1. The concept of ideomotor training

Ideomotor training (IT) is a systematically repeated, conscious, active presentation and feeling of a mastered skill. Ideomotor training can be used at all stages of specialist training.
Active representation of actually performed motor skills contributes to their mastery, their strengthening, correction, as well as acceleration of improvement.

Movement representation can be classified as follows:
. as an ideal picture (sample) of real actions, which, being a program of motor activity, perform a programming function;
. as an image that helps the process of mastering the movement and thus performs a training function;
. as an image that arises in the process of control and correction of movements in the course of their implementation, as a link and thereby performs a regulatory function.

All three functions are characterized by synchronicity.

The mechanism of influence of ideomotor training is expressed in the fact that due to the use of muscle potential, an unconscious and invisible innervation of muscles occurs, the impulse structure of which corresponds to felt, imagined or imaginary movements.

The "vitality" or "reality" of the representation of an ideomotor motor act determines the volume of levels involved in the "internal realization" and thus the effectiveness of ideomotor training.
Also justified following structure ideomotor training, developed on the basis of these fundamental scientific positions.

I. Internal update:

a) exposure phase (program of the lower stage of autogenic training; some exercises);
b) observative phase (observations) - an optical image of the motor cycle with a special emphasis on the main points with the help of film-video recordings or cinematographs;
c) ideomotor phase (3-5-fold repetition of the internal representation in accordance with the written task).

II. External Implementation:

a) simulation phase - the elements of the ideomotor exercise are actually performed in a time sequence in in general terms("hint" to the movement) or as if repeating the imaginary;
b) the phase of practical training (an exercise trained by the ideomotor method is performed practically).

2. The essence of ideomotor training

The essence of ideomotor training is as follows. Representing the movement, the athlete, as it were, sees himself from the outside. The ability to see yourself from the outside is a great help for the preparation of athletes, and this ability must be developed.

Some athletes have a better idea of ​​fixed images than movements in general. In addition to mentally representing their movements through visual representations, most athletes also use mental self-assessment of the kinesthetic sensations associated with the memory of performing a particular movement.

It is very important for an athlete to have in his arsenal the ability to develop and improve those sensations that correspond to the performance. certain activities. And this is also a separate aspect of sports training. Many coaches help their students to bring the tension of the corresponding muscle groups to the required level in advance. Athletes who need to improve their emotional state before going to the start try to imagine themselves in responsible competitive situations. Those athletes, who, on the contrary, need to relieve excessive stress, tend to see themselves resting or doing exercises in calm conditions Abramova A.N. Such different psychology. - M.: Sovremennik, 2002, 28 p.

To understand the essence of ideomotor training, it is necessary to determine the difference between the mental representation of movements and the usual process of figurative representations of a person. Ideomotor training includes a thorough, purposeful study and repetition of one image during a whole series of performances.

Visual and kinesthetic mental representations of real movements are recommended to be used by gymnasts, acrobats, since it is very important for them to be able to realize and imagine exact position of his body in space at any moment of action. Mental repetition is used to help athletes, by reproducing visual and kinesthetic representations, better master the features of the technique of performing a complex movement.

As you develop your ability to visualize certain situations, after a while you will find that you can easily reproduce them in your memory. Instead of memorizing groups of individual images, and only then creating whole pictures from them in your mind, you, on the contrary, can immediately see the full picture of actions in their development, and, if necessary, isolate individual frames from it.

The following factors contribute to success in ideomotor training: ideomotor training should be carried out only in a state of vigorous activity; mentally, the movements must be reproduced in exact accordance with the rhythm of real actions.

The technical skill of an athlete largely depends on how he knows how to use the laws that govern the presentation process. Patterns:

1. The more accurate the mental image of the movement, the more accurate the movement being performed.

2. An ideomotor representation is only such a representation, in which the mental image of movement is associated with the athlete's muscular-motor sensations.

3. The effect of the impact of mental representations increases markedly when they are clothed in precise verbal formulations.

4. When learning a new movement, it is necessary to imagine its execution in slow motion.

5. When mastering a new movement, you should imagine it in a position that is close to the actual execution of this movement.

6. During the ideomotor representation of the movement, it begins to be carried out so strongly and clearly that the athlete begins to move involuntarily.

7. Before doing the exercise, you should not think about end result.

3. Ideomotor training and setting for action

Direct preparation for the sports movement is mainly psychological orientation. It is mental readiness in a short time direct preparation for movement is more subject to change than functional or technical.

There are two stages in the immediate preparation for the movement. The objective of the first stage is to improve functionality athlete and body performance. At this stage, the following means are used: walking, running, jumping. This is the so-called warm-up.

The task of the second stage is to establish the optimal relationship between the structure of the upcoming movement and the activities of the central nervous system.

To draw up individual ideomotor programs, it is necessary to know what thoughts the athlete's mind should be occupied with. For the majority of athletes in mental activity, the central place is occupied by the idea of ​​the upcoming movement and tactical action.

When developing individually effective ideomotor programs, a number of points should be considered:

In the initial phase, in the process of performing some basic exercises, the internal “readiness for imagination” should increase and the intensity of the impact of internal and external interference should decrease;

Often distracted athletes, who are easily disturbed, can say the contents of the program on tape and listen to the recording before ideomotor training. Thanks to this, it will be easier for them to concentrate and imagine what they heard;

The number of repetitions in ideomotor training (2-5) depends on the level of preparedness of athletes and training objectives. More complex motor skills are trained with shorter repetitions during one session, the breaks between which should also be shortened;

The information that the athlete receives during training must be formulated clearly and unambiguously, must be accompanied by explanations of how to perform the exercises.

Many works indicate that effective improvement can only be achieved with a combination of ideomotor and physical training. At the same time, the influence of ideomotor training on the formation of skills is most effective when the student is previously familiar with the exercises and actions or has a certain motor experience. At the same time, separate studies (D. Jones, 1963; A. A. Belkin, 1965) show that through only ideomotor training, it is possible to master a new exercise in a deep form (a completely unfamiliar action) without first performing it. But this ability is possessed only by individual highly qualified athletes. A number of studies have established that ideomotor training makes it possible to identify errors or redo an already learned motor skill, and may be accompanied by an effect if the mental performance of an action is not accurate and thorough enough.

4. Principles of ideomotor training

The process of teaching the ideomotor method must be built on the basis of well-known didactic principles: consistency, accessibility, individualization. In addition to these, the following special principles must be taken into account:

1. The principle of motivated interest, which involves instilling in athletes a serious attitude towards the method.

2. The principle of universal efficiency. Ideomotor training is effective in many aspects: teaching technique, setting up for a performance, cultivating a creative attitude to the training process.

3. The principle of dominating efficiency. To the greatest extent, the training effect is manifested in the mastery of the spatial characteristics of the movement, then the temporal ones.

4. The principle of delayed effect. The first lessons on this method do not give results. This is due to the lack of programs for representing movement and connections in the cerebral cortex.

5. The principle of individuality. Options for ideomotor tuning depend on individual psychological athlete differences. Athletes with a strong nervous system usually begin the ideomotor execution of the movement just before the start. With a weak nervous system, this is done much earlier, and it is used more often and much more effectively.

6. The principle of content efficiency. The greatest real training effect of movement representation is achieved with ideomotor reproduction in muscle-motor images of the key moments of the action, its effective essence.

7. The principle of verbalization. Pronunciation or a clear verbal designation of the main points of the action enhances the training effect of the movement presentation.

8. Dosing principle. It is advisable to mentally repeat the task 5 times, and complex tasks once.

5. Tasks and means of ideomotor training

When organizing ideomotor training with athletes, the following tasks are solved:

Task 1- to create a steady interest in ideomotor training among trainees, the desire to fully use it in the training process.

A) Means - conversations. Guidelines: explain to those involved that the quality of the exercise performed depends mainly on what image of movement is formed in the mind of a person. The main cause of errors in technique is an incorrect or vague idea of ​​\u200b\u200bmovement. Athletes who are unable to focus their attention on the details of movement technique are not able to listen to their body. Their training is reduced to mindless mechanical repetition of exercises.

B) Means - analysis of training sessions. Methodical instructions: it is necessary to find out how the athlete understands the direction and significance of each lesson and the exercises performed. The athlete must understand that with a mechanical, thoughtless repetition of a movement, mistakes are often fixed in him. Representations are distorted. It is necessary to teach the athlete to listen to himself, to feel his muscles, to control his condition.

C) Means - analysis of a special warm-up. Methodical instructions: it should be clear to the athlete that very often they do it fussy and hasty, there is not always time for trial attempts.

D) Means - comparison of the existing motor representations with the optimal standard of movement. Methodical instructions: to remind that subjective muscular-motor representations only contribute to the successful formation of a skill when they contribute to the optimal variant of the technique.

Task 2- to teach athletes to find the main points in movement.

Means: an explanation with the analysis of cinematographs, graphic sketches, film loops and others visual aids. Demonstration and self-execution of actions. Athlete self-report.

Task 3- development of students' skills to evoke muscle-motor representations and sensations.

Means: introspection, self-control. Mental performance of exercises and actions.

So, the brain is the organ where the program of the future movement is formed, and the rest of the body systems, primarily the musculoskeletal system, carry out the planned program. The quality of the final result of our activity depends on how successfully the programming and executing systems function, and on how well they are interconnected.

In order for the mental images of the future movement to be embodied with maximum efficiency, it is necessary to use them correctly. Moreover, to use it quite consciously, actively, and not just rely on the processes that nature has endowed our body with. Representation, as a mental process, obeys certain laws.

The first position - the more accurate the mental image of the movement, the more accurate, "cleaner" the movement is performed.

The second position - only such a representation is called ideomotor, in which the mental image of movement is necessarily associated with the muscular-articular feeling of a person.
Mental representations can be "visual". In this case, a person sees himself as if from the outside, as if on a TV screen. It should be well understood that such "visual" representations have a very small training effect. After all, in this case, the impulses born in the brain are almost not transmitted to the muscles that must perform the intended movement. Therefore, the work goes as if in vain, there is not enough activity in the corresponding muscles. This can also be verified by experiment with a hanging load. Mentally imagine yourself as if in a "mirror", "look" at yourself from the side and try, looking at that "mirror" load hanging from the side, to imagine that it is swinging - it will turn out much worse.

