Theory and methodology of physical education as a science. Basic concepts of the theory and methodology of physical education Muscle work modes

BBK 74.200.55ya73 X73

Federal target program of book publishing in Russia

Reviewers:

doctor of pedagogical sciences, professor, head. Department of Theory and Methods of Physical Education of Moscow State Pedagogical University O.P. Yushkov;

Doctor of Pedagogical Sciences, Professor of the Russian State Academy physical culture, Honored Worker of Science, Master of Sports V.P. Filin

Kholodov Zh.K., Kuznetsov B.C.

X 73 Theory and methods of physical education and sports: Proc. allowance for students. higher textbook establishments. - M.: Publishing Center

"Academy", 2000. - 480 p. ISBN 5-7695-0567-2

The textbook is written in accordance with the program of the course "Theory and Methods of Physical Education and Sports" for students of higher physical education institutions and faculties of physical culture of pedagogical universities.

The book consists of three parts. The first deals with the theory and methodology of physical education. Its essence, basic terms and concepts that a professionally competent specialist should be fluent in are revealed, the principles, means, methods of physical education, the basics of the theory and methodology of teaching motor actions, the development of physical qualities are outlined. The features of physical education of children of preschool and school age, student youth, adult contingent of the population are shown.

The second part of the manual is devoted to the theory and methodology of sgort: a general description of sports and sports training is given; the basics of sports training, building the process of sports training, planning technology in sports, etc. are considered.

The third part reveals the methodology of health-improving physical culture in terms of using its various forms, means and methods in relation to various contingents of the population.

In preparing the textbook, various sources were used, primarily textbooks on this discipline, as well as scientific works of leading domestic theoreticians, scientists and experienced teachers A.D. Novikov, L.P. Matveev, V.V. Belinovich, V. P.Fi

The purpose of this textbook is to give students the deep theoretical foundations of physical education and sports, as well as to teach them to practically implement its main provisions in various educational institutions and sports organizations - at the place of future professional activity of graduates of higher physical education institutions and faculties of physical culture of pedagogical universities .



THEORY AND METHODS

PHYSICAL EDUCATION

Chapter 1. GENERAL CHARACTERISTICS OF THE THEORY AND METHODS OF PHYSICAL EDUCATION

1.1. The essence and causes of the emergence of physical education in society

The emergence of physical education refers to the earliest period in the history of human society. Elements of physical education arose in primitive society (N.I. Ponomarev, 1970). People got their own food, hunted, built housing, and in the course of this natural, necessary activity, their physical abilities improved spontaneously - strength, endurance, speed.

Gradually, in the course of the historical process, people paid attention to the fact that those members of the tribe who led a more active and mobile lifestyle, repeatedly repeated certain physical actions, showed physical effort, were also stronger, more resilient and efficient. This led to a conscious understanding by people of the phenomenon of exercise. (repetitiveness of actions). It was the phenomenon of exercise that became the basis of physical education.

Realizing the effect of exercise, a person began to imitate the movements (actions) necessary for him in his labor activity outside the real labor process, for example, throwing a dart at the image of an animal. As soon as labor actions began to be applied outside of real labor processes, they turned into physical exercises. The transformation of labor actions into physical exercises has significantly expanded the scope of their impact on a person, and primarily in terms of comprehensive physical improvement. Further, in the course of evolutionary development, it turned out that a much better effect in physical training is achieved when a person begins to exercise in childhood, and not in adulthood, i.e. when he is prepared for life and work beforehand.

Thus, the realization by mankind of the phenomenon of exercise and the importance of the so-called preliminary preparation of a person for life, the establishment of a connection between them served as the source of the emergence of genuine physical education.

Forms of organized physical education arose in ancient Greece in the form of special training for young people in military and sports exercises, but until modern history they remained the property of a few members of the privileged classes or were limited to military training.

1.2. Theory and methodology of physical education as an academic discipline, its basic concepts

The study of any academic discipline, as a rule, begins with the development of its conceptual apparatus, i.e. from specific professional terms and concepts.

The concept is the main form of human thinking, which establishes an unambiguous interpretation of a particular term, while expressing the most significant aspects, properties or features of the object (phenomenon) being defined.

The main concepts of the theory1 of physical education include the following: 1) “physical education”; 2) "physical training"; 3) "physical development"; 4) "physical perfection"; 5) "sport".

Physical education. This is a type of education, the specific content of which is training in movements, education of physical qualities, mastery of special physical culture knowledge and the formation of a conscious need for physical education (Fig. 1).

Movement training has its content in physical education - the systemic mastering by a person of rational ways to control his movements, acquiring in this way the fund of motor skills, skills and knowledge related to them that is necessary in life.

