Thesis: Pedagogical control over the dynamics of physical fitness of senior schoolchildren. Physical readiness of the child for school Features of the general physical fitness of schoolchildren
Sections: School sports and children's health
I have been teaching FK for over 30 years. During my work, I realized that physical training requires constant and purposeful efforts. The greatest difficulty is caused by the lack of the necessary periodicity in this work, since physical education lessons are held 1-2 times a week. Homework of the trainees or classes in sports sections can serve as a good help.
Instructions for the use of means and methods for the development of physical qualities at physical education lessons. Physical fitness testing. Methods for organizing students in the lesson.
1. Measure the indicators as accurately as possible and enter them correctly into the computer.
2. Complex testing should be repeated regularly and constantly at least 2 times a year, since the body of students develops at an uneven pace.
3. The test is best done at the beginning of the week when the body is not tired.
4. Before testing, students must master the technique of control exercises.
PHYSICAL AREA TESTING.
The proposed test items are very simple and effective. The teacher needs to prepare to supervise them.
1. TEST "RUN FOR ENDURANCE 1000 m."
Execution method:
Running is held in a stadium or on a flat track, it can be on a dirt or asphalt one, if conditions permit and safety measures are provided.
Time is recorded with an accuracy of 0.1 sec. Warm-up and briefing are carried out before the test. All participants must run the distance.
2. TEST "SHUTTLE RUN 10 TIMES AT 5 METERS".
This test allows you to assess the level of development of speed and dexterity.
Execution method:
In the gym, at a distance of 5 m, two lines are drawn parallel to each other. The test takers stand in the high start position on one side. At the command "March" they run to the second line and, crossing it, run back to the first. And this is repeated five times. The job is executed at maximum speed.
Time is recorded for each by a separate stopwatch with an accuracy of 0.1 sec.
INSURANCE. All participants must be in sports shoes, there must be a distance of at least 5 m between them and bulky heavy objects must not be used as pointers.
3. PUSH-UP TEST / youth /.
Hanging crossbar equipment.
The test allows you to determine the level of endurance development of the muscles of the shoulder girdle and arms.
The technique of hanging on straight arms is performed by curling the arms and pulling up. Only those in which there is a complete flexion and extension of the arms are considered correct, the chin rises above the crossbar. Legs should not participate in movements. It is forbidden to jerk or swing. Pull-ups performed with errors do not count.
4. TEST "Hang on the bar" / girls /.
The test helps to assess the strength endurance of the arms and shoulder girdle.
Equipment: low bar.
Method of execution: the subject takes a hanging position while standing, flexion and extension of the arms. The chin should rise to the level of the bar.
5. TEST. Long jump from the spot.
It is carried out to determine the level of development of speed-strength qualities.
Method of carrying out: uz i.p. narrow stance "legs apart", arms at the top, the subject squats and performs a jump from two legs to two in a deep squat. The push of the legs and swing of the arms are maximum. The result is measured by the last touch with an accuracy of 1 cm.
6. TEST Triple jump.
Helps determine jumping endurance.
Methodology of carrying out. The subject accepts and. n "start of the swimmer" and from two feet performs a jump on the jerk leg, then on the swing leg / way from one leg to the other / and the last one on two legs. Hands can work both oppositely and in a circle, resembling the movements of athletes in a triple run jump. Measurement of the result is the same as in the long jump.
7. TEST Flexion of the arms in the lying position.
The test allows you to determine the level of development of the muscles of the shoulder girdle.
Method of carrying out: The subject assumes a position of an emphasis lying on the floor and, bending his arms at the elbows, is wrung out. The torso should remain upright.
The chest should touch the object at a height of 7-10 cm from the floor. You can use a special simulator, where a lit light shows the correct execution.
8. TEST Squats on one leg "pistol"
The test helps to determine the strength of the muscles of the legs and the coordination of efforts of the student.
Method of carrying out: Standing at the support, the subject squats on one leg keeping and. n. The other leg is brought forward straight. Squats should be done on the entire foot.
Boys perform the exercise without support.
9. TEST Hanging angle.
Methodology: the subject assumes a hanging position on the Swedish wall and raises his straight legs forward to an angle of 90 degrees. holding them in this position.
The level of strength of the flexor muscles is determined.
10. TEST Raising the trunk from a sitting position "bending the legs"
The meaning is similar to the previous test.
Methodology: The subject takes a sitting position on the mat, the partner holds his legs in and out. p. Lowering and raising the shoulders, the subject touches the knees with his elbows. The exercise can be performed without taking into account the time / the most difficult option, / in 1 min., In 30 sec.
11. TEST Jump up from the spot.
Determines the level of jumping ability.
Method of carrying out: the subject measures the height at the support according to the markings, standing with his hand, and then performs several jumps from the spot one by one. The difference in touching the hand with the markings in a jump and standing is counted.
This technique allows you to avoid special adaptations as in the technique of "Abalakov". The starting position may be facing or sideways to the markings.
12. TEST Medicine ball throw.
The test allows you to determine the levels of development of speed-strength qualities and coordination.
Methodology of carrying out. The test subject takes a standing / sitting / legs apart position "facing the direction of throwing and sitting down / or leaning back / throws a medicine ball from below. The ball is released at the level of the face. The hands can perform an additional movement. It is impossible to go beyond the measurement line. If the exercise is performed while sitting you can not take your legs out of the line.
13. TEST Tilt forward.
The test determines the level of flexibility of the spine.
Methodology: tilt can be performed while sitting on the floor or standing on a gymnastic bench.
After several warm-up bends with a jerk, the test subject performs an incline and holds the position of the hands for 1-2 seconds. Measurement is performed along a ruler with an accuracy of 1 cm.
14. TEST Running 30 meters on the move.
The test determines the level of development of speed.
Methodology: the subject, after running 20-30 meters, runs at a full speed of 30 meters. The assistant gives the go-ahead when the subject runs the beginning of the 30-meter mark. Time is recorded with an accuracy of 0.1 sec. If several people are running at the same time, each is tracked with a separate stopwatch or two.
15. TEST Running 30 meters from a low start.
Determines the level of speed.
Methodology of carrying out. The subject runs from the blocks from the start to the distance for a while.
Can be carried out at a distance of 60 m.
With electronic timekeeping, the result is determined with an accuracy of 0.01 sec.
WARM UP TO TESTING.
The warm-up should include exercises similar in structure to the test subjects. The following is an example warm-up routine.
Warm up:
1. Running 30 sec. slowly, 30 sec. faster.
2. Tilts of the body to the sides, back and forth. 30 sec.
3. Squats 30 sec. with full amplitude at a calm pace.
4. Jumping 30 sec. On one, the other, both legs.
5. Walking with breathing restoration.
O. F. P. STANDARDS
| 1. Running 1000m. | By program | 5 | 4 | 3 |
| 2. Shuttle run | By program | |||
| 3. Pull-up in / lane | ... young men | 14 | 10 | 8 |
| 4 Pull up n / l | ... girls | 25 | 18 | 10 |
| 5. Long jump s / m | young men | 250cm. | 230 cm. | 210 cm. |
| Long jump c. / m | girls | 200 | 180 | 160 |
| 6. Triple s / m | young men | 760 | 650cm. | 550 cm. |
| 7. Flexion of the arms while lying on the floor | Boys girls | 25 14 | 20 10 | 15 8 |
| 8. ”Pistol” | At support without support by hand | 10 7 | 7 5 | 5 3 |
| 9. "Angle" in the hang | Boys girls | 10sec. 7 sec. | 5 sec. 5 sec. | 3 sec. 3 sec. |
| 10. Raising the torso while sitting | Y. and D. excluding time | 50 | 35 | 25 |
| 11. Jump up s / m. | Boys girls | 50 40cm. | 40 30 cm. | 30cm. 20 cm. |
| 12. Throwing the ball | Boys girls | 11m. 8 m. | 9.50 7m. | 8.50 6 m. |
| Tilt / Flexibility / | 25 cm. | 15 cm. | 7 cm. | |
| 14. Running 30 meters on the run | Boys girls | 5,0 5,5 | 5,3 5,9 | 5,8 6,1 |
| 15. Running 30 meters | 5,2 | 5,5 | 6,0 |
These standards will allow you to determine the level of development of some physical qualities.
To determine the level of endurance / performance / you can use the following method:
MEASURE HR IN THE FOLLOWING MODES:
1. After 5 min. rest lying. / resting pulse /.
2. Pulse standing.
3. Take into account the difference between the first two indicators.
4. After 1min. easy running.
5. After 1 minute of rest while sitting.
A lower heart rate indicates a higher level of fitness. The average heart rate is 280 beats. / min.
After 8 weeks of regular exercise, repeat the measurements.
METHODS OF DEVELOPMENT OF PHYSICAL QUALITIES.
PHYSICAL QUALITIES - congenital morpho-functional qualities, due to which physical activity of a person is possible, manifested in purposeful activity. The main physical qualities include: muscle strength, speed, endurance, flexibility, agility.
DEVELOPMENT F. KACH. - the natural course of changes in physical quality.
UPBRINGING - active and purposeful impact on the growth of indicators of physical qualities.
MOTOR ABILITIES - individual characteristics of a person that determine the level of his motor abilities.
STRENGTH DEVELOPMENT METHODS.
The best effort method. This md provides the development of strength abilities and concentration of neuromuscular efforts, which provides a large increase in strength. Possible from 16 years old.
For example: put your hands on the wall and "move" it within 2-8 ".
Unlimited effort method. Near-maximal weights are used with the maximum number of repetitions. / "Until failure" /
Dynamic effort method. Medium weights when performing the movement at maximum speed.
- "shock" method. Performing special exercises with light weights.
Statodynamic method. Consistent combination of different modes of muscle work.
Circuit training method. Sequential work on different muscle groups by stations. 8-10 stations. Mode of work and rest: 15 "-45", 30 "-30", 45 "-15". Moving to the next station while resting.
Game method. Outdoor and sports games.
DEVELOPMENT METHODS OF SPEED-POWER QUALITIES.
Strictly Regulated Exercise Method:
Repeated at maximum speed,
Variable / control with different intensity /
Variable / depending on the execution conditions /.
Competitive method. Estimates, relay races, handicap and final competitions.
Game method. Performing a variety of exercises. with maximum speed in conditions of outdoor and sports games.
METHODS OF DEVELOPMENT OF SPEED ABILITIES.
REPEATED. Exercise execution with an interval of rest until complete or incomplete recovery. Repeated-interval, repeatedly-progressive, repeated "to failure" / decrease in efficiency does not allow to continue the work of this intensity /.
GAME. Education of the speed of complex motor reactions.
Most of them are a reaction of "choice" from several options of one.
These are martial arts, outdoor and sports games.
The trainees learn "starting intuition", that is, they determine the opponent's actions by the posture and the beginning of the movement.
Methods of instilling speed of movements. Performing exercises with maximum speed: proper high-speed exercises, open control gear, special exercises, auxiliary exercises / from other sports /.
CONTROL METHOD. Execution of tests, determination of the speed of one movement, the speed of reaction to the signal of the tempo-number of movements per unit of time.
ENDURANCE DEVELOPMENT METHODS.
Time is the measure of endurance.
The method is uniform. It is essential for the development of general endurance.
Continuous work of low intensity for a long time.
Long trail running.
Special endurance: high-speed, power, speed-power.
Tempo cross.
- "Fartlek" - speed game. On the whistle or other signal, "race for the leader", "overtake the column".
Intermittent method. Re-run, alternate run, interval.
Competitive method.
FLEXIBILITY DEVELOPMENT METHODS.
The main method is repeated. Exercises are performed in various joints actively and passively. The muscles should be warmed up / at the end of the session / The number of repetitions in one approach is 15-50 times, depending on the task.
TESTS: mechanical / toniometer /, electro-mechanical, optical, radiographic.
DEVELOPMENT METHODS OF AGILITY.
Actually the dexterity of simple movements develops up to 11-12 years old in outdoor games. UVP - skills of the highest order are developed when performing exercises in an unusual or extreme situation. For example, in competitions.
According to Bernstein, agility is manifested at 5 levels:
A - muscle tone. / the lowest / Lost in a person only with loss of consciousness. Spinal cord.
B - the level of pos. Maintaining the position of the body in space.
For example: keeping a person sleeping in a transport sitting position. The motor center of the medulla oblongata.
C - the level of simple movements. For example ORU. These are motor skills.
D - the level of motor skills, i.e., automated motor actions. It is regulated by the subcortex.
E is the level of UVP. Ability to perform movements in extreme situations, sometimes with a threat to life. For example, driving a car, etc.
Agility is a universal physical quality, if necessary, it can compensate for others.
METHODS OF ORGANIZING STUDENTS IN THE LESSON OF F.K.
The organization of those engaged in the class of F.K. presents a certain difficulty and has its own specifics. During the lesson, students are not bound by the classroom as in a regular class, so the teacher must organize them. The ability to organize students in the least amount of time goes by with experience and requires knowledge of the methods of organizing those involved in the lesson.
More often than others, the following methods are used in physical education lessons:
FRONT. It consists in the construction of those involved in a line or circle. It is used when familiarizing with the motor action, initial learning. When explaining or showing an exercise.
This method is that it gives a high motor density of the lesson.
Something that cannot be grasped by the attention of everyone doing the exercise.
This method is also used in the warm-up when performing the ORU.
GROUP. It consists in dividing the students into division groups. Everyone can perform their own motor task. There can be 2,3 or more branches. As, for example, in gymnastics, where, when 5 - 6 apparatus are installed, there will be the same number of compartments.
Allows you to increase the motor density several times,
Something that requires strict adherence to safety rules and the teacher's ability to distribute attention.
FLOWING. It consists in the alternate execution of those engaged in one task. For example: long jump with a running start, vault in gymnastics, etc.
REPLACEABLE. It consists in dividing the trainees into shifts to perform the exercise. For example: throwing a ball in athletics. The number of throwers depends on the size of the court and the availability of balls.
CIRCULAR. It consists in placing students in a circle at the stations. Each consists of one task. Time at each station is limited, often 1 minute. This method can be used to warm up both the ORU and the general physical training in the main part of the lesson.