The mismatch between the programming organ - the brain and the executing apparatus - muscles and joints is especially noticeable when observing a naked body of a person sitting motionless or lying with his eyes closed. In those cases when he thinks ideomotorically, "passes" ideas about movement "through himself", microcontractions and microrelaxations are quite clearly visible in his muscles. If the representations are purely visual in nature, then no micromovements in the muscles occur, although it seems to a person that he "passes" mental representations through his body. Therefore, by observing a person's muscles during ideomotor training, one can easily find out to what extent his mental representations of a particular technical element achieve the goal.

The third position - studies by a number of authors, in particular AD. Puni, Yu. Z. Zakharyants and V. I. Silina, E. N. Surkov and others, proved that the effect of the impact of mental representations increases markedly if they are clothed in precise verbal formulations . It is necessary not only to imagine this or that movement, but at the same time pronounce its essence to oneself or in a whisper. In some cases, the words must be pronounced in parallel with the representation of the movement, and in others - immediately before it. How to act in each specific case - practice suggests. The fact that words noticeably enhance the effect of mental representation is easily seen during the experiment with an object hanging on the finger. If you do not just imagine that the load begins to sway, let's say back and forth, but start saying the words "back and forth" aloud, then the amplitude of the oscillations will immediately increase.

The fourth position - starting to learn a new element of technique, it is necessary to imagine its performance in slow motion, as we see it when demonstrating a film shot using the rapid method. Slow thinking of a technical element will allow you to more accurately represent all the subtleties of the movement being studied and eliminate possible errors in time.

Fifth position - when mastering a new technical element, mentally imagine it better in the position that is closest to the actual position of the body at the moment of performing this element.

When a person, doing ideomotor, assumes a pose close to the real position of the body, there are many more impulses from the muscles and joints to the brain, which correspond to the actual pattern of movement. And it becomes easier for the brain, programming the ideal ideomotor idea of ​​movement, to "connect" with the executing apparatus - the musculoskeletal one. In other words, a person has the opportunity to more consciously work out the necessary technical element.

That is why exercise machines are so useful, allowing you to take the most various poses, especially where movements often take place in the air, after taking off from the fulcrum. Having been in a state of a kind of weightlessness, a person begins to better feel the subtle elements of movement technique and better imagine them.

The sixth position - during the ideomotor thinking of the movement, it is sometimes carried out so strongly and clearly that the person begins to move involuntarily. And that's good, because it's about getting better. strong connection between two systems - programming and executing. Therefore, such a process is useful - let the body, as it were, join itself in the execution of the movement that is born in the mind. Such a picture had to be seen most often when exercising with figure skaters. Standing on skates with their eyes closed, they unexpectedly began to move smoothly and slowly following their mental ideomotor representations. As they said, they are "led".

That is why, in cases where ideomotor representations are not realized immediately, with difficulty, it can be recommended to consciously and carefully connect ideomotor representations with the corresponding movements of the body and in this way connect the mental image of the movement with the muscles that perform it.

A few words about the so-called imitations. By imitating, performing as if in a hint a real movement or part of it, a person helps to form a clearer idea of ​​the technical element he needs, going, so to speak, from the periphery, from the muscles, to the center, to the brain. So the imitation of a variety of movements, which can often be seen during a warm-up, is a good help in preparing for this or that difficult exercise.

But, imitating, you need to consciously connect the performed movements with their mental image. If imitations are carried out formally or thinking about something else, imitation actions will not bring benefits.

Seventh position - it is wrong to think about the final result immediately before the exercise. This is one of the more common mistakes.

When concern for the result occupies a dominant position in the mind, it displaces the most important thing - the idea of ​​​​how to achieve this result. So it turns out that, for example, the shooter thinks that he needs to get into the top ten, this thought begins to interfere with accurate ideas about those technical elements, without which it is simply impossible to get into the top ten. That's why he doesn't get in. “I overdid it, I really wanted it,” they say in such cases, forgetting that in order to achieve the desired result, one must not think about it, but rely on the mental images of those actions that lead to this result.

BIBLIOGRAPHY

1. Ashmarin B.A. Theory and methodology of pedagogical research in physical education (a manual for students, graduate students and teachers of physical culture institutes). - M.: Physical culture and sport, 1978, 224p.

2. Zabelsky S.Yu. Bioeconomical psychomotor health system. Innovations in the training of specialists in physical education and sports: Stavropol: Servisshkola, 2005, 24p.

3. Lobzin V.S., Reshetnikov M.M. Autogenic training. M., 152 p.

The name of the exercise comes from the Greek word idea - "image" and the Latin motor - "setting in motion." Psychology explains the ideomotor act as the appearance of nerve impulses that provide some kind of movement when this movement is imagined.

This phenomenon was known even to I.P. Pavlov, who in the book “Twenty Years of Objective Study of the GNI (Behavior) of Animals” wrote: “It has long been noticed and scientifically proven that, since you think about a certain movement ... you unwittingly, without noticing it, produce it. Since this concept is very important for our subsequent work, we will understand it in more detail.

Exercise. Pendulum experience. In order to see a concrete manifestation of the ideomotor act, we will conduct a small experiment. Make a pendulum out of a string 15-30 cm long and a small object, such as a key, tied to one end of the string. Draw a circle on a sheet of paper, divided into four sectors by two lines intersecting at right angles, as shown in Fig. 7. If you put your elbow on the table and take the free end of the thread with your thumb and forefinger, then the pendulum will make an arbitrary movement in relation to the circle in the direction on which you focused. So you imagined the movement of the pendulum clockwise, in a circle drawn on paper (position 1). The hanging object actually starts this movement, although you hold the end of the thread perfectly still. Imagine any movement of the pendulum as accurately as possible, concentrate on this representation (for example, positions 2, 3 or 4). No matter how calm your hand is, the pendulum will begin to make the expected movement.

Rice. 7. Experience with a pendulum

For some, this experience is obtained immediately if they stare at the load and concentrate themselves on imagining how this load should move; with others the experiment goes better if they imagine the desired movement of the pendulum with their eyes closed.

This experience serves as convincing proof of the real existence of the ideomotor act - mentally imaginary images cause

the physical reactions of the organism that realize these images. I would like to remind readers that this phenomenon also underlies the autogenic training system that we recommend to increase the effectiveness of training. Ideomotor training methods are widely used by athletes when they mentally imagine complex combinations of movements to be performed and bring them to perfection.

The effectiveness of ideomotor training largely depends on psychological characteristics. According to the ways of orientation in space, people can be divided into two types: visual and motor. Of decisive importance for people of the first type are visual landmarks, and for the second - muscle sensations and a sense of the direction of gravity. People of the visual type, when mentally performing actions, rely mainly on visual representations. They have some advantages in mastering the technique of speed reading, since the role of imagination and representation is exceptionally great here. People of the second type rely on motor memory and imaginary sensations of movements.

For the successful mastering of the technique of speed reading, the development of imagination, visualization, figurative representations is extremely important. This task is performed by the exercises of ideomotor training.

Exercise 3.1.1. "Labyrinth"

The exercise is performed in pairs. One of the participants, with the help of verbal instructions-commands, “leads” his partner into an imaginary labyrinth, the scheme of which (Fig. 8) he holds in front of him, but does not show to his “follower”. There are three commands in total. The first, indicating the entrance to the labyrinth, is "Straight!". Further, depending on the shape of the labyrinth, the commands “To the right!” or “To the left!”, after which the person walking through the imaginary labyrinth must turn to the right or left, respectively. Having passed the labyrinth, the "follower" must turn around 180 ° and mentally exit it, aloud reporting all movements (using the same three commands). All this time, the “starter” according to the scheme controls the path of the partner. If the "follower" coped with the task successfully, he is offered a new labyrinth with large quantity turns, etc. Then the partners change places.

While doing the exercise, try to analyze your actions. This will help you understand the peculiarities of your thinking. If your visual orientation in space predominates, then when doing the exercise it will be easier for you to use the image of an imaginary little man who, obediently following commands, walks through the maze. For those in whom the motor type predominates, this is not enough. In order to determine. where is it “to the left”, and where is it to the “right”, they are forced each time to imagine themselves in the place of the “little man”, mentally climb inside the labyrinth and make imaginary turns there. Imagining various movements, people with a motor type of orientation do not so much see these movements as feel them with their body, feel themselves performing them. A student with this feature can productively use ideomotor training to master a new reading technique and improve it. For example, real result this gives already when working out the first rule of fast reading: “read without regressions”. One of our students wrote: “I only move forward in the text. I control the movement of the eyes, as in a maze, I remember: "no return movements." Feeling constant movement forward in the text brings satisfaction. For a student with a visual type, ideomotor training can help mainly in memorizing complex mental actions associated, for example, with the representation and filling of blocks of the integral reading algorithm and many other methods of fast reading technology. As already noted, the "visual type" is easier to master the technique of speed reading. Therefore, we recommend that students of the “motor type” develop their imagination in every possible way in the process of ideomotor training. We offer another simple exercise to develop this quality.

Rice. 8. Exercise "Labyrinth"

Exercise 3.1.2. "Leapfrog"

The exercise is also performed in pairs. A linear five-cell field is used (Fig. 9) and four chips, for example, checkers - two black and two white. Cells are numbered. The chips stand as shown in the picture. The goal of the game is to move the black pieces to those cells that are occupied by white, and the white pieces, respectively, to the place of the black ones. Allowed in the game the following types moves: moving a chip to the left or right to an adjacent free cell; jumping a chip to the left or right through a cell occupied by another chip to the next free one. Game progress: at first, you make moves in turn on the drawn field with real chips, for example, checkers. After learning the rules of the game, work on the imaginary field that you see on your mind's eye screen. At the same time, you designate each of your moves with two numbers: the number of the cell from which the chip moves, and the number of the cell to which it moves (for example, from 3rd to 5th). In the event that the game is too easy for you, you can increase the length of the field and, accordingly, the number of chips.

