Coursework: Methods of teaching physical culture. Methodology of the lesson of physical culture
Methodology of Physical Education Lessons
In primary school
P L A N
1. Strengthening health, promoting the physical development of children.
2. Education of vital physical qualities.
3. Training in motor actions.
X Good health is mainly determined by the correct location, arrangement, functional activity of all organs of the body, the absence of predispositions to any diseases.
Normal physical development is a change in the structure and functions of the child's body with age, occurring in natural accordance with his growth. The morphological and functional changes occurring in the body are very complex, but nevertheless, the normal or abnormal course of development can be judged with a sufficient degree of objectivity by some indicators that externally reflect this process. These indicators are body height, weight and chest circumference. They are related to the mass, density and shape of the body. By the relationship of these factors, it is possible to assess the strength of the child's physique. In addition, some descriptive (somatoscopic) signs are taken into account (the state of the muscles, the degree of fat deposition, the shape of the posture, puberty) and physiometric signs - the vital capacity of the lungs, the backbone strength, the force of compression of the hand, etc.
At primary school age, the structure of tissues continues to form in children, their growth continues. The rate of growth in length slows down somewhat compared to the previous period preschool age, but body weight increases. Height increases by approx. 4 cm annually, and the weight is 2 kg. Therefore, this age is called the rounding period.
Active motor activity contributes to the growth and development of bone and muscle tissue, internal organs and sense organs. It stimulates metabolic processes in the child's body, enhances its protective properties. Due to the increase in the number of leukocytes in the blood and their activity to absorb pathogenic microbes, the body's resistance to the effects of adverse environmental conditions - heat, cold, lack of oxygen, high atmospheric pressure, harmful air impurities, etc.
It should be noted that growth, development, health, activity are primarily the result of the inheritance of certain physical data from parents. They are also largely determined by proper nutrition, adherence to a rational lifestyle and other social factors. However, physical education is the decisive factor.in ensuring high vital capacity of children. Without regular, specially organized physical exercises in modern conditions, even children who have inherited good health and development from their parents and live in good conditions do not reach the level of physical fitness that children of average and below average development can achieve under the condition of systematic physical education.
Children who do not engage in systematic physical exercise, as a rule, lag behind in growth and development. The lack of movement (hypokinesia), if it is small, leads to a suspension or decrease in the growth and capacity of the body, and if it is large, even to gradual muscle atrophy, obesity and other serious disorders. Physical exercise is a means of preventing possible violations of normal physical development.
The motor activity of a child of primary school age should also be excessive. You should beware of intense exercise, because a significant part of the body's energy resourcesin this age is spent on plastic processes (processes of growth and development), and strong muscle activity is associated with high energy costs. Excessively intense training will not improve, but, on the contrary, will slow down growth and development.
Simultaneously with the general task - to promote the versatile and harmonious development of children with the help of physical exercises - physical education faces another, narrower task: to correct individual shortcomings in physical development. Many children have posture disorders, flat feet, signs of obesity. Young schoolchildren are most susceptible to physical development disorders.
A significant proportion of elementary school students have some kind of posture disorder. The vast majority of these disorders are of an unstable functional nature, they can be corrected with the help of physical exercises.
Largest number defects observed in children 7-12 years in the form of a shoulder girdle. This is mainly the asymmetry of the neck-shoulder lines and the position of the shoulder blades, excessive convergence of the shoulders forward and the lag of the lower angles of the shoulder blades.
The next common defect is flat feet. It interferes with correct posture, reduces the ability of children to stand, walk, run and many other movements for a long time.
Violations in the shape of the spine are relatively rare.
It is necessary to correct postural disorders in children as early as possible, until they have gone beyond the first or second degree. First degree - non-fixed deviations of the spine up to 5 ° from the norm, unsharp torsion (twisting) of the vertebrae, slight lag of the scapula. The second degree - the presence of counter-curves (for example, in the thoracic region "bulging" on the right, in the lumbar - on the left), torsion 6-25 °, there are no gross violations of the shape of the chest and pelvis, the mobility of the spine is somewhat limited; in a horizontal position (lying) and vertical (hanging on a gymnastic wall), the curvature is partially corrected.
For the formation correct posture specially selected complexes of physical exercises are used.
To correct previously occurring postural disorders, first of all, versatile general physical training, a large amount of exercises for the development of breathing and balance are needed. A significant part of the exercises is recommended to be carried out in positions conducive to unloading the spine - lying on your back and on your stomach, on all fours. It is important that the classes are emotional, as many children with posture disorders are characterized by a depressive state. It is necessary to instill in them courage, faith in the possibility of correcting existing shortcomings at their age. Naturally, in the classroom physical culture it is necessary to explain to children the harm of such bad habits as sitting sideways to the table, bending over, with the left elbow lowered, on the leg, in a chair that is too high; stand with support on one leg; keep hands in pockets; "hang" the head; work with one hand.
Among students 1-4 classes, there are also those in which body weight significantly exceeds the average age norms; sometimes there are signs of obesity of the first degree.
Obesity is one of the disorders of physical development that are difficult to correct. There are different forms of obesity of an endogenous nature, associated with a violation of the functions of the endocrine glands, and an exogenous nature, due to abundant nutrition.
In physical education classes, students predisposed to obesity are given the following types of physical exercises in an increased volume:
Activating the activity of blood circulation and respiration (with obesity, these functions are often violated) - walking, running, skiing, outdoor games, etc .;
Improving the motor-motor function - exercises for agility, for educating the correct posture;
Strengthening the muscles of the abdomen (the place of the greatest deposition of fat), which should directly improve the activity of the abdominal organs;
Increasing muscle mass - exercises with stuffed balls, with resistance, etc.
It is explained to students that physical exercises can give the desired effect only in combination with diet and the correct general regimen.
Of great importance in the implementation of the health-improving tasks of physical education of younger students are the right choice and conduct of games, which occupy a significant place in their activities. Games should help the normal growth, development and strengthening of the bone and ligament apparatus, the muscular system and, in particular, the formation of correct posture. Therefore, for physical education lessons, outdoor games are recommended that involve large muscle groups of the body (muscles of the back and abdomen) in a variety of, mostly dynamic, work. Games with throwing, catching and throwing at a distance and at a target of various light objects of various shapes have a positive effect on the health of children 7-9 years old: volleyballs, small bouncing and rag balls, sticks, bags of coarse sand, etc.
Excessive muscle tension, monotonous slow movements. When playing games with moderate and high mobility, it is necessary to strengthen the respiratory and circulatory organs, and promote a good metabolism. To do this, it is necessary to conduct games in such a way that children do not overwork; actions that require a large expenditure of strength and energy should be alternated with short breaks, which are active recreation. Games with recitatives, singing, collective exclamations help to establish rhythmic, full breathing.
Games should have a positive effect on the nervous system of children. It is necessary to prevent cases of excessive stress on memory and attention, as well as possible quarrels; games should contribute to the manifestation of only positive emotions. When conducting games, the total load of the lesson should be taken into account.
EDUCATION OF VITAL PHYSICAL QUALITIES
The importance of educating high physical qualities in the conditions of modern society is not decreasing, but, on the contrary, is constantly increasing.
Agility, strength, speed, endurance, as well as flexibility and the ability to voluntarily relax muscles, must be developed harmoniously in children, starting from an early age.
Agility - this is the ability of a person to quickly master new movements and rebuild motor activity in accordance with changing conditions. The development of a person's dexterity can be judged by what complex movements he is able to master, how much time he needs for this, and by the degree of accuracy that he can achieve in a given movement after some training.
In children aged 7 to 12-13 years, the greatest shifts in the development of coordination of movements occur. In terms of its structure, the brain of a 7-8-year-old child is already approaching the structure of the brain of an adult: the volume of cortical fields of the motor analyzer is about 80%, and subcortical formations - 95% of the volume of an adult. From 7 to 12 years of age, there is a rapid development of the motor analyzer, an improvement in the differentiation (distinctive) ability of the visual analyzer. At the age of 8-12, the lability (mobility) of the neuromuscular system reaches the norm of an adult. Thus, children can and should be given as many exercises as possible to develop coordination of movements. At the same time, it is important to improve their muscular sense - distinguishing between the pace and amplitude of movements, the degree of muscle tension and relaxation, as well as a sense of time and space.
To develop coordination of movements, various combinations of elementary movements of the arms and legs are used, gradually becoming more complicated; more difficult acrobatic exercises? dance movements - rhythmic walking, alternating walking and running in various combinations; complicated jumping rope, with various additional hand movements; jumping over various obstacles; exercises with large balls - transfers, throwing with catching, etc. For these purposes, games are also used that encourage students to immediately move from one action to another, according to the changing environment (“Talks” - grade 1, “Hares in the garden” - grade 2, “ Moving target "-3-4-class).
At the age of 7-8 years, the ability to various precise movements is rapidly improving. This is helped by throwing at the target; exercises with small balls - hitting the floor, throwing into the wall with catching, tossing and catching the ball with various additional movements; various complex manipulations with other small objects - sticks, rings, cubes, etc. With the help of these exercises, students quickly master the technique of writing, drawing.
One of the manifestations of dexterity is the ability to maintain body balance in a static position and in motion. The stability of the body in children with static postures gradually improves. So, for example, in the period from 7 to 12 years, the average amplitude of body oscillations in the sagittal (anterior-posterior) plane decreases to almost the same value as in adults.
Strength training exercises for young children should be primarily dynamic. In the muscles of children, the tendon part is relatively small, which ensures a greater degree of their contraction. We need to preserve these valuable features.
Table 1
Strength indicators of the main muscle groups (in kg)
Younger students also need exercises for educationstrength endurance.
At a younger age, endurance to static efforts quickly increases, the rate of its growth is higher than in middle and senior school age. However, children of this age often cannot maintain the effort at a strictly constant level. Even with short work (1-1.5 min.) they are unintentionally distracted. This is due to the slight irradiation of the processes of excitation and inhibition in the cerebral cortex, as well as the inability to accurately differentiate the degree of muscle tension.
table 2
Endurance indicators of the main muscle groups (in sec )
For the development of static endurance in children of primary school age, various exercises are used in the form of a sufficiently long retention of certain poses: mixed hangs and stops, standing on toes, the “swallow” exercise, etc.
Particular attention in the physical education of younger students should be paid to improving the speed of movements.Rapidity - the ability to perform movements in the shortest possible time. It depends on the speed of motor reactions (responses to any signal), the speed of individual movements and the frequency of movements, determined by the number per second.
When educating speed, two main tasks are set: increasing the speed of single simple movements and increasing the frequency of movements in locomotor motor actions, that is, associated with the movement of the whole body in space. Simple motor reactions are response movements to known, but suddenly appearing signals. In life, they are of great importance, for example, when operating in difficult terrain, when controlling mechanisms. There is a fairly rapid transition from already developed motor reactions to new types of reactions: people who react quickly in some conditions react quickly in others. This is very important, as a quick reaction often saves a person's life.
The reaction speed of a child depends to a large extent on the type of his nervous system and is a quality inherited from his parents, but it can be developed with appropriate exercises.
To educate the speed of movements in children of primary school age, games-exercises with sudden stops are widely used, with overcoming small distances in the shortest possible time (“Swift-footed team” - grade 2, “Day and night” - grade 3-4).
In addition to the development of speed, the tasks of physical education of children of primary school age also include the formation of their ability to perform high-speed work for as long as possible.Endurance in high-speed work determined by many factors, the main of which is the functionality various systems body, resistance to adverse changes in the internal environment of the body and in the central nervous system that occur in the process of prolonged hard work.
Endurance is brought up through the use of exercises that exert a general physical load on the child's body somewhat more than that which he is already accustomed to endure. In the process of such exercises, the child's body gradually adapts to the state of fatigue caused by an increased amount of work, it acquires the ability to perform a particular movement (running, series of jumps, etc.) for a longer time, and then quickly restore strength after physical exertion.