1. BASIC.
1. Velitchenko V. K. Physical education without injuries. - M. Enlightenment. 1993 year
2. Vilensky N. Ya. Mishin V. I. Pekhletsky N. N. ZagoruikoV. I. Shcherbakov V. G. An exemplary program for the discipline "Physical culture of a secondary specialized educational institution." M. 1997
3. Gleyberman A. N. Exercises in pairs Series "Sports in drawings - M. FiS 2005
4. Gurevich I. A Circular training with the development of physical qualities. Minsk. High School 1985
5. Korotkov IM Outdoor games. -M. F and S. 1982
6. Korobeinikov N. K. Mikheev A. A. Nikolenko I. G. "Physical education" Textbook for secondary educational institutions. M. High school. 1989 year
7. Nikolaychuk LV Osteochondrosis Scoliosis Flatfoot. - Minsk. Book house. 2004 r.
8. Malkov EA Make friends with the "queen of sports". M. Enlightenment. 1991
9. Schaefer I. G. Gimastics. Tutorial. MF and S. 1996
10. Kholodov Zh. K. Workshop on the theory and methodology of physical education and sport. M. FiS. 2001 year
2. ADDITIONAL REFERENCES.
1. Test - the program of the mayor of Moscow. - M. 1996
2. Requirements for testing the physical fitness of students - M. 1996
3. Passport of methodological support of the educational process in physical education with teaching aids. 1992 year
4. The companion of the physical culture worker - M. FiS 1972
Cl. the words: scientific, research, sambo, fizra, wrestling, offp, sfp, dvorkin, vorobyov, physical education lesson, physical training, physical development, functional state, sambo wrestling, specific qualities, extracurricular activities.
For decades, the intensity of discussions between specialists in the field of physical education of schoolchildren and students on the question: "What should be a physical education lesson" has not diminished? Judging by a number of publications, the following main approaches to reassessing the goals, objectives and essence of the content of physical education lessons in general educational institutions are currently distinguished. Firstly, this is a new understanding of their health-improving goal, when the highest value of school physical education is the health of students, a high level of physical development and physical fitness. Secondly, we can talk about an extensive approach, in which the main thing is a significant training effect as a result of an increase in the volume of compulsory school activities. And, thirdly, - about a sports-oriented approach based on a rational combination of class-lesson and sectional forms of training (lesson-training type). There are other approaches to the meaningful significance of a physical education lesson.
Sambo wrestling classes are considered by many specialists as one of the most effective means of physical training of the younger generation and, therefore, are of great applied importance. Various types of wrestling are widely practiced in educational institutions (vocational schools, technical schools, universities). Since 1975, classical wrestling classes have been used in physical education in general education schools since the 7th grade. It is known that wrestling is a natural, natural need for children and adolescents in single combat. According to the Russian scientist and teacher P.F. Lesgaft, wrestling is one of the most effective means of physical education of young people. Struggle - "is an exercise," said Lesgaft, "with increasing tension, consisting in the manifestation of strength in accordance with the manifestation of it by another person, with the ability to steadfastly control your body on a certain support ...".
One cannot but take into account the fact that sports types of wrestling have gained especially great popularity among our youth in the post-war years. According to a number of authors, wrestling classes are considered as one of the excellent means of physical training for schoolchildren of children and adolescents. At the same time, an analysis of the curricula of a general education school in physical education since 1975, when the section "Wrestling" appeared in them (for middle school students - 8 hours, senior - 10 hours a year), showed that this kind of sport was and remains far from being developed yet.
Many years of experience in the development of sports types of wrestling in our country and abroad allows us to say that the section of wrestling in the school curriculum should permeate the entire process of physical education starting from the 1st grade. The limiting factor here is the weak scientific and methodological base. We have not found substantiated data on the widespread use of sports types of wrestling in physical education lessons for schoolchildren of 4-6 grades. The individual results of the practical experience of teachers of general education schools published in the press do not give a complete answer to the question of the possibility of using sports types of wrestling as the main means of physical training of schoolchildren of different ages and sex.
The purpose of our research there was a scientific and methodological substantiation of ways to optimize sambo wrestling lessons at physical education lessons in the process of physical training of schoolchildren in grades 4-6, taking into account age and gender.
Research objectives:
1. To study the state of the issue in domestic and foreign literature.
2. To develop pedagogical characteristics and pedagogical assessments of the general and special preparedness of schoolchildren in grades 4-6.
3. To study the influence of sambo wrestling lessons on changes in the basic motor qualities of a schoolchild.
4. Investigate in dynamics the physical development and functional capabilities of schoolchildren of 4-6 grades, who are engaged in sambo wrestling.
5. To determine the most acceptable means and methods of practicing sambo wrestling as a directed all-round physical training of children of 10-12 years old in the conditions of both a general education and a sports school.
The work used the following research methods:
Analysis of scientific and methodological literature;
- pedagogical observations;
- a pedagogical experiment in the conditions of a school physical education lesson and a training lesson;
- questioning of mathematical statistics.
The registration of anthropometric indicators, the functional state of the cardiovascular and respiratory systems, as well as indicators of the development of the basic physical qualities of schoolchildren was carried out in the conditions of the medical and physical training dispensary of the Uralmash sports club in Yekaterinburg.
One control and two experimental groups were composed of schoolchildren in grades 4-6. Accordingly, in each class, they were divided into three subgroups. Observations were carried out for boys and girls separately. In addition, we examined young sambists of 10-12 years old who regularly go in for sports at the sambo school of the Uralmash sports club in Yekaterinburg (60 boys). A total of 208 boys and 141 girls were examined.
The purpose of the pedagogical experiment was to study the effectiveness of three options for conducting physical education lessons (control group No. 1), in the second option, one physical education lesson included sambo wrestling training (experimental group No. 2), and in the third option, one more optional lesson was added to the compulsory training lesson in sambo wrestling (experimental group No. 3). The research was carried out during one academic year in each of the specified classes, i.e. in the 4th, 5th and 6th.
For sambo wrestling in a regular school, a special training method was developed, taking into account the limited time of a lesson and an optional lesson, aimed at intensive development of the physical qualities necessary for a wrestler. Up to 15% of the total study time was devoted to teaching the basics of technical and tactical actions, 25 and 30% - respectively, special and general physical training, 15% - conducting control and pedagogical tests and another 5% - theoretical training (Table 1).
Sociological research consisted in the analysis of data from a questionnaire survey of schoolchildren on various issues of their attitude to physical culture and sports. The content of the questionnaire included the following questions: 1) do you always take physical education lessons with interest and desire (answer: always, sometimes, never); 2) how do you feel about playing sports (answer: very positive, positive, indifferent, negative); 3) how do you feel about the content of physical education lessons (answer: completely satisfied, not completely satisfied, not satisfied); 4) would like to do physical education at school (answer: 1 time, 2 times, 3 times, 4 times, 5 times, 6 times a week); 5) I go in for sports in the section (answer: yes or no); 6) do physical exercises on my own (answer: yes or no); 7) I don’t go in for sports because I don’t have time (answer: yes or no); 8) would like to engage in any kind of sports in a physical education lesson (answer: yes or no); 9) choose for yourself the proposed sports for practicing at school (sports or rhythmic gymnastics, sports games, types of wrestling, athletics, swimming, general physical training); 10) how do you yourself assess your physical development (answer: good, satisfactory, unsatisfactory, bad, very bad).
Experimental substantiation of sambo wrestling lessons in grades 4-6. Before the start of the experiment, socio-pedagogical studies were carried out in order to clarify the attitude of schoolchildren to physical education and sports. The answers of 120 4th grade schoolchildren, 112 - 5th grade, 148 - 6th grade were subjected to statistical analysis. Statistically significant answers were received to six questions of the questionnaire. According to them, 45.3% of children go to physical education lessons with a desire; 46.5% do it sometimes and 8.2% - without any interest or desire.
The overwhelming majority of schoolchildren (85%) do not go in for sports clubs or on their own. At the same time, up to 69% of 4th grade schoolchildren, 78% of the 5th grade, and 79.5% of the 6th grade are very positive about sports. 14% of schoolchildren are indifferent to sports, and every tenth of all respondents - negatively.
Of the surveyed schoolchildren in grades 4-6, 15.6% are satisfied with the content of physical education lessons; 34.6% are not completely satisfied and 42% are not satisfied. Many schoolchildren expressed a desire to engage in some kind of sport during physical education lessons, in particular, 23% - sports games; 22.3% - swimming; 21.3% - by sports types of single combats; 9.6% - sports and rhythmic gymnastics and only 5% - general physical fitness.
Of interest is the fact that about 34.7% of boys and 37.3% of girls would like to engage in physical education 3 times a week, respectively 25.6 and 16.7% - 4 times; 14 and 15.3% - 5 times. For 7.6% of boys and 11% of girls, two physical education lessons per week are enough, and for 5% - one.
Initial pedagogical testing of the level of physical readiness of schoolchildren of 4-6 grades showed that in this age period, in general, it increases. However, for example, schoolchildren of 10, 11 and 12 years old differed insignificantly in terms of general endurance indicators. In terms of static endurance, 6th grade boys significantly differed from fourth graders and unreliable - from fifth graders. In girls, these differences were unreliable in all cases. With regard to the test for dynamic strength endurance (flexion and extension of the arms in the lying position to failure and pull-up on the bar - for boys), the 4th grade schoolchildren were significantly inferior to both fifth and sixth graders. This allows us to say that strength endurance in the prepubertal period stabilizes and does not change markedly 2-3 years before puberty.
At the same time, it should be noted that the age factor significantly affects the level of development of speed-strength qualities in grades 4-6. Especially pronounced at this age, both in boys and girls, the results in long and high jumps from a place change. Somewhat smaller differences were recorded when performing flexion and extension of the arms in the supine position for 10 and 20 s. All this also confirms the general tendency for the speed-strength capabilities of schoolchildren in grades 4-6 to increase with age. Indicators of speed and flexibility also grow with age, although not significantly.
A year later, the final testing of schoolchildren of all three groups was carried out. The main indicator of the effectiveness of the application of the experimental methodology of physical education of schoolchildren was the level of increase in the results in GPP and TFP in relation to the initial one in each age group, both among boys and girls.
The studies carried out showed that after a year the general endurance of all schoolchildren increased, but in some groups the level of its growth in relation to the initial results was not the same. The most pronounced positive changes in general endurance were registered only in the third (experimental) group of schoolchildren of 4-6 grades, in which the increase in results in running for 1000 meters was 6%, and in the second and first groups - 5 and 3.6%, respectively. ... Girls did not participate in this control trial.
Overall endurance was also assessed by running for 6 minutes. As a result, it turned out that boys and girls in grades 4-6 did not differ significantly from each other in terms of the increase in results in this exercise. However, even in this case, the best results after a year of research were shown by schoolchildren of the third group (2.4%); in the second and the first, the growth was 1.8 and 1.5%, respectively.
Strength endurance (hanging on the bar, flexion and extension of the arms in the lying position to failure, pull-up) during the school year increases in all schoolchildren by a much greater value in comparison with the general endurance. So, its average growth in a year was 23.5% among 4th grade boys; 5th - 21.5% and 6th - 14.7%; in the group of girls - respectively 18.6; 16.5 and 13.8%. In other words, among all schoolchildren, regardless of their sports activities, the fourth-graders showed a small annual increase. Analysis of the average growth rate by groups, regardless of age, suggests that its greatest value was in the third group (boys - 30.5% and girls - 30.9%), the second largest result was in the second (respectively 21.7%). and 15.3%) and the third - in the first (control) group (21 and 15.9%, respectively).
The change in speed-strength qualities largely depends on the specific pedagogical test and the level of the initial result. All schoolchildren in our studies more pronouncedly increased their results precisely in those exercises that they had not encountered before in training or in physical education lessons. In this case, the sex factor did not have a significant effect on the growth of results. The average increase in results in standing long jump was 5.8% for boys 10-12 years old, and 3.6% for girls; in high jumps from a spot - 6.6 and 4.7%, respectively; in flexion and extension of the arms in the lying position for 10 s - 14.7 and 12.4%. In all cases, schoolchildren in the experimental groups were significantly ahead of their peers from the control group.
Young wrestlers made good progress in control exercises, which characterize speed. At the same time, the differences in the increase in results, for example, in the 30 m race, between young sambo wrestlers and their peers from the control group turned out to be less pronounced than when performing 10 lifts from the ground to the rack. So, the value of this increase in these exercises was 4.8% for boys of the first group, and 3.7% for girls. In all cases, the boys were significantly ahead of their peers in the rate of increase in this physical quality.
Sambo wrestling at the age of 10-12 causes positive changes in the development of flexibility: in terms of the increase in this physical quality, the schoolchildren of the experimental group after a year of training were more than twice ahead of their less trained peers.
Thus, the results of testing the general physical readiness of students during the academic year made it possible to reveal an obvious advantage of those engaged in sambo wrestling in almost all components of the development of physical qualities. These lessons lead to a significant improvement in schoolchildren's speed-strength readiness, strength endurance and speed, to a lesser extent - general endurance. On the whole, it can be concluded that sambo wrestling in a general education school led to a more pronounced increase in the level of physical fitness of schoolchildren in grades 4-6. As for the influence of sambo lessons on the improvement of special physical fitness, for this purpose additional studies were carried out with the involvement of young sambo wrestlers of 10-12 years old, engaged in wrestling in a specialized school of the Uralmash sports club.
Special physical training of young sambists. The task of special physical training of young sambists both in the general education school and in the sports section included the gradual introduction of schoolchildren to regular sports and to the development of specific qualities by means and methods of sambo wrestling. Naturally, for this, the most accessible and well-adaptable training means were selected, taking into account the age of young sambists.
In these studies, the task was set - to assess the level of special physical readiness of schoolchildren of 10-12 years old, who are engaged in sambo wrestling in a sports school. The total amount of time for these classes per year was 144-180 hours for young sambo wrestlers 9-10 years old, 288-324 hours for 11-12 years old, which significantly exceeds the number of such classes in a general education school (Table 2).
Despite the fact that the pupils of the experimental groups of the secondary school significantly increased the level of general and special readiness during the year and reliably outstripped their untrained peers, nevertheless they could seriously compete in most of the control tests with the young wrestlers of the sports sambo school, who were the first in seven tests out of eight.
The study of the methodology of training young sambists in a sports school made it possible to develop for them the optimal ratio of the means of general and special physical training. All training material was divided into 5 sections:
Teaching the basics of technical and tactical actions (15% of the time);
- special physical training (25-30%);
- general physical fitness (30-40%);
- control and pedagogical tests (5-10%);
- theoretical training (5-10%).