Rice. 9. Exercise "Leapfrog"

Exercise 3.1.3. visual image integral algorithm reading

You have studied the seven blocks of the integral reading algorithm, present their meaning and content. Ideomotor training developed your imagination. To create a visual image of the algorithm, use any object, picture, situation. It is very important to draw it with your own hand. This should be your drawing. You need to make 2 copies. Attach one of them to the screen of your mind's eye, and carry the other with you all the time or place it in front of your desk. Constantly think, imagine your drawing. Make sure that when you close your eyes, you clearly see your algorithm. On fig. 10 shows an example of an algorithm that is most often used by schoolchildren in our classes. If you like it, draw the same one.

Rice. 10. The visual image of the integral reading algorithm is nothing more than a continuation of your ideomotor training. Fix, fix your drawing of the algorithm on the screen of the mind's eye

What drawing to choose? Let's see how speed reading course participants do it in practice. Here is what one of them wrote in his diary: “The visual image of the algorithm is regular hexagon. This is my football field. First, the first three blocks are filled, as it were, with “ball” strikes in the corners: title, author, source. Then, as you read, three more blocks - three corners. The last block - novelty - is fixed by me in the form of a dot in the center ... After a week of training, I felt that the blocks were filled with content as if by themselves - bright, catchy, strong and dynamic.

The visual image of the algorithm is embodied in different ways: in the pyramid, and in the floors of the building, and in the file cabinet, and in the seven multi-colored stripes of the rainbow, etc.

P. It must be said that the visual image as a mnemonic device actively works only at first, then it seems to be erased, fades, but the reading skill remains, based on the selection of only its informative part from the text. What if the visual image does not work? Here is an example of a successful solution to this problem, taken from the diary of one of the participants in speed reading courses: “The visual representation of the algorithm did not work out. Of course, I can present it in the form of a diagram or in the form of boxes, but in the process of reading I do not use this visual representation: my memorization goes completely differently:

1. Name. Since the title most often reflects the essence of an article or book, I read it especially carefully. If it doesn’t mean anything at first glance, then I try to make some comparisons, I try to visually remember the number of words in the title, their location, present the title in the form of an electronic scoreboard with burning letters (but this is done with difficulty).

3. Imprint. I remember the name of the newspaper, year, date, month, sliding along the line, fixing only for a moment. I remember the numbers by attempting a vivid visual representation at the moment of fixation.

So I fill in the first three blocks of the algorithm, but I don’t know where I send it all. Sometimes, after reading the introduction, I try to check the filling of these three blocks, I try to predict the further content, which I should especially pay attention to later.

4. Problem. Briefly formulate at the very beginning of reading. Sometimes I clarify after I finish reading the entire article or book.

5. Factual data. Unlike output data, I try to remember by linking it with the meaning of the text, and not visually.

6. Features of presentation, criticism. These elements are often fixed intuitively. Something catches your eye: like it or not; style, presentation. It also happens that all this slows down reading, tires or, conversely, captures, and here sometimes there is an amazing reading speed, everything is remembered quickly and well.

7. Novelty and practical use. This is already sometimes evident by the title, by the author of the text, or after reading the introduction.

In general, I think the “flow of operations” works well here, but I do not have a visual representation of the blocks of the algorithm.

Exercise 3.2. Second Rule of Quick Reading: "Read Integral Algorithm"

You studied the algorithm, drew and memorized its visual image. What does the integral reading algorithm give? The main thing is that he forms a new reading program, a program for a sequence of mental operations. To find in the text the answers to all the questions posed in the blocks of the algorithm from the first to the seventh - this is the task of reading. Repeated trainings lead to the fact that at the end of reading the necessary data, facts, names, surnames, as it were, clearly pop up before their eyes.

At the same time there is a struggle with regressions. Reading the text with the reproduction of the content according to the algorithm inspires confidence that an active one-time reading is enough to fully assimilate what has been read. Your recurrent eye movements become less and less, and, finally, they almost disappear. During this period, you need to study and remember the second rule of fast reading - read any text according to the algorithm.

How is the reading attitude developed using the algorithm? Before you start reading, you need to visualize the blocks of the algorithm. First of all, they remember: the title, the author, the output of the source. Then, as you read, you get an idea of ​​what problem the article is devoted to; the main content, the topic will be included in the fourth block. Already in the first paragraphs there can be various facts, surnames, parametric data. All this information is recorded in the fifth block of the algorithm.

In the process of reading the text, the reader, as it were, filters its content, selecting and putting into blocks of the algorithm only what corresponds to their names. For example, the text describes the design of a new electric car that has fundamental distinguishing features. This is the material for filling the sixth block. It is very important to be critical of the content of the text. According to some psychologists, one should not read at all without a critical attitude. Your position - agreement or disagreement with the author - is also recorded in this block of the algorithm. Finally, you have finished reading. What new things did you learn from what you read that you can practically apply in your work? This is the data for filling in the last, seventh block of the algorithm.

So, is the reading over? For ordinary, traditional reading, maybe so. This is not enough for a quick read. The end of the reading is yet to come. The reader should again present the visual image of the integral algorithm and check the sufficiency of filling all of its blocks. Such a final psychological act of analysis and synthesis of the text helps to better understand and remember it. Psychologists say: "Know how to put an end."

Obviously, it is this technique that explains the fact that fast readers better, more fully absorb and remember what they read than those who read slowly and, most importantly, ineptly. As experience shows, the visual representation of the blocks of the integral reading algorithm greatly facilitates the solution of this problem.

How to train? The exercises below are performed regularly for two to three weeks.

Exercise 3.2.1. Mastering the integral reading algorithm

1. Every day, slowly read one or two newspaper articles that are interesting to you (for example, Pionerskaya Pravda or Komsomolskaya Pravda), holding a piece of paper with a drawn algorithm in front of you. In the process of reading, “pack” information into blocks. At the end of reading, close your eyes and mentally check the filling of all cells-blocks of the algorithm.

2. Read one or two such articles daily as quickly as possible, no longer looking at the drawing of the algorithm, but imagining it in your mind. State the content of the articles in accordance with the algorithm.

At the end of the training cycle, read control text No. 3 and determine the reading speed using the formula you know. Control text No. 3 Volume 2400 characters

EDUCATION OF COMMITMENT

The ongoing discussions in our country on how to improve the system public education, encourage me to talk about some, in my opinion, instructive features of the Japanese school.

The term "ideomotor movement" was first proposed by Carpenter in 1874. Later, on the basis of this concept, William James developed a theory about the ability to volitional movement. The term " ideomotor movement "derived from the Greek" ideas” - idea, image - and Latin " motor”- setting in motion.

Relying on literary sources, ideomotor movement can be characterized as involuntary muscle contraction due to the presence of some prevailing thought, that is, ideomotor movement can be the result of either conscious thoughts, or it can be due to thoughts that the individual at that particular moment is not yet aware of and which have connection with the subconscious. In this way, ideomotor act - this is the appearance of nerve impulses that provide any movement when you imagine this movement. But the mental representation of a motor skill is, first of all, the conscious reproduction of each motor component and the formation of an integral image on this basis. But at the same time, in order for this image to be truly ideomotor, and not just a visual representation, a real preliminary reproduction of the movement is necessary, in addition, with repeated repetition of a certain movement, the effect of the ideomotor act increases (Belkin A.A., 1983; Bogin M.M., 1985; Ermakov P.N., 1988).

It should be noted that the ideomotor act does not depend on suggestion and simple imagination of the action, a person must feel a real, for example, contraction of the muscles of the hand when a visual image appears.

FROM coordination of mental and physiological processes occurs because processes of two qualitatively different levels participate synchronously in the structure of controlled ideomotor movement: consciousness and organism. it - interlevel alpha synchronizer(Aliev H., 1981).

Aliev H. claims that and deomotor movement opens a special harmonizing state - "self-regulation mode", in which other various desired psychological attitudes solve various problems.

The automatic implementation of the desired movement clearly indicates the found "contact" between the "consciousness" and the "organism", is an indicator of control, indicating the found state mental relaxation. By learning to control ideomotor movements, a person learns to control his state.

From the point of view of neurophysiology, the training effect of representation is a consequence of fixing certain connections in the functional dynamic system with repeated mental performance of specific actions in the same way as it happens with repeated practical repetition. Thus, the repetition of exercises provides an opportunity to generalize and transfer the educated discrimination skill to other conditions. Consequently, the training effect of representations is associated with the reinforcement of the motor dominant in the nerve centers and with the additional effect of the reverse afferentation that occurs during the actual execution of the movement. The more complex the ideomotor movement, the more greater value acquires past experience in its development. By themselves, the ideomotor movement surpasses many ordinary movements in complexity (Ananiev B.G., 1955; William James, 1962; Annette M. A., 1976).

The conditioned reflex nature of ideomotor movements is confirmed by the results of electroencephalographic (EEG) studies (Kandyba V.M., 1996). According to the theory of Kandyb V.M. the ideomotor act can be represented as a chain of isorhythmic reactions closing in a ring. Central excitation of the motor cortex hemispheres of the brain causes microcontractions of muscles, while the resulting excitation of proprioreceptors becomes a source of peripheral impulses to the cerebral cortex. Thus, it is possible to distinguishfour main elements of the mechanism of the ideomotor act :

Pre-perception of movement and the associated excitation of kinesthetic cells;

The emergence of an image of a motor representation and an excitation associated with it, similar to that which took place during perception;

Excitation in motor cells, their emergence on the basis of their temporary connections with kinesthetic cells;

Transmission of excitation to the muscle and response working reaction.

It should be noted that specialists in psychocorrection, psychoanalysis, psychotherapy, NLP, as well as specialists in sports, management, martial arts, language training, creative types activities, qualitatively improve the results by applying the properties of the phenomenon of ideomotor movement to the individual characteristics of a person. Therefore, mIt can be argued that the ideomotor movement contributes to the learning and adaptation of a person, stress resistance, accelerates rehabilitation and the achievement of various other goals by reinforcing conditioned reflexes, developing new skills. which also helps in difficult situations maintain clarity of mind and act confidently.

So, for the implementation of the ideomotor act, it is necessary to imitate the motor and affective reactions of a person, comparison, analogy, empathy (Ananiev B.G., 1955; William James, 1962; Annett M.A., 1976; Belkin A.A., 1983; Bogin M.M., 1985; Ermakov P.N., 1988; Kandyba D.V., 1994,Kandyba V.M.,1996).

