E.V. Bondarenko.
Stavropol, Russia
INTERRELATIONSHIP motor activity to the level of development of psychomotor and cognitive abilities of STUDENTS

Abstract.
Article includes a detailed description and analysis of the results of a pilot study author, whose purpose was to study the relationship of various forms of motor activity and psychomotor development and cognitive abilities of students of general and specialized sports classes. The results of a questionnaire aimed at identifying the characteristics of physical activity - the volume and intensity of the basic and additional physical activities, as well as the interests and inclinations of students, their attitudes towards a healthy lifestyle. As a result of the study in different groups identified different levels of significance and reliability of the relationship between physical activity, sport training and development abilities of students. The paper contains recommendations on the creation of conditions for optimizing the motor activity of students in the educational process of schools.
Key words: motor activity, psychomotor development and cognitive abilities of schoolchildren.

I. Introduction.
Modern training is characterized by an increase in the amount of information and, thus, low levels of physical activity of students. In this regard, many academics and practitioners attempting to address the issue that needed to balance the increased load of mental activity and the optimal locomotor activity. The term «motor activity» refers to the combination of a variety of motor acts performed in everyday life, organized and independent of exercise and sport. Determination of optimum, and minimum and maximum possible modes of motor activity is an important contemporary psychological and educational challenge. Optimal boundary should determine the level of physical activity at which the best functional state of the organism, the high level of training and employment and social activities [6].
Interest in the issue of the impact of different types of motion and physical activity on mental development of man arose long ago, reflecting the desire of scientists for the integrity of human cognition in the unity of physical and mental development. Fundamentals of theoretical research and practical research in this area of the problem were laid in the works of the founders of Russian science, as the IM Sechenov, PF Lesgaft, BG Ananyev etc. In modern psycho-pedagogical research (NF Lebedeva, Kuindzhi NN, Sukharev AG, etc.) also notes that the selection and application exercises, accompanied by diversity and increased physical activity, ensures the unity of mental and physical development of children [2, 3, 5].
It should be noted that most of the work examines the influence of various forms of physical education and organized physical activity on mental development of children in preschool and elementary school levels, supported by dedicated methods and tools of such power. In addition, the emphasis traditionally placed on the consideration of the positive effects of motor and physical activity to child development, not taking into account of factors that increased or excessive physical and motor loads are also playing a negative role in the harmonious mental and physical development of the child. Even less studied is the problem of optimization of motor activity in the modern educational process, including in schools where students are already in the different modes of motor loads, for example, in a secondary school with specialized sports classes. Thus, it may be noted that to date the problem of optimization of motor activity, and the harmonious development of psychomotor and intellectual spheres of the child are not completely solved [1].
There are a number of studies, mainly in the fields of medicine, speaking, that, in general, optimal physical and sports load positively influence the preservation and promotion of health, says a little bit less about their impact on psihomotoriku and least studied the impact of physical activity on cognitive development of students. We found no systematic comprehensive study of the effect of various forms of physical activity on all major psychomotor and cognitive mental processes of students.
II. Problem.
Based on the foregoing, we have defined the purpose of the study: To study the influence of physical activity on the development of psychomotor and cognitive abilities of students of different ages. In accordance with the purpose of the following tasks: to investigate the level and dynamics of the development of psychomotor and cognitive abilities of students enrolled in general education classes and sports, to develop a personal methodology for the study of volume and intensity of the primary and supplementary motor activity of students of different classes of specialization, to explore the relationship between different forms of motor activity and the level of psychomotor development and cognitive abilities of students. Experimental study base was the secondary school number 42 Stavropol with specialized sports classes. In his study on the early stages of the experiment for the main criterion for motor activity, we have taken classes of students in various sports clubs and specialty classes. In the future, for more detailed study of some characteristics of physical activity - the volume, the intensity of the basic and additional loads, we have developed and included in the survey questionnaire for the students. In order to examine the relationship of the various forms of movement and physical activity of students with a level of development of psychomotor and cognitive abilities we have used the method of rank correlation analysis.