The results of pedagogical testing of the level of TFP are reflected in table. 3. It can be seen from it that specialized training in a sports school (SS) leads to a more pronounced increase in results among young sambists, who surpassed their peers from a comprehensive school (OS) in almost all indicators. So, for example, young athletes performed 10 rolls back and forth from a crouching position at the age of 10 2.6 s faster than their less trained peers; at the age of 11 - by 3.14 s and at the age of 12 - by 4.4 s. In all cases, the differences were significant (at p = 0.01).
The next exercise (running onto the bridge one circle) was performed by 10-12-year-old schoolchildren of the third (experimental) group in 5.9 s, and young athletes - in 4.3 s; 10 throws with the front footboard - 31 and 26.1 s, respectively; 10 shots with the rear footboard - in 26.1 and 24.1 s; 10 throws over the hip - in 31.5 and 26.9 s; 10 throws over the shoulders - in 37.6 and 32 s; 10 ascents to the gymnastic bridge with an incline back - in 27.8 and 25.2 s; 10 lifts from the support lying - in 19.5 and 17.4 s (Table 3).
Physical development and functional state of young sambists. In our research, we could not pass over in silence the question of the influence of sambo wrestling on the dynamics of physical development of schoolchildren in grades 4-6. According to many authors, in the considered age period, the relative stabilization of the development of basic physical indicators (body length and weight, chest circumference, vital capacity of lungs and strength capabilities) ends.
The studies carried out allow us to say that the body length of schoolchildren from 10 to 12 years old, regardless of sports, significantly increases, and more pronounced individual differences are noted in boys compared to girls. From the 4th to the 6th grade, the body length of young sambists increased by 7, and among their untrained peers - by 5 cm. in the control and experimental groups it was 4 cm, and a year later in untrained sambists - 6 cm and in young female sambo wrestlers - 8 cm.
The obtained data on changes in body length in young sambists are to some extent consistent with the results of studies carried out on young swimmers of the same age, which revealed a relationship between swimming lessons and changes in body length, including among schoolchildren from 4th to 6th grade. going in for sports.
Wrestling in this age period does not lead to any significant differences in body weight gain in comparison with the control group, and according to the indicators of the relative growth of schoolchildren who are not engaged in wrestling, they have added in 2 years (from 4th to 6th grade) in body weight more than young athletes, however, these differences were statistically insignificant. In boys from 4th to 6th grade, body weight increased by 18.7 and 18.5%; in girls of the experimental group - by 22.3% and in the control group - by 28.4%.
When examining the increase in chest circumference in all groups of boys and girls, there were no significant differences.
The differences were more pronounced only in girls by the 6th grade compared to boys. But in terms of vital lung capacity (VC), the young wrestlers significantly surpassed their peers from the control groups. Thus, in boys who go in for sports, VC increased by 26.9% over 2 years and in girls - by 25.5%, while in the control group of peers - by 12.1 and 5.7%, respectively.
Young sambists especially significantly surpassed their untrained peers in the development of strength. This is clearly seen from the fact that the indicators of hand dynamometry increased over two years for boys-wrestlers by 41.3% and among girls - by 47.8%; among their untrained peers - by 12.5% and 22.2%, respectively. The same was observed in the study of the strength of the dead.
From 10 to 12 years old, among young sambists, the heart rate (HR) at rest decreases: in boys - from 84 to 72 beats / min and in girls - from 82 to 70 beats / min; in the control group, respectively, from 82 to 80 beats / min and from 78 to 76 beats / min. Consequently, if in the first case, after two years, there is a significant decrease in heart rate at rest, then in the second this indicator practically did not change. As for arterial blood pressure, its value in all groups did not change significantly over two years.
In our studies, we used the integral indicator of the physical condition index of schoolchildren (IFS), proposed by E.A. Pirogova, in which the complex takes into account the indicators of arterial blood pressure (systolic, diastolic, pulse), heart rate, length and body weight, as well as age. The IFS calculated in this way made it possible to establish that from 10 to 12 years old it changes, and the differences in its value between young athletes and their peers who do not go in for sports turned out to be unreliable.
The weight-height indicator (Quetelet index) increases with age in untrained schoolchildren more pronounced than in the group of young sambists, which indicates in the first case the predominance of the increase in body weight over the increase in its length. And, on the contrary, the strength indices (hand and back) were more significant among young sambists, which indicates the predominance of the increase in strength capabilities over the increase in body weight.
To characterize the indicators of physical performance of schoolchildren, a functional test with static stress was used, which consists in holding a load equal to 20-30% of the subject's own body weight on the lumbar belt in the "skater pose". This test was proposed by L.S. Dvorkin for the study of young athletes in strength types of combat sports. When performing muscle tension, the time of static tension and the pulse rate were recorded for the 5th to 15th s of the recovery period.
The research results showed that the level of physical performance in each separate group does not have clear age differences. Thus, in the first group, the PWC170 indicator for boys and girls of the 4th grade was higher than that of the fifth graders of the same group. Boys of the 5th grade and girls of the 4th grade of the experimental groups in terms of PWC170 were ahead of the boys of the 6th grade and girls of the 5th-6th grade. In young athletes, the value of this indicator was more significant than in their peers.
Thus, in general, sambo classes both in school conditions and in sports sections of a specialized school allow 10-12-year-old sambists to significantly surpass their untrained peers both in terms of physical fitness and in terms of physical performance, which indicates their higher functionality.
conclusions
1. The training orientation of physical culture lessons using the most adapted means and methods of sports training used in various sports, in particular in sambo wrestling, allows not only to improve the attitude of students of general education schools to this discipline, but also to raise their physical fitness to a higher level. preparedness.
2. The most informative GPP criteria for schoolchildren of 10-12 years old are the results in a 6-minute run, a long jump from a standing position, in a test for flexion and extension of the arms in a prone position for 10 s, a 30 m run with a stroke and a shuttle run 3x10 m ...
The indicators recorded in such testing loads as pulling up in the hanging on the bar, running 100 m, flexion and extension of the arms in the supine position to failure and high jump, at this age do not adequately reflect the level of the surveyed contingent of students.
3. The inclusion of sambo wrestling elements in physical culture lessons has a positive impact on the dynamics of the development of the basic physical qualities of children and adolescents 10-12 years old. At the same time, the most pronounced changes are found in the parameters characterizing the speed-strength capabilities of the organism, less pronounced - in the indicators of general and strength endurance.
4. Sambo wrestling classes at the age of 10-12 years cause some acceleration of physical development, significantly increase the body's power capabilities, without stimulating the increase in body weight, and to a certain extent contribute to the economization of heart function.
5. The effective structure of the content of sambo wrestling classes in grades 4-6 is the following: 15% of the total study time - teaching the basics of technical and tactical actions; 25-30% - special physical training; 5-10% - control and pedagogical tests and participation in wrestling competitions; 15% - theoretical training. The duration of a training session for 10-year-old wrestlers is 40-60 minutes; 11-12 years old - 60-90 minutes; their number - 3-4 times a week, 12-15 and 16-18 - a month; the annual volume of training hours is 144-180 and 299-344, respectively.
6. The age period of 10-12 years is optimal for the organization of purposeful primary sports training in the conditions of both general education and specialized sports schools. Such training allows to fully use the growing physical and functional capacities of the schoolchildren's organism when mastering complex in coordination motor actions of a sambist and in the process of improving physical qualities.
Doctor of Pedagogy, Professor L.S. Dvorkin, Krasnodar
Candidate of Pedagogical Sciences S.V. Vorobiev, Ekaterinburg
A.A. Khabarov, Ekaterinburg
Literature
1. Abramovich V.B., A.B. May. Physical education lesson: Textbook. pos. for students by correspondence training. - Naberezhnye Chelny: Branch of VGIFK, 1989. - 29 p.
2. Balsevich V.K., L.I. Lubyshev. New technologies for the formation of physical culture of schoolchildren // Problems of improving the physical education of students of secondary schools: Sat. works of participants International. seminar / Under total. ed. V. I. Lyakha and L. B. Kofman. M., 1993, p. 42-50.
3. Burkhanov A.I. The influence of sport on the body of schoolchildren // Theory and practice of physical culture. 1995, no. 4, p. 12-14.
4. Dvorkin L.S., N.I. Mladinov. Strength training of young athletes. - Yekaterinburg: publishing house of the Ural state. University, 1992 .-- 80 p.
5. Dvorkin L.S. Scientific and pedagogical foundations of the system of long-term training of weightlifters: Avtoref. doct. dis. M., 1992 .-- 28 p.
6. Kurdyukov B.F. Scientific and pedagogical aspects of improving the learning process in general educational institutions of a new type by means of physical culture: Author's abstract. Cand. dis. Krasnodar, 1994 .-- 25 p.
7. Lesgaft P.F. A guide to the physical education of schoolchildren. T. I-II, 2nd ed. SPb., 1909 .-- 103 p.
8. I. I. Mansurov Fundamentals of physical education methods at school: Stavropol book. publishing house, 1991 .-- 220 p.
9. E.A. Pirogova Physical state as a prerequisite for the level of health and physical improvement // Physical culture and modern problems of human physical improvement: Mater. All-Union. scientific. conf. Yerevan, May 1984. - M .: GTSOLIFK, 1985, p. 97-106.
10. Kharlampiev A.A. Sambo wrestling. - M .: FiS, 1959 .-- 312 p.
11.Khrushchev S.V., A.D. Dubogay. Physical culture as a factor in strengthening the health of children in the extended day of school // Physical culture in the extended day of school / Ed. S.V. Khrushchev. - M .: FiS, 1986, p. 7-15.
12.Chernov V.N. Elements of struggle: IX class. // Physical culture at school. 1985, no. 11, p. 13-17.
13. Chumakov E.M. Sambo for all: exercises // Sports life of Russia. 1990, no. 1, p. 17-18.
14.Chumakov E.M. Parameters of special physical training of a sambo wrestler // Theory and practice of physical culture. 1995, No. 5-6, p. 20-22.
15. Shcherbakov Yu.V. For passing the section "wrestling" in the X grade: To help the teacher // Physical culture at school. 1982, No. 10, p. 17-18; No. 11, p. 13-17.
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Introduction
physical fitness school student pedagogical
In "Great Didactics" Ya.A. Kamensky wrote: "a person must study in order to become what he should be." Training in motor actions is necessary in any activity. However, only in the field of physical education, their study is the core of training, since here motor activity acts both as an object, and as a means, and as a goal of improvement.
The implementation of the reform of the general education school in the field of physical education of students, its nature and scale, require a significant amount of time. For the next few years, the priority is to improve the existing forms of school physical culture, increase their efficiency, organizational level and the effectiveness of all components of the program components. The end result of the influence of physical culture throughout the training, development and upbringing of students from the 1st to the 11th grade should be a "physically perfect" person. Excellent health, strong and tempered body, strong will, formed in the process of physical education and sports, are a good basis for the intellectual development of a person. Achieving high physical perfection, getting rid of some congenital and acquired physical disabilities is possible only through the correct and systematic use of physical exercises.
Physical culture most fully implements its social functions in the system of physical education as the most important means of social formation of a citizen, purposefully in the pedagogical process to familiarize schoolchildren with the values of national physical culture.
These circumstances predetermined the choice of the topic, the setting of the goal, objectives and the main directions of this thesis research. The theoretical and methodological basis of the thesis was the modern concepts of organizing pedagogical control, the works of leading Kazakhstani and Russian scientists in the field of physical education and sports. The studies were carried out taking into account the regulatory framework.
Relevance. Pedagogical control is a system of measures that ensure the verification of the planned indicators of physical education to assess the means, methods and loads used.
Hypothesis. It is assumed that the correct pedagogical control over the physical fitness of schoolchildren will help to increase the level of the physical condition of schoolchildren and will make it possible to more rationally distribute the level of load on each specific student.
The research object of this thesis is: high school students 15-17 years old in the amount of 20 people.
The subject of the research is: "physical training of schoolchildren in the system of physical education."
The purpose of the thesis is to consider the problem of improving pedagogical control; determination of methods, means and forms of physical fitness of senior schoolchildren at physical education lessons.
Research objectives
To achieve the goal of the study, it was necessary to solve the following tasks:
1. To determine the importance of pedagogical control over the physical fitness of schoolchildren.
2. Determine the level of development of the physical qualities of schoolchildren in grades 10-11 of the Komsomolsk secondary school, Sarykol district.
3. Determine the dynamics of physical fitness of grade 11 students during the academic year.
Research methods.
1. Analysis of scientific and methodological literature
2. Pedagogical observations of physical education classes.
3. Control exercises for physical training.
4. The method of mathematical statistics.
Organization of the study.
The tasks were solved in stages:
At the first stage, I processed scientific and methodological literature on the study of physical abilities and the influence of physical exercises on the level of development of physical qualities.
At the second stage, the physical fitness of senior schoolchildren was tested.
At the third stage, the collected material was statistically processed. At the same time, physical development and physical fitness were studied to compare with the existing average indicators of schoolchildren.
Practical and theoretical significance.
A distinctive feature of this study is its practical value, since it was carried out on the basis of the functioning Komsomolsk secondary school of the Sarykol district of the Kostanay region.
1. Development of physical fitness of schoolchildren
Unfortunately, many parents do not understand the health-improving value of physical culture and sports, do not pay due attention to the physical education of children. Therefore, the task of physical education teachers and coaches is to explain the positive impact of physical culture on the health and physical development of children. As practice shows, children with an increased motor regime, that is, who are actively involved in physical culture and sports, do better than their peers in a comprehensive school. In addition, schoolchildren who are actively involved in physical exercises increase their resistance to colds.
Observing the formation of the body of children, we are usually interested in the state of their health, physical development and physical fitness, fixing this with the appropriate indicators. The complex of these indicators creates a complete picture of the body of children. Considering the motor activity of children, we observe it in movements of various forms, in which speed, strength, dexterity, endurance, or a combination of these qualities are manifested to one degree or another. The degree of development of physical qualities determines the qualitative aspects of children's motor activity, the level of their general physical fitness. Physical culture at school is an integral part of the formation of the general culture of the personality of a modern person, the system of humanistic education of schoolchildren.
Combining physical education with general physical training, we thereby carry out the process of comprehensive physical training, which is of great health-improving value.
Usually, developing physical qualities, we also improve the functions of the body, master certain motor skills. In general, this process is unified, interconnected, and, as a rule, high development of physical qualities contributes to the successful development of motor skills.
For example, the better a teenager's quickness is, the faster he will run short distances, the faster he will be able to dribble the ball while playing football, faster to move in any other games, that is, a high level of development of quickness will have a positive effect on the performance of specific physical exercises. The same can be said about the development of strength and endurance. Therefore, it is necessary to develop these qualities first of all in terms of general physical fitness, using the most effective means for this purpose.