Endurance is primarily manifested in running, jumping, skiing. This is the so-called special endurance. But it tends to move to other activities of approximately the same nature of intensity and duration. This is how the overall endurance of the child increases.
Depending on the type of endurance, the exercises with which it is developed are also divided. Exercises of this kind are specific (for example, for endurance in running - crosses, running on snow, a series of preparatory exercises) and specific (for example, for endurance in skiing - ordinary walking, running, a series of jumping exercises). The total amount of load, including long-term work of increased intensity, should be determined taking into account the age development of the child. Loads should be optimal both in duration and intensity, alternating with rest pauses sufficient to restore strength.
Of the existing methods of applying exercises to develop endurance in younger students, the most acceptable is the so-called repeated method: alternating load with rest breaks. A variable training method can also be used, which consists in alternating heavy loads with medium and weak ones (without rest pauses). The uniform method of training, which consists in performing the entire planned amount of work at the same constant pace, is the largest in terms of load and therefore is rarely used.
For the education of endurance in younger students, games with short repetitions of actions and with continuous movement associated with a significant expenditure of strength or energy are widely used. However, it should be borne in mind that the total number of repeated actions should be small and alternate with short rest breaks. A relatively short time should be allotted to the continuous activity of the players (“Two frosts” - grade 1, “Polar bears” - grade 2, “Carp and pikes” - grade 3-4).
TRAINING IN MOTOR ACTIONS
At school, physical exercises are used mainly as one of the most effective means of improving the health of children, stimulating physical development and educating vital qualities. But in order to get the desired result from each exercise performed, it is absolutely necessary that children do it technically correctly: in form (direction of movements, amplitude) and nature of efforts (tension, rhythm, tempo). Therefore, one of the important tasks of a physical education teacher is to teach children the correct technique of movements. Many of these movements have direct applications in labor, military affairs and sports. The school is designed to prepare children for these types of their future activities, and therefore the content of the physical education of schoolchildren also includes applied types of physical exercises.
The program material for grades 1-4 is composed of three main sections: gymnastics, games and ski training,
Gymnastics as a section includes the following types of exercises.
Buildings and rebuildings. They have great importance as a means of organizing students in physical education lessons. The use of these exercises also contributes to the development of correct posture, the development of accuracy of movements, a sense of rhythm and pace, skill in collective actions, concentration of attention. Buildings and rebuildings should be considered as elements of drill training. In addition to the gymnastics section, they are also included in the ski training section.
Basic positions and movements of the arms, legs, torso.
Exercises withbig balls.
Exercises with small balls.
All the types of gymnastic exercises listed above are included in the group of general developmental exercises. These exercises strengthen the motor apparatus of the child, but their much greater value lies in the fact that they give the so-called school of movements. By studying the basic positions and movements of the arms, legs, torso, head, students get an idea of the main components of any movement - direction, amplitude, tension, rhythm, tempo - and learn to consciously control the movements of their body. After mastering the basic mechanism of each elementary movement, as well as the combinations of various movements, students continue to improve the skill of motor action until the necessary coordination of all components is achieved and the movement is not accurate enough; in addition, it should flow freely, without undue stress, that is, economically. Such a movement is not only effective in terms of achieving a certain result, but also beautiful. General developmental gymnastic exercises play an important role in educating schoolchildren the skills of proper breathing.
Exercises for the formation of posture. They are highlighted because the implementation of this task is very important in the school.
Acrobatic exercises affect the organism of children in many ways, but their special significance lies in the strong effect on the vestibular apparatus. With the help of these exercises, orientation in space and a sense of balance are most effectively developed.
Exercises for the development of balance. The ability to maintain balance is very important in the life practice of a person. It is clearly manifested in a number of complex movements and body positions associated with the speed of movement, the speed of changing positions, the unusual posture, the decrease and increase in the area of support. In order to control the balance of your body, you need to form a special skill in students. When performing exercises specially selected for this purpose, the movement of the center of gravity of the body and the unevenness of muscle efforts aimed at maintaining balance are clearly felt. As a result of repeated performance of such movements, the skill in maintaining balance is formed. Exercises in balance, in addition, contribute to the development of coordination of movements, orientation in space, self-control, courage.
dance exercises help to improve posture, develop smoothness, lightness and ease of gait. This is a kind of alphabet of expressiveness and gracefulness of movements. In the curriculum for physical education for elementary grades, dance exercises are presented in the form of preparatory exercises, dance elements and their combinations - dance games and dances.
Preparatory dance exercises help teach children to take the correct and stable position of the body, observe the exact directions in the movements of the arms and legs, and get rid of stiffness. They enrich students with a stock of movements that become an expressive means of dance and a solid foundation in mastering it.
The dance elements are basically the steps of various dances. They differ in coordination of movement, character and manner of performance. For some, modesty, restraint and smoothness of movements are characteristic, for others - enthusiasm, strength, prowess. These distinctive features of dance movements are perceived differently by girls and boys. Girls are more interested in graceful and smooth movements, boys - sharp, energetic.
From a large volume of dance elements for primary school only the most basic and accessible ones, necessary for subsequent dance training, the most effective for developing coordination of movements, a sense of tempo and rhythm, can be used. Such movements include jumps, gallop step, side step, variable step, etc.
The most important feature of children's dances is their simplicity and completeness of the dance form. They were built mainly on a folk basis. The first dance skills that schoolchildren acquire are best consolidated in the form of dance games, which help children to more easily learn the material covered, contribute to the development of musicality and rhythm. Children get used to listening to music, to distinguish between means of musical expression and to combine their movements with music. The dance game is based on dance and natural movements using small objects - flags, ribbons, balls, etc. It is advisable to use dance and rhythm games in grades 1-2, in grades 3-4 dance in pairs is also introduced.
Walking and running belong to the natural types of movements, contribute to the development of the musculoskeletal system and occupy one of the leading places in the physical education of schoolchildren. The main task of teaching in primary school- to educate children in the skill of correct, rational, beautiful walking. In addition, attention should be paid to the ability to maintain a given pace of walking, as well as change it accordingly. different conditions. In grades 3-4 acquired skills are improved.
Running for various distances is also one of the most common exercises; as an integral part, it is included in many other types of movements (jumping, throwing, games). The main task of teaching running in the primary grades is to educate students in the skill of free, rectilinear running on toes with good posture, with a sufficiently high raising of the hip, parallel setting of the feet. In grade 1, the focus is on freedom, ease of running, and correct posture. In the 2nd grade, continuing to work on the education of free and easy running, children should be taught to put their foot on the front of the foot, run rhythmically, and also with a change in pace. In grades 3-4, improving the freedom and ease of running, they move on to learning fast running, as well as the ability to overcome various obstacles while running.
jumping are also a natural form of motor activity. They are characterized by short-term, but strong muscle tension, develop the ability to concentrate their efforts and quickly navigate in space, coordination of movements, eye, contribute to the development of speed, dexterity, courage. Jumping exercises have a positive effect on the activity of the cardiovascular, respiratory and other body systems. The jumps included in the program of grades 1-4 can be divided into two types: a) over vertical obstacles (high jumps) and b) over horizontal obstacles (long jumps). From grade 1, the program also includes jumping rope and jumping from a height (in depth) as preparatory to sports jumping.
In elementary school, the task is to create the right foundation in learning to jump. Training is provided for the most important elements of the jump: the correct take-off and strong repulsion, coordination of movements in flight and soft landing. To do this, they systematically and consistently develop skills in a wide variety of bells and whistles. Start with rope exercises, then learn to land softly when jumping from a small height (from 20 to 60 cm) and only after that they start training in long jumps and high jumps with a run.
Jumping rope improves the activity of the cardiovascular and respiratory systems, develops the overall endurance of the body, develops fine coordination of movements, orientation in space, a sense of pace, agility, jumping ability, strengthens ligaments, joints, muscles of the body and especially legs. In grade 1, children are taught to jump with a long and short rope, in subsequent grades - only with a short one.
Jumps from a height (in depth) are included in the program of grades 1-4 as mandatory; in subsequent classes they are not independent view exercises, but are found in the form of dismounts from gymnastic apparatus. Therefore, in elementary school, it is especially important to develop soft and stable landing skills in students.
jumping in length running runs are held in all grades of elementary school. The main task training - to teach a combination of takeoff and repulsion. A special charge is applied to the repulsion phase, so the jumps are carried out with a small run-up (5-6 steps). An important role in long jumps is played by the accuracy of hitting the take-off leg on the repulsion site. Therefore, already in elementary school, children are taught to push off from a certain place, from the “repulsion zone”, which, as students learn the jumping technique, gradually decreases to the size of a standard push-off bar.
Throwing. In elementary school, the task is to teach schoolchildren to throw small balls and other light objects correctly, accurately and far. With the consistent and correct use of throwing in lessons, it is possible to positively influence the development of the neuromuscular and bone-ligamentous apparatus not only of the upper limbs and shoulder girdle, but of the whole organism as a whole. Throwing develops accurate coordinated movements of the hand, forearm, shoulder, shoulder girdle, legs and torso, as well as an eye and the ability to measure one's efforts.
Finally, the last view of the gymnastics section isclimbing and climbing exercises. They contribute to the development of muscle strength (especially of the arms and shoulder girdle), dexterity, coordination of movements, endurance and, in addition, are of direct applied importance.
Games. In the new school curriculum, outdoor games forI-4 classes are distributed on the basis of predominant motor actions: with elements of general developmental exercises, with running, with jumps in place and from a place (grades 1-2), with high jumps (grades 1-2), with running high jumps ( in grades 1-2 - from a direct run), with long jumps from a run, with throwing at a distance and at a target, with climbing and climbing (grades 3-4).
The use of games that include movements that are related in structure and nature to those motor actions that are studied during gymnastics and ski training is very important. It is known that the elementary skills and abilities acquired by children in playing conditions are not only relatively easy to rebuild during the subsequent, more in-depth study of the technique of movements, but even facilitate the further mastery of the relevant techniques. At the stage of initial acquaintance with one or another exercise (from the sections of gymnastics or ski training), the use of related games helps to prevent incorrect movements.
At the stage of improving motor actions, their repeated repetition in game conditions helps to develop in children the ability to most economically and expediently perform many of the studied movements in a complete, complete form. For example, in a lesson in grade 1, the teacher draws the attention of children to the fact that when running quickly, you need to raise your knees high. Pupils try to run so short segments of the distance (alternately, in groups). To help the initial acquaintance with this way of running, the game "Through bumps and stumps" is played. In it, the children first step to the recitative, raising their knees higher, and then run away from the "bees", also trying to raise their knees high. The same game is used at the stage of improvement in the technique of running with high hips.
When improving motor skills, it is important to teach children to act most appropriately in various situations, to teach them how to correctly apply the acquired skills in non-standard conditions. In this regard, alreadyIIIIn the class, relay races with overcoming various obstacles are of great importance. By participating in such relay races, students are clearly convinced of the applicability, the vital necessity of mastering the material of the program. Obstacles are selected taking into account the preparedness and age of the students and in accordance with the teaching material for grades 3-4. Assignments should not be very easy (otherwise students lose interest in them) or too difficult (which can cause a feeling of insecurity, fear). Obstacles are set each time in a different order, the order of overcoming them is also changed, the actions are complicated by additional tasks.
Sometimes children, having correctly mastered the basic elements of the technique of jumping and throwing in gymnastics, perform movements carelessly in games. In this case, it is necessary to organize the game environment in such a way that the children are interested in the high-quality performance of movements, so that the outcome of the game depends on it. So, when throwing at a distance and at a target of various objects, game situations should prompt children the profitability of using the learned techniques of technology in order to “win”, “win”.