III. Results.
In this paper we describe the results of studying the relationship of various forms of motor activity to the level of psychomotor development and cognitive abilities of students in 6 th and 7 th grade teachers of different specialization. To study the characteristics of physical activity of students in general education and specialized sports classes - the volume and intensity of the basic and additional physical activities, we conducted a survey of students. In the contents of the questionnaire included questions on the following main blocks: sports, regular physical activity, additional motor activity, interests and inclinations of students, their attitudes towards a healthy lifestyle.
It may be noted that in all classes, regardless of specialization, students are engaged in various sporting sections (track and field athletics, swimming, soccer, tennis, basketball, handball, etc.), although the amount and intensity of these pressures varies. Sports classes surpass general experience of sports activities as a junior (2 years 4 months, 3 years, 4 months.) And older (4 years). In addition, young athletes have the most level (2-nd youthful, 1,2,3-and adult) and more experience in various sporting events (from 39% to 100%) and wins (68.2%, 92% ).
Vary in the number of hours per day, week and duration of sessions of training students. Minimum pressure in this regard are the students of Class 6 general (3 hours per week). In 6 of the class specialization Athletic Training duration increased (up to 1.5 - 2 hours), but these exercises are not intensive (3 - 5 times a week). Most long as the volume or intensity of training with 6 students in the class specialization of navigation - the whole team has a day (6 times a week) with a duration of 2 hours.
Among the 7 th grade, you can also notice that although the students have a general class of similar duration (2-3 h) studies, but the intensity of training is significantly higher among students in sport classes (from daily to 2 times a day).
Interesting results of the study of core and additional physical activities of students. Regardless of the classes in the sports section, all classes have a mandatory schedule of physical education lesson in school. Most teams regularly attend these classes from 77.8% to 86.4% of students. Far fewer of those surveyed students in general, and sports classes note that these classes are for their needs, although this percentage is also quite high (from 44% to 90.9%).
Morning exercise regularly doing mainly students in general classes (27.3% and 66.7%), they are giving more time for its implementation (12-25 minutes). Among the students of specialized sports classes (such as 6-x, and 7-x) a large number of respondents compared to comply with the general regime of the day (32%, 36.4%, 42.9%), which can be attributed to the peculiarities of the day schedule and the need a clear timetable in dealing with sports clubs.
It should be noted that additional studies such wellness types of motor activity as running and swimming, pay more attention to students 7 general classes: 50% note that the deal with running day to 45 minutes.
Thus, in analyzing the above data examine regular sports and different types of physical activity, there has been a fairly high percentage of participation among the specialized sports, and educational classes. In the latter shall prevail in such types of recreational physical activity as a morning charge, swimming, jogging, etc.
Study of the interests and inclinations of students showed the following results: the majority of students indicate that more attractive for them is the physical work, especially working in the sports classes (68.2%, 87.5%). Similar results were found in the selection of games: the desire to see the preference of mobile types of games (from 52.4% to 83.3%) compared with the intellectual or calm (16,7 - 47,6%).
Our study has direct relevance to the formation of the younger generation not only perceptions, but also a healthy life skills. These include behavior, which contributes to improving the protective properties of organism, the main forms of which are: the optimal treatment of different types of activity and rest, good nutrition, physical culture, respect for rules of personal hygiene, dynamic tracking of their health, a positive environmental behavior, and anti-obscheukreplyayuschie events as well as the best motor activity.