Thus, the development of physical qualities, in fact, is the main content of general physical fitness.
In recent years, much attention has been paid to the organization of physical education. The most interesting in this direction are the studies of M.M. Boyana, B.A. Ashmarina, M.A. Godin, B.V. Sermeev, prof. Yu.D. Zheleznyak, prof. SOUTH. Travina, prof. IN AND. Egozina and others. However, all works consider the improvement of the organization of physical education. Therefore, there is a need for theoretical and practical development of the introduction of modern methods of pedagogical control over the physical fitness of schoolchildren, taking into account the use of presidential tests.
In Ancient Greece and Ancient Rome, body types were different, suitable for a particular type of Palestinian, there were developed methods for the development of physical qualities (lifting a load in different positions of the body, running in water at different depths, etc.).
The greatest physician of antiquity, Hippocrates (460-374 BC), left a huge mark on the development of medicine and the effect of physical exercise on human health. In matters of human anatomy up to the 15th - 16th century. v. indisputable authority remained the ancient Roman physician Galen (about 200-130 BC). It should be noted that with the name of the Czech humanist J.A. Kamensky (1592-1670) connected the formation of modern pedagogy as a science.
During the period of modern history, especially in the late 19th - early 20th centuries, pedagogical views on physical education were determined by new knowledge in the field of biological sciences, sports physiology, and biomechanics. In the 1920s. there is a new direction in physical culture - professionally applied physical training. Late 18th - early 19th century It is significant that in physical education quantitative research methods arise, when observation, experiment, polls, testing begin to enter the arsenal of research methods in physical education. Thus, we can already talk about a new stage in the development of the science of physical education - as a truly scientific one. In Russia, the development of the scientific method is inseparable from the scientific and pedagogical activities of P.F. Lesgaft (1837-1909). His name is inextricably linked with the creation of a national scientifically grounded system of physical education.
In 1923 the Fizkultura i Sport publishing house was created, which to this day publishes the latest experimental studies of leading domestic and foreign scientists and practitioners of physical culture and sports.
At present, the target settings of physical culture are largely reoriented towards the fact that it should be aimed, first of all, at solving the health problems of schoolchildren. At the present stage of development of our society, the upbringing of a new person is required, in which spiritual wealth, moral purity and physical perfection would be organically combined.
First of all, "physical perfection" means ideal health, harmonious physical development, well-developed motor functions, and all-round physical fitness. From a wide range of problems related to physical improvement, we want to more closely consider the issue of physical fitness in the process of age-related development of schoolchildren. In the theory of physical education, general and special physical training are distinguished.
Special physical training is associated with professional or sports activities, for example, a football player; training of a diver, fireman, skier, gymnast, skater, etc. General physical fitness includes the general level of knowledge and skills. In the process of forming motor skills and abilities, physical qualities develop: agility, speed, endurance, strength, etc.
The main feature that characterizes a high level of general physical fitness is the ability to consciously master the movements of one's body, achieving the greatest results in the shortest lines with the least expenditure of energy.
The health-improving effect of the development and formation of basic movements is well known, because a large number of muscle groups are simultaneously involved in these movements, which contributes to an increase in metabolism in the body, an increase in the functional activity of internal organs, and the mobility of nervous processes is improved. Knowledge of the foundations of the age-related development of physical qualities should contribute to the improvement of the methodology with schoolchildren. Currently, objective data on the age-related development of physical qualities have already been accumulated (B.A.Ashmarin, V.P. Bogoslovsky, V.I. from first grade to high school graduates.
In recent years, there is a public opinion that in our country it is required to evaluate the work on physical culture at school not only by "cups", "certificates" and various prizes won in sports competitions, but to evaluate the formulation of physical education at school according to the physical fitness of all students, their state of health and physical development. Assessment of the health and physical development of schoolchildren does not cause great difficulties, because at present, a number of techniques have been developed and successfully applied. Assessment of the physical fitness of schoolchildren is somewhat difficult, because there are very few data for comparing the level of preparedness of pupils.
This research was carried out between September 2010 and March 2011 during the course of training sessions at the Komsomolsk secondary school, Sarykol district for thesis. In the process of development of human motor abilities, a special place is occupied by versatile physical fitness. B.V. Sermeev, V.M. Zatsiorsky, Z.I. Kuznetsova characterize physical fitness by a combination of such physical qualities as strength, endurance, speed, agility. It is largely determined by the morphological characteristics and functional state of the whole organism and its individual systems, and first of all - the cardiovascular and respiratory systems of the student. HELL. Nikolaev believes that the physical training of an athlete is the upbringing of physical qualities, abilities necessary in sports activities, improving physical development, strengthening and hardening the body. ON. Lupandina divides it into general and special. General physical fitness means a versatile education of physical abilities, including the level of knowledge and skills, basic vital, or, as they say, applied natural types of movements. Special training refers to the development of physical abilities that meet the specific characteristics and requirements of the chosen sport. B.V. Sermeev, B.A. Ashmarin, just like N.A. Lupandin, they divide physical training into general and special, but they propose to subdivide the latter into two parts: preliminary, aimed at building a special "foundation", and the main one, the purpose of which is a wider development of motor qualities in relation to the requirements of the chosen sport.
Thus, B.V. Sermeev proposes three stages in the process of achieving the highest level of physical fitness, and at the first stage, special and general physical training should be combined. During the transition to the highest special stage, the achieved level must be maintained both general physical fitness and a special "foundation".
This point of view is consistent with the research of a number of authors of previous years (A.N. Krestovnikov, N.V. Zimkin, A.V. Korobov, ZI Kuznetsova, etc.).
The concept of "physical fitness" and "fitness" are closely related and to a certain extent characterize the degree of health. L. B. Kofman, N. D. Graevskaya, V.L. Karpman note that in the process of systematic training, a gradual adaptation of the body to stress occurs, coupled with the functional and morphological restructuring of various organs and systems, and the expansion of their potential capabilities.
Physiological changes in the body in the process of systematic physical culture and sports activities occur in parallel with the improvement of motor skills, the development of physical qualities, mastering the technique and tactics of the chosen kind of sport. The authors define fitness as a state that develops in an athlete's body as a result of multiple repetitions of physical exercises and characterizes his readiness for the most effective muscular activity.
The problem of studying the development of motor abilities of schoolchildren has attracted and continues to attract many researchers. Some studied "motor giftedness", as it were, independent of upbringing and education (NM Gurevich, N. Ozeretsky), others studied "simple, vital movements acquired in everyday life." For examination, they offered "tests", with the help of which the ability to dress, wash, tie a knot, thread a needle, etc. were revealed. (Ya.V. Ermolenko). Some authors have studied "motor activity" (RI Tamuridi, IM Yablonovsky). According to the method of A.V. Ermolenko studied: walking in a straight line, in a circle, grabbing jumping (in length, with a run), the ability to quickly stand up and lie down, carry weights, etc.
THEM. Yablonovsky, M.V. Serebrovskaya, when studying the motor activity of schoolchildren, they used tests on such types of movements, which to some extent reflected the physical fitness of the students. They studied: running, jumping from a place in length and in height, throwing, etc. But in different age groups in their methods, different tasks and requirements were proposed: in running - different distances, in throwing - objects for throwing, unequal distance to the target and etc. hence the extreme difficulty in identifying the characteristics of age-related development in certain types of movements. However, these works at one time served as some justification for the program for the physical education of schoolchildren. The works of R.I. Tamuridi (1985) were devoted to the development of movements in Kiev schoolchildren. The author studied the development of such movements as jumping, throwing, etc. As a result, age dynamics was shown for some movements.
In recent years, a number of works have been carried out by physiologists (V.S. Farfel, N.V. Zimkin, V.V. Vasilieva, Z.I. Kuznetsova). The "Main directions of the reform of the general education and vocational school" defines the tasks and ways of restructuring secondary education, the formation of the world outlook and high civic qualities of students, the improvement of labor education, training and vocational guidance. This document provides specific directions for the physical improvement of students.
From a wide range of problems related to physical improvement, we want to more carefully consider the issue of physical fitness in the process of physical education of schoolchildren. In the theory of physical education, general and special physical training are distinguished. If general physical training includes the level of knowledge and skills in vital applied natural, basic types of movements, then special physical training is associated with professional or sports activities (training of a gymnast, skier, athlete, etc.).
The main feature that characterizes a high level of general physical fitness is the ability to consciously master the movements of one's body, achieving the greatest results in the shortest possible time with the least expenditure of energy. The health-improving effect of the development and formation of basic movements is well known, because a large number of muscle groups are simultaneously involved in these movements, which contributes to an increase in metabolism in the body, an increase in the functional activity of internal organs, and an improvement in the mobility of nervous processes.
Versatile physical fitness is based on a high level of development of basic motor qualities (endurance, strength, agility, speed, etc.), which are achieved by systematic work in physical culture lessons, as well as in the process of extracurricular sports mass work. Man, unlike animals, is not born with the ready ability to perform natural movements for him. The movements in walking, running, throwing, jumping, pulling up, climbing were developed in the process of human evolution, as a result of his interaction with the environment. A person has learned these movements in the process of life. Everyone knows how children love to run, throw, throw, catch objects, climb. The physical fitness of schoolchildren, as indicated by Z.I. Kuznetsov, are characterized by two indicators.
1. The degree of mastery of the technique of movements.
2. The level of development of motor (physical) qualities.
Physical fitness (motor) among students is improved as a result of teaching in the classroom, but only on one condition: if the teacher teaches children to correctly perform motor actions, they develop physical qualities.
To manage the educational process, to make adjustments in time, it is necessary to monitor the motor fitness of schoolchildren. However, this issue has not yet received due attention in scientific research. The available literature data on the study of the basic movements of school-age children indicate the absence of a single approved survey methodology. Examination on various tasks in age groups of boys and girls and in various test conditions does not make it possible to identify the characteristic features of age-sexual development.
For a long time already there has been an urgent need to develop a unified methodology for taking into account the development of basic movements, and collecting material that can serve as starting data for assessing the physical fitness of schoolchildren of different age groups. Some attempt to create a unified control system at the present time in general education schools and secondary specialized educational institutions of the Republic of Kazakhstan was the "Presidential Tests" tests, and on a national scale - "Presidential Tests", which included tests on high-speed running, endurance running, jumping , pull-ups, bends. The development of motor skills and physical qualities of schoolchildren in the process of physical education is the main goal in the practical work of physical education teachers.
In 1996, the TRP, which was in the USSR, was replaced by a more improved and adapted version of the tests - "Presidential Tests".
The Government of the Republic of Kazakhstan of June 24, 1996 N774 introduced the President's tests of physical fitness of the population of the Republic of Kazakhstan.
Development and implementation into practice of the state physical culture and health-improving and sports complex of the Republic of Kazakhstan "Presidential tests" (hereinafter the complex "Presidential tests"). It is carried out in accordance with the provisions of the Constitution of the Republic of Kazakhstan, the law "On physical culture and sports in the Republic of Kazakhstan" (No. 490 of December 2, 1999).
The introduction of the "Presidential Tests" complex allows the most effective use of the means of physical culture and sports in increasing the motivation of citizens to improve their health, develop healthy lifestyle skills and organize active leisure.
The complex "Presidential Tests" will provide an opportunity to attract wide layers of the population to physical culture and sports, and will also contribute to the creation of continuity of physical culture and sports activities at different stages of a person's life.
The introduction of the "Presidential Tests" complex is, to a certain extent, a revival of the national tradition of training and passing the normative requirements of physical fitness of the population aged 7 to 60 years and older. For more than 70 years in our country there was a system for assessing and stimulating the physical fitness of the population, being, in general, the basis of physical education of the population.
In different countries of the world, great attention is paid to the issues of testing the level of physical fitness, stimulating physical culture and sports among various groups of the population. In the United States, this testing system is under the patronage of the President and is called the "Presidential Challenge." Canada, Germany, China, Japan and other countries of the world have created and are implementing their own national testing systems. In European countries, a unified testing system - Eurofit - is becoming widespread.
The formation of a unified nationwide testing system, which allows to create an effective mechanism for stimulating the population to engage in physical culture and sports, is facilitated by: introduction by the Government of the Republic of Kazakhstan into the systems for monitoring the physical state of health of the population, physical development of children, adolescents and youth; joint with the Ministry of Education of the Republic of Kazakhstan. development of a draft state educational standard for secondary (complete) general education in the subject "Physical culture"; sports and recreation program "Presidential Competitions", implemented in the regions of the Republic of Kazakhstan.
The idea of introducing the "Presidential Tests" complex was supported by the overwhelming majority of heads of executive authorities, subjects of the Republic of Kazakhstan in the field of physical culture and sports. As shown by a survey conducted by the Committee for Physical Culture and Sports of the Republic of Kazakhstan. this idea is also supported by teachers, organizers of the physical culture and sports movement, scientists and the general public.
The introduction of the "Presidential Tests" complex completes the creation of a programmatic and regulatory framework for the national system of physical education of the population, in which monitoring, education standards, and the "Presidential Competition" program will become its constituent components.
The purpose of creating the "Presidential Tests" complex is to activate physical culture, health-improving and sports work among various groups of the population, increase the role of physical culture and sports in improving the nation, distract adolescents and young people from bad habits, improve forms and methods of physical education.
The main tasks of the "Presidential Tests" complex are:
· Increasing the level of physical fitness of various groups of the population;
· Improvement of normative and software-methodological support of the process of physical education;
· Increasing the importance of physical culture and sports activities;
· Ensuring the continuity of the process of physical education of the population;
· Assistance in the formation of healthy lifestyle skills among various socio-demographic groups of the population;
· Involvement of children, adolescents and youth in active sports;
· Implementation of the most effective organizational forms of physical culture and sports, including at the place of residence of the population.
A number of researchers (N.N.Binchuk, A.P. Kashin, L.I.Gendzegolskis, H.V. Tiik) point to the lack of physical fitness among young people who entered the 1st year of study at universities, and explain this by the fact that that in schools there is still a high percentage of students released from physical education without sufficient grounds, and the organization of the process of physical education in many of them is not at a high level. Unfortunately, even in the city of Kostanay there are a number of schools in which gyms are in such a state that children are forced to study in the corridors, there is no sports equipment and equipment. Especially children who study in elementary grades are engaged where necessary.
A number of schools do not have physical education teachers due to the fact that young people after graduating from universities do not go to work in the countryside. There is not enough sports equipment, of course, all this affects the physical fitness of students.