In connection with a variety of motor play actions, it is necessary to use the opportunities to develop in children the ability to correctly assess spatio-temporal relationships. Many first-graders, for example, do not cope well with the ball precisely because of the weak development of this ability. It is necessary to promote the development of distributed attention in students, that is, the ability to simultaneously perceive a lot and expediently respond to what is perceived. Equally important are games with different small items(balls, bags, etc.). Such exercises in games increase tactile and musculoskeletal sensitivity, help to improve the functions of small motor devices of the hands and fingers. Such games in the program are mainly classified as games with elements of general developmental exercises.
Ski training. In grades 1-4, her tasks are to acquaint children with the simplest rules for handling ski equipment, to teach basic combat techniques with skis, types of construction, rebuilding and movement in the ranks; teach some ways of skiing.
Among the most necessary ways skiing during the initial training period includes: alternating two-story course, stepping steps (grade 2) and ladder, descent in the main stance (grade 2), stepping turn around ski heels (grade 1) and around ski toes (grade 2).
Skiing has a versatile effect on the human body, on its health; skiing is widely used in everyday life and in military affairs. All this was the reason that ski training is now included in the school curriculum from the first grade.
PROMOTING MENTAL, MORAL
AND AESTHETIC DEVELOPMENT
Physical education at school, as part of the general system of communist education, is inextricably linked with all its other aspects - mental, moral and aesthetic - education and has a positive influence on the implementation of the tasks facing them. It has been proven, for example, that motor activity contributes to the functional development of all areas of the brain.
An increase in the level of physical development, health promotion and an increase in overall performance, which is achieved in the process of physical education, also cause an increase in the mental performance of students. There are numerous reliable statistical data showing that the current performance of schoolchildren who are actively involved in physical culture and sports is significantly higher than that of other children.
An active motor mode has a very great influence on the nature of the stability of mental performance throughout the school year. Studies have shown that students whose volume of motor activity does not meet the needs of their body have a more noticeable decrease in performance by the end of school hours, by the end of the day, week, quarter and year than those who regularly engage in physical culture and sports.
Short-term physical exercises in the process of lessons at school and homework preparation (physical education minutes), as well as in the process of work (physical education breaks) help maintain active attention and increase labor productivity. In the classes that follow after the lessons of physical education, the performance of students, as a rule, increases.
Walking and light physical exercise, carried out after the end of the lessons, are the best means of restoring mental performance.
In addition to an indirect impact on the mental development of schoolchildren, physical education also has a direct impact on it. Firstly, because students are armed with the knowledge necessary for each person about the basics of anatomy, the motor apparatus, the biomechanics of movements, the physiology of motor activity, the principles and rules of training, hygiene during physical exercises, the history of physical culture, etc. Secondly, physical exercises they develop not only physical qualities, but also intelligence, observation, thoughtfulness, etc. The more intense the physical exercises, the more they require tension and mental strength (this is especially true for exercises in dexterity). Thirdly, a steady interest is brought up in children, a conscious need for regular physical exercise, which subsequently becomes a strong habit.
The teacher of physical education, as well as teachers in other subjects, constantly monitors how students relate to themselves, how they behave in a team.
In the process of lessons - physical culture and extracurricular sports, the teacher in every possible way contributes to:
Formation of moral and volitional qualities in schoolchildren - determination, courage, perseverance, self-control, etc .; the formation of moral convictions, the habit of firmly observing the rules of behavior, intolerance for unworthy acts;
Raising a sense of patriotism and friendship with other peoples;
Raising a sense of responsibility for their actions to the team, discipline, truthfulness, friendliness, modesty, restraint, camaraderie, and other positive character traits.
It is necessary to provide children with as much independence as possible (of course, within reasonable limits) in order to educate them in consciousness, initiative and activity. To this end, it is recommended to involve students in conducting simple games, relay races and competitions in the role of leaders.
Physical education lessons at school also contribute to the aesthetic development of students. Children gradually receive the necessary knowledge about the correct, harmonious composition and development of the body; about grace of movements; about the beauty of the actions of real athletes, brought up on the best traditions Russian sports. It is important to instill these concepts from an early age, then they are firmly rooted and will last a lifetime.
Pedagogical project on the topic: " "Methods of teaching physical culture to schoolchildren of a preparatory medical health group in a general education school"
1. Brief annotation.
The pedagogical project is dedicated to the methodology
The main sections of this work are devoted to formulating the problem, the object and subject of pedagogical research, setting its goals and objectives, determining the relevance, novelty and practical significance of the project, as well as consideringmethods of teaching physical culture to schoolchildren of the preparatory medical health group in a general education school.
In the pedagogical project, the method is dominantresearch approach to learning based on the direct experience of students, its expansion in the coursemonitoring the physical and emotional state of students while teaching in preparatory health groups, the form of presenting the result is a presentation in the form of a practice-oriented project.
The conclusion contains the results of educational activities on the stated topic. Indicators of the effectiveness of the use of these pedagogical technologies and methods are stable results of learning by students educational programs and indicators of the dynamics of their achievements, taking into account the participation of students in competitions at various levels.
this work contains a list of information sources used in the work.The result of the project is positive dynamics educational achievements students
2. Justification of the need for the project.
"To make a child smart and reasonable - make him strong and healthy"
Jean Jacques Rousseau
Increasing psycho-emotional and physical loads of students in modern school make the task of preserving and strengthening the health of schoolchildren one of the priorities. Official statistics continue to ominously testify to the deterioration in the health of students in schools. According to the Ministry of Health of Russia, 90% of schoolchildren have deviations of varying degrees in their state of health, 60% have brain dysfunctions, and 35% are chronically ill. Only 5-10% of children come to school with a diagnosis of "healthy". Decreased memory, fatigue and inability to concentrate at the end of the school day are indispensable companions of the modern student. A significant part of today's children has increased nervous excitability, physical weakness, due to environmental and social problems in living conditions.
Direction of public educational standards of the second generation to preserve and strengthen the health of schoolchildren, the formation of a culture of health, of course, requires the introduction of health-saving technologies in the educational process of the school. The long-established traditional method of organizing school education does not take into account the need to solve the problem of preserving and strengthening the health of schoolchildren and, moreover, contributes to its aggravation.
Health saving acts as one of the tasks of the educational process of MBOU "Secondary School No. 21". Achieving this goal can be carried out with the help of health-saving pedagogy technologies, which are considered as a set of techniques and methods for organizing the educational process without harming the health of schoolchildren and teachers. Possessing modern pedagogical knowledge, in close cooperation with students, with their parents, with medical workers and colleagues, I plan and build my work, taking into account the priorities of maintaining and strengthening the health of the participants in the pedagogical process.
The health-saving educational process in our school is actively implemented in the form of the School of Health subprogram. The work of the educational institution under the program is aimed at creating favorable conditions for maintaining and strengthening the health of school students, success.This pedagogical project has been developed and is being implemented as part of the School of Health program.
The relevance of the work lies in the fact that physical education of students is an integral part of the entire educational work of the school and occupies an important place in preparing students for life, for socially useful work.
Relevance pedagogical project in that the main provisions are aimed at organizing work with schoolchildren of the medical health group.It summarizes the methodology for organizing work in a special medical group in a general education school as part of the implementation of this project.
In preparatory medical groups, children should be conscious of their health, and be able to use all the means and methods of physical education to restore lost health. Physical education classes enable a sick child to master physical exercises thathelp him overcome his illness. Overcoming one's own weakness forms the will, character; transforms the personality: stiffness, fear, inferiority complex disappear. The unity of upbringing, health-improving and educational tasks for SGP students is the key to success in the process of adapting them to school conditions in particular and, in general, to later life.
Evaluation and certification of students classified for health reasons to a special medical group for physical education is carried out in accordance with a letter from the Ministry of Education Russian Federation dated October 31, 2003 No. 13-51-263/123.
I think that the problem should be solved not only within the framework of physical education lessons.In the future, I plan to expand the social space of pedagogical interaction with students, namely: to involve the parents of students in the work, to organize closer interaction with teachers and school specialists, teachers of additional education; organize research work on the problem with high school students healthy lifestyle life.
Project relevance for city and region thing is this system learningis not limited to the framework of a particular educational institution, but can be the result of the integral interaction of educational institutions of the whole region. As a result of this interaction,the efforts of all teachers of all educational institutions.
3. Goals and objectives of the project
Objective of the project :
develop an effective methodologyteaching physical culture to schoolchildren of the preparatory medical health group in a general education school.
To achieve the goal and test the hypothesis of the study, it was necessary to solve a number oftasks:
study the methodological and relevant literature;
to identify the degree of study of the methodology of teaching physical culture to schoolchildren of the preparatory health group;
to study the level of physical fitness of schoolchildren aged 14-18 and their age characteristics;
develop an educational module on the topic of the project;
to monitor the physical fitness of adolescents of the preparatory medical group of different ages.
To achieve our goals, we used the followingresearch methods: study of educational-methodical and psychological-pedagogical literature, analysis normative documents about education; analysis of textbooks on athletic gymnastics. Experienced teaching, monitoring the physical and emotional state of students during classes, daily reflection and questioning of students, questioning participants in the educational process: students and their parents, etc.educational experiment. Method of mathematical statistics.
Expediency project:
1. Intensification of the educational process.
2. Increasing motivation for physical education.
3. Improving the efficiency of mastering the material.
4. Formation of a healthy lifestyle.
5. Development of resource support for the educational process.
In order to grow a healthy strong body, it is necessary to put all the work at school in such a way that each child takes care of his physical improvement from a young age, has knowledge in the field of hygiene and medical care, and leads a healthy lifestyle. Physical culture and sports classes prepare a person for life, harden the body and strengthen health, promote its harmonious physical development, contribute to the education of the necessary character traits, moral and physical qualities necessary in the future, independent life.
In the school development program, the graduate model looks like this: healthy body, healthy mind, healthy spirit.
The main task of educational institutions is to create favorable conditions for the intellectual, moral, emotional and physical development of the individual.
4. The main content of the project
The advancement of health problems among the priority tasks of social and social development determines the relevance of its theoretical and practical development, the need to deploy appropriate scientific research and development of methodological and organizational approaches to the preservation of health, its formation and development.One of the main factors affecting the health of children is physical education, which currently requires its improvement. Most important component the entire system of reconstruction of physical education at school should be a health aspect, since only health has value and determines the quality of education.
Innovativeness of the pedagogical project lies in the fact that it is aimed at finding optimal and effective forms and methods of organizing classes with students of the preparatory health group.
Project novelty in that it is implemented through the author's educational module"Methods of teaching physical culture to schoolchildren of the preparatory medical health group in a general education school."
The practical significance of this project in that the results obtained can be used in the practice of general education schools of additional education, colleges and lyceums. When working with schoolchildren in physical education, I try to take into account the factors that determine the success of their activities in training.
Risks: criteria for evaluation professional qualities teachers and student success should take into account the new requirements for the quality of education:
children's education;
compliance with the standard (regulatory requirements);
compliance with social needs and expectations;
compliance with the personal needs of the student and his parents.
The emergence of a new result of education has put the teacher in front of the need to use activity technologies, methods and techniques of working with a student of the medical health group in the classroom and outside of school hours.
Students with a satisfactory state of health belong to the main medical group. Students with insufficient physical development and low physical fitness, or with minor deviations in health status, belong to the preparatory medical group. This category of students is allowed to engage in physical culture according to the program for the main group, subject to some restrictions in the amount of intensity of physical activity (including temporary ones). It is very important to timely identify children with deviations in their health status, which are not yet irreversible, but reduce physical performance, delay the development of the body. This is facilitated by early detection of pathological conditions, systematic monitoring of sick children and children exposed to risk factors. There are four criteria for assessing the health of children and adolescents:
the presence or absence of chronic diseases; the level of functioning of the main body systems;
the degree of resistance to adverse influences;
the level of physical development and the degree of its harmony.
