Technology of differentiated physical education. Individual approach in physical education lessons: how to implement it

Technology of differentiated physical education.

(Rodyukova Larisa Viktorovna

teacher of physical culture, MOU "Gymnasium No. 38",

606031, Dzerzhinsk, Nizhny Novgorod region, st. Udrisa, d.8).

Improving the lesson of physical culture and increasing its effectiveness is impossible without developing the issue of differentiated education. The most important requirement of a modern lesson is to provide a differentiated and individual approach to students, taking into account the state of health, gender, physical development, motor fitness, and developmental features of mental properties. Getting started, first of all, it is necessary to determine with what composition of students you have to work for several years. At the beginning of the academic year, it is necessary to identify the level of physical fitness (using tests) and the health status of students (according to medical examinations). An idea of the degree of preparedness of students in mastering a certain motor action can be obtained by observing the ability to reproduce a task or exercise at a given pace, rhythm, with a given amplitude.

Differentiated and individual approaches are important for students, both with low and high results in the field of physical education. The low level of development of motor qualities is often one of the main reasons for the failure of a student in physical education. And a student with a high level is not interested in a lesson designed for an average student. In addition to dividing students into basic, preparatory and special groups, in almost every class it is conditionally possible to divide children into several more groups (categories):

Perfectly healthy, but "fat" children who do not want to work;

Children temporarily transferred to the preparatory group due to illness;

Poorly physically developed children who are afraid of ridicule become isolated;

Well physically developed children who may lose the desire to study in the classroom if it is very easy and uninteresting for them.

Therefore, it is necessary to differentiate both tasks, and content, and the pace of mastering the program material, and evaluating achievements.

And here it is necessary to dwell on the technology of differentiated physical education ( TDFO), which is the main one in the educational process ( Appendix ). A differentiated physical education is understood as a purposeful physical formation of a person through the development of his individual abilities. TDFO - this is a way to implement the content of differentiated physical education through a system of means, methods and organizational forms, which ensures the effective achievement of the goal of education. Contents of the TDFO - it is a set of pedagogical technologies of differentiated training in motor actions, development of physical qualities, formation of knowledge and methodological skills and technologies for managing the educational process, ensuring the achievement of physical perfection. In terms of the level of differentiation, TDFO is intra-class. How are the issues of optimization of the educational process in physical culture solved when using the technology of differentiated physical education.

Movement training.

Training is carried out by a holistic method with subsequent differentiation (selection of technical details and their "breeding" by complexity) and then integration (combination) of these parts in different ways, depending on the level of technical preparedness of students in order to better perform the exercise. Training in motor actions provides for the possibility of choosing operations to solve certain motor tasks. In this case, each trainee can master a motor action in the composition of operations he prefers, which will become the basis for the formation of an individual, most effective style of activity. Students of strong groups within the class master the educational material, on average, two lessons faster than average and weak students. It is necessary to regulate the different pace of learning by means of differentiation of practical teaching methods, when training for each motor action ends for strong groups by performing the studied exercise in competitive conditions and the process of developing physical qualities through the studied exercise, and for students of weak and medium groups, more time is given to performing the exercise according to parts and repeated execution under standard conditions. Evidence of the effectiveness of this approach in teaching motor actions is the change in the quality of performance in terms of technical preparedness. The essence of differentiated training in motor actions is in determining the complexity of the parts of the technique and the ways of their combination.

To consolidate and improve motor skills and develop appropriate coordination abilities in a lesson, it is necessary to repeatedly use special preparatory exercises, purposefully and often change individual movement parameters, their combinations, and the conditions for performing these exercises.

Very effective in the main part of the lesson is the group method of work, when the class is divided into groups depending on the preparedness for mastering a particular section of the program. However, the organization of students in the main part may be different depending on the stage of training.

First stage- Familiarization with new educational material.

The lesson is held simultaneously with the whole class, all departments receive the same task, for example, to perform new exercises shown by the teacher.

Second phase- assimilation and consolidation of educational material.

It is rational to give different training tasks to each group: one - preparatory or lead-up exercises performed in light conditions; the other is complicated lead-up exercises; the third - the action as a whole, but in a lightweight version, etc.. For example, somersault forward: poorly trained students perform it on an inclined plane in light conditions, and well-trained students perform it on gymnastic mats under normal conditions. Upside-down flip-up: the strongest group exercises independently on the crossbar; less prepared with the help of a teacher - on a high pole of uneven bars (a horse is placed in front of the pole), the coup is performed with repulsion from the horse in light conditions; the weakest students perform at this time tasks on the gymnastic wall for the strength of the arms and abdominals . High jump: a quadrangular jumping pit is equipped, along each side of which bars of different heights are installed on the racks, so 4 groups of different preparedness can work simultaneously, the bars are raised for each group separately. This creates optimal learning conditions for all students. Students assigned to the preparatory group for health reasons can perform tasks and exercises that are feasible and recommended by doctors.

Third stage- Improving movement.

It may turn out that for schoolchildren who are most poorly prepared, there will be no third stage at all - they have not mastered the educational material well enough. These children continue the work of the second stage, although somewhat more complicated. More prepared children perform exercises in competitive conditions or changing complicated conditions (using weights, increased support, various resistances), and the number of repetitions and the number of laps increase for them. Less prepared students work in standard conditions.

In gymnastics classes, children can be allowed to add their own elements to combinations, change the height of the projectile and the distance to the bridge in the vault. Each type can contain both a basic component and a variable part, which provides for an in-depth study of the technique of acrobatic and other exercises.

At the lesson, it is necessary to carry out individual work with students who are unable to perform one or another motor action. These children receive individual tasks, both at the lesson and homework for this motor action. Individual work with students at different stages of the lesson helps to preserve the physical, moral and social health of students.

Development of physical qualities.

Differentiated development of physical qualities in groups of different preparedness is carried out using both the same and different means and methods, but the amount of load is always planned to be different, as a result of which the level of physical fitness of students is significantly improved compared to the initial level. In weaker groups, children finish tasks earlier, they have more time to rest and recover.

For students with an insufficient level of physical fitness, you can use cards of individual tasks indicating the exercises, the sequence of their implementation, dosage. Task card exercises become more difficult with age.

In the lessons, it is desirable to use non-standard equipment and small inventory (gymnastic sticks, jump ropes, hoops, dumbbells, rubber and spring expanders, etc.), conduct lessons with musical accompaniment, include elements of aerobic gymnastics, rhythms, muscle relaxation exercises, breathing exercises. This allows you to increase the motor density of the lessons and make them more interesting.

Be sure to control physical activity by heart rate before and after the end of the lesson. To determine the functional state of students in the process of physical activity of a different nature, not only compare the magnitude of heart rate shifts with the nature and magnitude of the load, but also track the speed of heart rate recovery during rest. Children who have a heart rate above 80 beats / min before the lesson, and less prepared children, should be placed on the left flank when building. For such students, with the help of restraints, an inner circle with a smaller radius can be made, where they can perform individual exercises, breathing and relaxation exercises, walking, jogging, etc. (island of health).

In the preparatory part of the lesson, tasks are performed by all children, but for the weaker ones, the load is reduced, the time for completing tasks, their volume, intensity, number of repetitions, and the pace of movement are reduced; simpler lead-in and preparatory exercises are given, it is allowed to make more frequent and longer rest breaks.

In the practice of physical culture and health improvement work, competitive and gaming technologies are widely used, which help to solve not only the problems of motivation, development of students, but also health protection and socialization. In the game and through game communication, a growing child manifests and forms a worldview, a need to influence the world, to adequately perceive what is happening. It is in the game that, regardless of the consciousness of the child, various muscle groups work, which also has a beneficial effect on health.

When conducting exercises in a game or in a competitive form, weak students are distributed among all teams and these players are replaced more often.

If an obstacle course is overcome, some of them are excluded for weak children.

In relay races, more prepared students start and end relay races and do two repetitions if necessary. When performing tasks in pairs, children should be selected according to their strength and they are given exercises of different complexity, while you can also use cards with tasks and exercise schemes.

Pay special attention in the lesson to overweight and weak children who do not want to study because of their awkwardness. Good results can be obtained if such children are first involved in helping with outdoor games and relay races. At first, they help in refereeing, then, getting involved in events, they take part in the game and cease to be embarrassed by their motor awkwardness. Continuing to study in this way in the classroom, these children gain confidence in their abilities and are gradually included in regular classes. The motor mode with weak children is carried out at a pulse rate of up to 130-150 beats / min. At this stage, the training regimen for different groups should be different: training, tonic or sparing.

