Vector of conjugate motor and intellectual development realization

As estimated in the article, it is necessary totake into account heterogeneous connections between different aspects of personal development in the educational process. It gives usan opportunity to use positive and level negative transfers of one system onto another. The best studied in this aspect are correlationsbetween the development of motor analyser and mental functions. At the same time, there is some fragmentary scientific data, whichshows the process mentioned above at different ontogenesis stages. It is also proved that one of the most perspective research tendenciesis the study of motor and intellectual abilities correlation in ontogenesis. The theses formulated in the article are based on the wide experimental material, which has been collected for three age extracts during three years. Motor (power, quickness, endurance, speed-andpowerabilities) and intellectual abilities (Amthauer IST-test) were tested. The experimental data analysis shows that schoolboys of the6th grade characterized by low intellectual dynamics have higher rate of motor abilities dynamics. On the contrary, schoolboys characterizedby higher intellectual dynamics do not obtain such well-developed motor abilities, which does not seem to lower the developmentof their intellectual power. According to these facts, we could suggest that the intensive motor development at teen age lowers the intellectualdevelopment. At the same time the pupils of the 8th, the 10th grades, as well as the first and the second year university students,display an inverse correlation, i.e. a higher rate of motor abilities growth for young men with high intellectual dynamics are observed. Itis also necessary to note that while 6-grade schoolboys had higher quantity intellectual changes based on the originally higher intellectualdevelopment level, 8-grade and older young men showed different dynamics: they had higher quantity intellectual changes basedon an originally (a year before) lower intellectual development level. Based on the research results, the following supposition is made:for teenagers, the intensiveness of motor and the intensiveness of intellectual development are antagonistic in some way. We can saythat all this is directly connected with the cognitive psychology term "the syndrome of the 7th grade" characterized by a demonstrablelowering of schoolchildren's intellectual dynamics. It is obvious that pupils have a lowering of different levels. The latter is possiblyconnected with individual characteristics, which cause individual degrees of expressing the sensitivity of the motor development. Peoplewith more intensive motor development show the lowering of intellectual development, and vice versa.

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