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<p><strong>Purpose:</strong> to develop the technique for assessment of quantitative indicators of execution efficiency of serves in competitions of beach volleyball league in Kharkiv among men's amateur teams.</p><p><strong>Material and methods:</strong> the analysis of statistical data, which are obtained as a result the pedagogical observations of power jump serves and aimed serves in 25 games of these competitions, is carried out (with total number of serves 2055). The following methods were used: analysis of scientific-methodical literature; pedagogical observation, methods of mathematical statistics.</p><p><strong>Results:</strong> calculated: distributions of power jump serves and aimed serves according to a certain four-point rating scale; quantitative indicators of execution efficiency of serves which are generalized by results of the analysis of the relevant statistical data. The results of the corresponding calculations showed that players tried not to execute serves in the 4^th, 5^th and 6^th conditional zones because the rival's players are there who after serve receiving in most cases precisely addressed a ball to the partner for the organization of attack in reply. Power jump serves weren’t also given to 1, 2 and 3 zones, and their greatest number was sent to the 8 and 9 zones. The direction of aimed serve generally concentrated in the 8^th and also the 2^nd zones of the playground. The assessment of indicators of serve efficiency, which were directed to different conditional zones of the court, is carried-out.</p><p><strong>Conclusions:</strong> the technique for carrying out the analysis of statistical data concerning execution of different ways of serves in beach volleyball competitions and assessment of the corresponding quantitative indicators of their execution efficiency is generalized. The results can be used in solving the problem of increase in execution efficiency of serves in the course of training and competitive activities of beach volleyball teams.</p>

Purpose: to determine changes in indicators of speed-strength abilities of volleyball players under the influence of a set of exercises according to the Tabata protocol. Material & Method: 10 volleyball players of the male student team "KhSAPC", aged 17-21, took part in the pedagogical experiment, they have the first category in volleyball. The experiment lasted 2 months and consisted in using the Tabata protocol in the educational and training process of volleyball players. In the dynamics of the experiment, the speed-strength abilities of a selected group of volleyball players were tested. The assessment of the statistical reliability of the results of a comparative analysis of the indicators studied in this work was carried out using a nonparametric sign test. Results: at the beginning of the pedagogical experiment, volleyball players had the following test results: push-ups for 20 s 17,30±0,45 times; standing long jump with push of two legs 229,20±2,98 cm; lifting the torso from the prone position in 30 s 30,40±1,37 times; throwing a stuffed ball weighing 1 kg from behind the head with two hands in a jump of 11,20 ± 0,93 m; jump up from a place (according to V. M. Abalakov) 49,60±2,51 cm. After the pedagogical experiment, the values of indicators of the speed-strength abilities of volleyball players for each of the five tests turned out to be significantly higher compared to the results of the corresponding tests obtained before the start of the experiment. Conclusions: the proposed sets of exercises according to the Tabata protocol turned out to be effective, as they made it possible to significantly improve (p˃0.01) the speed-strength abilities of volleyball players in all tests. The results obtained allow us to recommend the use of exercise complexes according to the Tabata protocol for the training activity of volleyball players.

The purpose of the study is to identify and categorise the lexical units denoting teachers’ emotions in the context of distance learning during the COVID-19 lockdown. Research methods: discourse and content analysis, categorisation, questionnaire “The emotional aspects and attitudes of teachers to various aspects of reform in secondary education”. The sample consisted of 413 teachers (90.3% female) who participated in an online survey. Teachers taught at different educational levels (i.e., elementary, middle and secondary schools). They completed self-report questionnaire that assessed their feelings towards remote learning. Predominantly positive and sthenic emotions (interest and joy) were reported regarding distance learning. The perception of online learning as the only possible form has changed teachers’ discourse regarding interaction with students: there was a shift from positive emotions towards negatively marked asthenic lexical units (disappointment, anxiety and disapproval). The emotional component of teachers’ attitudes towards online learning was characterised as undifferentiated in the beginning of distance learning. As teachers’ involvement in online learning increased, the share of respondents with an indifferent attitude decreased, while the share with a positive attitude towards this innovation - increased. Teachers’ discourse is characterised by a positive emotional connotation at the start of online learning; however, the awareness of the inevitability of such a format led to the predominance of negatively marked, asthenic emotions. A decrease was measured in the frequency of such lexical units such as “interest” and “joy”, while “confidence in oneself” has sharply increased.