In the final part of the lesson, the class is combined into one group, all students perform the same exercises. The exceptions are those cases when, according to the schedule, the lesson of physical culture is the last and at the end of it you can play a game of great mobility, the participation of less prepared children in such a game is limited.

3. Formation of knowledge and methodological skills of schoolchildren on the organization of independent forms of physical exercises.

The technology of differentiated formation of knowledge and methodological skills involves: 1) identifying the levels of schoolchildren's learning in the field of knowledge and methodological skills using a diagnostic test (conducted at the end of each topic and serves as the basis for dividing students into groups of different preparedness). 2) "breeding" the tasks of studying the topic according to the levels of schoolchildren's learning and groups of different preparedness; 3) "breeding" the content of the program.

Students are offered tasks of different complexity, content, volume. These can be: small messages, more detailed reports, project activities (presentations), compiling a complex of morning exercises or warm-ups, exercises with objects.

Enough time in the lessons in grades 1-4 should be devoted to the prevention of flat feet, the formation of correct posture, the development of morning gymnastics complexes. In the course of performing the exercises, introduce students to what this or that physical exercise affects (posture, strength, dexterity, etc.), pay attention to the execution technique and safety precautions when performing exercises; give a general analysis of the execution of exercises and pay attention to technical errors.

Conduct weekly briefings on safety rules in the classroom and the rules of conduct for students in sports halls.

4. Differentiated marking on the physical and technical readiness of students.

When evaluating physical fitness, both the maximum result and the increase in the result are taken into account. Moreover, individual achievements (i.e., an increase in results) are of priority importance. When setting a mark in physical culture, both theoretical knowledge, and the technique of performing a motor action, and diligence, and the ability to carry out sports and recreational activities are taken into account. Widely apply encouragement methods, verbal approval. Some children need to be convinced of their own abilities, reassured, encouraged; others - to restrain from excessive zeal; the third is to be interested. All this forms a positive attitude towards the performance of tasks among schoolchildren, creates the basis for social activity. All marks must be justified.

Temporarily released children and students assigned to a special medical group for health reasons should be present at the lessons: help in preparing equipment, judging. In games, they are interested in feasible roles, in relay races they can be appointed team captains to organize children and help with discipline, they can take part in permissible tasks, get acquainted with theoretical information in the lessons, with the technique of performing some motor actions that do not require large energy expenditures, can do the exercises recommended by the doctor. This work of students can also be evaluated.

Constantly orient strong children to the fact that they are obliged to help the weak, invite them to prepare a weaker comrade for the successful completion of the exercise and give high marks for this.

When evaluating the activities of students, focus not only on the child's assimilation of knowledge, skills and abilities, but also the formation of his motivational sphere of hygienic behavior in the implementation of the acquired knowledge and ideas.

A comprehensive study of schoolchildren, a comparison of various data, makes it possible to identify the reasons for the lagging behind of children, to establish the main of these reasons and to exercise pedagogical influence based on the method of differentiated teaching.

This technology facilitates the learning process, the student approaches the intended goal with a gradual accumulation of a stock of motor skills, from which the desired action is formed. From the wealth of exercises, forms and methods of their application, the lessons become more diverse, and the learning process becomes more interesting. Pupils are engaged willingly, perceive with interest feasible and diverse tasks, perform them consciously, experience pleasure from the very process of performing.

Providing a differentiated approach to students, taking into account their physical development and motor fitness; achievement of high motor density, dynamism, emotionality, educational and instructive orientation of lessons; the formation of students' skills and abilities of independent physical exercises - all these are the most important requirements of the modern lesson of physical culture.

Bibliography.

one. . - M.: FiS, 1985, p. 161-169.

2. Chaytsev V.G., Pronina Ch.V. "New technologies of physical education for schoolchildren" Practical guide. M., 2007

3. Chichikin V.T., Ignatiev P.V., Konyukhov E.E. "Regulation of physical culture and health-improving activities in an educational institution." N.Novgorod. 2007

The role of physical culture and sports lessons is steadily growing every day. In the computerized age, it is hard to get children to play active sports like football, running, etc. children prefer to spend time watching TV or playing computer games. The role of physical education lessons in this situation is to make the children fall in love with sports and make a choice in its direction.

But how do you get your child to play sports? First of all, you need to make physical education lessons interesting and informative. This can only be achieved by carefully preparing for each lesson and individually approaching each student.

An individual approach in the classroom is closely related to the methodology of conducting classes. A physical education teacher needs to plan the work, taking into account the age, typical and individual characteristics of children, and conduct training in such a way that the acquisition of knowledge, skills and abilities becomes a need for them, brings joy and inner satisfaction. How to achieve this if there are 30 people in the class with different levels of physical fitness?

I, like every physical education teacher, have their own specific methods of work, but all teachers are united by a sensitive and attentive attitude towards students, an individual approach to everyone, which is very important for improving academic performance.

A huge role in the work of the teacher, especially with the senior classes, is played by his personality: pedagogical skills and human qualities cause one or another reaction of students not only to himself, but also to the subject he teaches.

In order to generate such interest among students and maintain it, it is necessary:

stimulate students' curiosity;
improve the quality of education by accustoming schoolchildren to serious and hard work, and not turning the learning process into fun;
organize self-training of students so that after graduating from school they are able to find ways and means to maintain good physical shape without outside help

The student should experience only joy from the results of his work, receive a sense of inner satisfaction. Properly calculated physical activity is an important condition for raising children's self-confidence, the emergence of a positive psychological attitude necessary for success. Explanation and demonstration of new exercises should be done with the whole class at the beginning of the main part of the lesson. This will give the teacher the opportunity to immediately see the quality of the students' exercises and the personal characteristics of each. In revealing the student as a person, outdoor games are of great importance. Indeed, in terms of their physical strength and character, children are different - desperate, awkward, absurd, clumsy, etc. The teacher must take into account all the characteristics of children when distributing teams. With the help of the game, missing qualities are brought up in children.

When schoolchildren have mastered the material well enough, it is possible to build classes in groups in the main part of the lesson according to the principle of circular training. This allows you to increase the motor density of the lesson, and also gives the teacher the opportunity to see the work of all students, control their actions, give advice and provide individual assistance in a timely manner.

In my lessons, the distribution of students into groups is usually made depending on their physical fitness, as well as success in a given sport. This allows you to plan the teaching methodology for the entire group (department), paying attention to each student. However, this distribution may be misunderstood by students. Therefore, so that they do not lose interest in classes, there must be a leader in the group, behind whom the rest of the students would be drawn.

When working individually with students at physical education lessons, it is also necessary to take into account the psychological type of the student. So, for the unbalanced,
excitable, with sudden mood swings and frequent nervous breakdowns of the student, one can observe the spasmodic nature of the assimilation of the material. A calm, balanced child works in a completely different way: he evenly, relatively quickly and firmly learns educational material from lesson to lesson, while an unbalanced student is much slower and not so firmly.

In my lessons, I distinguish three characteristic groups of schoolchildren:

quickly and perfectly assimilating the material, having good physical fitness and, as a rule, excellent or good academic performance in all subjects;
good and excellent, but slowly assimilating the material, having average indicators of physical development;
mediocre and poorly absorbing material in physical education classes. The reasons for this, as a rule, lie in insufficient physical development and deviations in the state of health.

The peculiarity of the methodology of an individual approach is as follows:

The implementation of an individual approach requires studying the personality of students, identifying their individual characteristics.
An individual approach to students should ensure the growth of the performance of all students, and not just lagging behind.
Of particular importance is the choice of the form of organization of children in the lesson.
The distribution of students by departments at physical education lessons should be carried out taking into account their readiness.
Individualization of teaching methods at physical culture lessons should include:

creation of accessible conditions for performing exercises, depending on the features of the development of motor qualities;
methodical sequence of studying educational material in accordance with the level of preparedness of each department.

Taking into account the above, one should not underestimate the role of an individual approach in physical education lessons. When working personally with students in a lesson or training, it is important to teach each of them to act independently, determining the load according to strength and preparedness, to perform exercises that have a versatile effect on the body, strengthening not only muscles, but also developing internal organs. Working individually with students, it is necessary to systematically check the results of the impact of the exercises performed and, therefore, control the level of physical fitness. It is these possibilities that the method of an individual approach to students has.

In the methodological material "Individually differentiated approach in physical education lessons, taking into account the physical fitness and health status of students" the methods and techniques of individualization of the educational process in physical education lessons are considered.