In addition, many different meditation training techniques can be found in the literature, some of which are aimed at relaxing or contracting muscles through the performance of certain specific movements or their presentation. An image that can cause some kind of contraction or relaxation of muscles is already another phenomenon called "ideomotor movement", so it turns out that meditative training is directly related to such a phenomenon as ideomotor movement. But that's a separate issue...

N. Defoy.

P.S. Modified and edited this article was included in the book: Natalia Defoy "The influence of meditation training on the level and channels of empathy"

Literature:

1. Annette M.A. Coordination of hand preference and skill replicated // British Journal of psychology, 1976, no. 67.

William James Psychology Briefer Course. Collier books. - N.Y., 1962.

Aliyev H. Modern technology of self-regulation according to the key system of Hasai Aliyev. - 1981.

Belkin A.A. Ideomotor training in sports. - M., 1983.

Bogin M.M. Education motor actions. - M .: "Physical culture and sport", 1985.

Ermakov P.N. Psychomotor activity and functional asymmetry of the brain. - R-on-D .: RGU, 1988.

Kandyba V.M. Beyond human capability. - S.-P., 1996.

Kandyba D.V. Hypnosis technique. - S.-P., 1994.

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Learn to listen- this is the most important condition for a correct understanding of the point of view of the interlocutor, and in general - the key to successful business communication. The real "art of listening" is manifested in the fact that the listener:

• always refrains from expressing his emotions while the speaker is presenting information;
• “helps” the speaker with encouraging gestures (nods), a smile, brief remarks, unobtrusively, but so that he continues the conversation.

Statistics say that 40% of the working time of modern administrators is devoted to listening, while 35% is spent on speaking, 16% on reading, and 9% on writing. However, only 25% of managers really know how to listen.

Everything affects the ability to listen: a person’s personality, his interests, gender, age, a specific situation, etc.

Interference with hearing

Conversation creates hearing interference:

Internal interference - the inability to turn off your thoughts, which seem much more significant and important than what the partner is saying right now; an attempt to insert one's own line into the speaker's monologue in order to create a dialogue; mental preparation of a response (usually objections);

External interference with listening, for example, the interlocutor does not speak loudly enough or in a whisper at all, has bright mannerisms that distract from the essence of his speech, monotonously “mumbles” or, conversely, “swallows” words, speak with an accent, twirls foreign objects in his hands, constantly glances at his watch, fussing, etc. External mechanical interference includes: traffic noise, sounds of repairs, constant peeking into the office of strangers, phone calls, as well as uncomfortable indoor conditions (hot or cold), poor acoustics, unpleasant odors; distracting attention environment or landscape, bad weather; even the color of the walls in the room plays an important role: red is annoying, dark gray is depressing, yellow is relaxing, etc.

Types of listening

American communication researchers have identified four types of listening:

directional(critical) - the listener first critically analyzes the received message, and then tries to understand it. This is useful in cases where various kinds of decisions, projects, ideas, opinions, etc. are discussed, as it allows you to select the most useful information from a given point of view, but it is not very promising when new information is discussed, new knowledge is communicated, because , tuning in to the rejection of information (namely, this is what criticism implies), the listener will not be able to focus his attention on the valuable that it contains; with such a hearing, there is no interest in information; about

empathic- the listener “reads” feelings more than words. This is effective if the speaker evokes positive emotions in the listener, but is unpromising if the speaker evokes in his own words negative emotions;

non-reflexive listening involves minimal interference with the speaker's speech with maximum focus on it. This is useful in situations where the partner seeks to express his point of view, attitude to something, wants to discuss pressing issues, experiences negative emotions; when it is difficult for him to express in words what worries him or he is shy, unsure of himself;

Active(reflexive) listening is characterized by establishing feedback with the speaker through: questioning - a direct appeal to the speaker, which is carried out using a variety of questions; paraphrasing - stating the same thought in other words so that the speaker can assess whether he was understood correctly; reflections of feelings, when the listener focuses not on the content of the message, but on the feelings and emotions that the speaker expresses; summarizing - summing up what was heard (summary), which makes it clear to the speaker that his main thoughts are understood and perceived.

How to Become the Perfect Business Listener

Do not interrupt or interrupt your interlocutor. Let the person finish their thought. Silence makes a person keep talking. Listen to your customers and they will continue to answer the question to fill the silence.

Don't look at the clock. If you want to know what time it is, do it discreetly, otherwise the interlocutor will perceive this gesture as a lack of interest in him and a desire to get rid of him as soon as possible.

Do not finish the sentence for your interlocutor. Patiently wait for the interlocutor to express his thought to the end, do not interrupt him impatiently: “You already said that,” which can discourage a person from any desire to continue communicating with you.

Ask a question, wait for an answer. Even if the pause that has arisen after the question has dragged on, still do not be tempted to answer instead of the interlocutor. A pause is a sign that your partner is in this moment thinks about the question, prepares the answer to it. The pause may be unnerving, but if you've asked a question, have the patience to wait for an answer.

Your posture should not be cheeky and "closed" from the interlocutor. Do not fall apart in a chair, sit up straight, you can lean forward slightly. This will show your interest in the conversation.

Do not negotiate if you are not feeling well. When you feel unwell, it is difficult to focus on another person and show the interlocutor that you are listening to him. Better reschedule the meeting.

Maintain constant eye contact. Even if you listen carefully to the interlocutor, but at the same time do not look him directly in the eyes, he will conclude that you are not interested, so you are thinking far away from him and his problem.

Turn to face the interlocutor. It is unethical to talk to a person, being in relation to him or her side or back, but linden to a computer or something else. Be sure to turn around to the interlocutor with your whole body, one turn of the head is not enough.

nod. This is a very effective way to show the interlocutor that you are listening and understanding. However, by nodding too hard, you are signaling to the other person that your patience is over and it is time for them to end the conversation.

Set the verbal feedback. Replies like “Yes, of course, this is interesting ...”, etc. are designed to verbally confirm that you are listening to the interlocutor. This is very important to maintain contact.

Don't be afraid to ask clarifying questions. If something is not clear to you, you are not sure that you understood the interlocutor correctly, ask clarifying questions. This will give you the impression of a person trying not to miss important points of the conversation. There are many clarifying questions: “Do you mean that ...”, “Did I understand you correctly ...”, “Please explain ...”, “Do you want to say ...”, etc.

Resist the temptation to refute information that is new to you. People prefer to argue. If you hear from the interlocutor something that does not correspond to your beliefs or differs from your ideas, do not attack him and do not defend yourself, defending your point of view. It’s better to just ask: “Where did you get such information?”, “Why do you think so?”, “What explains your position?”

Avoid the syndrome: "But I have ..." The client can talk about anything, do not try to impress him with your "even cooler" personal experience seizing the initiative from him. The client, after being interrupted, can generally shut up and close.

Take notes. This has the following advantages: you suppress the impulse to interrupt the speaker; you can react on paper to possible anger starting in you and calm down for your answer in the future; already when listening, you will be able to separate the important from the secondary; really get into all the essential issues, which is especially important when it's your turn to speak; your negotiating partner to conclude that they are serious if they take notes to themselves during a speech.

Ability to listen to the interlocutor

Success largely depends not only on the ability to convey information, but also on the ability to perceive it, i.e. listen.

One wise man said that we have two ears and one mouth, and they should be used in this proportion, i.e. listening twice as much as talking. In practice, it turns out the opposite.

The idea that you can listen in different ways, and “listen” and “hear” are not the same thing, is fixed in the Russian language by the very fact that there are different words for effective and ineffective listening. All owners of healthy and efficient hearing organs can hear, but in order to learn how to listen, training is needed.

Lack of listening skills is the main cause of ineffective communication, and it is this that leads to misunderstandings, mistakes, and problems. With seeming simplicity (some think that listening means just keeping quiet), listening is difficult process, which requires significant psychological energy costs, certain skills and a general communicative culture.

There are two types of listening in the literature: non-reflexive and reflective.

Non-reflective listening this is the ability to be attentively silent, not interfering with the speech of the interlocutor with your remarks. Listening of this kind is especially useful when the interlocutor shows such deep feelings as anger or grief, is eager to express his point of view, wants to discuss pressing issues. Answers in non-reflective listening should be kept to a minimum such as “Yes!”, “Well, well!”, “Continue”, “Interesting”, etc.

In business, as in any other communication, a combination of non-reflective and reflective listening is important. Reflective listening is the process of deciphering the meaning of messages. Reflexive answers help to find out the real meaning of the message, among which there are clarification, paraphrasing, reflection of feelings and summarizing.

Finding out is an appeal to the speaker for clarification using key phrases such as: "I did not understand", "What do you mean?", "Please clarify this", etc.

Paraphrasing- the speaker's own wording of the message to check its accuracy. Key phrases: "As I understand you...", "Do you think that...", "In your opinion...".

At reflection of feelings the emphasis is on the listener reflecting the emotional state of the speaker with the help of phrases: “You probably feel ...”, “You are somewhat upset ...”, etc.

At summarizing the main ideas and feelings of the speaker are summarized, for which the phrases are used: “Your main ideas, as I understand it, are ...”, “If you now summarize what you said, then ...”. Summarizing is appropriate in situations when discussing disagreements at the end of a conversation, during a long discussion of an issue, at the end of a conversation.

Common Listening Mistakes

Scattered attention. There is a misconception that you can do two things at the same time. For example, write a report and listen to your colleague. From time to time, you can nod, depicting attention to look into the eyes of the interlocutor. But attention is focused on the report, and the person only vaguely imagines what the interlocutor is talking about. You can avoid the distracted attention trap by prioritizing: choosing the activity that is more important.

Screening occurs when an opinion is formed in advance about what the interlocutor is trying to say. As a result, attention is drawn to only that information that confirms the first impression, and everything else is discarded as irrelevant or insignificant. You can avoid this trap only if you approach any conversation with an open mind, without making any initial suggestions and conclusions.

interruption interlocutor during his message. Most people interrupt each other unconsciously. Managers often interrupt subordinates, and men - women. When interrupting, you need to try to immediately restore the train of thought of the interlocutor.

Hasty objections often arise when disagreeing with the statements of the speaker. Often a person does not listen, but mentally formulates an objection and waits for the turn to speak. Then he is carried away by the justification of his point of view and does not notice what the interlocutor was really trying to say.