Mastering movements that have a semantic meaning, motor actions important for life or sports, those involved acquire the ability to rationally and fully demonstrate their physical qualities. At the same time, they learn the patterns of movements of their body.

According to the degree of mastery, the technique of a motor action can be performed in two forms - in the form of a motor skill

1 Theory - a system of principles, laws, categories, concepts, concepts, describing any relatively homogeneous, integral phenomenon - a system or its elements, functions.

and in the form of habit. Therefore, instead of the phrase "training in movements" in the practice of physical education, the term "formation of motor skills and abilities" is often used.

Education of physical qualities is no less significant aspect of physical education. Purposeful management

The progressive development of strength, speed, endurance and other physical qualities affects the complex of natural properties of the organism and thus causes quantitative and qualitative changes in its functional capabilities.

All physical qualities are innate; given to man in the form of natural inclinations that need to be developed and improved. And when the process of natural development becomes specially organized, i.e. pedagogical character, it is more correct to say not “development”, but “education of physical qualities”.

In the process of physical education, a wide range of physical culture and sports knowledge of sociological, hygienic, medical-biological and methodological content is also acquired. Knowledge makes the process of physical exercises more meaningful and therefore more effective.

Thus, physical education is a process of solving certain educational tasks, which has all the features of the pedagogical process. A distinctive feature of physical education is that it provides a systematic formation of motor skills and directed development of a person's physical qualities, the totality of which determines his physical capacity to a decisive extent.

Physical training. This is the process of educating physical qualities and mastering vital movements. The term "physical training" emphasizes the applied orientation of physical education to work or other activities. Once-

distinguish between general physical training and special.

General physical training is aimed at increasing the level of physical development, broad motor fitness as prerequisites for success in various activities.

Special physical training is a specialized process that contributes to success in a specific activity (type of profession, sport, etc.), which imposes specialized requirements on a person’s motor abilities. The result of physical training is physical fitness, reflecting the achieved performance in the formed motor skills and skills that contribute to the effectiveness of the target activity (to which the training is oriented).

Physical development. This is the process of formation, formation and subsequent change during the life of an individual of the morphological and functional properties of his body and based on

their physical qualities and abilities.

Physical development is characterized by changes in three groups of indicators.

1. Indicators of physique (body length, body weight, posture, volumes and shapes of individual parts of the body, the amount of fat deposition

niya, etc.), which characterize primarily the biological forms, or morphology, of a person.

2. Indicators (criteria) of health, reflecting the morphological and functional changes in the physiological systems of the human body. Functioning plays a key role in human health cardiovascular, respiratory and central nervous systems, digestive and excretory organs, thermoregulation mechanisms, etc.

3. Indicators of the development of physical qualities (strength, speed abilities, endurance, etc.).

Up to about 25 years of age (the period of formation and growth), most morphological indicators increase in size and body functions improve. Then, until the age of 45-50, physical development seems to be stabilized at a certain level. In the future, with aging, the functional activity of the body gradually weakens and worsens, body length, muscle mass, etc. may decrease.

The nature of physical development as a process of changing these indicators during life depends on many reasons and is determined by a number of patterns. Successfully managing physical development is possible only if these patterns are known and they are taken into account when building the process of physical education.

Physical development is to a certain extent determined laws of heredity, which should be taken into account as factors that favor or, conversely, hinder the physical improvement of a person. Heredity, in particular, should be taken into account when predicting a person's ability and success in sports.

The process of physical development is also subject to the law of age gradation. It is possible to intervene in the process of human physical development in order to manage it only on the basis of taking into account the characteristics and capabilities of the human body in different age periods: in the period of formation and growth, in the period of the highest development of its forms and functions, in the period of aging.

The process of physical development is subject to the law of unity of organism and environment and, therefore, significantly depends on the conditions of human life. The conditions of life are primarily social conditions. The conditions of life, work, upbringing and material support to a large extent affect the physical condition of a person and determine the development and change in the forms and functions of the body. The geographic environment also has a certain influence on physical development.

Of great importance for the management of physical development in the process of physical education are biological law up-

development and the law of unity of forms and functions organism in its activities. These laws are the starting point when choosing

means and methods of physical education in each case.

Choosing physical exercises and determining the magnitude of their loads, according to the law of exercise capacity, one can count on the necessary adaptive changes in the body of those involved. This takes into account that the body functions as a whole. Therefore, when choosing exercises and loads, mainly of selective effects, it is necessary to clearly imagine all aspects of their influence on the body.

physical perfection. This is a historically conditioned ideal of physical development and physical fitness of a person, which optimally meets the requirements of life.