The introduction of the third lesson on physical culture will make it possible to improve this situation, but subject to the supply of sports equipment in the required quantity. And schools with a large number of students need to build a second gym.
The analysis of the state of physical fitness of children, adolescents and youth in various types of educational institutions of the Republic of Kazakhstan according to the spring (May) monitoring of 2010 showed that the physical readiness index on average in the Republic of Kazakhstan was 62% for boys and 59% for girls. In general, the level of physical fitness of children and students turned out to be 8-11% lower than the lower limit of the hygienic standard, which is 70% of the proper age-sex level, which makes it possible to classify the surveyed population as a "risk" group. The average value of the physical readiness index in schools was 67% for boys and 70% for girls. This level of physical fitness of students can be regarded as "below average" for boys, "average" for girls. Although specifically for my school, this level was 72% for both boys and girls.
In recent years, researchers who consider it necessary to further improve the system of physical education of schoolchildren have been focusing on the issue of improving regulatory requirements in order to more effectively develop the physical abilities of schoolchildren. So A.R. Jamalov carried out a study of the physical condition of schoolchildren and found that the most effective in the development of physical fitness is a higher mode of motor activity, achieved by using a complex of various means of physical culture and sports.
In the diploma work, we investigate the state of physical fitness of older schoolchildren of the Komsomolsk secondary school of the Sarykol region.
Physical education is a type of education, the specific content of which is teaching movements and managing the development of a person's physical qualities. When it is necessary to emphasize the applied orientation of physical education in relation to labor, defense and other activities, they speak of physical training. The process of improving physical fitness is called physical fitness. Z.I. Kuznetsova suggests calling physical fitness as motor fitness. One way or another, physical training contributes to health strengthening, development of motor qualities and body shapes, as well as the expansion of motor representations.
The problem of studying the development of movements of schoolchildren has attracted and continues to attract many researchers. Some studied "motor giftedness" as if independent of upbringing and training. Others studied "simple vital movements acquired in everyday life." THEM. Yablonovsky, A.V. Serebrovskaya, when studying the motor activity of schoolchildren, they used tests on such types of movements, which to some extent reflected the physical fitness of the students. They studied: standing long and high jumping, running, throwing, etc.
Noteworthy is the work carried out by a group of specialists under the leadership of G.I. Kukushkin on the study of the state of physical fitness of students by age educational standards.
The starting point in these studies was that "the process of physical education at school should be regulated by uniform educational norms." The program, in close connection with the educational material, according to the authors, should be based on age educational norms that stimulate the comprehensive and harmonious development of the physical abilities of students and, from a certain age, sports improvement. In the research, the task was to analyze the application of educational norms, improve them and make them an important condition for the further improvement of educational and extracurricular work on physical education of students.
A variety of motor skills and abilities acquired by schoolchildren in the process of physical education at school is aimed at increasing the level of general physical fitness of students. Many researchers and everyday life confirm the position that a physically prepared person has the best labor productivity, high working capacity. The main indicators of the general physical fitness of schoolchildren were, are and will be achievements in basic movements. In them, as in focus, one can see the ability to control one's body, the ability to perform movement economically, quickly, accurately. In these movements, the level of development of physical qualities, speed, dexterity, strength, etc. is revealed. Quality is understood as such a property that is reflected in the ability to perform not one narrow task, but a more or less wide range of tasks united by a psychophysical community. The basic movements most fully reveal this commonality of qualities. Of course, the pedagogical process in physical education is not limited to a narrow set of exercises "applicable in life conditions." The more motor conditioned reflexes a student acquires, the more complex and varied motor tasks the teacher can set for the students, the easier the skill is acquired. And the motor skill is characterized by the unification of private operations into a single whole, the elimination of unnecessary movements, delays, an increase in the accuracy and rhythm of movements, a decrease in the time for performing an action as a whole, a strict consistency in movements, and the coherence of various body systems. A motor skill allows you to save physical and mental strength, facilitates orientation in the environment, and frees your mind for timely comprehension of the action. Among middle-aged and older schoolchildren, interest in these movements does not weaken depending on the pedagogical tasks, which are gradually becoming more complicated over the years of study, the requirements for rational methods of performing exercises increase. The motor activity of a growing and emerging schoolchild is cognized in development, where learning plays a decisive role.
Teaching students the basic types of movements and improving them is one of the most important tasks of physical education at school. It is required not only to teach the student the correct techniques of movements; it is equally important to achieve that the trainees are able to run quickly and dexterously, jump high and far, training should be closely linked to the achievement of practical results. Achievements of schoolchildren in basic movements (with correct educational work) is mainly determined by the quality of the formulation of work on physical culture at school.
1.1 Age characteristics of a person and their periodization
In the process of ontogenesis, individual organs and systems mature gradually and complete their development at different periods of life. This heterochrony of maturation determines the characteristics of the functioning of the body of children of different ages. It becomes necessary to highlight certain stages or periods of development.
During the prenatal period, tissues and organs are laid, and their differentiation occurs. The antenatal period is represented by the embryonic period (from conception to the 8th week within) the even period) and the fetal or fetal period (from the 9th to the 40th week). Usually pregnancy lasts 38-42 weeks. Childbirth is considered premature if it occurs at 22-37 weeks. pregnancy; a living newborn receives the same civil rights as a child born on time. Termination of pregnancy before 22 weeks. is called a miscarriage, and the fetus born at the same time, due to its non-viability, is a product of conception.
The postnatal stage covers the period from the moment of birth to death of a person., It is characterized by the continuing maturation of organs and systems, changes in physical development, significant qualitative changes in the functioning of the body. Heterochrony of maturation of organs and systems in postnatal ontogenesis determines the specificity of the functional capabilities of the organism of children of different ages, the peculiarities of its interaction with the external environment. The periodization of the development of the child's body is important for pedagogical practice and child health protection.
The currently widespread age periodization with the allocation of the neonatal period, nursery, preschool and school age, which, in turn, is subdivided into younger, middle and senior school age, reflects the existing system of children's institutions rather than systemic age characteristics.
A symposium on the problem of age periodization in Moscow (1965), convened by the Institute of Physiology of Children and Adolescents of the USSR Academy of Pedagogical Sciences, recommended a scheme for age periodization, which is widely used.
In medicine, it is also customary to distinguish the perinatal period - an interval of 22 weeks. intrauterine development up to the first 10 days of life.
At the postnatal stage of development, the following periods are distinguished:
The neonatal period is the first 10 days of life (according to other classifications, the first 30 days).
Breast age - from the 11th day of life to 1 year (according to other classifications - 12 months; infancy).
Early childhood - 1-3 years (according to other classifications - nursery age - preschool).
First childhood - 4-7 years (according to other classifications - preschool age)
Second childhood - for boys: 8-12 years old, for girls: 8-11 years old (according to other qualifications - primary school age).
Adolescence, or puberty - for boys: 13-16 years old; girls: 12-15 years (according to other classifications - middle and senior school age; adolescence; puberty).
Adolescence or juvenile - for boys: 17-21 years, for girls: b 20 years.
Mature age, period I - for men: 22-35 years old, for women: 21-35 years old.
Mature age, period II - for men: 36-60 years, for women: 36-55 years.
Elderly age - for men: 61-74, for women: 56-74 years.
Senility is 75-90 years old.
Centenarians are over 90 years old.
It is believed that a modern person can live up to 150-175 years.
In addition to these periods, women have a climacteric period, i.e. the period of wilting of ovarian function, including the onset of physiological menopause (in c] it, 45-50 years), as well as the postmenopausal period (until the end of life).
For statistical calculations, it is customary to refer a child to 1 month if his age is from 16 days to 1 month 15 days, to 2 months - if his age is from 1 month 16 days to 2 months 15 days, etc. After the first year of life and up to 3 years: a child with an age from 1 year 3 months to 1 year 8 months 29 days is referred to 1.5 years, from 1 year 9 months to 2 years 2 months 29 days, etc. After 3 years at annual intervals: 4 years includes children aged 3 years 6 months to 4 years 5 months 29 days, etc.
From a biological point of view, the development of an organism is growth, differentiation of organs and tissues, as well as morphogenesis. Development is programmed by genetic information, regulated by internal factors (primarily hormones and biologically active substances) and is largely determined by the lifestyle (i.e., the nature of nutrition, the intensity of physical and intellectual stress), upbringing, the state of the emotional sphere, the level of health, as well as the influence of the external environment. Currently, about 100 genes have been identified that regulate the rate and limits of human growth. The genetic factor manifests itself at the age of 2-9 years and 14-18 years (this is the result of the influence of the first and second family factors, respectively). According to the energy rule of skeletal muscles I.A. Arshavsky, the development of the body is directly dependent on the activity of skeletal muscles: hypodynamia and hyperdynamia inhibit this process. Good nutrition is no less important for development, i.e. corresponding to age standards.
Changes in the growth rate of children with age, body and organ size, weight, skeletal ossification, teething, development of endocrine glands, degree of puberty, muscle strength. This scheme takes into account the characteristics of boys and girls. However, the question of the criteria for biological age, including the identification of the most informative indicators reflecting the functional capabilities of the organism, which could form the basis of age periodization, requires further development.
Each age period is characterized by its own specific characteristics. The transition from one age period to the next is designated as a turning point in individual development, or a critical period.
The duration of individual age periods is highly variable. Both the chronological framework of age and its characteristics are determined primarily by social factors.
The growth and proportions of the body at different stages of development are characterized by the peculiarity of the growth process of the child's body and are manifested by its unevenness and undulation. Periods of increased growth are followed by some slowdown.
Body proportions also change a lot with age.
From the neonatal period to adulthood, the length of the body increases by 3.5 times, the length of the body is 3 times, the length of the arm is 4 times, the length of the leg is 5 times.
A newborn differs from an adult in relatively short limbs, a large body and a large head. With age, head growth slows down and limb growth accelerates. Until the onset of puberty (prepubertal period), there are no sex differences in body proportions, and during puberty (puberty) in young men, the limb becomes longer, and the torso is shorter and the pelvis is narrower than in girls.
Three periods of difference in proportions between body length and width can be noted: from 4 to 6 years old, from 6 to 15 years old, and from 15 years old to adulthood. If in the prepubertal period, the total growth increases due to the growth of the legs, then in the pubertal period - due to the growth of the trunk.
The growth curves of individual parts of the body, as well as many organs, basically coincide with the growth curve of body length. However, some organs and parts of the body have a different type of growth. For example, the growth of the genitals occurs intensively during puberty, the growth of lymphatic tissue ends by this period. The size of the head in children 4 years old reaches 75-90% of the size of the head of an adult. Other parts of the skeleton continue to grow intensively even after 4 years.
Uneven growth is an evolutionary adaptation. The rapid growth of the body in length in the first year of life is associated with an increase in body weight, and the slowdown in growth in subsequent years is due to the manifestation of active processes of differentiation of organs, tissues, cells.
The development of an organism leads to morphological and functional changes, and growth leads to an increase in the mass of tissues, organs and the whole body. In the normal development of a child, both of these processes are closely interrelated. However, periods of intense growth may not coincide with periods of differentiation.
Along with the characteristics typical for each age period, there are individual characteristics of development. They vary and depend on the state of health, living conditions, and the degree of development of the nervous system.
1.2 Age-related changes in anthropometric indicators
The length and weight of the body, as well as the circumference of the chest are the main anthropometric indicators characterizing the rate of growth and development of the body, as well as making it possible to understand the age-related characteristics of many physiological processes. Taking into account the role of the genetic factor, it is customary for each region of the globe to periodically compile its own assessment tables of these indicators. In recent years, for this purpose, so-called centile tables or scales have been used, which make it possible to distinguish among the surveyed children and adolescents who develop at an average rate (25-75 centiles), above or below these rates (less than 25 or more than 75 centiles). A variant of such tables was developed in 1993 by I.V. Popova and co-authors for the city of Kirov (Tables A and B). Each of them is represented by six columns of numbers, which reflect the values of the trait, below which it can be found in 3,10,25,75,90 and 97% of children of this age-sex group. The space between the numbers (called the "corridor" or "area") reflects the range or variety of a feature that is characteristic of a certain percentage (3, 7, 15 or 50%) of the children in the group (explanatory table).
Dental scales also make it possible to determine the harmony of development: if the difference in the numbers of "corridors" between any of the three indicators does not exceed 1, the development is assessed as harmonious, if it is 2, it is considered as disharmonious; if the difference reaches 3 or more, the development is assessed as sharply disharmonious. The scales make it possible to determine the somatotype of a child according to the classification of V.N. Dorokhov and I.I. Bahrak: microsomatic, mesosomatic and macrosomatic (respectively, the sum of the "corridors" of all three indicators is not more than 10.11-15 and 16-21).
The microsomatic type indicates that the physical development of the child is below average, the mesosomatic type is average, and the macrosomatic type is above average. Example: an 8-year-old boy has a body length of 135 cm, a body weight of 32 kg, and a chest circumference of 67 cm; all three indicators refer, according to Table A, to the 5th "corridor", i.e. are rated above average; the difference between the numbers of "corridors" between these indicators is equal to zero, i.e. harmonious development; the sum of the numbers of the "corridors" (5 + 5 + 5) = 15, i.e. the boy belongs to the mesosomatic type. From these data it follows that the development of the child is above average, harmonious, according to the mesosomatic type.
General understanding of the dynamics of body length and weight.
In newborn boys, the body length is 51-54 cm; at 1 year -74-75 cm; at 3 years old - 94-102 cm; at 5 years old - 105-112 cm; at 7 years old - 117-126 cm; at 10 years old - 133- 144 cm; at 14 years old - 155-169 cm.
In newborn girls: body length - 49-53 cm; at 1 year old - 73-76 cm; at 3 years old - 92-97 cm; at 5 years old - 106-114 cm; at 7 years old - 119-126 cm; at 10 years old - 133-142 cm; at 14 years old - 155-164 cm.
The body weight of boys - at birth - 3.1-3.8 kg; in 1 year - 10.1-11.2 kg; at 3 years old - 13.3-17.0 kg; at 5 years old - 16.1-19- 8 kg; at 7 years old - 20.9 - 24.7 kg; at 10 years old - 28.8 -35.7 kg; at the age of 14 - 43.0-60.0 kg.
For girls: body weight of newborns - 3.0-3.7 kg; in 1 year - 9.2 -10.8 kg; at 3 years old - 12.8 -14.7 kg; at 5 years old - 17.0-19.7 kg; at 7 years old - 20.0-24.4 kg; at 10 years old - 28.1-35.8 kg; at the age of 14 - 43.0-55.2 kg.