Active listening should:

• stay open-minded. Any comments, especially of a critical nature, increase the interlocutor's reluctance to talk about problems that deeply affect him. This will also make it difficult to identify his real feelings, motives and needs;
• study the facial expression of the interlocutor, his gestures and posture, revealing the degree of his truthfulness;
• pay attention to the tone of the message. Any discrepancy between content and form may indicate deeply hidden feelings;
• listen to more than just words. Important parts of the message are often conveyed by pauses, emphasis, and hesitation. Long pauses and repetitions betray alarm;
• make it easier for reticent, shy, or slightly tongue-tied interlocutors by inserting encouraging comments into their monologues, such as “I understand”, “of course”. At the same time smile, look at the interlocutor and take an interested look;
• try to put yourself in the position of an interlocutor, look at the situation through his eyes and hear everything with his words;
• check your understanding of what you heard with the help of questions: “who?”, “what?”, “when?”, “where?”, “why?”, “how?”;
• use the PTS technique for additional ideas, information and comments. This means that you need to start with the Positive moments of the interlocutor's proposal, then find the Interesting and only then turn to Negative aspects his ideas.

Building communication skills takes both time and patience.

AT ancient times Russian priests noticed that the human psyche works better in special, altered states of consciousness, which manifest themselves primarily by the automaticity of the actions performed, the weightlessness of the body, the fatiguelessness and rationality of movements. And since the Russians

were a military caste and priestly class in most countries of the Ancient World, then the secrets discovered by the priests, as in modern times, first of all came to the military.

The training of a professional warrior lasted for many years and its goal was the daily training of all the basic military techniques of attack and defense to such an extent that the practical skill became automatic, i.e. performed instantly, adequately and unconsciously. Samples of such art have survived to our time, when a Cossack in an instant could cut down a tree with a saber at full gallop and it continued to stand without moving, and the swing of the saber was so lightning fast that the eye of the observer simply did not see it. Neither before nor after did the Cossack feel his body or horse, his consciousness was inspired and unusually clear.

So, the ancient Russian priests decided to use trance states to speed up military training and improve the fighting qualities of Russian soldiers. And, indeed, the use of trance sharply reduced the terms of combat training and dramatically increased the military qualities of Russian soldiers - they could fight for several days, defend themselves and pursue the enemy, they never got tired and always won, and to a large extent

outnumbered and practically without loss, since no one could defeat the war-Rus. This state - the "Russian spirit", was able to educate all soldiers, up to Christianization under the Great Kagan Vladimir, in 988.

Over time, the "trance movement" spread to all other aspects of life - ritual dances, drawing, poetry, literature, sculpture, theater, sports, dowsing, etc.

The discovery of Russian priests quickly spread throughout to the ancient world and was eventually developed in the martial art and culture of most peoples of the world.

The psychotechnique of entering a trance consisted in achieving weightlessness through the "emergence of hands", and then moving on to the necessary activity - writing, drawing, eating, fighting, sex, oratory, etc.

The greatest contribution to ideomotor psychotechnics was made by the abbot of the Shaolin monastery, Bodhidharma, who called it "ch'an". It was in China, Japan and other easternmost countries, where Christian ideologists had not yet been able to reach, that the ancient Russian art of the trance movement was partially preserved in the form of various martial, mystical, health and religious systems.

Other peoples have ideomotor psychotechnics, i.e. the technique of entering a trance through automatic movements has been preserved in the form of various simple rhythmic and monotonous movements, accompanied by special rhythmic music or singing.

An example applied use ideomotor psychotechnics was ancient dowsing, when, in order to search for water or ore, they took a split vine in their hands, then they achieved the ascent of hands with the vine put forward, then, feeling the general weightlessness and the special euphoria of trance and expected good luck, they began to look for water or ore hidden in the ground, expecting that over the place where they are hidden, the hole will ideomotorally tremble down.

In the Middle Ages, ancient ideomotor psychotechniques of divination and divination spread throughout the world through ideomotor (automatic) writing and ideomotor (automatic) speech. Then Christian ideomotor psychotechniques of entering a trance by "surfacing hands" appeared in the Athos monastery. Then ideomotor psychotechnics appeared in the systems of mystics (Blavatsky, Gurdjieff, Uspensky, etc.), scientists (Bekhterev, Platonov, Kandyba, etc.), as well as among spiritualists (involuntary tapping, pressure, twitching, etc.), psychics ( pendulums, frames, etc.) and psychiatrists (Aliev, Erickson, etc.).

Fans of spiritualism believed that there is life after death, and at a spiritualistic seance one can "hear the voices" of dead people, see their "spirit", etc. In order to establish connections with the "spirits" of the dead, they resorted to the help of special tools, for example, an Ouija board with the alphabet printed and the words "yes" or "no" (as in dowsing). The medium asked a question, then put his hand on a pointer or a glass cup turned upside down, and due to the ideomotor (automatic, unconscious) movements of the medium, the medium “independently” moved from letter to letter, adding up the words of the “answer” (mediums believed that their hand was leading "spirit" of the deceased).

In the version of ideomotor (automatic, unconscious) writing, the medium held a pen or pencil over a sheet of paper in relaxed fingers and then, entering a trance, began to write or draw something, believing that the “spirit” of the deceased was doing this with his hand. There are cases when a medium wrote down several texts at the same time, with both hands and on different languages! Sometimes (for example, in France) a "tablet" was used for ideomotor writing - a plate on rollers with a hole for a pencil.

Some mediums who mastered the psychotechnics of ideomotor speech claimed that the spirit of God or some person had entered into them and spoke through them, often with a slightly or greatly changed voice and manner of pronouncing. And sometimes the ideomotor speech of a medium or a soothsayer (Wang and others) is difficult to understand and looks like a painful delirium that needs a special "decoding".

The phenomena of ideomotor art are interesting: ideomotor painting, when the medium believed that some particular artist was his hand, and ideomotor music or composition, when the medium believed that the "spirit" of some famous musician or composer had entered into him and played or composed and writes music. The same is true with ideomotor sculpting of sculptures, etc.

Currently, ideomotor psychotechniques are used in psychotherapy, psychoanalysis, self-regulation and in SC science: SC creativity, SC sports, SC autotraining, SC medicine, SC pedagogy, etc.

The literature describes cases when people with high sensitivity unmistakably detected groundwater, ore veins using a water-detecting (ore-detecting) twig. As early as the end of the 11th century. Lebrun believed that the reason for the movement of a water-seeking twig is the will of a person, and the direction is determined by his desires. Later, M. Chevrel (In 1853) also pointed out that the expectation of a certain oscillation from the side of the twig is the main reason for this oscillation. Kircher then determined that the twig does not lean towards water or metal unless it is in the hands of a person. According to M. Chevrel, A. Lehmann, N.A. Kashkarov, experienced seekers can recognize the location of a source or ore vein by the characteristics of soil and vegetation, and the thought that has arisen is manifested in the movement of a twig.

In the last century, a kind of "psychic epidemic" - table-turning - began to spread rapidly in America. Its essence was as follows: the participants of the session sat around the table, putting their hands on it, and intently awaited "messages from the other world." Thought impulses, imperceptible

eye, transmitted various movements, crackles to the table, which was perceived as the answers of "spirits". "Table-turning" has become a fashion that has captivated hundreds, thousands and hundreds of thousands of people. However, it was at this time that sober-minded scientists began to investigate the nature of all "mysterious" phenomena in which a connection between thought and movement was found. Then the term "ideomotor act" (W. Carpenter) was introduced, which was used in empirical psychology to designate motor reactions that automatically arise after the idea of ​​movement.

The first studies and theoretical substantiation of ideomotor reactions were made by prominent scientists: M. Faraday, M. Chevrel, J. Brad, D. Mendeleev, V. Carpenter and others.

AT simple experience holding a cord in his hand, to the end of which a load is suspended, M.Chevrel discovered that with intense "thinking" about the movement of the pendulum clockwise, the load begins to move in this direction, describing a circle. The subject makes barely noticeable movements with his hand, without noticing them himself. M. Faraday in experiments with the help of physical registration proved that the hands of the participants in spiritualistic sessions inform the table of a series of unconscious ideomotor impulses. This was also confirmed by J. Brad, who noted that the table starts to move only when the participants in the session are waiting for it: if their attention is distracted, then there is no movement. D.I. Mendeleev on the manometric table accurately registered each, even the weakest pressure on him, and thereby proved the existence of an ideomotor act. American doctor G. Beard published a small brochure "On the psychological foundations of mind reading." Then W. Carpenter in England and W. Preyer in Germany, independently of each other and not knowing about G. Bird's brochure, gave identical explanations for this phenomenon.

Exploring the relationship between facial expression and the activity of facial muscles, P.F. Lesgaft also described ideomotor reactions. In the 90s of the last century, the commission of the Russian Society experimental psychology came to the conclusion that the so-called mind-reading is nothing but

as "muscle reading", i.e. deciphering minimal muscle movements. Later, A. Lehmann, using a kymograph, recorded the curves of the ideomotor act, and I.M. Sechenov, observing himself, established a connection between internal and external speech and the presence of ideomotor speech movements.

In the scientific works of I.M. Sechenov (1863), L. Levenfeld (1903), I.R. Tarkhanov (1904), V.M. Bekhterev (1925), I.P. Pavlov (1951) there are a number of examples of how vivid representation and self-hypnosis affect the vascular-motor system, various bodily and many vegetative processes and cause hallucinations, hysteroid convulsions, often with a fatal outcome. So, with the imagination of frost even in the heat

"goosebumps" appeared, at the memory of the disgusting - nausea and grimaces, at the thought of the terrible - trembling in the body, stigmas, seizures. A case is described when a girl who fell into religious ecstasy developed bleeding ulcers on her arms and legs exactly in those places that corresponded to the wounds of the crucified Christ.

M.F. Andreeva recalled that when Gorky described the scene of the murder of a woman in the story "The Town of Okurov", he vividly imagined her pain, sensations, wound to such an extent that he fainted, and he formed a stigma at the site of the alleged wound which lasted for several days.

