bjective of the study was to theoretically substantiate, develop and test benefits of a new movement coordination skills training model for the 11-13 year-old female handball players in advanced training stage. Methods and structure of the study. We sampled for the study the 11-13 year-old female handball players from CYSS #53 in Moscow and split them up into Experimental and Reference Groups (EG, RG) of 20 people each. The movement coordination skills training model included the following two training versions: focused/ emphasized movement coordination skills training with a special priority to selected movement coordination skill in a training session; and unspecific/ combined movement coordination skills trainings integrating different movement coordination skills within training session or training micro-cycle. The new movement coordination skills model assigned 15 to 30 minutes in the total Experimental Group training time for the movement coordination trainings. And the Reference Group was trained with a traditional emphasis on the key movement coordination skills. The movement coordination skills training and excelling model was designed to attain a few general and special goals in the movement coordination skills quality and movement sequence control domain. The key objective with the subordinated special goals was to secure fast progress in the movement control abilities with every motor skill phase execution quality and due movement coordination skills / pacing skills. The movement coordination skills training and excelling model included sets of special exercises with a special focus on the movement harmony, sequencing and integration into a perfect motor skill. The exercises were designed to offer coordination stepping difficulties for the trainees; new untraditional/ unexpected elements; a wide range of movement options and unusual solutions for the motor tasks; and priority to the movement coordination skills control, management and self-rating goals with every individual analyzer system being mobilized or inactivated when the occasion requires. In the special/ focused movement coordination skills trainings, a high priority was given to the special conditioning practices with/ without the ball, with the lead/ non-lead-limb handling elements, movement coordination skills executions on the lead/ non-lead sides, lower-limbs assisted ball handling practices etc. Results and conclusion. The new movement coordination skills training model testing experiment found the model beneficial as verified by the EG versus RG progress, particularly in the unspecific movement coordination skills training version. Both movement coordination skills training versions were tested beneficial for the team sport advanced training stage as they were found to facilitate the movement coordination progress in a harmonized manner (provided the individual movement coordination skills training times are kept equal); with optional focused trainings of some individual key movement coordination skills.
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