ANNUAL DISTRIBUTION OF ENDURANCE LOADS FOR 5TH–6TH GRADE SCHOOLCHILDREN AS A CONDITION FOR SUSTAINED ADAPTATION TO RUNNING STANDARDS

Abstract

This paper examines the problem of fragmented endurance development in 5th–6th grade schoolchildren during physical education classes. The main emphasis is not on the choice of a specific exercise, but on the pedagogical organization of training loads throughout the school year. Based on previously presented research, it is substantiated that the sporadic inclusion of endurance exercises, primarily during the autumn and spring periods, does not ensure students' sustained functional adaptation to prolonged running work and standardized tests. As an alternative, a model for the annual distribution of training loads is proposed, in which one class per week is focused on developing endurance, with the total number of such classes reaching 34 over the school year. It has been shown that such a structure makes it possible to maintain regularity of training stimuli, reduce the risk of rushed preparation before assessment tests, and adapt endurance training methods to the conditions of both the gymnasium and outdoor sports grounds. The conclusion is drawn that the annual distribution of loads is a key pedagogical condition for developing endurance in middle school-aged children.