The following health groups are distinguished:
group I - healthy, without chronic diseases, with age-appropriate physical development. Rarely get sick;
group II - healthy, with morphological and functional deviations, without chronic diseases, but with deviations in physical development; group III - patients with chronic diseases in the stage of compensation; rarely get sick with acute diseases, feel good, have high efficiency;
group IV - patients with chronic diseases in the stage of subcompensation, often ill, with reduced ability to work;
group V - patients with chronic diseases in the stage of decompensation. Usually, with such a pathology, children do not attend school, they are in special medical institutions.
For the purpose of a differentiated approach to the organization of physical education lessonsAll students of general educational institutions, depending on the state of health, are divided into three groups: basic, preparatory and special medical. Classes in these groups differ in the curriculum, the object and structure of physical activity, as well as the requirement for the level of mastering the educational material.
Object of study: educational process - lesson of physical culture.
Subject of study: pedagogical conditions for the formation of the need for a healthy lifestyle among students of the medical health group.
Hypothesis . The process of teaching students of the preparatory medical group will be more effective if:
a set of psychological and pedagogical techniques will be developed to help motivate students to lead a healthy lifestyle;
the interaction of the teacher with the students will be built taking into account the personal, psychological and physiological characteristics of the child, his interests and health opportunities;
a favorable psychological climate will be created in classroom and extracurricular activities.
should include students whose physical development is insufficient or weak, as well as those children who have various contraindications to classes.
Preparatory group for physical education involves preventing students who are in its composition from intense physical exertion, as well as competitive exercises. In addition, children in this category are not allowed to compete. However, despite the presence of such restrictions, if the child does not have significant contraindications to physical activity, he, along with other children, passes the standards and exams necessary for certification.Forms of organizationteaching physical culture to schoolchildren of the preparatory medical health group in a general education schoolconstitute a specific system that covers:
physical education lessons;
physical culture and health-improving activities during the school day (gymnastics before the start of classes, minutes of physical culture during lessons, games and physical exercises during breaks);
extracurricular physical culture and mass work (classes in circles of physical culture and sports sections, sport competitions);
extracurricular sports and mass work (at the place of residence of students, classes in children's and youth sports schools, sports societies, amateur schoolchildren's physical exercises in the family, on school grounds and courtyards, stadiums, parks)
Product of the pedagogical project:
educational module "Methodology and practice of teaching physical culture to schoolchildren of the preparatory medical health group in a general education school"
At physical education lessons, traditional didactic methods are used: verbal, visual, practice exercise.
1. Verbal methods often use
explanations when there is a message of new material or addition to the technique of elements.
explanations and comments when students perform individual elements of technology, to correct errors and inaccuracies.
The main requirement: specificity and accuracy of explanations.
verbal methodsAt correct execution exercise commentary plays the role of encouraging interest in the lesson, increasing motivation to study.
The story, the conversation is carried out while studying the safety instructions. Dialogue helps to activate students to master this material. Lectures are held with the provision of theoretical information.
Non-imitation methods of active learning lecture-dialogue. It involves presenting the material through a series of questions to which the students must receive answers during the lecture. For example, when studying the topic “Preventive and rehabilitation measures in physical culture”, schoolchildren are given a choice of means of recovery after training or injuries, and they decide which ones are best for a particular case. To increase the activity of students in the classroom, the following verbal methods are used:
1) commands: for rebuilding and building, movements around the hall.
2) instructions (methodological and organizational)
3) counting: for doing warm-up exercises on the spot and while walking.
To increase the emotionality of classes, musical accompaniment is given during the warm-up. The method of problem-based learning is used both in theoretical classes and in practical ones. For example, in a practical lesson, the task is set: the development of the biceps muscle of the shoulder (biceps), and students themselves must choose the means of training it from the exercises offered.
Visual
methods
Visual methods are given using direct and indirect display. In addition to performing exercises by a teacher in physical education classes, a display is used visual aids: cards, filmstrip,DVD, and video materials.
Showing at physical education lessons plays a special role, as schoolchildren remember not what they hear, but what they see. Therefore, it is necessary to comply with the requirements for direct display. It must be correct, accurate and given with the necessary spatio-temporal characteristics. The teacher's display is often accompanied by verbal comments.
Practical method
exercises
A very large and important group of methods is the practical implementation of exercises. No matter how much the student knows and sees the exercises, if he does not perform it himself, he will never master it. All movements must be felt through your body, and only with repeated repetition of the exercise do they memorize.
Methods of practical implementation of exercises are carried out:
holistic method: strictly regulated exercise, partially regulated exercise;
dissected exercises;
game method;
competitive method.
All these methods are used by us in physical education lessons.
hallmark is an individual approach to students. This is explained, first of all, by the different levels of health of schoolchildren, their physical and mental abilities. Different levels of development of physical qualities and technique of movements.
Organization of classes with students assigned to the preparatory medical group.
Only with systematic and scientifically substantiated medical and pedagogical control, physical education becomes an effective means of preserving and strengthening the health of children and adolescents, improving their physical development. In this regard, a physical education teacher should be sufficiently prepared in matters of the influence of physical exercises on a growing organism, the hygiene of physical exercises, the organization and methods of physical education, taking into account the anatomical and physiological characteristics of the body of schoolchildren, in matters of medical and pedagogical control.
The main tasks of physical education of students, classified for health reasons to the preparatory medical group, are:
Strengthening health, promoting proper physical development and hardening of the body;
Increasing the functional level of organs and systems weakened by the disease;
Increased physical and mental performance;
Increasing the immunological reactivity and resistance of the body as a means of combating allergization provoked by colds and the presence of foci of chronic infection;
Formation of correct posture, and, if necessary, its correction;
Teaching rational breathing;
Mastering the basic motor skills and abilities;
Education of moral and volitional qualities;
Raising interest in independent physical education classes and introducing them into the daily routine of students;
Creation of the prerequisites necessary for the future work of students.
To ensure proper control over the physical education of weakened children, a clear interaction between the departments of education, health care and medical institutions (polyclinics and medical and physical education dispensaries - WFD) is necessary.
This group includes children with a slight lag in physical development, due to a previous disease or having chronic diseases with frequent exacerbations. The preparatory group of children is engaged in physical education at the level of the main group, only without intensive loads and with lower standards. The teacher needs to choose a set of exercises that will not worsen the general physical condition.
Students with insufficient physical development and low physical fitness or with minor deviations in health status belong to the preparatory medical group. This category of students is allowed to engage in physical culture according to the program for the main group, subject to certain restrictions in the volume and intensity of physical activity (including temporary ones). (Letter of the Ministry of Education of the Russian Federation dated October 31, 2003 No. 13-51-263 / 13 “On the assessment and certification of students assigned to a special medical group for physical education for health reasons).
The final assessment of students in physical culture consists of several indicators: students' mastering of theoretical knowledge about physical culture activities, mastering the methods of physical culture activities, fulfillment of standard indicators of physical fitness.
The objectives of physical exercises with students of this group: strengthening their health, improving physical development and physical fitness and transfer to the main group. When studying and performing various motor actions associated with increased loads, the requirements for students are reduced. The material of the curriculum is passed with a reduction in complexity, a reduction in the duration of exercises and the number of repetitions. Exercises associated with large muscle tension are excluded. The load is limited in running, jumping, in exercises with weights, with overcoming obstacles, in relay races. Motor tasks for schoolchildren of this group can be both group and individual.
The main form of physical education of students with disabilities is a lesson, where the duration of the preparatory and final parts increases. In the preparatory part (up to 20 minutes), general developmental exercises are performed (at a slow and medium pace), alternating with breathing exercises. In the final part of the lesson (3-5 minutes), simple relaxation exercises, walking at a slow pace, breathing exercises are performed. Motor modes for children with poor health are recommended to be performed at a heart rate of 120-130 beats / min, with a gradual increase in the intensity of physical activity in the main part of the lesson and the pulse rate up to 140-150 beats / min. (control of the load on the pulse, respiration and external signs of fatigue in children).
In addition to the lessons are used:
morning hygienic gymnastics;
gymnastics before lessons, physical education minutes during general education lessons;
physical culture breaks during homework;
outdoor games of low intensity during breaks, various outdoor sports activities in the summer and winter seasons.
Methodological recommendations for classes with students of the preparatory group:
When studying various motor actions associated with an increase in load, the requirements for students are reduced.
The training material should be less complex, the duration of execution and the number of repetitions should be reduced.
Loads are limited in running, jumping, weight training, overcoming obstacles, participation in relay races. Exercises associated with significant prolonged muscle tension are excluded.
A smaller amount of physical exercise is performed, requiring a significant manifestation of speed, strength and endurance, which can cause significant circulatory and respiratory disorders.
When working with children in the preparatory group, it is very important to emphasize more often each, even a very small success, and, conversely, not to emphasize mistakes, especially in front of the class.
Be sure to ensure the availability of tasks, the gradual increase in the volume and intensity of physical activity.
Playing at the end of the session should either reduce student participation (introducing a quieter role) or shorten their play time (providing additional recovery time).
During the relay races, which include stages of varying complexity, the students of the preparatory groupassign the execution of simple (or shorter) stages, i.e. create facilitated conditions (it is desirable that this is not evident to other students).
Recommended dietary therapy , adherence to a rational daily routine and alsomotor mode(special attention is paid to the selection of motor homework, physical education breaks when doing homework in other subjects, the implementation of other sports and recreational activities in the daily routine, sufficient exposure to fresh air and sufficient sleep). Children are required to participate in classes according to the general program.physical education, but they are given the opportunity to pass control standards with a delay.
In addition, children are recommended to take classes in sports and recreation groups or groups of general physical training.
Participation in competitions is possible with the additional permission of the doctor.
The lessons of general physical education (or general physical training) serve to create a reliable foundation for physical development, education and upbringing, which is necessary either for a broad preparation for any motor activity, or for preparation for a relatively limited activity in any special area. The former are distinguished by great richness and variety of content and construction. They are most typical for the physical education of school-age children. The latter are used in specialized physical education (sports training, professional-applied and military-applied physical training, etc.), and their content is subject to the specifics of this particular type of training.
The content of the lesson is usually understood as physical exercises offered to students. However, this understanding is one-sided and shallow. An essential, leading to a certain result is a very capacious, diverse activity of students, manifested in listening to the teacher, observing what he shows, comprehending what is perceived, designing upcoming actions, directly performing exercises, monitoring and evaluating them, discussing emerging issues with the teacher, control over the state of one’s body, regulation of emotional manifestations, etc. It is all these elements of the activity of those involved in the process of the lesson that should be considered its main content, since the result of knowledge ultimately depends on them.
The structure of a lesson is usually understood as the presence in it of several, characteristic in content, interrelated constituent parts arranged in a certain sequence. In general, it is perceived as a grouped sequence of exercises performed, due to the logic of the deployment of the educational process. In essence, this is also the sequence and necessary interconnection of all actions, both of the teacher and those involved, on which the successful completion of the next exercises and the transition to the next ones depend. Of course, it is the structure of the interrelated actions of the teacher (explanations, demonstration, insurance, analysis, value judgments, etc.) and students (observing what is being shown, comprehending tasks, solving motor problems, performing the exercises themselves, etc.) that is decisive, of course.
The preparatory part of the lesson plays an auxiliary role and serves to create the necessary prerequisites for the main educational work. The typical tasks that the teacher solves in this part are:
a) initial organization those involved, capturing their attention, familiarizing them with the work ahead and creating the psychological attitude necessary for its success;
b) gradual functional preparation of the body for increased loads and a change in its physical state (“warming up”); c) creating a favorable emotional state.