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State educational institution of additional professional education (advanced training) of specialists

"Kuzbass Regional Institute for Advanced Studies

and retraining of educators”

Faculty of advanced training

Department of pedagogical and health-saving technologies

Individually differentiated approach

at physical education lessons

taking into account physical fitness

and health status of students

(essay)

Executor:

Azarov Yury Nikolaevich,

physical culture teacher

MBOU "Sosh No. 37", Kemerovo

Consultant:

Dushenina Tatyana Vladimirovna,

head Department of Pedagogical and

health-saving technologies

Kemerovo 2012

Page

INTRODUCTION……………………………………………………………………..…3

CHAPTER 1. Accounting for the state of health and preparedness of schoolchildren in the implementation of the educational process at physical education lessons

1.1. Individual approach to students……………………………………....5

1.2. Differentiated approach to students, taking into account the state of health,assessment of physical fitness……………………………………..……7

CHAPTER 2. Methods of individualization and differentiation in the practice of physical education

2.1. Methods of individualization…………………………………………………………………………………12

2.2. Technology of a differentiated approach to schoolchildren in training in the lessons of physical culture .................................................................... ... 14

CONCLUSION………………………………………………………….………20

LITERATURE ……………………………………………………………………..21

APPENDICES…………………………………………………………………….22

INTRODUCTION

The problem of individual differences in children and their differentiated learning has long been of concern to teachers and scientists and is not only a socio-psychological and philosophical, but also a pedagogical problem proper..

An individual approach to the student can only be ensured if the teacher accurately determines the initial level of his learning, individual abilities, which is possible only on the basis of thorough testing. In the future, by selecting the necessary teaching aids and conducting individual consultations (including on the methodology for constructing an individual learning path for this particular student), the student acquires the necessary knowledge and skills in accordance with the learning objectives.

In practice, individual training in its pure form is used relatively rarely. Most often, individual learning is combined with differentiated learning, that is, it is implemented on the basis of differentiation. Thus, student-centered learning is, by definition, differentiated learning.

At present, the level of physical fitness and the state of health of children and youth is assessed as unsatisfactory. One of the reasons for the current situation is the extremely weak focus of the school on the formation and development of the student's individuality, his various abilities, talents and interests.

The teacher should be able not to represent the class as a homogeneous mass, but to distinguish between groups of students and even individual students in it. This is an indispensable condition for a successful educational process today in our mass school.

Is the teacher of physical culture able to carry out an individual approach to each of the 25-30 students in the lesson, to fulfill his task - to teach everyone?

In this work I will try to give a theoretical description of the individual approach and ways of differentiating the educational process; describe your experience in applying an individual approach to students in physical education lessons, taking into account the physical fitness and health status of students.

CHAPTER 1. Accounting for the state of health and physical fitness of schoolchildren in the implementation of the educational process at physical education lessons.

1.1. Individual approach to students.

An individual approach to students is one of the most important principles of a modern physical education lesson. Its essence is to study the characteristics of each student and find adequate methods of training and education.

An individual approach is not necessarily expressed in conducting classes separately with each student. It involves a reasonable combination of all ways of organizing the activities of students - frontal, group and individual. Mandatory is the constant close attention to the work of each student.

How to do it? There should be a clear division (differentiation) of students according to the level of physical fitness, physical development and health status. It is necessary to take into account the type of physique, temperament, strong-willed qualities, interests.

Under individualization of learning understood - taking into account the individual characteristics of a particular student in the learning process.

Providing an individual approach to teaching and upbringing means systematically studying students, striving to find the right approach to each of them in teaching and upbringing, and using rapid test indicators.

Individualization of the educational process is aimed at improving the teaching methods. Trying to teach better, the teacher seeks to study the individual characteristics of his students, selects his own key for each. The teacher must distinguish between groups of students and even individual students in the classroom. This is an indispensable condition for a successful educational process today in our mass school.

Particular attention should be paid to the individual characteristics of each student, including indicators of his physical development. The same requirements cannot be imposed on individual students with pronounced high or, conversely, low rates of development and maturation, especially when assessing the fulfillment of educational standards. In these cases, it is advisable to evaluate not the absolute indicators of the implementation of standards, but rather focus on individual achievements in certain indicators of motor fitness during the academic year.

Children of the same age are not the same in terms of height, weight, functional and motor abilities. In addition, in the middle school age there is a sharp discrepancy between biological and calendar age.

1.2. A differentiated approach to students, taking into account the state of health, assessment of physical fitness.

Differentiated approach -grouping students on the basis of any of their characteristics (gender, age, health status, level of physical fitness, perception characteristics) for separate training.

Differentiation - taking into account the group characteristics of students in the learning process.

For the purpose of a differentiated approach to the organization of physical education lessons, all students of general educational institutions, depending on their state of health, are divided into 3 groups:

1. Main - students without deviations in the state of health, are engaged in physical exercises in full.

Students of the main medical group with good and average physical development, as a rule, are distinguished by a correspondingly high level of development of motor qualities. But for some, endurance prevails, for others - strength, for others - speed-strength qualities. This must be taken into account when conducting exercises. The group of students who have the most developed strength qualities can increase the weights and the number of repetitions of the corresponding exercises; that group of students who lack general endurance should be given homework for a long run, etc.

Among the students of the main group, there may be boys and girls without systematic physical training, although they do not have deviations in the state of health. Such students are encouraged to give specific homework, accustom them to self-study. You can temporarily reduce the requirements for them in the classroom. If students perform exercises that require the manifestation of courage, then it is necessary to facilitate the conditions for their implementation. For example, to reduce the height of the projectile (goat, horse, log), support the student, when skiing, transfer to a less steep direction or to a shorter slope.

2. Preparatory- students with insufficient physical development and low physical fitness, or with minor deviations in health status. They study in the classroom, but do not pass the control standards. This group also includes children with persistent postural disorders and minor deviations in health status (slight loss of vision, hearing, tuberculosis intoxication, high blood pressure, etc.).

Students of the preparatory medical group are engaged in physical education together with students of the main group according to the general program. The lesson scheme is common for both students of the main and preparatory medical groups. The main difference is in the dosage of physical activity.

In the introductory part of the lesson for the preparatory group, the teacher gives a smaller number of repetitions of exercises and suggests longer pauses between them for rest. This is especially important when performing exercises that require significant speed, strength and endurance. General developmental exercises are carried out at a pace convenient for each student.

In the main part of the lesson, the teacherusing an individual approachuses more lead-in and preparatory exercises. The number of repetitions of exercises depends on the degree of assimilation of the educational material and the tolerance of physical activity.

In the final part of the lesson, the main and preparatory groups unite and do the exercises together.

For students of the preparatory medical group, the teacher givesindividual tasks (individual exercises that help to form insufficiently developed motor qualities, correct disorders of the musculoskeletal system) for self-fulfillment, includes individual exercises in the general complex of morning exercises, advises on self-control.

For schoolchildren with reduced functions of individual body systems, individualization of education should be the leading one.They are not recommended to perform exercises associated with straining and holding the breath. To strengthen the cardiovascular system during exercise, it is necessary to alternate with breathing and relaxation exercises. At the same time, carefully monitor that children do not have shortness of breath, pain in the heart or liver, dizziness.

3. Special – students who have permanent or temporary deviations in their state of health and require restriction of physical activity, but who are allowed to perform educational work.

The special medical group can be conditionally divided into two subgroups: subgroup A - students with reversible diseases, weakened by various diseases, who, after medical and recreational activities, can be transferred to the preparatory group and subgroup B - schoolchildren with severe, irreversible changes in the activity of organs and systems (organic lesions of the cardiovascular, urinary system, liver; a high degree of visual impairment with changes in the fundus, etc.).

When compiling the GMS, the school doctor and physical culture teacher, in addition to the diagnosis of the disease and data on the functional state of students, should also know the level of their physical fitness, which is determined using motor tests. As tests, it is permissible to use only those exercises that, taking into account the form and severity of the disease, are not contraindicated for students.

General endurancethe student can be assessed run (walking) for six minutes.The test subject performs the exercise at a pace convenient for him, switching from running to walking and vice versa in accordance with his well-being. The test is performed on the treadmill of the stadium or in the gym of the educational institution. The result of the test is the distance traveled by the student.

Evaluation of speed-strength qualities,muscle strength of the student can be carried out withstanding long jump.The jump is carried out on a non-slip surface. Having waved his arms back, he abruptly brings them forward and, pushing with both legs, jumps as far as possible. The result is the maximum length of the jump, which is counted from three attempts.

The strength of the muscles of the arms and shoulder girdlecan be evaluated usingflexion and extension of the arms in the lying position(with a straightened body). Performing the exercises, the student leans on the arms and toes of the legs straightened at the elbows (during the bending of the arms, the stomach should not touch the floor). The number of exercises performed is counted.

Throwing and catching a tennis ball with two hands from a distance of 1 meter from the wall for 30 seconds at maximum pacemay indicatecoordination of movements, dexterity, speed of motor reaction.The number of balls caught is counted.