Gradual turning of the eyeball at the thought of an object that is out of sight; response sound kinetics of the body, the listener to the words of the speaker or singer; involuntary, barely noticeable movement of the fingers of pianists, reproducing the melody in the mind; sweating, increased heart rate when experiencing observed or imagined stressful situations; an obsessive thought about failure before a performance by an artist, an athlete and its realization in erroneous actions; micromovements of the body and face of a person who seeks to hide his desires, actions - all these phenomena are caused by ideomotor acts (reactions), involuntary movements that automatically arise after the idea of ​​them.

Studies of ideomotor acts have given rise to the most

various theories. Thus, according to James's voluntaristic theory, the thought of movement causes it directly, mechanically. This theory defends the thesis about the transmateriality of mental processes that make up a dynamic whole, in which there is a cycle of thoughts and movements that form an ideomotor act. The ideomotor act turns out to be completely divorced from the materialistic foundations of the psyche and acts as an external expression of the non-material soul, opposed to material world. In contrast to this position, I.R. Tarkhanov interpreted the ideomotor act in the spirit of natural-scientific materialism. He was looking for the neurodynamic basis of the process, which he saw in the "aggravation", "strengthening" of motor traces that remain in the central nervous system of a person in a latent state of tension and manifest themselves in the form of real muscle movements. Attempts to interpret ideomotor reactions from idealistic and mechanistic positions were subjected to well-deserved criticism from K. Kornilov, S. Rubenstein and other Russian psychologists.

I.K.Spirtov in 1914 using the Lehmann apparatus, the principle of which is based on increasing the amplitude of movement by means of special system levers, recorded the slightest hand movements that occur during motor representations. The researcher was faced with the task of verifying the existence of an ideomotor act and identifying the conditions conducive to its greater manifestation.

In particular, a number of experiments involved a man whose arm was amputated above the elbow joint. The researcher suggested that he "make movements" with a non-existent part of the arm and studied the bioelectric potentials of the muscles of the stump and a healthy arm. The potentials had the same value. It was found that for the emergence of an ideomotor reaction, it is not enough just to focus on the representation of movement. It is necessary to have an interest caused either by a target setting for an imaginary action, or by its special emotional coloring.

In 1924, R. Allers and F. Sheminsky also showed that during the psychomotor representation of the clenching of the fist, the same action currents arise in the muscles as during the actual contraction of the muscles of the hand, squeezing it into a fist.

In the 1930s, E. Jacobson, with experiments using electrocardiographic recording of excitation impulses, described galvanographic changes in muscles that occur during imaginary actions. The galvanometric picture of muscle potentials turned out to be almost completely identical with

imaginary and real action(in the first case, only a lower voltage is detected). This issue was studied in particular detail by E. Jacobson in connection with the problem of exercising the muscular sense. The necessity of motor representations for the appearance of an ideomotor act was proved. At the same time, it was noted that impulses are sent to the muscles along the pyramidal nerve pathways by those cortical neurons, with the activity of which the experienced motor representation is associated.

Investigating the neuromuscular reactions to imaginary work in subjects well trained in muscle relaxation, E. Jacobson noted that the idea causes a real, albeit weak, contraction of the working muscles. Muscle tension is felt, but movement is not noticed. Micromovements of the hand correspond to the nature of the presented action: when presenting a single throw of the ball on the mecha-

On the chart, a single muscle contraction is noted; when rhythmic movements are presented, rhythmic muscle contractions are recorded. During the "work" of one hand, the muscles of the other remain passive.

Ideomotor acts perfectly illustrate the idea of ​​I.M. Sechenov that a thought is a reflex, more or less inhibited in its last, motor part, a reflex with a weakened end, and the arc of such a reflex passes through the neurons of the "mental organ" - the cerebral cortex . I.M. Sechenov showed that stimulation of afferent cells certainly causes corresponding movements.

Numerous studies of domestic and foreign physiologists and clinicians show that during the period of direct preparation for the upcoming activity, under the influence of only motor representations, the functional state of many body systems that participate in the actual implementation of the motor act changes. So, when you imagine the action, blood circulation increases (IR Tarkhanov, 1904, E. Weber, 1810). If a person hypnotized during light work is told that it is heavy, then fatigue and shifts in the cardiovascular, respiratory and other systems develop according to suggested, and not real work (D.N. Shatenshtein, 1936). "Imaginary drinking" affects not only the functioning of the central and reflex apparatus that regulate the phenomenon of "thirst", but also all the distribution of water in the body (K.M.Bykov, AD.Slonim, 1958). It was found that a two-minute imaginary work changed the motor chronaxy of the subjects (i.e., excitability and lability of the peripheral nervous system upwards (V.V. Efimov, A.D. Zhuchkova, 1937). Comparison of frequency and amplitude ratios in those obtained simultaneously with muscle work in electroencephalograms and electromyograms shows a change in brain potentials in connection with the mere idea of ​​​​work and in a state of readiness for it (P.I. Shpilberg, 1941).

In 1944, L.L. Vasiliev and E.Yu. Belitsky once again experimentally confirmed the presence of an ideomotor act and identified the types of ideomotor reactions. Registration of torso swaying on the pneumatic platform showed that the types of ideomotor reactions generally correspond to the types of suggestibility. Four years later, A.V. Penskaya, studying the recording of tremor in blind and sighted people, came to the conclusion that all healthy subjects, both sighted and blind, to a greater or lesser extent lesser degree capable of ideomotor reactions. It's been confirmed further research bioelectric phenomena in the motor zone of the cerebral cortex and in the muscles during the ideomotor act (Yu.S. Yusevich, 1949; M.S. Bychkov,

1953; A.N. Sokolov, 1957; A.I. Roitbakh, Ts.M.Dedabrishvili, I.K-Gotseridze, 1960; A.Ts.Tsuni, Yu.Z.Zakharyants, E.N.Surkov, 1961).

Studies have shown that the currents of ideomotor excitation of muscles, both in quantitative characteristics and in the shape of the curve, are similar to the action currents during real movements. So, on the electroencephalograms (EEG) of the motor zone obtained during an ideomotor act, a lot of very slow waves of large amplitude appear, giving the EEG the appearance of a curve typical of muscle ideomotor and real currents. This indicates that the excitation during an imaginary action is to a certain extent similar to the excitation during a real action. The similarity of muscle and brain rhythms indicates their probable constant interaction in the process of ideomotor, which, as it were, includes both the brain and muscles into a single working system.

A theoretical explanation of the physiological mechanisms of ideomotor reactions was given by I.P. Pavlov. He wrote: "It has long been noticed and scientifically proven that once you think about a certain movement (i.e., you have kinesthetic ideas), you involuntarily, without noticing it, are produced."

Kinesteric cells of the cerebral hemispheres, excited by movement from the periphery, can be irritated centrally and send impulses through the corresponding cell to the peripheral organ. When irritated by the weak electric shock certain points on the surface of the motor area of ​​the cerebral cortex, there are strictly defined skeletal movements. Therefore, "a kinesthetic cell, irritated by certain passive movements, produces the same movement when irritated not from the periphery, but centrally."

IP Pavlov noted that kinesthetic cells can communicate with any other cells (auditory, gustatory, etc.) and the process between them can "move back and forth." Due to this connection of the kinesthetic cells of the motor analyzer with the cells of many other analyzers visual perception objects and the perception of speech cause the revival of traces of a whole system of temporary connections in the area of ​​the motor analyzer, corresponding to the system of previously performed movements. As a result, according to the mechanism of central excitation of the kinesthetic cells of the cortex, the idea of ​​these movements arises.

The resulting excitation of kinesthetic cells spreads to the cells of the motor, speech-motor and other analyzers. From here, impulses are transmitted to the "working organs" - muscles, internal organs and cause appropriate external reactions.

Thus, the basis of the ideomotor act is motor representations. At the same time, not only unconsciously arisen, but also consciously evoked representations pass into minimal movements. This is the conscious reactivation of certain kinesthetic cells, as in the performance real work, and when it is mentally reproduced, it reinforces and enhances intercentral relationships, which contributes to a more rapid formation of a motor stereotype.

In the light of I.P. Pavlov's teachings on the first and second signal systems, the mechanisms and features of trace phenomena in the motor analyzer are found, acting, in particular, in the form of an ideomotor act.

Based on the teachings of A.A. Ukhtomsky about the dominant, the excitation of kinesthetic cells in the cortex associated with motor representations can be characterized as a dominant focus, which is amplified and reinforced by additional muscle impulses as a result of those minimal muscle contractions that occur during an ideomotor act.

The conditioned reflex nature of ideomotor reactions is confirmed by the results of a number of electroencephalographic (EEG) studies. In this case, the ideomotor act can be represented as a chain of isorhythmic reactions closing in a ring. Central excitation of the motor cortex

large hemispheres of the brain causes microcontractions of the muscles, while the resulting excitation of proprioreceptors becomes a source of peripheral impulses to the cerebral cortex. Thus, four main elements of the mechanism of the ideomotor act can be distinguished:

1) preliminary perception of movement and the associated excitation of kinesthetic cells;

2) the appearance of an image of a motor representation and the excitation associated with it, similar to that which took place during perception;

3) excitation in motor cells, arising on the basis of their temporary connections with kinesthetic cells;

4) transmission of excitation to the muscle and response working reaction.

From the point of view of neurophysiology, the training effect of representation is a consequence of fixing certain connections in a functional dynamic system during repeated mental performance of specific actions in the same way as it happens with their repeated practical repetition.

Consequently, the training effect of representations is associated with the reinforcement of the motor dominant in the nerve centers and with the additional effect of the reverse afferentation that occurs during the actual execution of the movement.

All this shows how strongly motor representations influence the change in the functional state of many body systems and the bodily manifestations of a person. At the same time, the results obtained after the presentations are similar to the results obtained after the real perception of objects,

things, phenomena, feelings, movements and actions. All this points to the enormous possibilities of using ideomotorics in various areas of human activity.

The problem of ideomotorics occupies a significant place in pedagogical research related to various types human activities: SK-therapy, art, aviation; sports and others.

G. Ruben-Rabson (1941) came to the conclusion that ideomotor training improves the memorization of piano playing technique. The remarkable Russian pianist I. Hoffman wrote that, just as the action of a finger is determined primarily in the mind, so each passage must be completely prepared mentally before it is tried on the piano.

