Purpose: To develop a module of need-motivational training tasks of the section “Volleyball for students aged 11-12”. The experiment involved the schoolchildren aged 11-12 (n=43). The schoolchildren had no contraindication to the physical education. Classes according to the author’s module of need-motivational teaching tasks were conducted with the secondary school students of the fifth form “A” (n=22, experimental class). Pupils of the fifth form “B” (n=21) took a traditional training program during the physical education lesson of the “Volleyball” section. The study was conducted for two months (October-December 2018). Each pupil used a fitness bracelet during the class monitoring the heart rate at a physical education lesson. Special testing was used in three blocks. The first block is the calculation of the number of correctly performed technical actions with the ball without a partner. The second block is the calculation of the technical actions in pairs through the net. The third block is an educational game. Statistical analysis of the data was performed using t-student test. Results: A significant (p<0.01 and p<0.05) advantage of the secondary school students of the experimental class was revealed in comparison with another approach to teaching the technical elements of volleyball. A higher mastery level of the basic elements in volleyball was obtained according to the special set of tasks: receiving and passing the ball with two hands from above; receiving and passing the ball with two hands from below (in place, with various types of movements, with lightened and complicated conditions) Conclusions: It is proved that an increase of the theoretical needful-motivational teaching tasks during the physical education classes has a positive effect on the activation of motor activity of the schoolchildren. The synergetic relationship between theoretical and practical training allows to achieve personal, regulatory, communicative, cognitive and objective results.

中文翻译：

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排球课训练期间，必要的激励任务是对11至12岁小学生进行技术训练的有效条件

目的：开发“ 11-12岁学生排球”部分中的需求动机培训任务模块。该实验涉及11-12岁的小学生（n = 43）。小学生没有体育锻炼的禁忌症。根据作者的动机动机教学任务模块，对第五级“ A”中学生进行了上课（n = 22，实验班）。第五种形式“ B”的学生（n = 21）在“排球”部分的体育课上接受了传统的训练计划。该研究进行了两个月（2018年10月至12月）。在体育课上，每个学生在上课期间都使用健身手环监测心率。在三个区块中使用了特殊测试。第一个步骤是计算无伴球的情况下正确执行的技术动作次数。第二步是通过网络成对计算技术动作。第三块是教育游戏。数据的统计分析使用t型学生检验进行。结果：与另一种教学排球技术要素的方法相比，实验班的中学生具有显着优势（p <0.01和p <0.05）。根据特殊的任务设置，对排球基本要素的掌握程度更高：用两只手从上方接球并传球；对接球的技巧更高。用两只手从下方接收和传递球（在原地，进行各种类型的动作，结论：事实证明，在体育课上增加理论上必要的动机教学任务对小学生的运动活动的激活具有积极作用。理论和实践培训之间的协同关系可以实现个人，法规，沟通，认知和客观结果。