Incongruity between biological and chronologic age among the pupils of sports schools and the problem of group lessons effectiveness at the initial stage of training in Greco-Roman wrestling

Considerable influence and compulsory dropout among those, who go in for GrecoRoman wrestling at the age of 10-13, does not take into account the level of individual biological development and integral demands domination claimed on too high general physical training (GPT) (4) normatives fulfillment. It corresponds with general situation in the system of education (6, 9). In spite of uneven speed of biological development (1, 8, 9), there are general demands claimed on physical training at school for age groups (5) in accordance with chronologic age. The same situation is at sports schools. Technical and physical training lessons at Greco-Roman wrestling school at the stage of initial training are organized according to general group principle. Research methods. Information sources analysis and summarizing, questionnaire survey, coaches’ experience summarizing, methods of mathematical statistics. Results. The received research results led to the following conclusion: it is possible to solve the problem of dropping out of Greco-Roman wrestling sports schools in terms of minimal loss in the quality of sports training by means of dividing the training groups into subgroups. There different normatives of material mastering and set by standard physical qualities development are used. For this purpose we created the training groups and subgroups of the set objectives realization at Greco-Roman wrestling sports schools.

Caring For, About, and With: Exploring Musical Meaningfulness Among Suzuki Students and Parents

An investigation of the relationships between empathy, music learning, and shared music values may provide new insights into the ways that musical meaningfulness and the symbiotic eudaimonic ideal – “flourishing of oneself and of others” – might be cultivated. We investigated the relationships between parent perceptions of children’s empathy, parent beliefs and values about music, and formal Suzuki training over a period of 6 months, to understand ways in which shared music learning experiences might relate to emotional and musical connections between parents and children. Participants were parents of 48 Suzuki students at a structured Suzuki school in the Midwestern United States. We designed a survey containing an adapted version of the Griffith Empathy Measure for children with additional questions regarding family demographics and values regarding music education. Participants completed the survey at the start of the lesson year, and again 6 months later. Children who persisted in group lessons throughout the study began with significantly higher empathy scores, compared to those children who did not participate in group lessons. Children’s initial empathy scores were significantly positively correlated with parents’ ratings of the importance of music instruction generally, and of Suzuki instruction particularly, to their family. A significant but moderate correlation was found between initial empathy scores and the belief that music would help the child succeed in other areas. This exploratory study highlights potential relationships between family music values, children’s empathy, and participation in group music-making. Our findings are consistent with research demonstrating that child and parent personalities predict the duration of formal music training for children. They also support the philosophy of musical meaningfulness, by suggesting ways in which meaningful connections may be forged simultaneously between people who care for one another, and between people and the activities they care about. Our results point to the importance of providing a variety of music learning activities and structures that reflect the personality, needs, and interests of children and parents. We offer specific recommendations for future research to draw further insights and implications about these relationships.

DEVELOPMENT OF COORDINATION BETWEEN HEARING AND VOICE IN SINGING: REVIEW OF METHODICAL LITERATURE IN THE LATVIAN LANGUAGE

The aim of the study is to examine the reflection of the processes of formation of musicality, musical hearing and vocal skills in methodological materials published in Latvia. The aim of the study is to analyse the existing methodological materials from 21st century that deal with the development of children’s musical hearing as described by various authors. The study focuses on the primary school age, pre-mutation period children who, in addition to general education, are learning singing in vocational or interest education during individual or group lessons (ensembles and choirs). The research method used is the selection and summarization of opinions and recommendations of teachers of music subject, singing teachers and conductors in the work with children – soloists and choir singers, who are gaining their first skills in singing and intonative hearing, as described in various literature sources. The results of the study show that all of the examined materials conceptually coincide, but often different terminology and explanation of techniques is used, which does not always reveal the nature of each expression and technique, thus preventing the theoretically expressed knowledge from being put into practice. Many explanations are based on the empirical work by the authors of the source. There is a lack of methodological techniques that are based on scientifically proven facts.