In this regard, one of the issues of questioning was aimed at exploring some of the parameters of healthy way of life of schoolchildren. The analysis results showed that the students themselves assess their health as fairly successful - the highest frequency of disease in most groups there 2 or 3-times a year, fewer students are sick of all the sports class older - 1 times a year 62.5%. In all groups the majority of respondents note that the «observed a healthy way of life» - from 68.2% to 100%. Representations of the students, «what is needed» the following: the majority group in the first place there «Sports» (13,6-33,3%) and other forms of physical and motor activity «charge, tempering, jogging, walking» ( 8,3-18,2%), further identified components «power» (5-14,3%) and «the rejection of bad habits» (5-11,1%). Particular attention, in our view, should be given to the fact that in all groups and in most cases indicates the answer «do not know» (from 27.3% to 45%), indicating that under-represented children about healthy lifestyles. This figure will undoubtedly be taken into account by teachers and valeology further training in healthy lifestyles. Recommended for general and specialized sports classes, except the total base-load, use of such recreational components of motor activity as the free walk and the implementation of any physical work in the fresh air, etc. Educator and valeology can and should involve parents more often, active recreation to children, to organize daily walks, weekend trips, mobile, and sports games. Compliance with these recommendations will help preserve and strengthen school health, which then immediately have a positive impact on the psychological development of the younger generation [4].
Study of various types of additional physical activity for students in our study was of particular interest because of the need to account for this indicator for the analysis of the relationship with the level of psychomotor and cognitive development. Therefore, the results of all respondents was calculated srednegruppovoy rate of various forms of motor activity in each group. All provisional figures reflected in the number of minutes a day. In order to examine the relationship of volume and intensity of various forms of movement and physical activity to the level of psychomotor development and cognitive abilities of students we have used the method of correlation analysis.
To calculate the rate of correlation were used «pure data» of each test presented in the initial minutes of questioning, which was calculated an average rank of the total motor activity of each student.
At this stage we have the following tasks: to identify the relationship of the various forms of additional physical activity and level of development of psychomotor and cognitive abilities of students in general education classes and sports, the relationship of volume and intensity of regular sports and loads of psychomotor development and cognitive abilities of students of different classes of specialization; establish a correlation between the level of development of psychomotor and cognitive abilities of students in these classes.
As a result of the study in different groups identified different levels of significance and reliability of the relationship between physical activity, sports training, development and psychomotor poznavational abilities of students.
In all groups a significant positive correlation relationship between the amount of various forms of supplementary motor activity and psychomotor abilities. This positive vysokoznachimaya relationship (r = 0,522 and r = 0,505) at the level of p <0,05 and p <0,01 encountered students 6 th grade sports specialization. The results obtained indicate a high degree of relationship psychomotor skills and physical activity of young teen-age students involved in various sports clubs (swimming, athletics, etc.). Perhaps, in this age of additional classes of motor activity have a preferential effect on the development of psychomotor skills of schoolchildren. In the other groups also found a positive relationship (r = 0,269, r = 0,280, r = 0,304), but at a low level of significance.
It should be noted that between physical activity and cognitive abilities of students identified a positive relationship in all groups (from r = 0,271 and r = 0,342), but at a high level of importance among them has not been found. These results suggest a weak influence, and communication of various forms of motor activity to the level of development of cognitive abilities of students.
In all classes of sports specialization found significant positive correlation relationship between sports training and level of development of psychomotor skills. This vysokoznachimaya a positive relationship (r = 0,639) reliable on the level of p <0,001, found in older students - 7 sports class. In this age of increasing volume and intensity of sports training and physical activities and the results speak about their positive impact on the priority development of psychomotor skills these students. In turn, the high level of development of individual components of psychomotor ability has an impact on the successful results and achievements in the specialized sports activities.
Between the level of development of cognitive abilities and the level of sports training in the 6-grade revealed minor negative relationship, talking about the absence of any correlation between these indicators. The results of 7 th grade is negligible relationship (r = 0,176 and r = 0,153), which also shows low correlation depending regular sporting loads and the development of cognitive abilities of students of different classes of specialization.
Another objective of correlation analysis in our study was to determine the relationship between srednegruppovymi performance of psychomotor development and cognitive abilities of students in different classes. Interesting to note that in all groups revealed different levels of significance of the results (from r = -0,093, r = 0,292 and r = 0,603). Positive vysokoznachimaya us at the level of p <0,01 between the cognitive-motor and cognitive-intellectual component detected in the early adolescence of the general class of students that probably says more about the best training and loads of sports in this group, and their predominantly positive effect the level of psychomotor development and cognitive abilities. In the future, weakening the positive relationship of these components may be due to various factors, including the crisis pubertatnyh surgery, declining interest in and to the training and sports activities, and probably the high physical loads that are not conducive to optimal cognitive and psychomotor development school children in this age.