The main part of the lesson serves as a direct solution to all the educational, upbringing and hygienic (improving) tasks of physical education provided for by the programs and plans of the current work. This is a harmonious general and necessary special development of the musculoskeletal system, cardiovascular and respiratory systems, the formation and maintenance of good posture, hardening of the body; armament of those engaged in general and special knowledge in the field of motor activity, the ability to control their motor apparatus, as well as the formation and improvement of motor skills of a general educational, applied and sports nature; general and special education of motor (physical), as well as moral, intellectual and volitional qualities.
In the main part of the lesson, any physical exercises that serve to effectively solve the listed problems can be used. It can also include exercises that are characteristic of the introductory and final parts, if it is necessary to create any additional prerequisites for conducting basic exercises, restore the temporarily reduced performance of certain organs, etc.
The final part of the lesson is intended to complete the work, bring the body into an optimal state for subsequent activities, and also create, to the extent possible, an orientation towards this activity. The most characteristic tasks of the final part of the lesson are: reducing the general excitation of the cardiovascular, respiratory and nervous systems, excessive tension of individual muscle groups; regulation of emotional states; summing up the results of the lesson, a brief analysis, if necessary, of individual moments of educational activity or the behavior of those involved, familiarizing them with the content of the next classes and homework, etc.
Lesson methods refer to the ways in which students are organized in the classroom to complete the exercises in accordance with the teacher's plan. The main methods used in schools are: frontal, flow, shift, group and individual.
Frontal method - exercises are performed simultaneously by all students. Its advantage is a large coverage of children, the achievement of a high lesson density and a large load. The frontal method is the best for the collective execution of exercises, when all children simultaneously follow the teacher's order or command. This method can be used when teaching most of the exercises of the school curriculum (gymnastic constructions and rebuildings, walking, running, some types of jumps, throwing, posture exercises, with balls, sticks, short ropes, games, skiing and elements of the ski system).
The teacher at each lesson should achieve sufficient physical activity on the body of students, which, in parallel with the solution of educational problems, will provide the necessary improvements in the functional activity of the body. To do this, you need to skillfully use physical exercises and know what effect they have on the body of those involved. There are many ways to determine the effect of exercise on the body. These include: measuring blood pressure, body temperature, pulse, blood composition studies, etc. Of these methods, the teacher can most often use pulse measurements.
The difficulty in regulating the load is a significant number of simultaneously engaged children with different physical training. AT practical work it is necessary to focus on children with average physical training.
Stronger students should be given individual lessons, offering them additional exercises, and weak children should be carefully protected from overload, limiting their exercise.
a) changing the number of exercises and games;
b) different number of repetitions of exercises;
c) increase or decrease in the time allotted for the exercise;
d) using a different pace of execution;
e) increase or decrease in the amplitude of movements;
f) complication or simplification of the exercises;
g) the use of various objects in exercises.
Evaluation of students in grades 5-11 who are released from physical education after illness and have an insufficient number of grades to give a final grade
During the physical education lesson, the released student is either in the lesson or in the reading room of the library (if the lesson is the first or last, then the student is at home).
If the student has an exemption, but is present at the physical education lesson and performs the teacher's feasible tasks, then the assessment takes place in the lesson. If a student has an exemption and is not present at physical education lessons, then the final grade is assigned based on the completion of a written assignment. The procedure for completing and submitting the assignment:
After providing a certificate of exemption from classes in physical education classes or a reasonable statement from the parents (later confirmed by a certificate from the doctor), the teacher gives the student theoretical material on the topic being studied (works of students from previous years can be used as theoretical material) and options for questions on this material.
Texts issued to students correspond to the program, learning outcomes and age of students. On the penultimate week of the semester, students answer in writing two questions from the theoretical material issued at the beginning of the study period and receive 2 marks.
Summary table on the number of students with a physical health group (basic, preparatory and special)
Academic year2010-2011
2011-2012
2012-2013
2013-2014
Total students
868
897
808
895
Main group
717
715
720
719
preparatory group
139
171
165
166
special group
Posture disorder
207
300
312
306
Scoliosis
visual impairment
155
120
155
flat feet
Obesity
References
Balsevich VK Physical training in the system of education of culture of a healthy lifestyle of a person (methodological, ecological and organizational aspects) // Teoriya i praktika nat. culture. 1990, No. 1, pp. 22-26.
Baranov A.A. The state of health of children and adolescents in modern conditions: problems, solutions // Ros. Pediatric Journal. 1998, No. 1, p.5-8.
Berezhkov L.F. Accounting for the dynamics of the state of health and the hormonal system of schoolchildren for the formation of the conceptual foundations of valeology // Health and education: pedagogical problems of valeology. SPb. 1997, from 22-24
Weinbaum Y.S., Koval V.I., Rodionova T.A. Hygiene of physical education and sports: Textbook. for stud. higher ped. textbook establishments. – M.: Ed. Center "Academy", 2002. -240p.
Velitchenko V.K. While the supporting documents are being prepared. // Ed. "Pedagogy", "Physical culture at school", 1987., No. 12
Velitchenko V.K. Physical education for weakened children: Method. settlement -M.: Terra-sport, 2000. - 168s.
Viru A.A., Yurimyae T.A., Smirnova T.A. Aerobic exercise. - M.: FiS, 1988. - 142 p.
Volkov V.M. Physiological features of sports training for schoolchildren //Sports Physiology. M., 1986, p. 192-218.
Demin D.F. medical supervision during FC classes. - M., FiS, 1994.
Ishmukhametov M.G. Differentiated physical education taking into account diseases of children and adolescents. // Physical culture: upbringing, education, training. 2004, No. 4, pp. 45-46.
Fomina A.I. Physical education and sports games at school.-M.: Education, 1974:-192p.: ill.
Khukhlaeva D.V. Methods of physical education in educational institutions: a textbook for students of pedagogical schools. -3rd ed., revised. and additional - M.: Enlightenment, 1984. - 208 p.: ill.
(4 hours)
Lecture
1. Significance of the lesson of physical culture in solving the problems of physical education of schoolchildren. Types, types, structure of the lesson of physical culture and characteristics of its parts.
2. Requirements for conducting a modern physical education lesson. Definition of lesson objectives. Preparing the teacher for the lesson. Organization of a lesson of physical culture (formation of study groups, methods of organizing students' activities in a lesson, distribution of time in a lesson).
3. Management of the process of physical education of students in the classroom (leadership styles, requirements for students, instructing students, preventing errors, etc.).
4. Homework in physical education and preparing students for independent physical exercises
1. Significance of the lesson of physical culture in solving the problems of physical education of schoolchildren. Types, types, structure of the lesson of physical culture and characteristics of its parts.
The dominant position of the lesson of physical culture (as the main form of physical exercise) is determined by the fact that it contains opportunities for solving the strategic tasks of physical culture - the comprehensive, harmonious development of students, their directed and effective preparation for life (for work, military service, etc. .).
Regarding all other forms of physical education of students, the lesson of physical culture has the following benefits:
1) is the most massive form of organization, systematic physical exercise for schoolchildren;
2) is carried out on the basis of a scientifically substantiated program of physical education, designed for a long period of study;
3) is carried out under the guidance of teachers in physical culture and sports, taking into account the age-sex and individual characteristics of schoolchildren;
4) contributes to the directed development and physical training of students, optimization of their physical condition.
Classification of lessons depending on the tasks to be solved. On the basis of their primary focus on solving educational, health-improving or educational tasks, there are four types of lessons.
Combined Lessons. All three groups of tasks of physical education are represented in them approximately equally.
Lessons with a predominantly health-improving focus are held in two versions: the first - developing (forming) lessons that serve the development of various body systems, the second - restoring (rehabilitation) lessons aimed at restoring strength and working capacity.
Lessons with a predominantly educational focus are differentiated depending on the specific tasks of moral or aesthetic education.
Lessons with a predominantly educational focus are subdivided into five types according to the distinguished didactic tasks: introductory lessons, lessons for studying new material, lessons for improvement, mixed (complex) lessons, control (test) lessons.
introductory lessons are held at the beginning of the academic year, quarter, when studying a new section of the curriculum. At these lessons, the teacher introduces students to the main tasks and content of educational work for the coming period, test requirements and educational standards.
Lessons for learning new material (educational). Their main tasks are to familiarize students with new motor actions and their initial development.
Improvement Lessons are used for in-depth study and consolidation of educational material.
Mixed (complex) lessons contain tasks and elements specific to the types of lessons listed above. In such lessons, the tasks of teaching, developing physical qualities, controlling the level of physical fitness of those involved, etc. can be jointly solved. This type of lesson is most widely used in the practice of physical education.
Control lessons aimed at identifying the progress or determining the level of preparedness of those involved, checking their mastery of knowledge, skills and abilities on a topic or section of the program, etc.
On the basis of the type of sport, lessons of gymnastics, athletics, swimming, etc. are distinguished. They have their own specific content, structural construction, etc.
The structure of the lesson and the characteristics of its parts. Each lesson of physical culture consists of three functionally related components: preparatory, main, final. The sequence of these parts reflects the patterns of changes in the body's performance under the influence of physical activity. At the beginning of the load, the body overcomes the inertia of rest due to a gradual increase in the functional performance of its organs and systems. This is called the practice phase, which corresponds to the preparatory part of the lesson. Then the achieved level of functional performance is maintained for a certain time with slight fluctuations in the direction of its increase and decrease. This is called the robust performance phase, which corresponds to the main part of the lesson. As the functional reserves of the working organs and systems of the body (cardiovascular, respiratory, muscular, etc.) are used up, the worker's performance gradually decreases. This is called the exhaustion or exhaustion phase, which corresponds to the final part of the lesson.
1. Preparatory part of the lesson. Its main goal is to prepare students to perform the exercises in the main part of the lesson. Based on this, the following methodological tasks are solved in the preparatory part:
Ensuring the initial organization of students and their mental attitude to the lesson (building, communicating the tasks of the lesson);
Activating attention and increasing the emotional state of those involved (combat exercises, various types of walking, running, exercises in motion, game tasks to enhance attention and increase the emotional state of those involved);
Ensuring the general functional readiness of the body for active muscular activity (performing simple physical exercises: complexes of general developmental exercises in the ranks and separate specially preparatory exercises (on the spot in an open formation) without objects, with objects and weights; exercises on the gymnastic wall and benches, etc.);
Ensuring special readiness for the first type of exercises of the main part of the lesson (performing leading and preparatory exercises)
When compiling a set of exercises for the preparatory part of the lesson, it should be remembered that the selection of exercises and their alternation depend on the tasks for which the complex is being compiled, as well as on the gender, age and physical fitness of the students. Exercises with high intensity are not included in the preparatory part, as they can reduce the performance of those involved.
The complex of means for warming up includes exercises with alternate effects on the main muscle groups and a gradual increase in load.
As a rule, exercises are performed at the expense of 2, 4 and 8:
a) after a preliminary demonstration and explanation by the teacher;
b) simultaneously with the demonstration and explanation of the teacher;
c) by display only;
d) by explanation only.
The number of exercises in the complex usually does not exceed 8-10.
When conducting general developmental exercises to enhance the attention of those involved and increase their emotional state, it is recommended to use:
1) hand clapping;
2) performing exercises with closed eyes;
3) performing exercises with fixation of individual positions (poses) on the account of up to 5-7;
4) performing exercises at a different pace;
5) performing exercises with a gradual increase in the range of motion;
6) performing the same exercise from different starting positions.
