Purpose. Supporters of the new theory of teaching of movement advocate the teaching of movements in variable conditions. The essence of this theory of teaching movement consists in the assertion that in order to teach movements (actions) to be retained for a longer period of time and be able to use this ability in new circumstances priority should be given to teaching in variable conditions, e.g. varying the parameters of performance (distance, speed of actions, etc.), overcoming outer resistance (obstacles, etc.), in the state of weariness, etc. The research aimed at establishing the influence of parametric teaching on the retention time of motor behaviour of schoolchildren. Basic procedures. With a view to finding out the efficiency of parametric teaching a pedagogic experiment with schoolchildren (n = 47) aged 8-10 years was carried out. During physical education lessons the schoolchildren were taught dribbling the ball in standard and variable conditions. Main findings. After performing the experiment a statistically significant (p < 0.05) increase in the results in both groups was obtained. Still a better retention time of the movements learnt was registered in the group of school- children where parametric teaching had been used. There was no statistically significant (p > 0.05) difference in the results shown schoolchildren of this group 1 and 2 months after the experiment. Conclusions. The influence of methods of standard and parametric teaching on the process of mastering movements by the subjects is different: The efficiency of parametric teaching for retention time movements was considerably higher than the efficiency of the standard method of teaching.
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