Jumping rope on two legs helps to judge the coordination of movements, dexterity, speed of motor response, speed endurance, leg muscle strength.The number of jumps from one attempt until the test subject fails is counted.

Squats, performed at an arbitrary pace to fatigue, allow you to evaluate strength endurance.The number of completed exercises is counted until the test subject fails.

Physical fitness tests for students of the first year of study as part of the SMG are held in December and April, for the second and subsequent years of study - in September, December and April.

Assessment of physical fitness of schoolchildren.

Tests are held twice a year - in September and May. A set of tests for assessing the level of general physical fitness should be simple and not take much time. Therefore, you can limit yourself to four exercises: running for speed (for 30, 60, 100 m), running for endurance (6 minutes), speed-strength exercise (long jump from a place) and exercise for strength endurance (push-ups in lying emphasis, with resting on a gymnastic bench or pulling up).

Based on the test results, the teacher determines which qualities are leading for students and which are lagging behind. The results must be announced to the students immediately or after all the tests have been completed and recorded in the teacher's work journal. It is better if the test results are recorded in a table and will always be available to students (hang on the wall in the hall). The student will have a desire to compare his result with previously recorded, to achieve a better result.

After testing, it is necessary to divide the class into groups (departments), take into account both the least and the most prepared students.

CHAPTER 2. Methods of individualization and differentiation in the practice of physical education.

1.1. Methods of individualization.

Each class has a large number of students - 25-30 people, possibly more. With a load of 30 hours, the teacher works in 10 classes. This means that there are approximately 250-300 children per teacher. Is it possible to organize an individual approach to each student in a 45-minute lesson? Can a teacher remember each child by name and surname, and even remember what kind of health problems a child has? Ideally, the answer would be - MUST! But, alas, a person is not a computer and he cannot keep so much information in his head. Usually those children who have some distinctive features are well remembered - a memorable appearance, abilities for sports activities, advanced or vice versa weak physical development, behavior. And it is necessary to teach everyone, to approach each one individually, to take into account all his features. It is very difficult! But to organize the lesson in such a way that its health-improving orientation is preserved; so that each child receives the necessary optimal load; so that the student feels that the teacher notices him at every lesson and refers to him - all the same, you can! It depends on the experience and communication skills of the teacher, the ability to distribute attention, observation. During training sessions, just in communication with children, the entire study group, section or team should be kept in sight. In a conversation with the guys, you need to try to look from one to the other, without holding it on anyone for a long time, trying to create the impression for everyone that you chose him as the object of your attention.

There are several methods (methods) for organizing the activities of students in a physical education lesson. This is:

frontal method - exercises are performed by all students at the same time. This method is used when performing drill, general developmental exercises, as well as exercises in walking, running, skiing, etc.;

group method - exercises are performed simultaneously by several groups of students;

in-line method - students perform the given exercises one after another;

individual way- individual students, having received the task, independently perform it. Typically, these assignments are given lagging behind in mastering one or another exercise or, conversely, the strongest who go to the sports school. The teacher supervises the execution of tasks.

Individual approachto students can be carried out with frontal, in-line, group methods. With the same tasks for the main part of the students, some students make them easier or, conversely, complicate. For example, when jumping over a goat, some schoolchildren can move the bridge closer, move others further away, offer to clap their hands before landing, etc.

Considering individual young people's differences in perception new exercises, as many schoolchildren as possible should be involved in the demonstration. Educational material is better absorbed by everyone when several of the best athletes perform the same exercise, performing it taking into account their individual characteristics.

It must be borne in mind that some students master the movement better after a vivid, figurative, detailed explanation of the exercise, others - after viewing the table or motion picture, and others - only after its practical implementation.

2.2. Technology of a differentiated approach to schoolchildren in teaching at physical culture lessons.

Technology - a way to implement the content of training, which is a system of forms and methods, and ensures the effective achievement of the goals.

The purpose of the technology of a differentiated approach is to improve the educational process in the subject "Physical Education" based on the individual capabilities of students and differentiation in terms of health and level of physical fitness.

Tasks:

Providing an individual approach considering the state of health.

Development of the student's individual abilities, elimination of weaknesses in physical fitness.

Increasing the level of physical and functional fitness.

Starting work on the physical education of schoolchildren, it is necessary to find out the results of a medical examination.

A medical examination is carried out at the school at the beginning of the school year (in September). According to the results of the examination, doctors groupchildren by health groups (basic, preparatory, special medical) and make an appropriate entry in the health sheet in the class journal.

But only such a record is not enough to implement an individual approach, taking into account the state of health of schoolchildren. Therefore, in my work journal (table No. 1, Appendix No. 1), I write down information about the state of health of my students. Need to know:

what health group does the student belong to;

disease diagnosis;

accompanying illnesses;

restrictions in motor actions and physical activity (which exercises are contraindicated due to the disease)

Table 1

Accounting for the state of health and physical fitness of students

Class ________

No. p / p.	F. I. student	Health group	Diagnosis	Forbidden- exercises opinions	Test results
No. p / p.	F. I. student	Health group	Diagnosis	Forbidden- exercises opinions

The information recorded in the journal helps me keep track of the health status of each student.

In further work, I take into account group characteristics (differentiation of education): students classified for health reasons aspreparatory group –

do not pass control standards;

reduced dosage of physical activity;

fewer repetitions;

longer pauses for rest;

general developmental exercises are carried out at a pace convenient for each student;

I use more leading and preparatory exercises;

I give individual tasks that help to form insufficiently developed physical qualities, correct violations of the musculoskeletal system.

to assess speed abilities - 30 m run;

for endurance assessment - 6-minute run;

to assess coordination abilities - shuttle run;

to assess the speed-strength qualities - a long jump from a place;

to assess strength - pull-ups.

Taking into account the health group and the diagnosis of the disease, I determine which tests cannot be performed for whom, I put a dash in the place where the test result is recorded.

For the convenience of tracking (monitoring), I record the test results in a special table (Appendix No. 2, tab. 3), specially designed for several years. For clarity, I mark the results in different colors:

high level - red,

middle level - blue,

low level - black.

Marking with different colors is visual, facilitates perception. Without going into numbers (test result), you can immediately see which physical quality of the student is the leading one, and which one should be improved.

I hang the tables with the test results in the gym on the wall, next to it I place a table of the level of physical fitness from the comprehensive program of physical education for students in grades 1-11. The authors of the program V.I. Lyakh. and G.B. Maxson.

Children always have the opportunity to control, compare their results, work on the development of physical qualities that determine the level of physical fitness. Pull-ups, push-ups, long jump from a place can always be trained in the conditions of the hall during the passage of any section of the program. Having the opportunity to look at their achievements at any lesson (table of tests), the student has a desire to break his record.

Thus, I interest children, activate the educational process, try to make children comprehend their actions.

Based on the knowledge about preparedness, the characteristics of children in a particular class, I try to offer them exercises that are appropriate in terms of difficulty, dose out the number of repetitions, and set the pace with the help of counting. I evaluate the condition of those involved according to available to me, usually external, signs that characterize their condition. (Appendix No. 3, tab. 4).

I am guided by my personal feelings, ideas about the state of the students. Although, in principle, it is impossible, having cast a quick glance at 25-30 children, to penetrate into each of them enough to find out and understand what someone needs at the moment, what they want, what will be useful, suitable for this momentary state.

Even in the same class, the strengths of schoolchildren are not the same, so they need a differentiated approach. So, when performing a somersault forward, I am a teacher, making sure that some of the schoolchildren cope with this exercise easily, I allow them to perform a somersault-flight. At the mat, where the weakest students are engaged, I, the teacher, kneeling down and placing a gymnastic bridge under the mat so that the exercise is performed downhill, I help them learn the basics of the exercise. All the time I keep an eye on additional places of employment and monitor the impeccability of insurance.

Trying to choose exercises that correspond to the strengths of those involved, I change the height and location of the apparatus in gymnastics and athletics, vary the duration of running and skiing, organize skiing down slopes of different steepness, introduce simplified rules for weak schoolchildren in games, etc.

Differentiated Approach Technologyinvolves a specific organization of educational material in the formdifferentiated teaching methodologyfor groups of students with different levels of physical fitness.

Practical teaching methods are differentiated taking into account the technical preparedness of students, i.e. for the strong, the emphasis is on improving the exercise, and for the weak, on in-depth learning.

A differentiated approach to students when dosing loads requires compliance with the following rules.If I give the whole class the same task, then when choosing a load, I first of all focus on weak students. Then the task will be feasible for everyone. This is what I usually do in the introductory and final parts of the lesson. But when teaching the technique of movements and developing the motor qualities of the task, it is better to differentiate.