The following order of general developmental exercises is recommended: walking, running, arm and shoulder exercises, trunk exercises, leg exercises, jumping, breathing exercises and relaxation exercises. It is necessary to choose exercises so that they:
We started from different starting positions (various stances, sit-ups, lying positions, stops and hand positions);
had different orientation, kinematic and dynamic characteristics (different muscle groups, directions, amplitude, pace and nature of performance);
When conducting lessons with the same class, one should strive to diversify the exercises in the preparatory part, always including elements of novelty in its content. Variety is provided by updating several general developmental exercises in each lesson; changes in starting positions (standing, sitting, kneeling, lying down); performing exercises mainly with a large amplitude and in different directions and planes, counting and independently without counting - on assignment; the use of exercises with stuffed balls, gymnastic sticks, maces, etc.; application of various constructions.
To increase students' interest in performing general developmental exercises and more successfully solve the problems of the preparatory part of the lesson, it is recommended to use a variety of methods for conducting these exercises.
The separate method is characterized by the fact that after each exercise of the complex, a pause is made. With this method, students perform movements more accurately, it is easier for the teacher to control them.
The flow method consists in the fact that the entire set of exercises is performed continuously, without stops, and the final position of the previous exercise is the starting point for the next one.
Doing exercises in pairs.
Performing exercises with objects (gymnastic sticks, skipping ropes, stuffed balls, with a gymnastic bench, on a gymnastic wall, etc.).
Performing exercises in motion.
The total duration of the preparatory part is 10-20% of the total lesson time and depends on the duration of the lesson, the type of educational material, ambient temperature, etc.
To successfully solve the tasks of the preparatory part of the lesson, the teacher must:
choose the right place for showing exercises;
show exercises at the right pace and in a convenient viewing angle;
briefly and accurately name the exercises shown;
give commands correctly, in a timely manner and loudly enough;
help students with a mirror display, carry out prompts and calculations;
to achieve accurate and synchronous execution of exercises;
to correct the mistakes made by students in the course of the exercises.
2. Main part of the lesson. The purpose of the main part is to solve the most significant health-improving, educational and educational tasks provided for by the curriculum and the plan of this lesson.
1) learning new motor actions;
2) consolidation and improvement of previously acquired motor skills of a general educational, applied and sports nature;
3) development of physical qualities;
4) education of moral, intellectual and volitional qualities;
5) formation of special knowledge.
First, new motor actions or their elements are learned. Consolidation and improvement of previously learned skills is carried out in the middle or at the end of the main part of the lesson. Exercises that require the manifestation of speed, speed-strength qualities, fine coordination of movements are performed at the beginning of the main part of the lesson, and exercises related to strength and endurance are performed at the end. Moreover, the education of special endurance, if it is planned, is carried out earlier than the education of general endurance.
The composition of all exercises in the main part of the lesson should be such that they have a versatile effect.
In the process of teaching motor actions, the teacher should:
Avoid monotony in the manner of conducting a lesson, in the selection of means and methods of teaching;
use a variety of evaluation methods: approval, encouragement, remark, censure. At the same time, it is necessary to observe justice and objectivity, a sense of proportion and tact;
individually correct errors, indicating the cause of their occurrence, and adhere to the requirements: teach everyone and everyone separately;
to develop in students the ability to independently perform physical exercises.
For the development of skills in the learning process, it is necessary to perform the correct movements with a repetition of at least 8-10 times, and when fixing an already learned movement - within 20-30 times.
Repeated repetition of exercises, necessary to create strong skills, often causes fatigue in students, loss of interest in performing a motor action. This state is a natural reaction of the body to the monotonous nature of educational and practical activities. To maintain emotional tone and consolidate the material covered in the lesson, the teacher should complete the main part with outdoor games and game tasks and exercises with the inclusion of movements learned in the lesson.
However, it must be remembered that the game acts as an auxiliary, additional method. It is used only when the movement is sufficiently well mastered and the attention of students is focused not so much on the motor act as on the result of the action, the condition and situation in which it is performed. An outdoor game acts as a method of consolidating and improving a skill performed in an increased emotional state, in changing situations, with external counteractions. When including one or another element of a motor action in games, it is important to ensure that the basic structure of the movement is not violated during the game.
Determining the results of the game, identifying mistakes, incorrect actions are of great educational importance. When summing up, it is important to take into account not only the speed, but also the quality of the performance of game actions.
At primary school age, at the stage of learning exercises in the lesson, a competitive teaching method should be used. The object of competitive activity is the performance quality indicators of elements or integral motional actions.
Visual and auditory perception of the studied exercise (visibility) is of great importance in teaching motor actions. The use of visualization depends on the stage of training. As a rule, at the stages of familiarization and initial learning of a motor action, it is used much more often, and at the stage of improvement it is used to correct errors that have appeared.
Not a single lesson should take place without the inclusion of special exercises that contribute to the development of certain physical qualities. When choosing exercises that actively affect a particular physical quality, it is important to adhere to the following recommendations.
1. To achieve the best results in the development of speed among schoolchildren, exercises should be included in the lesson for instant response to various signals, overcoming short distances in the minimum time. In addition, it is necessary to select exercises that cause rapid movements, speed of action, frequency of movements. Such exercises are starts from various starting positions, sprinting, shuttle running, jumping rope, as well as outdoor and sports games, oncoming relay races, etc. Such exercises (with the exception of games and relay races) are best used at the beginning of the main parts of the lesson when the body is not yet tired.
Competitive and game methods of performing exercises contribute to the manifestation of the maximum speed capabilities.
For the development of strength, exercises of a general developmental nature without objects and with objects are typical (climbing a vertical rope, pulling up, bending and extending arms in a lying position, exercises on gymnastic equipment, using dumbbells, simulators, various types of martial arts, etc.). It is advisable to include such exercises at the end of the main part.
Endurance must be developed at each lesson, using special exercises and increasing the density and intensity of classes. Particularly effective are middle-distance running, cross-country skiing, outdoor and sports games. In the lower grades, running is mainly used at a slow, even pace, i.e. running at a speed of 2-3 m / s, as well as uniform running in combination with walking and complexes of general developmental exercises. In the middle and senior classes, a uniform run lasting 8-25 minutes is used, a repeated run in segments of 200-800 m, etc.
In the main part of the session, endurance exercises should always be performed last. Exercises for the development of general endurance follow after exercises for the development of special.
The development of coordination of movements is facilitated by outdoor and sports games, acrobatic exercises, obstacle courses, relay races with objects and various exercises using non-standard equipment, etc. It is advisable to include these exercises at the beginning of the main part, and sometimes in the preparatory one.
To develop vestibular stability, it is necessary to use balance exercises more often.
The specificity of the subject "Physical Education" helps the teacher to successfully educate the personal qualities of students in the classroom. In order to achieve the greatest effect in the education of morality, it is necessary to apply at each lesson various means educational nature: selection of tasks that contribute to the rallying of the team of students; organization of joint actions, mutual assistance, mutual assistance; encouragement of positive and censure of negative actions committed by students in the classroom, etc. For the education of personal qualities, it is necessary to set difficult but feasible tasks for students, to stimulate the achievement of the goal. So, to cultivate courage and perseverance, you can use exercises related to overcoming indecision and fear of performing, for example, vaults, exercises on gymnastic apparatus, etc.
The duration of the main part of the lesson depends on the volume and intensity of the load, gender and age of those involved, etc. As part of a school physical education lesson, it usually lasts 25-30 minutes.
3. The final part of the lesson. The purpose of the final part of the lesson is a gradual decrease in the functional activity of the organism of those involved and bringing it into a relatively calm state. In accordance with this goal, a number of methodological tasks are solved:
decrease in physiological arousal and excessive tension of individual muscle groups (slow running, calm walking, exercises in deep breathing and for relaxation, self-massage);
regulation of the emotional state (soothing outdoor games, game tasks, attention exercises);
Summing up the results of the lesson with the teacher's assessment of the results of the students' activities (here it is necessary to provide for further stimulation of the students' conscious activity in subsequent lessons);
message homework for independent physical exercises, for pulling up "weak spots".
The duration of the final part of the lesson is 3-5 minutes.
2. Requirements for conducting a modern physical education lesson. Definition of lesson objectives. Preparing the teacher for the lesson. Organization of a lesson of physical culture (formation of study groups, methods of organizing students' activities in a lesson, distribution of time in a lesson).
Lesson Requirements. The lesson of physical culture has features due to the age capabilities of students of different classes, the content of curricula, the complexity of solving pedagogical problems, the place of each lesson in a number of other general education lessons and in the mode of the school day. All this indicates the need to comply with a number of requirements for its organization and conduct. The main ones include the following.
1. Clarity in setting goals and objectives. The lesson solves health-improving, educational and educational tasks. During the organization of educational activities in the classroom, the teacher provides not only the mastery of motor skills and abilities, the development of basic physical qualities, the assimilation of the mandatory minimum knowledge of physical culture, but also contributes to the education of students' personal qualities (courage, perseverance, collectivism, etc.). The wording of the objectives of the lesson, as a rule, is extremely specific, concise, takes into account the composition of the students, their age, physical development and preparedness, ensures the continuity of previous lessons with subsequent ones, and reflects the planned final results with the greatest possible certainty. The optimal number of tasks to be solved in one lesson is no more than 2-3.
Compliance of the composition of the educational material with the curriculum and the nature of the tasks set. Extra-curricular material can only be used for the purpose of individualizing learning.
Expedient selection of means and methods of teaching, taking into account the didactic goal and objectives of the lesson. Not a single didactic goal or task can be successfully solved without a premeditated selection of educational material, taking into account the specific features of the topic, on the one hand, and the level of preparedness achieved, the age and gender characteristics of students, on the other.
Those with naya connection of lessons with previous and subsequent. Each lesson has a successive connection in terms of the direction of pedagogical tasks, the content of educational material, the volume and intensity of loads with subsequent and previous lessons.
Combination of frontal, group and individual work. The educational process becomes effective only if the individual characteristics of the students and the educational material are taken into account.
Constant modification of the content of the lesson, methods of its organization and conduct. A variety of content, methods and procedural support of the lesson contributes to the formation of students' interest in physical exercises and encourages them to be active.
Ensuring lesson safety. The increased injury risk of a physical culture lesson is due to the fact that its specific content is a variety of motor activities on gymnastic equipment, with and without equipment. Improper organization of the educational process can lead to various injuries of students (bruises, dislocations, concussions, fractures, etc.). A well-thought-out organization of the lesson, techniques and methods of assistance and insurance, special attention paid to exercises with increased injury risk (dismounting from gymnastic apparatus, climbing a rope, throwing a grenade, etc.) make it possible to avoid injury in the classroom.
8. Constant monitoring of the progress and results of educational activities of students. At each lesson, operational management of students' activities is provided. It is carried out on the basis of analysis and evaluation of the fulfillment of educational tasks and the reaction of the organism to loads, taking into account the subjective feelings of those involved.
Lesson methodology physical culture is an integral part of the management cycle of the process of physical education. It includes:
1) Planning the process of physical education
2) Organization of physical education lessons
3) Management of the process of physical education in the classroom
4) Control over the results of physical education.
Setting goals. Before each lesson, specific tasks must be set. In the methodology of physical education, all tasks are usually divided into three groups, based on their orientation: educational, health-improving and educational. Pedagogical tasks need to be formulated, perhaps more specifically, while educational ones - indicating the level of mastery of the technique of movement.
Educational tasks equip students with knowledge of physical culture, skills and abilities to perform physical exercises.
When teaching motor actions, the tasks of the lesson are formulated as follows:
when getting acquainted with a motor action: “Introduction to technique...” (and then the exercise or its separate element that is being mastered is indicated);
when learning a motor action: "Learning the technique of performing ...";
when improving a motor action: "Improving the technique of performing ...".
The first lesson solves the problem of familiarization with the technique of a particular motor action, the second - learning, the third - improvement.
Wellness tasks provide for the provision of physical development and physical fitness possible at a certain age, the formation of posture and provision in the classroom best conditions for the health effects of exercise on the body involved.
Health-improving tasks are formulated as follows: “correct posture formation, achieving a free, relaxed position of the torso while walking and running”, “general endurance development using cross-country running”, etc.