Cases are described when musicians, deprived of an instrument for one reason or another, mastered the program ideomotorically, on the basis of internal hearing, and subsequently performed with high technical skill. The well-known pianist I.I. Mikhnovsky believes that not particularly difficult things can be prepared for performance without an instrument, provided that they do not contain any unmastered techniques, and a thing prepared in this way is remembered in all details more firmly, due to the fact that "mechanical mastery of any details only with the help of fingers" is excluded.

The system of education of an actor created by K.S. Stanislavsky is largely based on ideomotor. The imaginary image and the experience associated with it act as a stimulus for stage reincarnation. The study of the mental foundations of the stage reincarnation of an actor shows that a fixed attitude is being developed to an imaginary situation and an attitude towards it is created, which would be the case if this situation were real. S. Gippius (1967) gives examples of actor's training, which improves the plasticity of the nervous system and allows you to consciously reproduce the work of the mechanisms of vital action - the mechanism of perception and reaction of switching mechanisms.

Describing the essence of his psychological experiments, V. Messing (1961) noted that he is guided by ideomotor signals, which the conductor involuntarily gives him, thinking intensely about the upcoming mysterious movements. Ideomotor acts of a person were widely used in their performances by hypnotists and artists: Brodie, Feltsman, Cooney, Dadashev, Ignatenko and others.

As noted above, a vivid representation of any movement, the concentration of attention on it cause the involuntary implementation of this movement. In production, ideomotor acts are often the cause of many erroneous actions and even accidents. K.K. Platonov (1962) gives interesting examples when a driver's student has the thought: "Now I'll run into a pole" - sometimes it is realized in erroneous movements instead of corrective ones. There is reason to believe that some cases of collision of aircraft in the air, as well as arbitrary premature pulling out of the ring during parachute jumps, are caused by a similar manifestation of ideomotor. At the same time, numerous experiments indicate significant influence kinesthetic ideas and sensations on the correct regulation of working movements.

A number of studies show the possibility of using ideomotor reactions to create bioelectric control systems. So, for the purposes of control, the biocurrents of skeletal muscles, as well as the cardiac muscle and muscles that control respiratory movements, were used.

In 1956, a prosthesis of a metal human hand was designed, controlled by the biocurrents of the muscles that flex and extend the fingers.

The Polytechnical Museum has a model of an electric train that anyone can "mentally" control: an ingenious mechanism and a person's hand are connected by a thin wire through which biocurrents are transmitted.

The founder of cybernetics, Norbert Wiener, wrote about the possibility of a completely new, direct contact between a person and a machine, about creating systems in which unprecedented mechanical structures would obey the brain, like the muscles of a living hand.

In aviation great importance is given to the development of "flying feeling". The researchers point out the importance of pilots' preliminary "drawing of the flight" and note that imaginary flights contribute to the automation of the sequence of actions and the procedure for developing flight skills among cadets.

The method of deliberate presentation is used both in the initial formation and improvement, and in the restoration of flight skills after a break in flight.

There are reports in the literature about training with imaginary movements in medical practice.

So, N.A. Popova (1955), describing the method of restoring motor functions in patients with central paralysis of vascular origin in patients, reports the great effectiveness of this method. And the method of using ideomotor movements developed by Z.M. Ataev (1973) helps to restore the functions of the injured limb even in cases where the reproduction of movements is difficult or impossible, for example, with plaster immobilization. Important role ideomotor plays in sports activities. Back in 1899, the American scientist D. Anderson tried to find out whether it was possible to prepare the muscles for performing gymnastic exercises, if the movements were only imagined, but practically not performed. Numerous experiments have given positive results.

In subsequent years, this position was experimentally tested and confirmed by a large number of studies on psychomotor in different countries. It has been convincingly proven that ideomotor training helps to increase attention to the activity and its awareness, as a result of which the quality of the exercises improves, the accuracy of movements increases, the learning process accelerates and it becomes possible to initially master an unfamiliar action without its practical implementation.

The first experimental work on ideomotor practice in the training process of athletes was carried out in the USSR. A.Ts.Puni, starting from 1940, for many years conducted research on athletes of various specialties. He noted that the performance of sports exercises both in the process of training and at competitions is much more effective when practical implementation exercises are preceded by "mental" execution. According to his research, as a result of training by imagining movement, the tested athletes increased: speed

movement by 34%, accuracy ranging from 6.4 to 16.8% and muscle strength of the hand by 34%. In 1967, A.Ts.Puni put forward a position on the polyfunctional nature of the representation of movement.

In 1943, R. Wendel, R. Davis and G. Clagston revealed the effect of ideomotor training in archery, throwing a spear at a target and determined that this training brings the same effect as practical training. Later, A.Ts.Puni (1948) observed an increase in the distinctness of motor-muscular sensations and ideas in fencers and skiers.

L-Halverson (1949), after conducting research on basketball players who studied throwing a ball into a basket with one hand, concluded that approximately 500-time ideomotor reproduction of this action increased the result by 13.4%. W. Twinning in 1947 conducted similar studies on athletes throwing a ring at a target. In the control group, where special training was not carried out, there was no improvement in the result. In the same study, the group of subjects who used only ideomotor training increased their results by 36%, and the group that trained practically - by 37%. In 1952, V. Sgidle in baseball received an improvement in the results in groups, respectively, by 7.6; 9;

15.3%. According to E. Trussell (1953), the combination of one week of ideomotor training with two weeks of physical training while juggling a tennis ball gave the same result as physical training for three weeks. R.S. Abelskaya (1955) - after mentally replaying actions in the process of solving tactical problems - and R. Wilson (1960) - received similar results from tennis players when learning to strike from the left and right.

Many works indicate that effective improvement can only be achieved with a combination of ideomotor and physical training. At the same time, the influence of ideomotor training on the formation of skills is most effective when the student is previously familiar with the exercises and actions or has a certain motor experience. At the same time, separate studies (D. Jones, 1963;

A.A. Belkin, 1965) show that only through ideomotor training one can master a new exercise (a completely unfamiliar action) in a deep form without first performing it. But this ability is possessed only by individual highly qualified athletes. A number of studies have established that ideomotor training makes it possible to identify errors or redo an already learned motor skill, and may be accompanied by an effect if the mental performance of an action is not accurate and thorough enough.

The ideomotor method, with proper organization in each sport, can significantly increase "muscular endurance" (I. Kelsey, 1961), sports performance (G. Tivald, 1973) and help maintain the technique of complex exercises after a break in training (V.Ya. Dymersky, 1965; A.A. Belkin, 1969).

Ideomotor is effective in psychoregulation emotional states athletes before competitions (A.V. Alekseev, 1968).

So, the brain is the organ where the program of the future movement is formed, and the rest of the body systems, primarily the musculoskeletal system, carry out the planned program. The quality of the final result of our activity depends on how successfully the programming and executing systems function, and on how well they are interconnected.

In order for the mental images of the future movement to be embodied with maximum efficiency, it is necessary to use them correctly. Moreover, to use it quite consciously, actively, and not just rely on the processes that nature has endowed our body with. Representation, as a mental process, obeys certain laws.

First position- the more accurate the mental image of the movement, the more accurate, "cleaner" the movement performed.

Second position- only such a representation is called ideomotor, in which the mental image of movement is necessarily associated with the muscular-articular feeling of a person.

Mental representations can be "visual". In this case, a person sees himself as if from the outside, as if on a TV screen. It should be well understood that such "visual" representations have a very small training effect. After all, in this case, the impulses born in the brain are almost not transmitted to the muscles that must perform the intended movement. Therefore, the work goes as if in vain, there is not enough activity in the corresponding muscles. This can also be verified by experiment with a hanging load. Mentally imagine yourself as if in a "mirror", "look" at yourself from the side and try, looking at that "mirror" load hanging from the side, to imagine that it is swinging - it will turn out much worse.

The mismatch between the programming organ - the brain and the executing apparatus - muscles and joints is especially noticeable when observing a naked body of a person sitting motionless or lying with his eyes closed. In those cases when he thinks ideomotorically, "passes" ideas about movement "through himself", microcontractions and microrelaxations are quite clearly visible in his muscles. If the representations are purely visual in nature, then no micromovements in the muscles occur, although it seems to a person that he "passes" mental representations through his body. Therefore, by observing a person's muscles during ideomotor training, one can easily find out to what extent his mental representations of a particular technical element achieve the goal.

Third position- studies by a number of authors, in particular A. Puni, Yu. Z. Zakharyants and V. I. Silina, E. N. Surkov and others, proved that the effect of mental representations significantly increases if they are clothed in precise verbal formulations. It is necessary not only to imagine this or that movement, but at the same time pronounce its essence to oneself or in a whisper. In some cases, the words must be pronounced in parallel with the representation of the movement, and in others - immediately before it. What to do

in each case, practice suggests. The fact that words noticeably enhance the effect of mental representation is easily seen during the experiment with an object hanging on the finger. If you do not just imagine that the load begins to sway, let's say back and forth, but start saying the words "back and forth" aloud, then the amplitude of the oscillations will immediately increase.

Fourth position- starting to learn a new element of technique, it is necessary to imagine its performance in slow motion, as we see it when demonstrating a film shot using the rapid method. Slow thinking of a technical element will allow you to more accurately represent all the subtleties of the movement being studied and eliminate possible errors in time.

Fifth provision- when mastering a new technical element, it is better to mentally imagine it in the position that is closest to the actual position of the body at the moment of performing this element.

When a person, doing ideomotor, assumes a pose close to the real position of the body, there are many more impulses from the muscles and joints to the brain, which correspond to the actual pattern of movement. And it becomes easier for the brain, programming the ideal ideomotor idea of ​​movement, to "connect" with the executing apparatus - the musculoskeletal one. In other words, at

a person has the opportunity to more consciously work out the necessary technical element.