First option . At first, you can give the class one simple task, for example, to get the ball into the basketball basket, throwing with one hand from a place. When some of the students master this exercise well enough, an additional one is given - to make throws not from a place, but after dribbling. At this time, the teacher continues to work with that part of the students who have not yet learned to throw from the spot.

Second option. The class is given a rather difficult task, but for those who are not able to cope with it, it is made easier. For example, the task is to do two somersaults back; for those who, according to the teacher, it will immediately be difficult to do one somersault at first.

Possible three ways of dosing tasks by difficulty:

the teacher indicates the degree of difficulty and chooses the feasible option for each department of the students. For example, when improving in downhill skiing, the teacher lays three ski tracks: one - straight, the second - slightly obliquely and the third - at a large angle to the direction of the direct descent. The group, which he considers the most prepared, offers to go straight down, the less prepared - along the second ski track and the most unprepared - along the third, where the speed is the lowest.

the same, but the students themselves (individually) choose their own tasks.

The students themselves evaluate the difficulty and choose a task for themselves.

Focusing on compulsory learning outcomes that are feasible and accessible to most students makes it possible for every student to experience academic success at every lesson.

The older the student, the more differentiated it is necessary to approach the physical education of boys and girls. For teenagers and young men - to introduce exercises aimed at developing endurance, strength, speed-strength qualities, the formation of military-applied skills and their stability when performed in difficult conditions. This will help young people to work more successfully and serve in the army.

For girls, it is important to pay more attention to strengthening the muscles of the abdomen, back, pelvis, the development of plasticity, rhythm, and accuracy of movements. Given the characteristics of the female body, it is necessary to limit exercises related to climbing, overcoming resistance, lifting and carrying weights, jumping from a height onto a hard surface. For girls, the length of the distance of running, skiing, especially aimed at developing endurance, has been reduced.

In the course of classes, I select exercises and dose loads, taking into account the state of health, the direction of physical development (body type) and the characteristics of physical fitness (development of motor qualities) of schoolchildren. I also take into account the temperament, interests and abilities of each student.

Conclusion

Making a conclusion regarding the use of an individual and differentiated approach in practice, the main thing should be noted: the task of teaching everyone is set before teachers, and teachers try to take into account the characteristics of each child. At present, the issue of using or not using differentiated and individual approaches in pedagogical practice is decided unequivocally in favor of their use - this underlies the increase in the effectiveness of the educational process.

There is no need to strive to teach everyone the same thing, to bring everyone to the same level. Taking into account individual characteristics, applying a differentiated approach, relying on the natural inclinations and inclinations of the child, the teacher models and personally implements the process of individual development in each student. At the same time, the teacher faces a really difficult task - to work in the lesson with everyone together and with each one individually.

Literature

Methods of physical education of schoolchildren [Text]/ YES. Arosiev, L.V. Bavina, G.A. Baranchukova and others; Ed. G.B. Meikson, L.E. Lubomirsky. - .: Education, 1989. - 143 p.

Scientific works: Yearbook [Text] - Omsk: SibGAFK, 1996

Stankin, M.I. Sports and education of a teenager [Text]/ M.I. Stankin - M., 1983

Stankin, M.I. Psychological and pedagogical foundations of physical education [Text]/ M.I. Stankin - M., 1987

Physical education lessons in grades 7-8 of secondary school [Text]/ Yu.A. Baryshnikov, G.P. Bogdanov, B.D. Ionov and others; Ed. G.P. Bogdanov. - 2nd ed., add. and reworked. – M.: Enlightenment, 1986. – 223 p.

Physical culture at school. Scientific and methodological journal [Text], 1992, №1

Physical education in Siberia. Scientific and methodological journal [Text], 1996, No. 1.

Physical education in Siberia. Scientific and methodological journal [Text], 1996, No. 2.

Application No. 1

table 2

Some restrictions on physical education in case of illness.

Diseases	Contraindications and restrictions
Cardiovascular system (inactive phase of rheumatism, functional changes, etc.)	Exercises, the implementation of which is associated with holding the breath, tension in the abdominal muscles and accelerating the pace of movements.	General developmental exercises covering all muscle groups, in the initial position lying, sitting, standing; walking, dosed running at a slow pace.
Respiratory organs (chronic bronchitis, pneumonia, bronchial asthma, etc.)	Exercises that cause breath holding and excessive tension of the abdominal muscles.	Breathing exercises, training of full breathing and especially prolonged exhalation.
Kidney disease (nephritis, pyelonephritis, nephrosis)	Exercises with a high frequency of movements, intensity of load and speed-strength orientation, hypothermia of the body are unacceptable.	During ORU, special attention is paid to strengthening the muscles of the anterior abdominal wall. When practicing swimming (by special permission of the doctor), the time spent in the water is limited (5-10 minutes - the first year of study, 10-15 minutes - the second and subsequent years of study).
Nervous System Disorders	Exercises that cause nervous strain (exercises in balance on an increased support), the time of games is limited, etc.	Breathing exercises, water procedures, aerobic exercises.
organs of vision	Running jumps, somersaults, exercises with static muscle tension, handstands and headstands are excluded.	Exercises for spatial orientation, accuracy of movements, dynamic balance, gymnastics for the eyes.
Chronic diseases of the gastrointestinal tract, gallbladder, liver	The load on the abdominal muscles is reduced, jumping is limited.

Application No. 2

Table 3

Test results in ______ class, 2011-2012 and 2012-2013 academic year year

No. p / p.

F. I. student

Health group

2011-2012

2012-2013

September

May

September

May

Run 30m

long jump

pull up

6 min. run

Shuttle run 3x10m

Run 30m

long jump

pull up

6 min. run

Shuttle run 3x10m

Run 30m

long jump

pull up

6 min. run

Shuttle run 3x10m

Run 30m

long jump

pull up

6 min. run

Shuttle run 3x10m

signs

Slight physical fatigue

Significant fatigue (acute overwork 1 degree)

Sharp overwork (acute overwork of the 2nd degree)

Skin coloration

slight redness

Significant redness

Sharp redness, blanching, cyanosis

sweating

small

Large (above the waist)

Harsh (below the belt), protrusion of salts on the coda

Breath

Accelerated (up to 22-26 per minute on the plain and up to 36 - when climbing uphill)

Accelerated (38-46 in 1 min), superficial

Very rapid (more than 50-60 per minute), through the mouth, turning into separate sighs, followed by disordered breathing

Motion

brisk walk

Unsteady step, slight swaying when walking, falling behind on the march

Sharp swaying when walking, the appearance of uncoordinated movements. Refusal to move forward

General appearance, sensations

Normal

Tired expression, slight stoop. Decreased interest in the environment

Haggard facial expression, strong stoop (“he’s about to fall”). Apathy, complaints of very great weakness (up to prostration). Palpitations, headache, chest pain, nausea, vomiting

facial expressions

Calm

tense

distorted

Attention

Accurate, error-free execution of instructions

Inaccuracy in the execution of commands, errors when changing the direction of movement

Slow, incorrect execution of commands. Only loud commands are accepted

Pulse, beats/min

110-150

160-180

180-200 and more

If the child has a preparatory group

Now many schoolchildren are assigned to the preparatory medical group for health reasons. For such students, additional classes should be systematically organized. Lessons with them should be carried out according to the general program, taking into account their characteristics, individualizing the selection of exercises and dosing the load when teaching the technique of program exercises, especially in gymnastics, athletics and ski training, setting reduced standards for them (for each individually) and exercising in this respect special control.

The role of the teacher

Each physical education teacher has his own specific methods of work, but all teachers are united by a sensitive and attentive attitude towards students, an individual approach to everyone, which is very important for improving academic performance.
A huge role in the work of the teacher, especially with the senior classes, is played by his personality: pedagogical skills and human qualities cause one or another reaction of students not only to himself, but also to the subject he teaches.
A good attitude towards a physical education teacher contributes to the emergence of many students' interest in physical exercises. This is especially true for high school girls if the teacher is a young man.
In order to generate such interest among students and maintain it, it is necessary:

1) stimulate the curiosity of students;
2) improve the quality of education by accustoming schoolchildren to serious and hard work, and not turning the learning process into fun;
3) organize self-training of students so that after graduating from school they are able to find ways and means to maintain good physical shape without outside help.

When physical activity is fun

Individual circuit training

- in the distribution of students by groups and departments, taking into account their level of physical fitness and health status;
- in performing exercises on gymnastic apparatus, taking into account the level of development of the physical qualities of each student;
- in the possibility of using several pedagogical techniques at once.

