PATTERN RECOGNITION: EFFECTIVENESS OF TEACHING GIRLS AGED 15 ACROBATIC EXERCISES

The purpose of the study was to determine the impact of exercise modes on the effectiveness of teaching girls aged 15 a cartwheel. Materials and methods. The study participants were 20 girls 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 analysis of averages shows that statistically significant differences in the number of repetitions are observed in performing series of training tasks 1, 2, and 4 (p < 0.05). The girls 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 movements of the first (exercises to develop motor abilities) and the second (exercises to master starting and ending positions) series of tasks. The girls who use the second mode (6 sets 2 times each with a rest interval of 60 s) need fewer repetitions to master the movements of the fourth series of tasks (ability to assess movements in space, by time and muscular effort) (p < 0.05). Conclusions. Discriminant analysis made it possible to determine the impact of the number of repetitions on the effectiveness of developing the cartwheel skill in girls aged 15. During motor skills development, both the first and the second variants of exercise modes and rest intervals can be used. For series of tasks 1 and 2, it is advisable to use 6 sets 1 time each with a rest interval of 60 s; for series of tasks 3, 5, and 6 – 6 sets 1 time each with a rest interval of 60 s or 6 sets 2 times each with a rest interval of 60 s; for series 4 – 6 sets 2 times each with a rest interval of 60 s.

The purpose of the study was to determine the peculiarities of impact of exercise modes on the effectiveness of teaching girls aged 15 a cartwheel.

Study participants
The study participants were 20 girls 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 tasks; pedagogical experiment, methods of mathematical statistics, methods of mathematical experiment planning, 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 girls 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 cartwheel was developed based on the data of Shlemin (1973), Khudolii (2008) and included the following training tasks: The first series of training tasks -exercises to develop motor abilities 1. 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 2. Perform push-ups as quickly as possible (5 times in 3-4 s) The second series of training tasks -exercises to master starting and ending positions 1. From standing position with raised arms, step forward and perform a switch leg handstand with assistance 2. Handstand with legs apart with assistance The third series of training tasks -actions without which it is impossible to perform the target exercise 1. Standing on hands with legs apart with assistance, shift the body weight from one hand to the other The fourth series of training tasks -teaching the ability to assess movements in space, by time and muscular effort 1. Arriving to handstand quickly with assistance 2. Arriving to handstand slowly with assistance The fifth series of training tasks -preliminary exercises 1. Arriving to handstand quickly with the wall support 2. Handstand with legs apart with 90-degree rotation with assistance The sixth series of training tasks -the entire exercise 1. Cartwheel with assistance.
2. Cartwheel without assistance 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 1, 2, and 4 (p < 0.05). The girls 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 movements of the first (exercises to develop motor abilities) and the second (exercises to master starting and ending posi- tions) series of tasks. The girls who use the second mode (6 sets 2 times each with a rest interval of 60 s) need fewer repetitions to master the movements of the fourth series of tasks (ability to assess movements in space, by time and muscular effort) (p < 0.05) ( 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 (F = 35.896; p = 0.368) ( Table 2). The first canonical function explains 100% of the results variation, which indicates its high informativity (r=0.949) (see Table 3). The analysis of the canonical function shows its statistical significance (λ1=0.099; р1=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 sixth, second, fourth, and first series of training tasks make the largest contribution to the first canonical function. The above indicates that in the classification of exercise modes for girls aged 15, the results of all series of training tasks are significant ( 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 second and fourth series of training tasks (r 2 = 0.343; r 4 = -0.329) ( 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. 95.0% of cross-validated grouped cases correctly classified. girls aged 15. It was found that statistically significant differences in the number of repetitions are observed in performing series of training tasks 1, 2, and 4 (p <0.05). The girls 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 movements of the first (exercises to develop motor abilities) and the second (exercises to master starting and ending positions) series of tasks. The girls who use the second mode (6 sets 2 times each with a rest interval of 60 s) need fewer repetitions to master the movements of the fourth series of tasks (ability to assess movements in space, by time and muscular effort) (p < 0.05).
The results presented show that during motor skills development, both the first and the second variants of exercise modes and rest intervals can be used. For series of tasks 1 and 2, it is advisable to use 6 sets 1 time each with a rest interval of 60 s; for series of tasks 3, 5, and 6 -6 sets 1 time each with a rest interval of 60 s or 6 sets 2 times each with a rest interval of 60 s; for series 4 -6 sets 2 times each with a rest interval of 60 s. The obtained data supplement the information about the influence of exercise modes on the effectiveness of motor skills development (Ivashchenko, & Kapkan, 2015;Marchenko, & Taranenko, 2020), and also confirm the results of the study on the priority of motor skills development in physical education of schoolchildren (Ivashchenko, Berezhna, & Cieślicka, 2020;Ivashchenko, & Sirichenko, 2020;Valentini, Pierosan, Rudisill, & Hastie, 2017).
Structure coefficients show that the indicators of the effectiveness of teaching girls aged 15 the cartwheel are training tasks of series 2 (exercises to master starting and ending positions) and 4 (ability to assess movements in space, by time and muscular effort). The obtained data complement the information on the structure of fundamental motor skills, which includes movement coordination skills as a separate component (Almeida, Luz, Martins, & Cordovil, 2017;Basman, 2019;Barnett, Telford, Strugnell, Rudd, Olive, & Telford, 2019).
It is advisable to use these data for planning the process of teaching, and the values of centroids and regression equa- 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 (M 12 = 2.855), at the negative -a centroid for the exercise mode of 6 repetitions (M 6 = -2.855) (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 girls 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 9). Based on the discriminant function coefficients and centroids, it is possible to calculate the number of repetitions for mastering the motor skill (Table 7).

Discussion
The assumption was made about a significant influence of the modes of alternating exercise repetitions and the rest interval on the effectiveness of motor skills development in tions -for calculating the number of repetitions of motor tasks in a physical education lesson. Table 7 shows the unstandardized coefficients that define the total impact of the number of repetitions on the function value. For calculation, the following equation is used: Y = -3.473 + 0.965X 1 + 1.107X 2 -0.969X 3 -0.794X 4 -0.322X 5 + 1.021X 6 , where Y is the function value, X 1 -X 6 are the number of repetitions of series of training tasks. The approximate function value is the value of the centroid for the exercise mode of 6 repetitions (M 6 = -2.855).

Conclusions
Discriminant analysis made it possible to determine the impact of the number of repetitions on the effectiveness of developing the cartwheel skill in girls aged 15.
Based on the analysis of group centroids, it was found that exercise modes significantly influence the cartwheel skill development in girls 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.
During motor skills development, both the first and the second variants of exercise modes and rest intervals can be used. For series of tasks 1 and 2, it is advisable to use 6 sets 1 time each with a rest interval of 60 s; for series of tasks 3, 5, and 6 -6 sets 1 time each with a rest interval of 60 s or 6 sets 2 times each with a rest interval of 60 s; for series 4 -6 sets 2 times each with a rest interval of 60 s.