
Exercise 3. Executing the commands “Go!” (low start) and “Attention!” without starting blocks.
The teacher checks that all students are taking the starting poses correctly and corrects errors if any are found.
Only after the students have understood and felt the starting poses and learned how to perform them, can they move on to learning how to start running from a low start.
Exercise 4. Running from a low start without pads (without a signal and at the teacher’s signal).
Performing a low start without a start signal is necessary so that students can focus on the correct form and rhythm of the movements, and not on the speed and strength of their execution.
Exercise 5. Installation of starting blocks. The front block for the strongest (pushing) leg is installed at a distance of 1.5 feet from the start line, and the rear block is 1.5-1 feet from the front (or at a distance of the length of the shin from the front block). The support platform of the front block is inclined at an angle of 45-50°, the rear one - 60-80°. The width between the pads is usually 10-12 cm.
Exercise 6. Executing the commands “Go!”, “Attention!”. At the command “Start!” you need to stand in front of the starting blocks, sit down and, resting your palms on the track, place more strong leg on the front block, and the other on the rear. Then, leaning on the knee behind your standing leg, place your arms straight close to the starting line. They should be shoulder-width apart, and the fingers should form an elastic arch.
At the command “Attention!” you should smoothly raise your pelvis slightly above shoulder level, and move your shoulders slightly forward beyond the line of support of your arms. Your feet rest on the starting blocks. The student must maintain this position motionless for 2-3 seconds.
Exercise 7. Pushing away from the starting blocks without a step. Land on your hands. To soften impacts, place a mat in front of the pads.
Exercise 8. Running from a low start from the blocks (without a signal and at the teacher’s signal). The movement when exiting the start is performed as quickly as possible. The motor (pre-start) setting for students should not be aimed at pushing off strongly from the blocks, but at quickly completing the first step.
Additional exercises to master the low start technique
Exercise 1. From the position of the arm in support (the torso is vertical or slightly tilted), push off with the hands from the support, performing running movements with them.
Exercise 2. Standing on one leg against the wall. The push leg is raised, bent at the knee. On command, a sharp change of legs (attention is focused on the rapid rise of the swing leg).
Exercise 3. Standing at the gymnastic wall on a bent (push) leg, extension and flexion of the supporting leg in combination with the movement of the fly leg.
Take the toe of the swing leg “on yourself”, combine the end of the swing with the end of straightening the supporting leg in all joints.
Exercise 4. Tilting the torso while walking. The front leg is slightly bent, arms are lowered. At the teacher’s signal, a sharp movement forward with the head and shoulders. The leg standing behind, with an active movement of the hip, is carried forward along the shortest path, and the leg standing in front, with increasing effort, pushes the student forward, he takes a position as when running from a low start at the moment of leaving the blocks and moves to 6e.
Exercise 5. Walking lunges. The body is tilted, the head is slightly lowered. At the teacher's signal, quickly start running.
Exercise 6. I. p. - standing, legs bent. The arms are pulled back by the partner. The body moves forward. When releasing your hands quick exit to the starting position with the transition to running.
Exercise 7. Quick change of legs in different positions: a) in support, lying with your arms on a gymnastic bench; b) one foot is placed on the bench; c) in deep lunge; d) holding gymnastic stick on shoulders.
Exercise 8. Standing long jump from a low start position: a) without pads; b) with support on the starting blocks.
Exercise 9. Start from the “standing on both knees” position; b) supported by hands.
Exercise 10. Start from a standing position on one knee (swing leg), torso straight, arms behind your back, on your belt or lowered down.
Exercise 11. Running in a prone position for 5-7 seconds with the transition to running along the distance.
Exercise 12. Continuous transition from the “crouched emphasis” position to the “lying position” (5-7 s), followed by a transition to running along the distance: a) from the “crouched emphasis” position; b) from the “lying down” position.
Exercise 13. Running from a low start with support from your hands at a height of 30-40 cm from the treadmill. As a support, you can use parallel mounted gymnastic benches, bollards, etc. at a distance that allows you to run between them after the start.
Exercise 14. Starts from different starting positions: a) sitting on the floor facing (or back) forward; b) lying on your stomach; c) lying on your back with your head (or feet) towards the starting line.
Exercise 15. From an emphasis position, crouching, perform a somersault forward and begin running along the distance.
Exercise 16. A long jump from a place, followed by an instant start and running along the distance.
Exercise 17. I.p. - half squat or squat. Throwing the ball forward and then quickly starting, trying to catch up with the flying ball.
Exercise 18. Maximum pressure on the starting blocks at different knee angles in isometric mode.
List of used literature:
1. Kholodov Zh.K. and etc. Athletics at school: A manual for teachers / Zh.K. Kholodov, V.S. Kuznetsov, G.A. Kolodnitsky. - M.: Education, 1993. - 128 p.