The average height of 18-year-old girls in the city of Kirov is 165 cm, the average body weight is 58 kg, the average chest circumference is 85 cm (Bogatyrev B.C. et al., 1996). The average annual growth rate in the first year of life is 25-35 cm, at 2-8 years old - 4-6 cm, at 8-14 years old - 7-10 cm (pubertal jump or spurt); respectively, the average weight gain is 6-7 kg, 1.5-2.0 kg and 5.0 kg.
These anthropometric data, as well as others (for example, dental age, determined by the number of deciduous and / or permanent teeth, the degree of puberty, bone age, determined by the ossification points), are important indicators in determining the biological age. In the normal course of ontogenesis, the biological age of the child corresponds to the passport one (permissible fluctuations are no more than two years). In some cases, there is a lag in biological age from the passport (retardation) or, conversely, an advance (acceleration). Up to 9-10 years of age, the leading indicators for determining biological age are growth, the number of permanent teeth and neuropsychic development, in the future, in addition, the magnitude of the annual increase and the severity of puberty. Data on dental age are given in the section "Digestion", on indicators of sexual development - in the section "Endocrine system". Here we will only point out that, judging by the radiographs, ossification of the capitate and hook-shaped bones occurs at 1 year, triangular - at 3 years, lunate - at 4 years, scaphoid - at 5 years, trapezoid bones at 6 years, trapezoid - at 7 years , pea - at 12 years old.
Physical development in general, and children of senior school age in particular, is assessed according to local, or regional, tables - standards of physical development, or according to specially compiled assessment tables (scales of regression of body weight and chest circumference by height), based on the indicated parameters.
Seasonality and individual characteristics of the rate of increase in body length and weight from autumn to autumn dictate the need for anthropometric studies in the same periods of the calendar year.
The most intense longitudinal growth occurs in spring, from March to May. During this period, the growth rate is twice as high as in September - October. The most intense increase in body weight occurs in the fall. The peculiarities of the daily regimen of children and nutrition are essential for the seasonal change in somatometric indicators.
The increase in body weight often undergoes significant deviations from typical changes in children. During the adaptation period, when preschoolers are transferred from younger to subsequent groups, and then from upbringing in kindergarten to systematic education and upbringing at school, children observe not only a decrease in the intensity of the increase in body weight, but even its decline (a sharp deficit).
A delay in the intensity of the increase in annual gains and the manifestation, although negligible (up to 0.5 kg), negative shifts in body weight in a group of children gives grounds to speak of unfavorable changes in physical development and requires the implementation of certain hygienic measures, primarily the rationalization of the upbringing regime and learning.
Usually, after the elimination of conditions that delay the regular increase in somatometric parameters, their growth rate becomes 3-4 times more intense than usual, and after a while the indicators reach age standards.
Children of disharmonious physical development with overweight (due to fat deposition), as well as children who are sharply lagging behind in length and body weight from the average values characteristic of a given age and gender, are sent to an endocrinologist, are registered by a school doctor. Such children need medical and health improvement measures.
Anthropometric studies of children and adolescents are included not only in the program for studying the state of health, but are often carried out for applied purposes: to determine the size of clothes and shoes, equipment for children's educational and educational institutions (desks, tables and chairs, wardrobes, beds, hangers, sports equipment, etc. inventory, etc.).
For applied somatometric studies, not only the determination of length is carried out, but also of many other body dimensions (segment length, latitudinal dimensions, circumferences).
In order to establish, for example, the functional dimensions of student tables and chairs for a large number of schoolchildren from I to XI (X) grades, the length of the body, the height of the foot, lower leg and thigh, the anteroposterior diameter of the chest and other parameters are measured.
1.3 Motivation for physical activity of children
The movements of newborns and infants are chaotic, generalized, worm-like and not purposeful. They occur against the background of muscle hypertonicity, especially of the flexor muscles. Newborns are capable of the swimming reflex, the manifestation of which is especially pronounced on the 30-40th day of life: the child is able to independently stay in the water for up to 15 minutes. If the reflex is not developed, then it fades away. In the process of postnatal ontogenesis, there is a gradual formation of various forms of movements, which is based on the process of coordination of the motor systems of the brain. The coordination of the eye muscles, observed at 2--3 weeks, reflects the first manifestation of the formation of the mechanisms of purposeful motor activity and coordination. It manifests itself in fixing the child's gaze on a bright object, following the movement of a highly raised toy. At 1.5-2 months, the ability to coordinate the muscles of the neck appears (keeping the head in an upright position with the child's vertical position or lifting it when prone), at 2-2.5 months. - to the coordination of the muscles of the hands (bringing the hand to the eye or nose, rubbing the eyes or nose with the hands, feeling the hands, fingering the blanket or diaper with the fingers). Then mechanisms are formed that provide purposeful movements - holding the toy with two hands (3.5 months), actively stretching the hand to the object, grabbing the object (5 months), scissor-like grasping of objects by closing the thumb and middle fingers (9-10 months), pincer-like grabbing of objects, i.e. capture using the terminal phalanges of the thumb and index fingers (12-13 months). The coordination of the back muscles is manifested in the fact that the child makes a turn from back to side (4 months), from back to stomach (5 months), turn from abdomen to back (5-6 months). Thanks to the coordination of the leg muscles, the child develops the ability to sit independently (6 months), crawl with crossed movements of the arms and legs forward (7-8 months), move on all fours, i.e. crawl with an elevated belly (8 months). An important stage in the development of coordination mechanisms is the implementation of a standing position (8-9 months) and walking (10-11 months - the first steps; 12-16 months - walking on the legs bent at the knee and hip joints); 2-3.5 years - walking on "extended sticks", ie without bending the legs; A - 5 years - mature gait with synchronized marching movements of the arms). Due to the appearance of coordination between the muscles of the legs, arms, trunk and neck at 4-15 years of age, walking improves, the length of the stride increases, the correct position of the feet is formed (at an angle of 35 ° to the sagittal axis), the correct combination of arm movements when walking and correct posture during walking. In the process of development, other types of coordination are also formed, which ensure the maintenance of balance when walking (3-4 years), running (3-15 years) and jumping (4-15 years). In general, the consistent development of a person's coordination abilities leads to the fact that by 3-5 years all natural types of movement are formed. At 4-5 years old, a child has access to such complex locomotions as running, jumping, ice skating, swimming, gymnastic exercises. At this age, children can draw, play musical instruments. But all these movements are imperfect in many ways, and only by the age of 15 (due to repeated repetition and training) they lose this disadvantage. The period of puberty introduces temporary "negative" adjustments to this process. In general, the age from 6 to 14 years is the most productive period for the development of motor skills and physical perfection, and the period from 18 to 30 years is the "golden" age for the development of motor skills.
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Nbsp; Contents Introduction …………………………………………………………… ..................... 3 1 Analysis and generalization of literary sources… .. ………………… 5 1.1 The essence of general physical training of schoolchildren …………………. 5 1.2 Analysis of physical fitness of schoolchildren in different regions of our country of climatic zones of the Khabarovsk Territory …………………. 13 1.3. Comparative analysis of motor abilities of schoolchildren of various ………………. …………………………………………………. 17 1.4. Sensitive periods of the development of motor abilities of schoolchildren of the Khabarovsk Territory …………………………………………………… ...… 23 Chapter 2. Goals and objectives of physical culture .... …………… ……………… ..28 1.2 Purpose, hypothesis and objectives ………………………………………………… ..28 2.2 Research methods ……………………… ………………………………. 2.3 Organization of the research …………………………………………………. Chapter 3. Research results and their discussion ………………………… 30 Conclusion ………………………………………………………………………… 39 List of used literature ………………………………………… ... 40
INTRODUCTION
Relevance. Currently, the number of students with problematic health is increasing. This is influenced not only by our ecology, but also by the attitude of the parents themselves to the health of their children. They do not understand the health-improving value of physical culture.
Excellent health, strong and tempered body, strong will, formed in the process of physical culture and sports, are a good basis for the intellectual and mental development of a person. Achieving high physical perfection, getting rid of some congenital and acquired physical disabilities is possible only through the correct and systematic use of physical exercises. N.A. Lupandina (1967)
The task of physical education teachers and coaches is to explain the positive impact of physical culture on the health and physical development of children.
As practice shows, children with an increased motor regime, that is, who are actively involved in physical culture and sports, do better than their peers in a comprehensive school. In addition, students who are actively involved in physical exercises increase their resistance to colds. N.A. Lupandina (1967)
Combining physical education with general physical fitness, we thereby carry out the process of all-round physical training, which is of great health-improving value.
Usually, developing physical qualities, we also improve the functions of the body, master certain motor skills. In general, this process is single, interconnected, and, as a rule, high development of physical qualities contributes to the successful development of motor skills.
The better a teenager's quickness is, the faster he will run short distances, the faster he will dribble the ball while playing football, the faster he will move in any other games, that is, a high level of development of quickness will have a positive effect on the performance of specific physical exercises. The same can be said for the development of strength and endurance. Therefore, it is necessary to develop these qualities, first of all, in terms of general physical fitness, using for this purpose the appropriate most effective means, such as:
1. Exercise
2. The healing forces of nature (sun, air, water).
3. Hygienic factors (daily routine, food, shower).
The physical training of schoolchildren should be done not only in the classroom time, but also seeks to involve them in additional activities, such as sections aimed at narrow specialization. For example, volleyball, football, gymnastics and other sports.
Thus, the development of physical qualities, in essence, is an urgent issue of the content of the general physical training of schoolchildren.
The object of this final qualifying work is the analysis of the process of physical education of schoolchildren.
The subject is general physical training of schoolchildren of the Khabarovsk region.
ANALYSIS AND GENERALIZATION OF LITERARY SOURCES.
The essence of the general physical training of schoolchildren.
At the present stage of development of our society, the upbringing of a new person is required, in which spiritual wealth, moral purity and physical perfection would be organically combined.
First of all, “physical perfection” means ideal health, harmonious physical development, well-developed motor functions, and all-round physical fitness.
From a wide range of problems related to physical improvement, we want to more carefully consider the issue of physical fitness in the process of age-related development of schoolchildren. In the theory of physical education, general and special physical training are distinguished.
Special physical training is associated with professional or sports activities, for example, a football player, training for a diver, firefighter, skier, gymnast, skater, sambist, etc. General physical fitness includes the level of knowledge and skills. In the process of forming motor skills and abilities, physical qualities develop: agility, speed, endurance, strength, etc.
The health-improving effect of the development and formation of basic movements is well known, since a large number of muscle groups are simultaneously involved in these movements, which contributes to an increase in metabolism in the body, an increase in the functional activity of internal organs, and the mobility of nervous processes is improved.
Knowledge of the age-related development of the foundations of movements should contribute to the improvement of methods of working with schoolchildren. N. A. Lupandina, 2003
At present, objective data on the age-related development of physical qualities have already been accumulated (B.A.Ashmarin, 1979, V.P. Bogoslovsky, 1984; V.K. , first of all, the main ones, starting with the 1st grade and ending with high school graduates.
In recent years, there is a public opinion that in our country it is required to evaluate the work on physical education at school not only by "cups", "certificates" and various prizes won in sports competitions, but to evaluate the formulation of physical education at school according to the physical fitness of all students, their state of health and physical development.
In the process of development of human motor abilities, a special place is occupied by versatile physical fitness.
In a number of literary sources (L.P. Matveev, 1959, 1967; N.G. Ozolin, 1960, 1962; A.O. Romanov, 1964; V.M. Zaumersky, 1966, 1970; Z.I. Kuznetsova 1970, 1974,1979) physical fitness is characterized by a combination of such physical qualities as strength, speed, endurance, dexterity. It is largely determined by the morphological characteristics and functional state of the whole organism and its individual systems, and first of all - of the cardiovascular and respiratory systems.
HELL. Novikov (1967) believes that the physical training of an athlete is the upbringing of physical qualities, abilities necessary in sports activity, improvement of physical development, strengthening and hardening of the body.
ON. Lupandina (1967, 1985) divides it into general and special. General physical fitness means a versatile education of physical abilities, including the level of knowledge and skills; basic vital or, as they say, natural applied types of movements. Special training refers to the development of physical abilities that meet the specific characteristics and requirements of the chosen sport.
N.G. Ozolin (1970), like N.A. Lupandina, divides physical training into general and special, but proposes to subdivide the latter into two parts: preliminary, aimed at building a special foundation, and the main one, the purpose of which is the wider development of motor qualities in relation to to the requirements of the chosen sport.
Thus, N.G. Ozolin offers three stages in the process of achieving the highest physical fitness, and, at the first stage, special and general physical training should be combined. During the transition to the highest special stage, the achieved level must be maintained both general physical fitness and a special foundation.
This point of view is consistent with the research of a number of authors of previous years A.N. Krestovnikov, 1952; N.V. Zimkin, 1956; N.N. Yakovlev, 1960; A.V. Korobkov, 1965; Z.I. Kuznetsova, 1976 and others.
The concept of "physical fitness" and "fitness" are closely related and to a certain extent characterize the degree of health.
G.M. Kukolevsky and N. D. Graevskaya (1971), V.L. Karpman (1980) note that in the process of systematic training, the organism gradually adapts to the loads, coupled with the functional and morphological restructuring of various organs and systems, and the expansion of their potential capabilities. G.P.Salnikova, 2003
Physiological changes in the body in the process of systematic physical culture and sports activities occur in parallel with the improvement of motor skills, the development of physical qualities, the mastery of technique and tactics in the chosen sport. The authors define fitness as a state that develops in an athlete's body as a result of multiple repetitions of physical exercises and characterizes his readiness for the most effective muscular activity.
THEM. Yablonovsky, 1949, 196.1972, M.V. Serebrovskaya, 1934, when studying the motor activity of schoolchildren, tests were used for such types of movements, which to some extent reflected the physical fitness of the students.
They studied: running, jumping from place in length and in height, throwing, etc. But in different age groups in their methods, different tasks and requirements were proposed: in running - different distances, in throwing - different throwing objects, unequal distance to the target and etc. Hence, it was extremely difficult to identify the features of age-related development for some types of movements. However, these works at one time served as some justification for the program for the physical education of schoolchildren.
In the "main directions of the reform of the general education and vocational schools", the tasks and ways of restructuring secondary education, the formation of the worldview and high civic qualities of students, the improvement of labor education, training and vocational guidance are defined. This document provides specific directions for the physical improvement of students.