Distribution by groups

The distribution of students into groups is usually made depending on their physical fitness, as well as success in this sport. This allows the teacher to plan the method of teaching the entire group (department), paying attention to each student. However, this distribution may be misunderstood by students. Therefore, so that they do not lose interest in classes, there must be a leader in the group, behind whom the rest of the students would be drawn.
In sports games and various relay races, it is advisable to make groups and teams mixed (by strength), where each student contributes to the victory of the team. Then the weaker ones will strive to achieve high sports results.

Pedagogical techniques

Of great importance is the motivation for physical exercises, the activity of children in physical education classes and various sports events. It is necessary for students to set a goal and encourage them to achieve it, to look for new interesting forms and methods of work to introduce them to active physical education. One of the methodological techniques is to transfer students from one department to another, as they progress, in order to form their interest.

Card training

Considering the issue of an individual approach to training and development of motor qualities, it is necessary to say about some techniques and methods used in physical education lessons. One of them is work on cards with tasks. For example, the entire program material of the "Gymnastics" section can be divided into small portions - tasks. These tasks, as well as information about the development of various physical qualities and the regulatory requirements of this section of the program, are recorded on cards.

In terms of the volume of material and the complexity of the task, the cards may not be the same, so that each student can choose a task according to his strength and calmly work on it, but at the same time he must complete the material from all the cards. This technique allows you not to rush into the exercise, but to postpone it in order to have time to prepare well for the answer.

The teacher advises children throughout the lesson, helps them complete complex tasks, teaches them new movements, and insures them. With this approach, the teacher has enough time to help less prepared students, and the children, in turn, can independently unite in groups of 2-3 people to work together on the exercise. The guys who completed the tasks on the cards they initially chose move on to the next ones, and so on. The main thing in this technique is the overall employment of students in the lesson, the opportunity to master the tasks available at the moment. This increases their interest and improves their emotional state.

Movement coordination

Coordination of movements is essential for improving the progress of schoolchildren in physical education lessons. To improve it, you need:

- gradually increase the dosage of exercises;
- constantly adjust the technique of their implementation;
- widely use lead-up exercises.

Psychological type of student

When working individually with students in physical education lessons, it is necessary to take into account the psychological type of the student. So, in an unbalanced, excitable, with sudden changes in mood and frequent nervous breakdowns, a student can observe a spasmodic nature of assimilation of the material. A calm, balanced child works in a completely different way: he evenly, relatively quickly and firmly learns educational material from lesson to lesson, while an unbalanced student is much slower and not so firmly.

There are three characteristic groups of students:

1) quickly and perfectly assimilating the material, having good physical fitness and, as a rule, excellent or good academic performance in all subjects;
2) good and excellent, but slowly assimilating the material, having average indicators of physical development;
3) mediocre and poorly assimilating material in physical education classes. The reasons for this, as a rule, lie in insufficient physical development and deviations in the state of health.

Individual approach to high school students

In high school, individual work should be aimed at ensuring that the effect of the loads received in the classroom lasts as long as possible, and the body recovers faster.
It is also important that students do not miss classes, since during long breaks, the physiological reactions caused by physical activity return to their original level, and in the future, if there is no load, they even turn out to be lower than the initial level. In this case, there is a fading of conditioned reflex connections that underlie the formation of motor skills and abilities.

Features of the methodology of individual approach

1. The implementation of an individual approach requires studying the personality of students, identifying their individual characteristics.

2. An individual approach to students should ensure the growth of the performance of all students, and not just lagging behind.

3. Of particular importance is the choice of the form of organization of children in the lesson.

4. The distribution of students by departments at physical education lessons should be carried out taking into account their preparedness.

5. Individualization of teaching methods at physical culture lessons should include:

– creation of accessible conditions for performing exercises, depending on the features of the development of motor qualities;
- the methodical sequence of studying the educational material in accordance with the level of preparedness of each department.

Methods of pedagogical research in the process of a differentiated approach to physical culture lessons. Development of the child's abilities through a differentiated approach to the process of physical education. Methods of managing students' activities.

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Introduction

Chapter IV. Development of the child's abilities through a differentiated approach to the process of physical education

Conclusion

Literature

INTRODUCTION

The term differentiation (from Latin differentia - difference) in relation to the learning process involves a separate methodological approach to different groups of students in order to achieve the maximum effect from the lessons. At the same time, classes, in our case, physical culture, are built taking into account the individual characteristics of students, according to which they are allocated to these groups. In the pedagogical practice of physical education, differentiation is distinguished according to a number of the following main features: age, gender, psychophysical.

Physical education is an integral part of human life. It occupies a rather important place in the study and work of people.

Physical exercises play a significant role in the health and working capacity of members of society, which is why knowledge and skills in physical education should be laid in educational institutions at various levels in stages: kindergarten - school - higher educational institutions.

An integral part of the methodology of teaching physical culture is a system of knowledge on conducting physical exercises. Without knowledge of the methods of doing physical exercises, it is impossible to clearly and correctly perform them, and therefore the effect of performing these exercises will decrease, if not completely disappear.

Improper performance of physical exercises leads only to the loss of excess energy, and therefore vital activity, which could be directed to more useful activities, even the same physical exercises, but in the correct execution, or other useful things.

The development of a technique for doing physical exercises should be carried out by highly professional specialists in the field of physical culture, since an incorrect technique can lead to more serious consequences, even injuries.

From the first moments of birth, the child adapts to intrauterine existence. He masters the basic laws of life. Interacting with the external environment, the child gradually acquires the ability to harmonize with it, and this is considered by MP Pavlov as the basic law of life.

Given the potential of the child, adults have an educational impact on him. This is primarily expressed in the concern for the physical health of the baby, his spiritual, intellectual, moral and aesthetic development.

Ways of a differentiated approach to the process of physical education for a child cover natural and developed specifically for him in the system of education means of psychophysical development. They are aimed at a comprehensive expansion of the functional capabilities of the body.

Age differentiation.

Students of grades I-IV at physical education lessons learn the basics of physical education, do gymnastics, outdoor games, as well as skiing, cross-country or skating training.

In the fourth grade, elements of athletics and swimming appear.

Classes in grades V-IX are undergoing serious changes due to the transition of children into adolescence, the need to take into account their sexual, physical, mental capabilities and characteristics. The number of hours for gymnastics is reduced, the number of hours for athletics is significantly increased. Outdoor games give way to sports: volleyball, basketball, football, handball. Skiing, cross-country, speed skating training and swimming retain their place.

The peculiarity of working with students of grades VIII-IX is that boys and girls (optional) have the opportunity to master the techniques of wrestling (individual martial arts). The basics of knowledge on all types of physical activity, obtained by teenagers in the classroom, are theoretical information and attitudes necessary for mastering practical skills and abilities.

In grades X-XI, all the main types of physical activity are developed: gymnastics, athletics, sports games, skiing, cross-country or skating training, swimming, and where the necessary conditions are available, and wrestling. As children grow older, starting from the fifth grade, gender differentiation becomes more and more important.

Gender differentiation.

The content of classes for girls and boys acquires its own specifics, both in terms of types and nature of classes. Taking into account the requirements of the manual on the physical training of the Armed Forces of the country, the program for young men introduces activities of a military-applied nature, as well as the execution of combat commands. The physical training of high school students is linked to their employment in productive labor. Depending on the nature of the profession (construction, machine, conveyor, machine, assembly, metalwork), boys and girls perform specific exercises.

Thus, in the lessons there should be a gradual increase in the complexity of both the types of physical culture and sports activities themselves, and exercises within each type. Teachers are recommended to strictly take into account the physical and moral capabilities of each student, to implement a thoughtful, differentiated approach in the process of physical development of children, the formation of their skills and abilities for independent physical education at home.

Chapter I. Technology of a differentiated approach to the process of physical education

In order to increase the body's resistance to a rapidly changing external environment, the system of physical education of a child provides for a scientifically based mode of hardening, the formation of motor skills, which are expressed in various forms of organizing motor activity: morning exercises, classes, outdoor games and sports exercises.

The weather conditions are also taken into account. The sun, air and water are used to increase the vitality of the organism.

Hardening and physical exercises expand the functionality of the child's body, have a training effect on the development of the brain, higher nervous activity, the musculoskeletal system and personal qualities, contributing to individual adaptation to the external environment, helping to communicate with peers and adults.

The condition for the normal development of the body is motor activity in the process of physical education. It is motor activity as the basis of the life support of the child's body that has an impact on the growth and development of the neuropsychic state, functionality and performance of the child.

