Improvement of the national system of training qualified athletes requires constant search of new methodical approaches to the organization and content of the educational-training process, to the selection of means of special training according to the trends of development in the competitive activities. A distinctive feature of the modern basketball, according to the opinion of many experts, is providing active, dynamic, attacking the character to the game, increasing the number of complex and unexpected game situations to achieve the only aim - to throw the ball in the opponent's basket (S.V.Holomazov, 2003; and M. Batalov, 2006). The value of rational technology and its variability in economization of motor activity has increased significantly, the tactical actions have complicated and thus their informational content for the opposite team has decreased. Participation in the game with high intensity action in attack and defense makes every basketball player to master the technical and tactical actions skillfully, to focuse on the ground quickly, to make the right decisions and realize them quickly in constant changing situation with the shortage of time and space (S.V. Litvinova, 1999; V.K. Pelmenyev, 2000; V.N. Prytykin, 2003). One of the main means of training process is motor-coordination exercises, which are widely used in many sports and at all stages of preparation to competitive activities, they are included in the content of basketball players`training lessons. The leading experts repeatedly pointed to their function of structutal elements for the construction of new motor action as necessary to solve new technical and tactical tasks in basketball. (V.K. Balsevich, 2000; S.V. Holomazov, 2003; V.I. Lyakh, 2006). These exercises have acquired particular significance for the developing of the capacity to appraise and regulate the space-time and dynamic parameters of movement, sense of rhythm, ability to freestyle relaxation of muscles, maintaining the stability of equilibrium, statekinetical stability, capacity for reorganization of movement and orientation in space (Y. Portnov, 1989; D. Zhelezniak, 2001; S.V. Holomazov, 2003).
У результаті проведеного дослідження встановлено, що особливості здібностей студентів до погодження рухової діяльності при бігу та орієнтації у просторі полягають у поступовому їх формуванні від 1 до 2 курсу та значному покращенні від 3 до4 курсу.