From a wide range of problems related to physical improvement, we want to more carefully consider the issue of physical fitness in the process of physical education of schoolchildren.
The main feature that characterizes a high level of general physical fitness is the ability to consciously master the movements of one's body, achieving the greatest results in the shortest possible time with the least expenditure of energy.
Of paramount importance for the successful delivery of educational norms of the RLD complex by students is versatile physical fitness, based on a high level of development of basic motor qualities (endurance, strength, agility, speed, etc.), which are achieved by systematic work in physical culture lessons, as well as in the process of extracurricular sports work.
Man, unlike animals, is not born with the ready ability to perform natural movements for him. The movements in walking, running, throwing, jumping, climbing were developed in the process of human evolution, as a result of his interaction with the environment. A person has learned these movements in the process of life. everyone knows how children love to run, throw, throw, catch objects, climb.
The physical fitness of schoolchildren, as indicated by Z.I. Kuznetsov 1967 are characterized by two indicators:
1. The degree of mastery of the technique of movements;
2. The level of development of motor (physical) qualities.
Physical fitness (motor) among students is carried out as a result of teaching in the classroom. But only on one condition, if the teacher teaches children to correctly perform motor actions, and fosters their physical qualities.
To manage the educational process, to make adjustments in time, it is necessary to monitor the motor fitness of schoolchildren.
However, this issue has not yet received due attention in scientific research. The available literature data on the study of the basic movements of school-age children show the absence of a unified tested survey methodology. Examination on various tasks in age groups of boys and girls and in various test conditions does not make it possible to identify the characteristic features of age-sexual development.
It has long been put forward an urgent need to develop a unified methodology for taking into account the development of basic movements and collecting material that can serve as starting data for assessing the physical fitness of schoolchildren of different age groups.
Motor skills and physical qualities acquired by schoolchildren in the process of physical education at school are of exceptional importance in the practical work of physical education teachers.
In recent years, the focus of attention of researchers who consider it necessary to further improve the system of physical education of schoolchildren (E.S. effective development of the physical abilities of schoolchildren. So, A.R. Dzhamalov (1969) conducted a study of the physical condition of schoolchildren and found that the most effective in the development of physical fitness is a higher mode of physical activity, achieved by using a complex of various means of physical culture and sports.
In this work, we set ourselves the task of answering the question what is the state of physical fitness of schoolchildren of primary and middle age. In high school with. Topolevo.
Physical education as a type of education, the specific content of which is teaching movements and managing the development of a person's physical qualities. When it is necessary to emphasize the applied orientation of physical education in relation to labor, defense and other activities, they speak of physical training.
Z.I. Kuznetsova (1972) suggests calling physical fitness as motor fitness. One way or another, physical training contributes to health strengthening, development of motor qualities and body shapes, as well as the expansion of motor representations.
Noteworthy is the work carried out by a group of specialists under the leadership of G.I. Kukushkin (1968) on the study of the state of physical fitness of students according to age educational norms.
The starting point in these studies was that "the process of physical education at school should be regulated by uniform educational norms." The program, in close connection with the educational material, according to the authors, should be based on age educational norms that stimulate the comprehensive and harmonious development of the physical abilities of students and, from a certain age, sports improvement. In the research, the task was "to make an analysis of the application of educational norms: to improve them and make them an important condition for the further improvement of educational and extracurricular work on the physical education of students."
A variety of motor skills and abilities acquired by schoolchildren in the process of physical culture lessons at school is aimed at increasing the level of general physical fitness of students. Many studies and everyday life confirm the position that a physically prepared person has the best labor productivity, high working capacity. The main indicators of the general physical fitness of schoolchildren were, are and will be achievements in basic movements. In them, as in focus, one can see the ability to control one's body, the ability to perform movement economically, quickly, accurately. In these movements, the level of development of physical qualities, speed, dexterity, strength, etc. is revealed. Quality is understood as such a property that is expressed in the ability to perform not one narrow task, but a more or less wide range of tasks united by a psychophysical community. The basic movements most fully reveal this commonality of qualities. Of course, the pedagogical process in physical education is not limited to a narrow set of exercises "applicable in life conditions." The more the number of motor conditioned reflexes a student acquires, the more complex and varied motor tasks the teacher can set for the students, the easier the skill is acquired. And the motor skill is characterized by the unification of private operations into a single whole, the elimination of unnecessary movements, delays, an increase in the accuracy and rhythm of movements, a decrease in the time for performing an action as a whole, a strict systemicity in movements, and the coherence of various body systems.
The motor skill allows you to save physical and mental strength, facilitates orientation in the environment, and frees your mind for timely comprehension of the action.
Among middle-aged and older schoolchildren, interest in these movements does not weaken depending on the pedagogical tasks, which gradually become more complicated over the years of study, the requirements for rational methods of exercise increase. The motor activity of a growing and emerging schoolchild is cognized in development, where learning plays a decisive role.
Teaching students the basic types of movements and improving them is one of the most important tasks of physical education at school. It is required not only to teach the student the correct techniques of movements; it is equally important to achieve that the trainees are able to run quickly and dexterously, jump high and far, training should be closely linked to the achievement of practical results. Achievements of schoolchildren in basic movements (with correct educational work) mainly determine the quality of the formulation of work on physical culture at school. Yu. F. Luuri, 2003
Analysis of the physical fitness of schoolchildren in various regions of our country. "
Research carried out by many experts shows that
development of basic motor qualities are characterized by physical fitness and depend on age, gender and have their own characteristics.
So, studying the speed of movements in children and young men, I. M. Yablonovsky observed a noticeable increase at the age of 10 to 12 years.
V.A. Semenov notes that the most intense growth in speed takes place at 13-15 years.
According to Yu.I. Shlykova, B.I. Mikheev (1993) among schoolchildren of the Karelian Republic the greatest shift in speed results (shuttle running) is detected at the age of 9-13 years, and was 2.30 s for boys, and 1.57 s for girls.
The issues of age-related development of speed-strength qualities have also been studied by many authors. So in the work of I.I. Goncharova / 3 / for the first time there were given data characterizing the level of development of speed-strength qualities in children of different ages. The author observed a sharp increase in this level at 12-15 years.
According to researchers Z.I. Kuznetsova, the greatest annual increase in results in long jump from a place among girls was observed from 9-10 years old (20%). From 10 to 11 years old, this increase was 5%, and from 11 to 15 years, there is no significant increase in results.
According to Yu.T. Travina (1981) speed-strength readiness increases from 9 to 16 years old by 62%.
The highest growth rates are observed for 15-16 years. In girls, these readings change from 10 to 17 years by 27%. The highest growth rates varied from 10 to 11 years. From 13 to 14 years old, the growth of indicators slows down.
Exploring the physical fitness of schoolchildren in the city of Khabarovsk G.I. Myzan (1973) noted that “... speed-strength qualities significantly improve with age, both in boys and girls. However, for girls the greatest increase is observed at 9.12 and 15 years old, and for boys at 10, 11 and 16 years old ”.
A.V. Korobkov (1962) notes a significant increase in strength at 12-15 years old and in some cases at 15-18 years old.
According to the research of F.G. Kazaryan (1965), the predominant development of absolute and relative muscle strength is observed at the age of 15-17 years. The author also notes that in the period from 8 to 13 years, the absolute muscle strength in flexion movements increases 3.6 times, in extensor movements 8 times, and the relative strength, respectively, 0.8 and 5.1 times.
In the work of B.I. Mikheeva (1968), considering the results of the exercise in pull-ups, it is noted that the number of pull-ups on the bar in boys from 8 to 17 years old increases from only 1.90 pull-ups to 7.65, and from 13 years old the indicator significantly increases and reaches the greatest increase at 15 years old 36.8%. For girls 13-17 years old, the results decrease and vary within 5.13-6.13 the number of times.
V.M. Volkov, V.P. Eagle owl (1983) distinguish that as the body develops, flexibility changes unevenly. Thus, the mobility of the spine during extension increases markedly in boys from 7 to 14 years old, and in girls from 7 to 12 years old. At an older age, the gain in flexibility decreases. The mobility of the spine during flexion increases significantly from 7 to 10 years old, and decreases at 11-13 years old. High rates of flexibility are noted in boys at 15 years old, in girls at 14 years old.
Research by V.P. boys from 8 to 17 years old increases from only 1.90 pull-ups to 7.65, and from 13 years old the indicator significantly increases and the greatest increase reaches 36.8% at 15 years old. For girls 13-17 years old, the results decrease and vary within 5.13-6.13 the number of times.
V.M. Volkov, V.P. Eagle owl (1983) distinguish that as the body develops, flexibility changes unevenly. Thus, the mobility of the spine during extension increases markedly in boys from 7 to 14 years old, and in girls from 7 to 12 years old. At an older age, the gain in flexibility decreases. The mobility of the spine during flexion increases significantly from 7 to 10 years old, and decreases at 11-13 years old. High rates of flexibility are noted in boys at 15 years old, in girls at 14 years old.
Studies have shown that without special training, the achievement in running among girls from 15 to 18 years old does not change.
IN AND. Lyakh (1990) that the largest number of sentized periods of the development of various coordination abilities was established at 7, 11, 12 years. Therefore, the basic laws of coordination-motor development of children. It is most expedient to decide in the first six years of schooling.
SOUTH. Travin (1981) notes the greatest increase in stamina in boys at the age of 13-14. At the age of 15-16, endurance decreases. Endurance was determined by running authenticity at 75% of maximum speed.
According to this test, girls' endurance rapidly grows from 10 to 15 years old. From the age of 14, no noticeable shifts in its values are found. On the test, running at 60% of maximum endurance improves from age to age, but not evenly. So, the maximum indicator of the level of endurance development is observed in girls at the age of 11 years. From 11 to 12 years old, the author notes a significant deterioration in this quality.
According to Yu.N. Vavilov (1990), the average increase in the indicator of physical fitness (2 daily physical education sessions) is 3% for boys and 22% for girls, and this requires the introduction of one more physical education lesson per week, and exams at 1,4,8 and 11 grades.
N.N. Chekulaev and G.I. Myzan (1994), studying the physical fitness of schoolchildren in the city of Khabarovsk, found that physical fitness improves with age, with the exception of the strength capabilities of girls. At the same time, an abrupt growth of individual indicators is manifested, which is undoubtedly associated with the heterochronism in the age-related development of physical qualities and with the climatogeographic features of the region.
Analyzing the subsequent studies of the physical fitness of schoolchildren of the Khabarovsk Territory in 1993, 1994 and 1995, N.N. Chekulaev, G.I. Myzan note that a comparative analysis of the motor readiness of schoolchildren surveyed in the 80s and 90s at the place of shuttle running, modern Khabarovsk residents (boys) in all age groups surpass their peers in the 80s ..
Except for the age groups of 10 and 14 years old, where their indicators are equal. For girls, the same tendency is observed, however, schoolgirls in the 80s of the survey are not inferior to modern peers in the age groups of 8 and 10 years.
In terms of speed and power qualities, modern boys are ahead of their peers at 8, 9, 11 and 12 years old, the same indicators are observed at 7 and 16 years old and are inferior to them at 10, 13, 14, 15 and 17 years old. Modern schoolgirls are also not ahead of their peers in all age groups, but only at 8, 9, 11, 15 and 16 years old. In other groups, they are inferior to them, or have the same indicators.
In terms of strength abilities, boys of the 80s of the survey are inferior to their peers at 8, 11 and 17 years old. In other age groups, their indicators are slightly higher. The strength abilities of modern girls are much better in groups of 11-17 years old, and up to 10 years old girls of the 80s are ahead of them. Further, the authors conclude that it is necessary to develop regional levels of motor abilities of schoolchildren of different age groups.
Thus, the analysis of the physical fitness of schoolchildren in different regions of our country shows that it is the same and has its own regional characteristics that must be taken into account.
