Regularities of formation and development of coordination abilities of primary school students in general education organizations

Relevance. As part of the basic physical qualities of younger schoolchildren, the leading role is played by the coordination abilities of children, which determine the quality of their development of basic types of life activity. The results of the analysis of scientific and methodological publications indicate a serious interest paid by scientists to various aspects of the process of coordination training of primary school students. This problem is also developed on a systematic basis by specialists of the Kuban State University of Physical Culture, Sports and Tourism (hereinafter referred to as KSUFCST). The article presents methodological issues that reflect the peculiarities of the analyzed issues. The aim of the study is to summarize the data of theoretical and empirical studies on the problem of formation and development of coordination abilities of primary school students. Research methods - analysis of scientific and methodological literature, pedagogical testing, psychophysiological testing, pedagogical experiment, methods of mathematical statistics. The results of this work allow us to formulate the following: The vast majority of scientific and methodological publications contain the results of theoretical and empirical research, carried out in many cases from various methodological, substantive and methodological-technological positions. The presented materials contain a lack of systematized data on the composition of the analyzed coordination abilities, the peculiarities of their assessment in a specific contingent of students, technological approaches to the development of certain of their manifestations, taking into account the gender and age patterns of children. The results of research by KSUFCST scientists allow us to state the need to study the problem of formation and development of coordination abilities of students in educational organizations using common target, content, methodological, technological and resulting approaches.