During muscular work, not only the executive (neuromuscular) apparatus is activated, but also the mechanism of motor-visceral reflexes (i.e. reflexes from muscles to internal organs) of the work of internal organs, nervous and humoral regulation (coordination of physiological and biochemical processes in the body ). Therefore, a decrease in motor activity worsens the state of the body as a whole: both the neuromuscular system and the functions of internal organs suffer.

A differentiated approach to the process of physical education depends not only on the individual characteristics of the child, but also on the organization of the social conditions of his stay: a children's institution or a parental home.

In the process of education, a conditioned reflex connection is formed during the interaction of the first and second signal systems. At the same time, second-signal stimuli affect both physiological and psychological processes. Individual adaptation of the child to the surrounding social environment is facilitated by various skills, habits, mode of life, culture of behavior, a conscious attitude to the surrounding life, and the harmonious development of his personality.

Human individuality is manifested from early childhood. Many foundations of this individuality are determined by the characteristics of the nervous system, congenital and inherited, acquired by age. Therefore, it is rightly said that education begins with respect for the child.

A huge role in the development of the child is played by the characteristics of his nervous system. It is the changes in the nervous system that determine his spiritual development. L.S. Vygotsky, emphasizing that the development of the child is a single, but not homogeneous, holistic, but not homogeneous process.

Understanding the essence of structural and functional changes in the "maturing" nervous and motor systems helps to understand many features of the patterns of "work" of these systems, allows you to assess the possibilities and reserves of the child's neuropsychic and motor activity and thereby prevent overload.

Orientation in the principles of the activity of the nervous and motor systems helps to determine the degree of compliance of neuropsychic and physical development with age indicators, to identify a lagging child and understand the reasons for this lag. It is equally important to properly build the educational process with a child who is ahead of the average level of development.

Of particular importance is the microclimate of the group, the emotionally positive atmosphere in it, the knowledge of the typological characteristics of each child.

Thus, taking into account the potential capabilities of the body, organic prerequisites and characteristics of the nervous system, it is necessary to properly organize the process of physical education. Based on the innate characteristics of the child's nervous system and the role of external influences on its formation, an optimal mode of physical education is provided.

Doctor of Pedagogical Sciences V.I. Lyakh notes that in different people the level of development and combinations of the terms of these physical qualities are very different.

Determining the characteristics of the nervous system in order to select methods of individual guidance requires detailed information about the child from intrauterine development, from birth to the beginning of the present.

A differentiated approach to students in training and education.

All students of educational institutions must undergo a medical examination at least once during the school year. Based on the data on the state of health and physical development, they are distributed for physical education into the main, preparatory and special medical groups.

The recruitment of students of these medical groups is carried out at the conclusion of a doctor and is issued by order of the school principal (groups of at least 10 people are completed taking into account the nature of the disease and are combined in parallel and by class).

In each class, at the beginning of the year, groups (branches) are formed for both boys and girls. At the very first lessons, you can keep the composition of the departments of the last year, but as soon as the testing is over, the composition of the groups is clarified. It is recommended to complete no more than two or three groups of boys and girls, otherwise the groups will be too small and they will have to be combined. It is better to limit ourselves to two groups, but be sure to take into account both the least and the most prepared students. For example, it can be, on the one hand, schoolchildren, long time missed classes due to illness, and on the other hand, good athletes.

For students of the preparatory group who have minor deviations in health, physical education classes are organized directly at the educational institution and conducted according to a special Program approved by the Ministry of Education of the Russian Federation and the Ministry of Health of the Russian Federation and agreed with the Ministry of Finance of the Russian Federation (M., 1986). Such classes are planned by the schedule and are held before or after the lessons at the rate of two or three times a week. Students of the preparatory medical group study as part of departments and are also taken on individual records.

In the course of classes, the teacher selects exercises and doses loads, taking into account the state of health, the direction of physical development (body type) and the characteristics of physical fitness (development of motor qualities) of schoolchildren. The peculiarities of higher nervous activity (including temperament), interests and abilities of each student are also taken into account.

Among the students of the main group, there may be boys and girls without systematic physical training, although they do not have deviations in the state of health. Such students are recommended not only to give specific homework, but also to accustom them to independent studies. Temporarily, you can slightly reduce the requirements for them in the classroom. If students perform exercises that require the manifestation of courage, uncertainly, then it is necessary to facilitate the conditions for their implementation. For example, reduce the height of the projectile (goat, horse, log), support the student, when skiing downhill, transfer to a less steep direction or to a shorter slope.

According to the nature of physical development, two types are distinguished among schoolchildren: evenly growing and with a predominance of one or two body sizes - length, weight, chest circumference. According to the rate of increase in body size, they distinguish: slow, medium, accelerated (intensely) growing people. Naturally, tall, harmoniously developed adolescents have an advantage when performing exercises over equally harmoniously developed, but less tall ones. However, accelerated boys and girls of inharmonious physique (tall, but narrow in the chest, with underdeveloped muscles) show lower results in most exercises than their peers of average height, but proportionately built.

Students assigned to a special medical group due to significant health disorders or recovering from serious illnesses are engaged in hygienic gymnastics and therapeutic physical culture in special sports dispensaries or exercise therapy rooms at polyclinics. During physical education lessons, such students can be present at the lesson and assist the teacher in its preparation and conduct. At the same time, in agreement with the parents, the director and the doctor of the educational institution, the teacher may release them from attending the lesson.

Chapter II. Methods of pedagogical research in the process of a differentiated approach to physical culture lessons

For a differentiated approach to the process of physical education, it is important to find out the state of health of each child, the illnesses he has suffered, from what time he began to hold his head, manipulate his hand, crawl, walk, talk, etc.; conditions of the family environment, interests, attachments, favorite activities of the child.

Various methods are used for this.

The most widely used methods of pedagogical research, we will consider in more detail.

Observation

Pedagogical observation consists in the perception of children's activities.

Observation can be direct, indirect, open, hidden. It is specially organized, and a system for fixing facts is being developed, which includes monitoring the activities of the teacher and the child. Pedagogical observation allows you to study the issues of interest in a relaxed, natural environment. In the process of observation, it is recommended to use a variety of methods for recording the observed: video, audio recordings, photography and filming, etc.

The parameters of movement, the functional state of the body, the timing of individual activities are taken into account. For example: indicators of psychophysical qualities, physical fitness are measured; measurement is carried out: vital capacity of the lungs through spirometry; arm muscle strength - with a manual dynamometer; time indicators for individual parts of the body when performing various forms of organization of motor activity - with a stopwatch, etc. Thus, in the theory of physical education, instrumental and non-instrumental means of measuring various physiological and psychophysiological states are used.

The results of observations are recorded in a diary, protocol, matrix entry or journal. The observational data record records the time, place, number of participants, and the quality of the observation.

As a research method, a conversation is used to study the personality of children. The purpose of the study should be the basis of the conversation, for this it is important to think over and correctly pose questions in the conversation. For example, if a teacher asks a child how the children will run scattered around the hall, he will answer: “Beautiful, even, straight”, i.e. highlight the quality parameters of the movement.

If you ask a child where the children will scatter around the hall, he will answer: "Where there is no one nearby so as not to collide with another child."

It is better to record the results of the conversation on a tape recorder with subsequent analysis of the recordings. Shorthand of the conversation is possible with an assistant (a teacher or one of the employees of a preschool institution).

The results of the conversation can be presented in tables. Mathematical processing of all results is possible.

Questionnaire as a research method

Questioning is widely used in the theory and methodology of physical education. The questionnaire consists of specially selected questions and possible standard answers.

When summing up the results of the survey, the method of mathematical statistics is used. Study of documentation and products of activity. This method is widely used in physical education research. The documentation, the system of planning and accounting of various forms of motor activity are being studied. The data of physical development, physical fitness, the technique of performing certain movements by the child, etc. are being studied.

Chapter III. Methods for managing student activities

The tasks of managing (guiding) the work of students in the lesson include: ensuring maximum employment of everyone throughout the lesson, giving everyone clear tasks, monitoring work and providing assistance, keeping order and discipline.

The frontal method of organizing the work of students is most often used in the initial learning of exercises, performing general developmental exercises, and checking simple homework assignments. It consists in the fact that all students in the class are given a common task and they perform it simultaneously under the direct supervision of the teacher. The teacher gives the signal to start the exercises only after he is convinced that the task is understood. If the exercises are known, they can not be shown or explained.

In order to see well how each student completes the task, the teacher takes a position in the hall or on the site that provides a good overview. The most convenient points are in the middle of the wide side or in the corner of the area of the hall (platform). To see even better, you can stand on a bench or plinth.