Sections: School sports and children's health
The work of the general physical training section provides for the promotion of the harmonious development of the child's body, health promotion, instilling interest in systematic physical exercises. General physical fitness is a system of physical exercises aimed at developing all physical qualities - endurance, strength, agility, flexibility, speed in their harmonious combination. Physical fitness of a person is characterized by the degree of development of basic physical qualities - strength, endurance, flexibility, speed, agility and coordination. The idea of a comprehensive training of the physical abilities of people comes from ancient times. This way the basic physical qualities of a person develop better, the harmony in the activity of all systems and organs of a person is not disturbed. So, for example, the development of speed should occur in unity with the development of strength, endurance, dexterity. It is this kind of coherence that leads to the mastery of vital skills. There is a close relationship between the development of physical qualities and the formation of motor skills. Motor qualities are formed unevenly and non-simultaneously. The highest achievements in strength, speed, endurance are achieved at different ages. The concept of strength and strength... Distinguish between maximum (absolute) strength, speed strength and strength endurance. The maximum force depends on the size of the muscle cross-section. Speed strength is determined by the speed at which a strength exercise or strength hold can be performed. And strength endurance is determined by the number of repetitions of strength training to extreme fatigue. For the development of maximum strength, a maximum effort method has been developed, designed to develop muscle strength through repetition with maximum effort of the required exercise. for the development of speed strength, it is necessary to strive to increase the speed of the exercises or to add the load at the same speed. At the same time, the maximum force grows, and on it, as on a platform, a high-speed one is formed. For the development of strength endurance, the “to failure” method is used, which consists in continuous exercise with medium effort until the muscles are completely fatigued. For health, a certain level of muscle development is required in general and in each major muscle group - the muscles of the back, chest, abdominals, legs, arms. Muscle development is uneven both in terms of age and individually. Therefore, one should not force the achievement of the proper level in children of 7-11 years old. At the age of 12-15, there is a significant increase in strength and strength standards increase by an order of magnitude. It must be remembered that the relationship between the level of individual muscle groups is relatively weak and therefore the strength standards should be complex and relatively simple to perform. The best tests are exercises with overcoming their own body weight, when not absolute strength is taken into account, but relative strength, which makes it possible to smooth out the difference in absolute strength caused by age-sex and functional factors. Rapidity Is the ability of a person to perform a motor action in the shortest possible period of time. To develop speed, it is necessary to use exercises that can be performed at the maximum pace. Such exercises should be simple in terms of execution technique, well mastered, and their duration should be such that by the end the speed of their execution does not decrease. For the development of speed, the main methods are repetitive, re-progressive and alternating exercises. ... Under flexibility understand the ability to max in the range of motion in the joints. Flexibility is a morphofunctional motor quality. Distinguish between active and passive flexibility. Active flexibility is the ability to perform movements with a large amplitude at the expense of one's own muscular efforts. Passive flexibility - the ability to perform movements with a large amplitude due to the action of external forces (partner, gravity). The value of passive flexibility is higher than the indicators of active flexibility. External factors also affect flexibility: age, gender, physique, time of day, fatigue, warm-up. The indicators of flexibility in junior and middle grades (on average) are higher than those of high school students; the greatest gains in active flexibility are seen in the middle classes. Sex differences determine the biological flexibility in girls by 20-30% higher than in boys. The time of day also affects flexibility, which decreases with age. In the morning hours, flexibility is significantly reduced, the best indicators of flexibility are noted from 12 to 17 hours. Warming up the muscles in the preparatory part of the training session before performing the basic exercises increases the mobility in the joints. The measure of flexibility is the range of motion. The range of motion is measured in angular degrees or centimeters. Stretching exercises are a means of developing flexibility. They are divided into 2 groups: active and passive. Active exercises: springy slopes, swing and fixed, static exercises (maintaining a stationary position with maximum amplitude). Passive exercises: the posture is maintained by external forces. By using them, they achieve the greatest indicators of flexibility. Dynamic stretching exercises are effective for developing active flexibility. A general methodological requirement for developing flexibility is to warm up (before sweating) before doing stretching exercises. In primary school age, exercises in an active dynamic mode are mainly used, in middle and older age - all options. Moreover, if flexibility (developmental regime) develops in the lower and middle grades, then in the senior grades they try to maintain the achieved level of its development. The best indicators of flexibility in large parts of the body are observed at the age of 13-14 years. Endurance determines the ability to perform long-term work, to resist fatigue. Different people cope with sports activities in different ways. The secret of endurance is in the directed preparation of the body. For the development of general endurance, exercises of medium intensity are necessary, long in time, performed at an even pace. With a progressive increase in load as training intensifies. Under dexterity means the ability of a person to quickly master new movements or to quickly restructure motor activity in accordance with the requirements of a suddenly changed situation. The development of dexterity is associated with an increase in the ability to perform complex movements in coordination, to quickly switch from one motor acts to another, and to develop the ability to act most expediently in accordance with suddenly changed conditions or tasks (i.e., the ability to quickly, accurately and economically solve a complex motor task). Dexterity is highly dependent on the available motor experience. Possession of various motor skills and abilities has a positive effect on the functional capabilities of the motor analyzer. Gymnastic and acrobatic exercises develop analytical systems, increase vestibular stability, and improve the coordination capabilities of the trainees. Specially selected switchgears for coordination and accuracy of movements are especially effective. The most effective and accessible means of training students' dexterity are outdoor and sports games. They develop coordination, accuracy and proportionality of movements, and analytical systems. In sports and playing exercises, the skills of quick and effective movements are acquired in an unexpected situation. The general methodological requirements in the learning process are the "novelty" of the exercises and the gradual increase in their coordination complexity. Any new exercises or learned exercises with elements of novelty can be used to develop dexterity. Recommended methodological techniques and approaches: switchgear for the accuracy of movements according to commands, marking the distance, setting additional landmarks in jumps or dismounts, throwing at a target (at a specified distance, into a basket, at a target), jumps and dismounts for landing accuracy (0.5 x 0.5 m), running with different size and cadence. Children easily grasp the technique of rather complex coordination exercises. In early and middle school age, the ability to maintain body balance develops. In middle school age, it is necessary to improve spatial orientation, develop rhythmic abilities. Accuracy of movements and the eye gauge is facilitated by throwing at a target, at different distances, throwing various objects at a specified distance, and adjusting the position of the hands in the switchgear. During puberty, the growth of coordination abilities stops. In senior school age, dexterity and coordination abilities are mainly developed when the conditions for performing the studied exercises change.
General physical training program.
| The name of the program. | "General physical preparation". |
| Direction. | Fitness and wellness. |
| Classification. | Special; mass; uneven age. |
| Target group. | Occupancy: 2 year NP - up to 15 people. |
| The purpose of the program. | Creation of conditions for providing a beneficial effect on health promotion and further involvement in active physical culture and sports. |
| Objectives of the program. | 1. Promotion of health, elimination or permanent compensation of disorders caused by the disease; 2. Gradual adaptation of the body to the effects of physical activity, expanding the range of functional capabilities of the physiological systems of the body; 3. Formation of volitional qualities of a person and interest in regular physical education; 4. Fostering a conscious and active attitude towards health and a healthy lifestyle as values. |
| Terms of implementation. | 1 year. |
| Lesson mode. | NP 2 years - 3 times a week, lesson 80 minutes. |
| Expected results. | Improvement of indicators of physical development. Compliance with normative indicators. |
Explanatory note.
The initial documents for drawing up the working program of the training course are:
Federal component of the state educational standard, approved by the Order of the Ministry of Education of the Russian Federation dated 05 03 2004 No. 1089.
An exemplary program, doctor of pedagogical students in grades 1-11 ”V.I. Lyakh, 2011 created on the basis of the federal component of the state educational standard.
The work of the general physical training section provides for the promotion of the harmonious development of the child's body, health promotion, instilling interest in systematic physical exercises. Duration of classes in a group 3 times a week for 80 minutes. The program provides for the study of theoretical material, practical exercises in physical, technical and tactical training. The study of theoretical material is carried out in the form of 15–20 minute conversations, which are held at the beginning and during the course. The program contains a compulsory minimum of education in the subject "Physical culture". The structuredness of the educational material is presented in accordance with the foundations of the components of physical culture and health-improving activity: “Basics of knowledge about physical culture” (information component), “Ways of activity” (operational component), Physical improvement ”(motivational component), which allow the use of various forms of education that promote the development of independence and creativity. The logic of the presentation of the content of each of the sections of the program determines the stages of its mastering by schoolchildren (“from the general to the particular” and “from the particular to the specific”), the translation of the acquired knowledge into practical skills and abilities.
Requirements for the level of training of students in the subject "Physical culture". These requirements are consistent with the requirements of the State Standard.
In accordance with the concept of physical education, training groups on general physical training are designed to solve the following tasks:
- To consolidate and improve the skills and abilities obtained in physical education lessons;
- Promote the formation of vital physical qualities;
- To foster social activity and hard work in schoolchildren;
- Develop creative initiative, independence and organizational skills.
During this period, in addition to the general school tasks common for all years, health promotion, comprehensive physical, moral and mental training of those involved, the task of forming special physical qualities (strength, speed, flexibility, jumping ability, coordination of movements) is being solved, acquiring the skills of correct execution of movements.
The educational and training process is carried out on the basis of the curriculum, annual schedules of settlement hours and the program specified in the schedule of classes, the work log and the teacher's diary.
The purpose and objectives of the educational program.
Purpose: Creation of conditions for providing a beneficial effect on health promotion and further involvement in active physical culture and sports.
Main goals.
Strengthening health, improving physical fitness; the formation of volitional qualities of the individual and interest in regular physical education; fostering a conscious and active attitude towards health and a healthy lifestyle as values; promoting harmonious physical development, all-round physical fitness and strengthening the health of students; education of the need and ability to independently engage in physical exercises. Achievement of high indicators in physical and technical training. Education of moral and volitional qualities. Fostering activity, consciousness and self-discipline and, on their basis, the creation of a friendly team. Education of industriousness, nobility and the ability to experience failures and joys of victories. Development of physical qualities and mental properties.
Basic curriculum for the second year of study.
The number of hours per week is 3 hours.
| № | Name of sections. | Total hours | Including | |
| theoretical | practical | |||
| 1. | Theoretical training. | 6 | 6 | |
| 2. | General physical preparation. | 48 | 48 | |
| 3. | Special physical training. | 36 | 36 | |
| 4 | Technical training. | 24 | 24 | |
| 5 | Tactical training. | 24 | 24 | |
| 6 | Control tests. Tests. |
6 | 6 | |
| 7 | Total hours: | 144 | 6 | 138 |
Section objectives:
- increasing the physiological activity of body systems, promoting the optimization of mental and physiological performance;
- improvement of applied vital skills and abilities in walking, running, jumping, climbing, enrichment of motor experience with physical exercises; increasing physical fitness and developing basic physical qualities; training in complexes of physical exercises with a health-improving and corrective orientation; the formation of general ideas about physical culture, its importance in human life, health promotion;
- health promotion, increasing the functional and adaptive capabilities of the main life-supporting systems of the body, the development of physical qualities that underlie general physical fitness; training in physical exercises from modern health-preserving systems of physical education, the formation of an individual physique, correct posture and rational breathing, the ability to organize independent physical education with a health-improving orientation;
- improving the culture of movements, enriching the motor experience with exercises of basic sports (gymnastics, acrobatics, athletics, cross training, sports games);
- mastering the complex of knowledge about physical culture, its history and forms of organization, connection with the culture of health.
| № | Section name. | Number of hours. | |
| 2nd year of study. | |||
| Theoretical. | Practical. | ||
| 1 | The importance of exercise for human health. | 1 | |
| 2 | Rules and norms of behavior in physical culture lessons. | 1 | |
| 3 | Athlete hygiene. | 1 | |
| 4 | Healthy lifestyle and its components. | 1 | |
| 5 | History of the Olympic Movement. | 1 | |
| 6 | What is physical performance and physical fitness. | 1 | |
| 7 | General physical preparation. | 48 | |
| 8 | Special physical training. | 36 | |
| 9 | Technical training. | 24 | |
| 10 | Tactical training. | 24 | |
| 11 | Control tests. | 6 | |
| Total: | 6 | 138 | |
Theoretical training:
- the importance of physical education and sports in human life;
- the influence of physical exercises on the human body, training as a process of improving the functions of the body; Healthy lifestyle, hygiene, medical supervision and self-control, daily routine and nutrition, injury prevention;
- safety in the classroom and first aid;
- history of the Olympic movement;
- the basics of teaching and training methods, the procedure for teaching technique and tactics;
- rules of the game, organization and conduct of competitions;
- tactical plans of the game, setting for games and their analysis, individual and team actions in the course of competitions and control games.
General physical preparation:
- complex classes with a set of exercises for the development of physical qualities (endurance, perseverance, will, speed, strength, dexterity), the development of physical qualities using various objects: stuffed balls, jump rope, balls, exercise equipment, hoops; track and field exercises: relay races, shuttle running, running 15, 30, 250, meters, cross 500 to 1000 meters, throwing, high and long jump from the spot;
- gymnastic and acrobatic exercises: exercises for the development of strength, strength and statistical endurance, exercises for the development of mobility in the joints, exercises for developing vestibular stability, etc.; outdoor sports games: "tag", "jumpers", "empty space", basketball without a lead, "shootout", "pioneerball", etc .; delivery of standards for physical training.
Special physical training:
- development of special physical abilities necessary for improvement;
- exercises for the development of speed and dexterity, the speed of the visual-motor reaction to the ball, the speed of movement and orientation on the field;
- development of speed strength, explosive strength, endurance and determination in attack and ball recovery; development and improvement of the starting speed with a change in the direction of movement, high-speed outline of obstacles; special physical exercises for the development of jumping ability, long and high jumping; acrobatic exercises when selecting the ball. Special acrobatic exercises for goalkeeper training.
Technical training:
- training in the technique of games without the ball: normal running, running backwards, running with cross and side steps, jumps with one and two legs, stopping with a jump and lunge, turning in place and in motion by stepping and jumping;
- training in ball handling techniques: kicking the ball, stopping the ball, dribbling the ball; mid, inner and outer instep, toe, heel; dribbling training: dribbling the ball with a step and a run, with a change in direction; learning to serve the ball, receive the ball, catch the ball; learning the technique of the game: basic stance, catching the ball from below, from above, from the side, in the fall, hitting the ball, passing the ball, throwing and knocking the ball;
Tactical training:
- the formation of a stable relationship between the physical, special and tactical and technical aspects of training; training in individual tactical actions: choosing a place, dribbling and dribbling an opponent, deceiving actions, throwing around the ring, taking the ball away from an opponent;
- teaching group tactical actions: passing the ball, taking the ball away from the opponent with the help of coordinated actions of two, three or more players, holding (closing) the opponent; training in command tactical actions:
The educational process with students is organized in the form of a lesson (according to the scheme):
Preparatory, main and final parts.
In the preparatory part of the lesson, it is necessary to organize the students; determine the heart rate; contribute to the gradual functional preparation of the body for increased stress.
In the preparatory part, various exercises with a change in rhythm, the simplest tasks for coordination of movements, accelerated walking, and running are used. In the main part of the lesson, the tasks of harmonious general development of the cardiovascular and respiratory systems, the whole organism as a whole, the education of motor qualities, the improvement of motor skills and abilities, the upbringing of moral-volitional qualities are solved. The main part uses exercises in balance, on apparatus, individual elements of athletics, etc. The final part contributes to a faster course of recovery processes, reducing the load, relieving fatigue. In the final part, simple exercises for the hands, various types of walking, muscle relaxation exercises, breathing exercises, and always sitting rest are used. Completion of the lesson should set up for subsequent work and cause satisfaction.
Methodological support of educational activities.
The guiding principle is a differentiated approach, dosing the load in the classroom, taking into account the individual characteristics of students.
In the classroom, students should master the basic skills and abilities included in the physical education program for schoolchildren, as well as learn how to use self-monitoring data to determine health status. These tasks must be solved taking into account the age, health status and level of physical fitness.
Expected results, forms, criteria for their assessment:
Students should be able to use the acquired knowledge, abilities and skills in practical activities and everyday life: to show skills and abilities, personal individuality when performing physical exercises; have the skills of independent work; use various sources of information to obtain information in the chosen sport.
When implementing the program, optimal conditions are created for the formation and development of the child's personality. Learning is structured in such a way that students, assimilating simple knowledge, skills and abilities, first perform simple exercises, which become more difficult with each subsequent task. This formulation of the educational process forms psychological preparation for work.
Requirements for the development of educational material. Annex 1 .
Bibliography.
- Lyakh V.I., Zdanevich A.A.... A comprehensive physical education program for grades 1-11. - M .; "Education" 2011
- Kuznetsov V.S., Kolodnitsky G.A.“Planning and organizing classes. Methodical manual on physical culture ". - M. DROFA 2006.
- Ashmarin B.A. Theory and methodology of physical education. M.; Education 2006
- Mason G.B., Lyubomirsky L.E. Methodology of physical education of schoolchildren. M .: Education 2005
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