SCIENTIFIC AND METHODOLOGICAL FOUNDATIONS FOR IMPROVING THE TEACHING METHODOLOGY OF SHORT-DISTANCE RUNNING TECHNIQUE

Abstract

This article analyzes contemporary scientific and methodological foundations for teaching short-distance running technique. It examines the technical characteristics of the sprint start, start acceleration, running over the distance, and finishing, as well as the mechanisms for teaching these phases in a logical sequence. Drawing on findings from contemporary biomechanical research, the article substantiates the importance of individualizing the crouch-start position, using starting blocks effectively, generating horizontally directed force during the initial steps, establishing an optimal relationship between stride length and stride frequency, and maintaining freedom of movement during the transition to maximal velocity. The potential use of specific preparatory, lead-up, repetitive, variable, and resisted sprint exercises is analyzed. Methodological mechanisms for the early identification of technical errors, determination of their causes, selection of individualized corrective exercises, and integration of learned elements into the complete sprint action are systematized. Based on the analysis, a progressive methodological model founded on the principle of “technique development – pedagogical monitoring – identification of technical errors – individualized correction – reassessment” is proposed.

Keywords

track and field, short-distance running, sprinting, running technique, crouch start, start acceleration, biomechanics, motor skill, teaching methodology, technical errors, individualized correction.