When solving the problems of educating physical qualities, formulations with a brief terminological record are recommended, the first word of the task formulation is “education”, then the specific physical quality is indicated and then the exercise with which this task is solved is mandatory. ("Education of speed of movements in running for short distances").
Educational tasks provide a positive impact of physical exercises on the education of the properties and qualities of the student's personality.
When solving the problems of educating a personality, the formulations are concretized in accordance with the age characteristics of those involved and the specifics of the content of the educational material, for example: “Education of courage when dismounting from a gymnastic goat”, “Education of a sense of endurance in cross-country skiing at a distance of 5 km”, etc.
Organization of the process of physical education
The organization of the process of physical education includes the following main activities:
1.Preparing the teacher for the lesson .
The effectiveness of a physical education lesson largely depends on how the teacher will implement the plan he has planned, apply the most rational methods of organizing the activities of those involved and methodological techniques, productively use the available equipment, inventory, teaching aids, taking into account the specifics of the place of the lesson (sports hall or a school sports ground, stadium or park, flat or rough terrain), temperature conditions, preparedness of schoolchildren, their age and individual characteristics.
THEN. The success of any lesson depends on the degree of thoroughness of the teacher's preparation. Distinguish between advance and immediate preparation.
advance preparation includes:
- development of lesson plans;
– providing the educational process with equipment and inventory
(non-standard), teaching aids;
– professional development of the teacher;
- preparing an asset of students to help the teacher in the lesson.
Direct preparation
- viewing the lesson summary;
- view your appearance;
- assessment of mastery of the lesson material;
- preparation of the place of employment, inventory, teaching aids (additional exercises), TCO;
– provision of sanitary and hygienic conditions for classes (locker rooms), wet cleaning of the hall;
- checking the presence of group leaders.
Sanitary and hygienic provision of conditions for the lesson provides for the whole range of activities that provide a health-improving effect from physical exercises.
In this regard, the sanitary and hygienic condition of the places of employment must strictly comply with the established standards (in any case, this should be achieved). So, the air temperature for the gym is maintained (the most favorable)! within 14-16°C.
After each lesson with the class at school, it is necessary to ventilate the hall during the entire break. It has been established that air ventilation in the lungs of a person at rest ranges from 4 to 6 liters per minute, and during high-intensity exercises (running, sports games, etc.), air absorption by the body increases by 10 times or more. Therefore, it is extremely important to ensure proper air purity in places where physical exercises are carried out.
Very great attention should be constantly paid to maintaining the cleanliness of the floor of the hall, gymnastic mats, apparatus, sports equipment. To be done after every lesson wet cleaning the floor of the hall, wipe the gymnastic mats with a wet rag, and major cleaning - washing the floor, wiping the equipment, equipment (first with a wet method, and then with a dry rag) must be done after the end of all classes in the hall.
Failure to comply with these important sanitary and hygienic requirements leads to a large accumulation of dust in the room. Classes in such conditions cause great harm to health, as dusty air enters the lungs. In addition, in an uncleaned hall, the bodies and sportswear of those involved are polluted.
Forms and methods of teaching physical culture in the classroom.
The main form of organization of educational work in physical education is a lesson (lesson). A physical education lesson is a mandatory form of training for all students, providing the necessary minimum of knowledge, skills, and abilities provided for by the program. In the classroom, students learn a complex of morning exercises, a complex of gymnastics before classes, physical exercises, various physical exercises, and join the elements of sports competitions.
Physical education lessons have their own specific features. They are held in gym, open areas, stadiums. Physical education lessons are distinguished by a wide variety of motor sensations that affect the body of students, which obliges teachers to carry out an individual approach to students.
1. Lessons of physical culture.
2. Physical activities in the daily routine: gymnastics before classes, physical education minutes, organized breaks (games, competitions).
3.Extracurricular and extracurricular activities (circles, sections, yard competitions)
4. Exercise at home.
Out-of-class and out-of-school work is of great importance, it contributes to the deepening and expansion of educational work in physical education and is carried out in the form of games, walks, excursions, hikes, classes in circles, in the form sports entertainment, performances and holidays. Of particular importance are various forms of physical exercise at home, in the family. These are gymnastics on radio, television, video films, outdoor games, sledding, skating, skiing, cycling, etc., as well as homework given in physical education classes. Lesson objectives 1. educational; 2. educational; 3. wellness. The method of conducting a lesson refers to the ways in which students are organized to complete the exercises. The main methods used in the lessons:
1.frontal
2.inline
3.shift
4. group
5.individual.
With the frontal method, exercises are performed simultaneously by all students, its advantage is a large coverage of students, achieving high density and high load.
The flow method is when students perform the same exercises in turn, one after the other, without interruption. It is convenient when performing acrobatic exercises, climbing, jumping.
Shift method - students are divided into shifts, in line to complete the exercise (some perform, others observe).
Group method - students work independently on assignment, performing various types of exercises in order of priority, groups change places.
Individual method - most often used in test lessons, it allows the teacher, after the student has completed the exercise, to sum up, pay attention to shortcomings and mistakes.
Methods of training, education of motor qualities:
1. Uniform method
2.Variable method
3.Repeated method
4. Interval method
5. Competitive method
6. Game method
7.Circular method
The uniform method is characterized by a single continuous work lasting from several seconds to several hours (for competitive distances).
The variable method is characterized by a single continuous operation lasting from several seconds to several hours, depending on the goals and conditions.
The repeated method is characterized by the repetition of the same exercises with an interval for rest, during which there is a complete recovery of working capacity.
The interval method is characterized by repeating the same exercises at regular intervals.
The competitive method is characterized by performing exercises in conditions close to competitions.
The game method is based on the development of motor qualities during the game.
The circular method is a streaming, consistent implementation of a set of physical exercises. It is called circular because the exercises are performed in a circle, consisting of several stations. At physical education lessons, it is necessary to differentiate the approach to students (dosing loads). If the whole class is given the same task, it is necessary to focus on weak students. Then the task will be feasible for everyone.
One of the main methods of explanation (verbal). It applies to all stages of education. Explanations should be understandable to students. The material is presented clearly and concisely, accessible and should correspond to the level of development of students.
Story - used when getting acquainted with new types of exercises (learning the game). Requirements for the story brevity - figurative presentation, expressiveness, emotionality, combined with explanation.
Conversation - it is conducted in a question - answer form, the conversation should be focused, short, interesting.
Orders and commands - used by the teacher during the lesson.
Directions - apply during exercise (above the head, etc.)
Demonstration of the exercise - should be performed from the place so that it can be seen by everyone. A student can participate in the demonstration, combine with an explanation.
Competitions are used after students have developed some skill.
Correction of errors - all errors must be corrected in a timely manner. The demonstration is performed by the student, and the teacher explains the technique of the exercise, it is good if the student himself tells what he should pay attention to when repeating the exercise.
At individual approach The health status of children must be taken into account. If necessary, you can increase or decrease the number of exercises, repetitions, to facilitate the conditions of execution. One of the conditions for the correct setting of physical education is a well-organized medical control. Which is held once a year and distributed by medical groups.
1. The main group - includes students who do not have deviations in physical development and health status.
2. Preparatory group - students with minor deviations in physical development and health.
3.Special group - students with significant deviations of a permanent and temporary nature.
Students with a disability group are completely exempted from physical education.
Main group students - allowed
a) to classes in physical education programs
b) to classes in circles, sections
c) to compete
Students of the preparatory group - are allowed to take classes according to the general program, with limited performance of exercises related to large physical activity, voltage.
Students belonging to the special group organize classes twice a week outside of school hours. Classes are held according to a special program.
In recent years, physical education specialists have attracted great attention to physical education, which links theoretical knowledge, motor skills and methodological skills.
Physical education is the first and determining condition for the formation of children's health. Therefore, it is necessary to engage in physical education from primary school age. It is necessary already at this age to form in students stable motives and needs for caring for their health, their physical and mental qualities, creative use of physical culture in organizing a healthy lifestyle.
In the practice of organizing and conducting physical education lessons, the following practical methods are generally accepted, which are based on the active motor activity of students. These methods are divided into two groups: the methods of a strictly regulated exercise (learning in parts, as a whole and forcibly facilitating) and partially regulated (game and competitive). They can be used to teach acrobatic exercises.
Methods of a strictly regulated exercise are characterized by repeated performance of an action (or its parts) with strict regulation of the form of movements, the magnitude of the load, its increase, alternation with rest, etc. As a result, it becomes possible to selectively master individual movements, consistently forming the necessary actions from them. The methods belonging to this group complement each other and are applied in accordance with many conditions that determine a specific educational task: the group and personal characteristics of students, the stage of training, the nature and content of the educational material, the duration of the lesson, local learning conditions, the availability teaching aids(inventory, shells), etc.
The method of learning in parts, according to experts, provides for the initial study of individual parts of individual actions, followed by their combination into the necessary whole.
The full-fledged implementation of this method largely depends on the understanding of the possibility and necessity of dismembering a motor action, as well as on the practical ability to implement it in accordance with the learning task. It is possible to understand the whole action only through the knowledge of its constituent movements and the laws of the formation of the action.
Breakdown is a characteristic feature of piecemeal methods, but piecemeal learning is not an end in itself. It serves only as an initial stage, facilitating the mastery of a holistic action. The end is mastering the action as a whole. Without this, the meaning of any training is lost. Ultimately, students must perceive the action as a whole from beginning to end. In this unity, performance should not be primary or secondary. Everything is the main thing.
For example, lead-up exercises are used to facilitate the assimilation of a holistic motor act through the preliminary solution of a series of particular educational tasks. This is achieved due to the fact that the lead-up exercises contain elements of a holistic action similar in structure and nature of neuromuscular tension. Leading exercises contribute to the accumulation of trace effects in the central nervous system, such simpler temporary connections, which, as a result of a certain homogeneity and coordination commonality with the main exercise, can facilitate its development.
For example, the creation of a system of lead-up exercises is achieved by analyzing the action planned for study, dissecting it and highlighting the most important elements. The lead-up exercise should have a finished form and be accessible to the students.
Depending on the structure of the motor action and the tasks of learning, lead-up exercises can be presented in two forms: in the form of an isolated part of a holistic action or a holistic action, but with details isolated from it.
The pedagogical advantages of the method of learning in parts, as noted by many experts, are as follows:
- Facilitates the learning process. The student approaches the goal by gradually accumulating a stock of partial motor skills, from which the desired action is formed.
- Learning in parts makes the learning process in each lesson more specific, and, therefore, motivated, because the success of students in mastering even one element is satisfying.
- From the wealth of lead-in exercises, the lessons become more diverse, and the learning process itself becomes more interesting.
- A large stock of motor skills, created by learning parts, allows you to more successfully solve the problems of enriching the motor experience of children.
- The use of the method of learning in parts contributes to the relatively quick restoration of lost skills.
- This method is indispensable in the study of coordination-complex actions and, if necessary, to influence individual joints and muscle groups.
The teaching method in general. It provides for the study of action in the form in which it is to be as the ultimate task of learning. This method is applied at any stage of training. With a relatively simple exercise and a sufficiently high level of preparedness of students, there is no need for lead-up exercises, and the learning method as a whole can be used at the first stages of training. At the final stage of learning as a whole, it is used in the study of any action. Learning as a whole is indispensable when trying out an action. We have to resort to learning as a whole even in those cases when we do not know how to correctly divide the action and create justified systems of lead-up exercises.
The method of forced-facilitating learning is based on the theoretical concept of “artificial control environment” (according to I.P. Ratov). It can be considered a variant of the learning method in general, but with the use of simulators, that is, technical devices that provide the ability to reproduce the studied exercise (or its element) in artificially created and strictly regulated conditions.