The next phase of our work was aimed at checking the basic hypothesis of the study that at the optimal level of physical activity among children is observed, the highest level, and the harmonious development of psychomotor and cognitive abilities. For this purpose we have chosen representatives from each group, comprising the middle of the sample and the average amount of physical activity, which we assumed, and is optimal.
Above we have considered the average amount of different types of physical activity of students in general education classes and sports. At the same time in each class, you'll notice a large scatter of the data for all subjects. Therefore, we calculated normal rate for all types of motor activity (in minutes per day) for each student in the group. As a result, chose 10 students from each group (total 50), figures which are close to most srednegruppovym values. The average amount of different types of supplementary motor activity in this sample was 66 minutes a day, and duration of regular athletic training 7 hours and 36 minutes a week. In our opinion, this level of load can be optimal. In this sample revealed a positive correlation relationship between all variables. The majority of these links are vysokoznachimymi: between the level of development of cognitive abilities and more regular physical activity and sports exertion level p <0,01, among the sports training and level of development of psychomotor skills at the level of p <0,05. The relationship of cognitive and psychomotor development of significant level p <0,05.
IV. Conclusions.
As a result of the pilot study revealed that different types of regular and supplementary motor activity have different significance for the relationship with the psychomotor and cognitive development of students in general education classes and sports. In a sample of children with an average level of motor activity, regardless of the specialization of the class, found a positive correlation relationship between all indicators, most of which vysokoznachimy.
With the help of the developed and tested in our study, the questionnaire that could identify the various forms of physical activity for students in different time intervals and to examine the amount of motor load on a large sample of subjects (for data on minimum, maximum and optimum performance) for the purpose of regulating motor activity in a modern school.
Classes in physical culture and sports are essential to maintaining and improving the health of children, full of mental and physical development, but they must be suitable for the volume and intensity, as well as an increase in maximum load (as well as the lack of sufficient physical activity) had a negative impact on the development of students. From the foregoing it can be concluded that the optimal level of adherence to physical activity and sport loads leads to the harmonious development of psychomotor and cognitive abilities of students, which confirms our basic hypothesis of the study.
A psycho-pedagogical study of the influence of motor activity on the development of psychomotor and cognitive abilities of adolescent students confirmed the high relevance of the optimization of motor, intellectual and physical loads of students and improve the system of continuing education in general and identify a new approach in the integrated study of psychomotor and cognitive abilities of students. Especially important to the solution of this problem for secondary schools with specialized sports classes as well as normalization of sports, sports and educational pressures to improve psychomotor and cognitive development of children of different ages is a crucial element in maintaining and strengthening the mental and physical health of schoolchildren.

Literature.
1. Bondarenko, EV The optimal motor activity as a condition for the harmonious physical and mental human development [text] / EV Bondarenko / / Pedagogy and Psychology in the innovation processes of higher education: monograph. / A total. Ed. AV Belyaeva. - Stavropol: Izd-vo SGU, 2008. - S. 48-56.
2. Kuindzhi, NN Valeology. Ways of formation of school health [text] / NN Kuindzhi. - M.: Aspect Press, 2000. - 139 pp.
3. Lebedeva, NT The school and the health of students [text] / NT Lebedeva. - Mn.: The University, 1998. - 224 pp.
4. Ozerov, VP Basics of a healthy life. Enhancing human psycho-physical efficiency: a training manual [text] / VP Ozerov. - M.: Ilex; Stavropol: Servisshkola, 2006. - 472 pp.

5. Sukharev, AG Health and physical education of children and adolescents [text] / AG Suharev. - M.: Medicine, 1991. - 272 pp.
6. Physical education student: textbook. / Ed. VI Ilinicha. - M.: Gardariki, 2007. - 448 pp.