That is why exercise equipment is so useful, allowing you to take a variety of poses, especially where movements often occur in the air, after breaking away from the fulcrum. Having been in a state of a kind of weightlessness, a person begins to better feel the subtle elements of movement technique and better imagine them.

sixth position- during the ideomotor thinking of movement, it is sometimes carried out so strongly and clearly that the person begins to move involuntarily. And this is good, as it speaks of establishing a strong connection between the two systems - programming and executing. Therefore, such a process is useful - let the body, as it were, join itself in the execution of the movement that is born in the mind. Such a picture had to be seen most often when exercising with figure skaters. Standing on skates with their eyes closed, they unexpectedly began to move smoothly and slowly following their mental ideomotor representations. As they said, they are "led".

That is why, in cases where ideomotor representations are not realized immediately, with difficulty, it can be recommended to consciously and carefully connect ideomotor representations with the corresponding movements of the body and in this way connect the mental image of the movement with the muscles that perform it.

A few words about the so-called imitations. By imitating, performing as if in a hint a real movement or part of it, a person helps to form a clearer idea of ​​the technical element he needs, going, so to speak, from the periphery, from the muscles, to the center, to the brain. So the imitation of a variety of movements, which can often be seen during a warm-up, is a good help in preparing for this or that difficult exercise.

But, imitating, you need to consciously connect the performed movements with their mental image. If imitations are carried out formally or thinking about something else, imitation actions will not bring benefits.

Seventh position- It is wrong to think about the final result immediately before the exercise. This is one of the more common mistakes.

When concern for the result occupies a dominant position in the mind, it displaces the most important thing - the idea of ​​​​how to achieve this result. So it turns out that, for example, the shooter thinks that he needs to get into the top ten, this thought begins to interfere with accurate ideas about those technical elements, without which it is simply impossible to get into the top ten. That's why he doesn't get in. “I overdid it, I really wanted it,” they say in such cases, forgetting that in order to achieve the desired result, one must not think about it, but rely on the mental images of those actions that lead to this result.

So, the ability to present it ideomotorically and accurately just before the execution of the movement, to name the executed movement with the appropriate exact words - this is the essence of the "ideomotor principle of the construction of movements".

Let's sum up the main results. So, in order to achieve high accuracy of movement, it is necessary:

first, to create an extremely accurate mental image this movement, at first at least visual;

secondly, to translate this image, while maintaining its high accuracy, onto the rails of ideomotor, that is, to make the movement such that, following its mental image, the corresponding muscle groups begin to function (albeit barely noticeable);

thirdly, to choose a programming verbal design for at least the most important - supporting - elements in the movement being worked out.

You can proceed to the fourth stage - the physical execution of the movement - only after the previous conditions are met, after the ideomotor image of the movement becomes accurate and stable and the muscles that are to perform the intended movement are well "kneaded".

Compliance with this principle of building movements, as practice shows, eliminates many complications and gives desired result much faster than the usual "trial and error" method.

And now a few words about SK-ideomotorics. So, it turned out that if the ideomotor idea of

movement through the SC, then the movement acquires a higher accuracy than after ideomotor training carried out in the normal state of consciousness.

There are two types of SC ideomotorics:

1) with the help of a teacher (hetero-SK-ideomotor) and

2) independent (auto-SK-ideomotor).

So, to summarize: mental preparation for complex auto-

Tomatic motor skills is a daily systematic, purposeful training of brain functions, primarily with the help of words and mental images corresponding to the words, while simultaneously training the ability to control one's attention and one's emotions.

And now a few words about ideomotor tests.

Under the ideomotor test, we understand the test of the ability to perform actions without visual control, only by motor representation, motor feeling. Ideomotor tests make it possible to react and measure the accuracy of spatial, temporal and power characteristics as simple,

as well as complex movements and actions performed by athletes after different options direct preparation for them. Test results can be recorded with devices, special devices and fixtures.

Kinematometers (manual and foot) allow you to get accuracy indicators of motor-muscular differentiation in the elbow, wrist, knee, hip joints when performing simple movements after appropriate ideomotor training. So, the subject sits sideways to the apparatus in a comfortable position and puts his forearm on the bed of the kinematometer. Makes several attempts to abduct the arm in a given amplitude, controlling the movement visually and trying to remember the motor-muscular sensations that occur in the elbow joint.

Then several times (depending on the task) ideomotor reproduces these feelings and performs 3-5 control attempts with closed eyes. The magnitude of the error is taken into account according to the graduated scale of the kinematometer; only the initial position of the subject or instrument changes.

Stopwatches determine the accuracy of ideomotor reproduction of speed, duration, simultaneity, sequence of movements of various parts of the body, individual actions and the exercise as a whole. Comparative analysis temporal parameters of ideomotor and real performance of tasks makes it possible to judge the effectiveness of ideomotor training, the ability of each individual to ideomotor and, indirectly, the state of his fitness and technical readiness for the competition.

Dynamometers (manual or dead with a clock-type indicator designed by Abalakov) show the accuracy of reproducing the statistical and dynamic efforts of the studied muscle groups. The indicator of the accuracy of muscle effort indicates the degree of influence of different types of settings on the effectiveness of the action.

Target screens, height meters, centimeter tapes record data (up to 1 mm), which can be used to judge the training effect of various ideomotor tasks. For example, on a special stand, taking into account the growth of the subject, a sheet of paper is attached with a circle drawn in the middle with a diameter of 15 mm).

The subject, standing at a distance of 0.5 m from the target, after trial attempts and preliminary ideomotor training, performs five injections into the target without visual control. Similarly, a test is carried out for performing a step forward from the main stance along a line drawn on the floor (a distance of 50 cm from the starting position) and raising the leg to a height of 50 cm from a standing position at the support sideways to the height meter. Errors are fixed according to the data obtained after calculating the deviations of the “pricks” points from the center of the circle and the toe of the foot from the control mark on the floor or on the height meter (in mm).

The training effect of movement representation is determined by the improvement of the result in comparison with the performance of control actions with the help of vision and without it.

The device for performing graphic tasks allows you to get graphic products, according to which you can establish the dependence of the effectiveness of writing figures on the training action of ideomotor tasks and indirectly diagnose the state of mental readiness for the upcoming action.

The design of the device is based on a device for conducting a myokinetic test (Mira, Lopez, 1939). The device consists of a stand and a working platform fixed on it, which is installed in two planes (horizontally and vertically) and can be shifted vertically depending on the height of the subject. A protocol-form is attached to the site. Graphic tasks can be: a horizontal line 5 cm long, equilateral triangle with a side of 5 cm, right angle, etc. Deviation from template is defined in mm and deg.

Influence individual abilities and skills in drawing and drawing are excluded by the conditions of the experiment: a pencil in this case serves not as a drawing tool, but as a scribe, registering the movement of the whole hand. The hand must not touch the work platform.

Tremometers (designed by Mede or Verhalo) and special tablets with carved figures included in the electrical network with an electric meter and an electric stopwatch (A.Ts. Puni, V.I. Sekun) allow obtaining objective information about the training degree of ideomotor tasks by the number of errors recorded by the counter from touching the tremometer probe and by the time it takes for the subject to "pass" the figures cut on the front panel of the tremometer and tablets.

The rowing apparatus and graduated screens make it possible to obtain data on the effectiveness of ideomotor training in natural conditions. The rowing apparatus is an installation (length 150 cm, width - 24 cm, weight - 5.2 kg) with a conventional kayak seat and an oar 115 cm long with thin needles or chalk attached to its ends. It can be installed on a flat sandy or wooden (plywood) platform. The traces left by the oar after strokes on both sides of the apparatus are measured in cm. In this case, the distance from the beginning of the wiring to its end and from the body of the apparatus to the point of "capture" of the oar is fixed.

Drawn graduated screen and special device allow you to register deviations from the exact performance of exercises and jumps after different variants of ideomotor training and settings (in degrees and cm). For example, correct execution complex jumps with 360 and 720 turns in our studies were considered landing in the marked area. The landing point was determined by middle line connecting the heels. The perpendicular reconstructed from this point showed the deviation from the ideal in degrees.

And now a few more words about teaching ideomotor phenomena.

The process of teaching the ideomotor method must be built on the basis of well-known didactic principles, as well as taking into account a number of specific principles:

1. The principle of motivated interest. It involves instilling a serious attitude towards the method. If it is not possible to create a deep and sustainable interest in the method, it will not give the expected effect.

2. The principle of universal efficiency. Actualization of motor representations is an effective means of self-regulation of unfavorable emotions. Ideomotor training brings up a number of necessary intellectual-volitional qualities (the ability to concentrate, intensity and stability of attention, a tendency to self-observation, self-analysis and self-esteem), develops cognitive interest and a creative attitude.

3. The principle of dominant efficiency. To the greatest extent, the training effect is manifested in mastering the spatial characteristics of movement, then temporal and, to a certain extent, power. Moreover, the more complex the motor action in terms of its kinematic structure and coordination, the more necessary it becomes to apply ideomotor training.

4. The principle of delayed effect. The first lessons at the initial stage of training are not always accompanied by a training effect. This is due to the lack of a sufficiently complete motion representation program. Beginners to use the ideomotor method in the early stages may lag behind in the pace of learning. However, soon, when motor-muscular representations acquire distinctness and stability, they significantly overtake students who train according to the usual method, without the use of ideomotor.

5. The principle of content efficiency. The content of ideomotor reproduction can be the entire movement or action from beginning to end with all the details and motor components (spatial, temporal and power); all movement (but generalized and curtailed); the most difficult, key moments of action; only its beginning and end. At the same time, against the background of the individual originality of the variants, a stable pattern is revealed: the greatest real training effect of the representation of movement is achieved with ideomotor reproduction in the motor-muscular images of the key moments of the action, its effective essence.

6. The principle of modeling. The effectiveness of ideomotor reproduction is enhanced in conditions of real simulation of actions. By manipulating the model (wire, plastic, graphic, layout), a person seeks to embody the technical model (image of movements) in real movement, fixing the main effective moments or poses in it. At the same time, the trainer can always get the necessary information, what image is being formed or has already been formed in the mind of the student, whether the desired corresponds to the actual. The result of such actions is the creation and consolidation of the optimal model for the student and the coach.

7. The principle of basing. Repeated and prolonged ideomotor reproduction of a movement or action tires the nerve centers. As a result, motor representations lose their brightness and clarity, become disordered, vague, which significantly reduces the effectiveness of ideomotor training. Therefore, it is advisable to mentally repeat the ideomotor task 4-5 times, and the task containing complex and lengthy exercises - once.