Methods of partially regulated exercise allow a relatively free choice of actions by the student to solve the problem. These methods are usually used at the stage of improvement, when students already have a sufficient amount of knowledge and skills. The methods included in this subgroup, having different features, have one thing in common: when using them, there is always an element of rivalry between students, the desire to assert superiority in one or another action.
The game method has many features characteristic of physical education games. The game is not only a means of physical education (that is, a characteristic system of physical exercises), but also an effective method of training and education. Therefore, it is possible to understand the nature of the game method only on the basis of revealing the essence of the game in general. The game should perform the following functions: preparatory (improving the physical and spiritual strength of a person, fostering social activity and creativity), entertaining (use of free time) and the function of forming relationships between people, as well as between people and the environment. These features determine the content of the games.
The competitive method has many of the characteristics of competition, but has a wider application.
As established by P.K. Petrov, the most characteristic features of the competitive method are the following:
- The subordination of all activity to the task of winning this or that action in accordance with predetermined rules.
- The maximum manifestation of physical and mental strength in the struggle for superiority, for high sporting achievements.
- Limited opportunities in managing students, in regulating their workload.
The competitive method is most effective in improving the action, but not in its initial learning.
In the process of learning, methods of using the word are constantly present. The word activates the whole learning process. The teacher of physical culture has the opportunity to use two functions of the word: semantic, with the help of which the content of the material being taught is expressed, and emotional, which allows influencing the student's feelings. To implement the process of teaching acrobatic exercises in elementary grades, the following methods are used: verbal and visual.
Verbal methods include: story, description, explanation, analysis, assignments, instructions, commands.
To implement the semantic function of the word, the teacher's speech must be accurate and understandable to students. In the process of physical education, it is customary to use certain terms.
The semantic function of the word underlies the correct solution of the problem of terminology in physical education. Terminology gives verbal designations to objects and phenomena. The term should be demonstrative, precise, clear, concise.
The emotional function of the word contributes to the solution of both educational and educational tasks.
In addition, these methods use a story.
A story - a narrative form of presentation - is most often used by a teacher when organizing students' gaming activities.
In addition to the word, the story has a place to use the description of the exercise.
Description is a way of giving the child an idea of the action. When describing, a list of characteristic features of the action is given, it is said what should be done, but it is not indicated why it should be done. It is used when creating an initial presentation or when learning relatively simple actions, when students can use their knowledge and motor experience.
Gradually, taking into account age, preparedness, the methods become more complicated, and one of them is the explanation.
Explanation is the most important way to develop a conscious attitude towards actions.
For example, a conversation helps, on the one hand, to increase activity, develop the ability to express one's thoughts, and on the other hand, to get to know the teacher of his students, to evaluate the work done.
The analysis method differs from the conversation only in that it is carried out after the completion of a task (for example, a game). Parsing: can be one-sided and two-sided.
The task method provides for setting tasks before the lesson or private tasks during the lesson.
Another method of the word is the method of indication, which is short and requires unconditional execution.
Evaluation is the result of an analysis of the performance of an action.
Commands are used to control the formation and those involved.
The command is a specific and most common method of using a word in physical culture. It has the form of an order for the immediate execution of an action, for its completion or a change in the tempo of movements.
When conducting gymnastic exercises, their training uses counting, which allows you to set the students the required pace of movement, memorize complexes, combinations of exercises.
Visual perception plays an important role in teaching. Methods of this group provide visual and auditory perception of the studied action. Watching, and sometimes listening to the tempo, rhythm of movements creates a more versatile idea of the action for those involved, which expands the orienting basis for subsequent playback.
Visual perception contributes to faster and more accurate assimilation, increases interest in the studied actions.
The effectiveness of the methods is largely determined by their age, the student. These methods are especially important when working with children. They have a highly developed ability to imitate, the desire to follow living examples, and it is not the same at different ages: for example, at a younger age, the sense of perception is especially strongly developed.
The use of visual perception methods also depends on the stage of learning. As a rule, in the early stages they are used much more often. At the stage of consolidation and improvement, they are used to correct errors that have appeared.
There are the following visualization methods: display, demonstration, posters, drawings and diagrams, sketches, subject aids and films.
The demonstration of motor action by the teacher is the most specific teaching method. Imitation is at the core of learning by display.
The effectiveness of imitation depends, first of all, on the age of the student, on the nature and level of his mental and physical fitness.
The readiness of the student for conscious imitation is determined by the action of several factors:
- The ability to analyze the seen action.
- Compliance with the psychophysiological maturity of the child, the complexity of the exercise being reproduced.
- The level of knowledge, the completeness of the student's understanding of the imitated action.
- Interest in the imitated action and the desire for the student to imitate.
- The presence of timely and high-quality control and self-control over imitation.
Demonstration of visual aids creates additional opportunities for the student to perceive a motor action with the help of a subject image.
Posters are required to reflect those moments in action that are difficult to emphasize during the show, the more intelligibly to explain.
Drawings and diagrams in chalk on a blackboard, sand, earth, etc.
Sketches performed by students in the form of contour figures allow you to graphically express your own understanding of the structure of the action, think over the execution figuratively, and find your mistakes.
Subject aids have relatively limited didactic possibilities, but they can have a rather strong emotional impact, especially on children of primary school age.
Technical Teaching Tools: film, laptop, projector, VCR, etc.
Despite all the technical difficulties, its demonstrations in the course of the pedagogical process have enormous didactic possibilities.
Sound and light alarms create the necessary visual and auditory guidelines for the beginning and end of an action (or movement, they set a certain pace and rhythm of movements, direction, amplitude, etc.).
Formation of systems of motor skills in acrobatic exercises, which is one of the leading tasks of physical education, is based on the relevant patterns. Knowing them will allow you to correctly assess the unevenness of mastering a motor action and the possibility of varying the conditions of training; will ensure the competent construction of systems of lessons and lead-up exercises, using the effect of skills transfer; will help to determine the most rational content of each stage of learning a motor action.
Depending on the class of the task of the pedagogical aspect (the formation of students' skills to perform motor actions at different rates with different amplitudes and degrees of muscle tension, mastering the school of movements). They may require more time in some lessons, less in others. For example, before a control lesson, when there is a repetition and improvement of basic exercises or combinations, it is advisable to devote the introductory part to a warm-up, i.e. solving problems of the biological aspect to a greater extent. In elementary grades or in lessons aimed primarily at mastering new exercises, more attention should be paid to the tasks of the pedagogical aspect.
To solve these problems of the introductory part, various means are used: drill exercises, types of movements, dance exercises, outdoor games, general developmental and floor exercises with elements of movement coordination. It is not advisable to use exercises with a high intensity of the introductory part, because. they can reduce the working capacity of students in the main part, therefore, the task of developing students' motor qualities, such as strength, endurance, flexibility, is not set here, but development assistance can be.
Usually a gymnastics lesson begins with a general building of the class. At the beginning of the lesson, it is customary to build along the long side of the hall in the upper right corner, at a distance of 1 - 2 meters from the wall, with your back to the windows, in a row in height. In the first lessons in the first grade, children are built under the guidance of a teacher.
For the successful teaching of children to build in a line, it is advisable to use special markings on the floor at a distance of 40 cm from each other, applied with chalk or paint. After the students learn to place one next to the other, the teacher instructs the construction of the students themselves. The attendant gives the command “Equal!” and “Quietly!”. Starting from grade 4, the duty officer gives a report to the teacher. After the command “Attention!” the teacher welcomes the children and informs the objectives of the lesson, which can be specified in the main part.
The most effective means of activating the body functions of primary school children are accelerated walking, running at a uniform pace, rhythmic jumps, dance exercises and games.
It is especially important to draw students' attention to the need to manage running. The leader of the column should be a student who knows how to maintain this pace.
Noteworthy is the selection of methods for controlling students when performing acrobatic exercises: the teacher should use counting, clapping, independent counting of students (aloud or to himself), to the music. For the same purpose, it is recommended to use various limiters at the corners of the hall, arrows, gates, etc. With any method of management, the teacher should be able to make comments, correct mistakes, and encourage students. When conducting acrobatic exercises, the condition of the students is of no small importance. So, for example, if the students came to the lesson in a somewhat excited state (after a test or a very emotional lesson), you should not start the lesson with learning new elements of the formation and normal walking. In this case, it is better to use games and game tasks that distract students from the experiences that preceded the lesson, activate their attention.
Provided that the children came to the lesson calm and focused, you can immediately learn new elements of building and rebuilding.
The introductory part of the lesson usually ends with a set of general developmental exercises. It is desirable to diversify the ways of building students for general developmental exercises (in a circle, line, columns). When demonstrating exercises, the teacher uses a mirror display. The complex of general developmental exercises may include certain lead-up exercises for mastering or consolidating the acrobatic exercises of the main part of the lesson. For greater efficiency and emotionality of this part of the lesson, exercises with objects (skipping ropes, gymnastic sticks, balls, hoops, etc.) should be used.
From a psychological point of view, the use of objects various shapes, volume, mass increase the emotionality of classes, the activity and interest of the children, enrich them with new motor experience.
When performing exercises with objects, it is necessary to pay serious attention to discipline and order among students in order to exclude the possibility of injury. We should not forget the correct organization of the issuance and collection of gymnastic equipment in the classroom.
Instead of general developmental exercises, relatively simple floor exercises or rhythmic gymnastics exercises performed on 32 or 64 counts can be included in the preparatory part of the lesson. The main task of such exercises is the development of coordination abilities and motor memory of students, their mastery of school movements. Such exercises are of greater importance in primary grades.
An important role in keeping students interested in the lessons is played by checking and evaluating the exercises performed. After completion, each student is given a score.
On fig. 1 shows a general scheme of methods used in the learning process at various stages.
The manifestation of the teacher's high demands on students increases his authority, and through it the authority of the subject. In order for exactingness to students to bring the desired results, it must be constant, feasible, tactful, sparing the pride of students.
Particular exactingness must be shown when teaching elementary school students the elements of the system, the basic positions of the arms and legs when performing general developmental exercises, the ability to land clearly, posture, that is, those elements that make up the school of movements, the school of gymnastics, gymnastic style.
Thus, there are many different teaching methods, which are divided into verbal methods, visual, practical: methods of strictly regulated exercise and partially regulated exercise.
Literature
- Ashmarin, B.A. Theory and methods of FV / B.A. Ashmarin, Z.N. Vyatkin. – M.: Enlightenment, 1990.
- Korobeinikov, I.K. Physical education / I.K. Korobeinikov, A.A. Mikheev, I.G. Nikolenko. - M .: Higher. school, 1989.
- Lyakh, V.I. Coordination abilities of schoolchildren / V.I. Lyakh. - Minsk: Polymya, 1989.
- Martovsky, A.I. Gymnastics at school / A.I. March. – M.: FiS, 1982.
- Menshikov, N.K. Gymnastics with teaching methods: Ed. N.K. Menshikov: Enlightenment, 1990.
- Petrov, P.K. Methods of teaching acrobatic exercises and jumps at school: Textbook / P.K. Petrov, G.I. Ponomarev - Izhevsk: UdGU, 1994.
- Petrov, P.K. Methods of teaching gymnastics at school / P.K. Petrov. – M.: VLADOS, 2000.
- Rips M.D. Physical culture and sport in a secondary school: Ed. M.D. Rips. – M.: Enlightenment, 1985.
- Smolevsky, V.M. Gymnastics and teaching methods: Ed. V.M. Smolevsky. - M.: F and S, 1987.
- Ukran, M.P. Methods of training gymnasts / M.P. Ukrainian – M.: FiS, 1971.
- Kholodov, Zh.K. Theory and methods of physics. sun. and sports: Proc. allowance for students. Higher education institutions / Zh.K. Kholodov, V.S. Kuznetsov. - M., 2001.
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