Noticing that some of the students make mistakes, the teacher gives the command “Stop!” (“Stop!”) and explains what was done wrong. If the errors are minor, they can be explained at the end of the exercise. In no case should you give a command to start the exercise until all students have taken the correct starting position. The correctness of postures must be carefully controlled. The teacher sets the pace and rhythm of movements by voice (counting), clapping, hitting the floor with a gymnastic stick, hitting a tambourine, a metronome (preferably electric) or through a megaphone, as well as by recording musical accompaniment on a tape recorder (it is recommended to use a four-track or cassette).

The shift method is used in cases where control over the execution of movements is needed and one half of the students perform the exercise, while the other monitors the correctness of the movements and final postures. For example, this method can be used when performing the test "flexion and extension of the arms in a lying position", which requires a clear fulfillment of the requirements for the position of the torso, legs and touching the gymnastic bench with the chest. It is also used when each performer needs help, such as holding the legs during an exercise that consists of lowering and raising the torso while sitting on a gymnastic bench. They are also used in cases where shells are enough for only half of those involved. In all cases, the task, as with the frontal method, is the same for everyone, but is not performed by the whole class at once, but sequentially by boys and girls or by half of the departments. The density of the lesson with the shift method is the same as with the frontal method, since in both cases, students need rest between exercises; only in the first case the whole class rests at once, and in the second - in shifts.

Stream method: the exercises are performed sequentially one after another by all students. The task is usually the same for everyone. This method is used when tasks do not require a long time to complete, when exercises are performed on equipment of low throughput (horse, log, etc.), and require special insurance. The density of classes with the in-line method is much lower than with the frontal and shift methods, since each student has to wait a long time in line.

In this respect, the flow-group method is more advantageous. In this case, two or three projectiles are placed, students are divided into the appropriate number of groups, and the motor density of the lesson increases. Moreover, it becomes possible to differentiate tasks. For example, one group performs throws on the ring from a distance of three steps, the other - five and the third - seven.

The group method is used when in the lesson it is necessary to organize training in two or three exercises and each of them requires a lot of time. Each section is led by a commander. As a rule, he also provides assistance, performs insurance. The teacher is in the department that performs the most difficult task. However, from time to time he goes to other departments and checks their work. At the signal of the teacher, the departments change places.

The group method increases the independence of students, promotes the development of mutual assistance. It is also used in programmed learning. However, with the group method, the quality of education is somewhat reduced, since the teacher cannot be present in all departments at the same time, and security is also reduced. These shortcomings can be reduced by good training of section commanders, providing all places of study with foam rubber mats, and involving two students in insurance at once.

A variation of the above method is the so-called circular method. It lies in the fact that the number of places of employment (stations) is increased to four - eight, respectively, and the number of departments; all departments sequentially (clockwise) move from station to station, performing the planned exercise program at each. Exercises are performed either at an arbitrary pace with an intensity of 50–70% of the maximum for 2–3 minutes (extensive training method) or at a maximum pace, to failure, for 30–40 s (intensive training method). In total, 2-3 circles pass, rest between series - from 30 s to 1-2 minutes.

With a group, including a circular, task method, it is advisable for groups to write down on cards. The same is true for programmed learning.

The essence of the circular method also lies in the individual planning of loads and monitoring the growth of achievements and pulse response. Each student first performs the so-called maximum test, based on which he calculates the initial level of load as a percentage, increases the load from lesson to lesson, periodically measures and records the pulse. This is the main point of the method (and not in passing in a circle).

The individual method involves tasks for each student, but usually such tasks are not given to everyone, but only to some lagging behind in mastering this or that exercise or, conversely, the strongest who are engaged in a sports school. The teacher supervises the execution of tasks.

But, as already mentioned, an individual approach to students can be carried out with frontal, shift, group methods. With the same tasks for the main part of the students, some students make them easier or, conversely, complicate. For example, when jumping over a goat, some schoolchildren can move the bridge closer, move others further away, offer to clap their hands before landing, etc.

Chapter IV. Development of the child's abilities through a differentiated approach to the process of physical education

Separately, I want to dwell on the development of certain abilities of the child through a differentiated approach to the process of physical education.

In the psychological literature, traditional ideas are that the development of abilities, including physical ones, is based on biologically fixed prerequisites for development - inclinations.

It is believed that inclinations, while significantly influencing the process of forming abilities and contributing to their successful development, at the same time do not predetermine a person's giftedness for a particular activity. The development of abilities is the result of a complex interplay of genetic and environmental factors. With regard to sports activities, the processes of directed education, training and training act as environmental factors. The makings are multi-valued (multifunctional), i.e. On the basis of the same prerequisites, various properties of an organism can develop, unequal sets of signs may arise, and different forms of their interaction.

Consider the conceptual content of this term. A number of authors discussing the problem of inclinations consider them as an anatomical and physiological concept. There is such an approach when “the deposit as an anatomical and physiological fact” is analyzed. Such a "disciplinary" approach is scientifically untenable. The question arises: why the structure of inclinations, their properties, the mechanism of their influence are considered from the standpoint of only two biological disciplines, namely anatomy and physiology? If we are guided by the "disciplinary" principle, then the number of biological disciplines "participating" in the formation of inclinations can be significantly expanded: biochemistry, embryology, genetics, etc.

The inclinations are also associated with the inborn features of the “nerve-brain apparatus”, the properties of the sense organs.

There is an interpretation of inclinations, from the standpoint of genetics. So, it is argued that "the genotype is a set of hereditary inclinations (static formation)". Such a broad interpretation of deposits can also be considered unjustified. Under the genotype is meant the entire set of genes of a given individual, and not just that partial complex of hereditary structures that underlies the development of a particular ability.

Thus, in the existing literature there is no sufficiently reasoned concept of such an important biological prerequisite for the development of abilities as a deposit. However, when considering this problem, it is advisable to take into account the following aspects:

· The deposit should be considered as a genetic formation, which is formed as a result of the formation of a zygote. What is the nature and mechanism of formation of a diploid set of chromosomes is not yet clear enough.

· The deposit affects the development program, determining the morphological features of the organism (body structure, composition of muscle fibers, muscle capillarization, structural features of sensory systems, etc.).

· The deposit affects the functional features, the specifics of adaptations, the predominant tendency to improve anaerobic, aerobic, anabolic metabolism during muscle activity.

· The deposit determines the development of coordination capabilities, the ability of the central nervous mechanisms to control the work of muscles, individual parts of the body, the interaction of functions.

· The deposit influences the formation of psycho-physiological properties of individual characteristics of higher nervous activity as a qualitative specificity of the personality.

Thus, conceptually, the deposit can be characterized as a biological structure that arises according to the genetic laws of development and affects the morphological and functional features of the organism, the mental development of a person and contributes to the successful formation of features.

The deposit as a genetically fixed prerequisite for development, obviously, affects not only the time sequence of the formation of functions, the development of the musculoskeletal system, motor qualities, the rate of increase in functional capabilities, but also the magnitude of the development of the trait. In genetics, the degree of development of a trait is defined as the hereditary rate of reaction.

In physical education classes, it is necessary to take into account the presence of certain inclinations in a child for a differentiated approach to classes in order to develop these inclinations.

CONCLUSION

Physical education contains unlimited opportunities for the comprehensive development of the child. It helps him to reveal his motor abilities, to mobilize mental and physical forces. It is thanks to physical exercises that affect the development of the brain, endocrine, respiratory systems that the child's body is significantly healed, psychophysical qualities, a culture of feelings, moral and intellectual characteristics of a person, a culture of gesture are formed.

Physical culture leads him to bodily harmony, brings up an aesthetic feeling from the sensation of bodily health, without which the creative process of healing the body is unthinkable. Physical culture as a creative activity, not limited to self-expression in the field of active motor activity, ultimately contributes to the development of thinking, imagination, the desire to come up with something new, and then practically realize your idea.

Along with the implementation of physical development, physical education is designed to arouse in students the need and interest in physical culture and sports, to promote a deep understanding of the psychophysiological foundations of physical development and health promotion, as well as mental, moral and aesthetic development. In this sense, physical education acts as a multifaceted process of organizing active physical culture and health-improving activities of students, aimed at strengthening the need for physical culture and sports, understanding their psychophysiological foundations, developing physical strength and health, as well as developing sanitary and hygienic skills, habits and a healthy lifestyle.

Care for the physical culture of the child should be aimed at the full disclosure of individual physical and spiritual forces, harmonious development and knowledge of the joy of creativity.

In general, it should be noted that the impact of a differentiated approach to training sessions on the physical development and education of students depends on the effective use of the whole variety of means and methods that contribute to the solution of this problem.

LITERATURE

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Technology of differentiated physical education. Individual approach in physical education lessons: how to implement it

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