The most important specific indicators of a physically perfect person of our time are:

1) good health, which provides a person with the opportunity to painlessly and quickly adapt to various conditions, including

And unfavorable conditions of life, work, life;

2) high overall physical performance, allowing to achieve significant special performance;

3) proportionately developed physique, correct posture, the absence of certain anomalies and imbalances;

4) comprehensively and harmoniously developed physical qualities, excluding one-sided development of a person;

5) possession of a rational technique of basic vital movements, as well as the ability to quickly master new motor actions;

6) physical education, i.e. possession of special knowledge and skills to effectively use their body and physical abilities in life, work, sports.

At the present stage of development of society, the main criteria for physical perfection are the norms and requirements of state programs in combination with the standards of a unified sports classification.

Sport. Represents a competitive

activity, special training for it, as well as interpersonal relations and norms inherent in it1.

A characteristic feature of sports is competitive Activity, a specific form of which is competitions that allow you to identify, compare and contrast human capabilities based on a clear regulation of the interactions of competitors, unification of the composition of actions (weight of the projectile, opponent, distance, etc.), conditions for their implementation and methods assessment of achievements according to established rules.

" Sports as a social phenomenon will be considered in more detail in Part 2 of this manual (Chapter 17).

Special preparation for competitive activity in sports is carried out in the form of sports training.

The theory and methodology of physical education are one of the main major disciplines in the system of professional training of specialists with higher physical education. It is called upon through its content to provide students with the necessary level of theoretical and methodological knowledge about rational ways, methods and techniques of the professional activity of a teacher of physical culture, to reveal in the structure and content of this activity the conditions for the successful implementation of educational, educational and health-improving tasks of physical education.

The sources of the emergence and development of the theory and methodology of physical education are:

1) social practice. The society's need for well-trained people caused a desire to learn the laws of physical education and, on their basis, build a system for managing the physical improvement of a person;

2) practice of physical education. It is in it that all theoretical provisions are tested for viability, original ideas can be born that encourage the theory and methodology of physical education to develop new provisions;

3) progressive ideas about the content and ways of educating a harmoniously developed personality, which were expressed by philosophers, teachers, doctors of different eras and countries;

4) government decrees on the state and ways of improving

development of physical culture in the country; 5) research results both in the field of theory and methodology

physical education and related disciplines.

Chapter 2. SYSTEM OF PHYSICAL EDUCATION IN THE RUSSIAN FEDERATION

2.1. The concept of the system of physical education in the country and its structure

Under the concept of a system, they mean something whole, which is a unity of regularly arranged and interconnected parts designed to perform specific functions and solve certain problems.

Physical education system - this is historically determined

type of social practice of physical education, including worldview, theoretical and methodological, program-normative and organizational foundations that provide financial

physical improvement of people and the formation of a healthy lifestyle.

1. worldview foundations. A worldview is a set of views and ideas that determine the direction of human activity.

IN In the domestic system of physical education, the worldview aims are to promote the comprehensive and harmonious development of the personality of those involved, the realization of the possibilities for each of them to achieve physical perfection, the strengthening and long-term preservation of health, and the preparation of members of society for professional activities on this basis.

2. Theoretical and methodological basics. The system of physical education is based on the achievements of many sciences. Its theoretical and methodological basis is the scientific provisions of the natural (anatomy, physiology, biochemistry, etc.), social (philosophy, sociology, etc.), pedagogical (psychology, pedagogy

And other) sciences, on the basis of which the discipline "Theory and Methods of Physical Education" develops and substantiates the most general patterns of physical education.

3. Program and regulatory basics. Physical education is carried out on the basis of compulsory state programs on physical culture and sports (programs for preschool institutions, general education schools, secondary and higher educational institutions, the army, etc.). These programs contain scientifically substantiated tasks and means of physical education, complexes of motor skills to be mastered, a list of specific norms and requirements.

The program-normative foundations of the physical education system are specified in relation to the characteristics of the contingent (age, gender, level of preparedness, health status) and the conditions of the main activity of participants in the physical culture movement (study, work in production, military service)

in two main directions: general preparatory and specialized.

The general preparatory direction is represented primarily by physical education in the system of general compulsory education. It provides: a basic minimum of comprehensive physical fitness; the main fund of motor skills and abilities necessary in life; level of versatile development of physical abilities accessible to everyone. A specialized direction (sports training, industrial-applied and military-applied physical training) provides for in-depth improvement in the chosen type of motor activity on the basis of broad general training with possibly high (depending on individual abilities) level of achievement.

These two main directions provide an opportunity for consistent mastery of vital movements, education of physical, moral and volitional qualities, and sports improvement of a person.

The basic principles of physical education (principles of all-round assistance to the all-round harmonious development of the personality, applied and health-improving orientation) are concretely embodied in the program-normative foundations.

4. Organizational bases. The organizational structure of the system of physical education is made up of state and public-amateur forms of organization, leadership and management.

The state line provides for systematic

compulsory physical exercise in preschool institutions (nursery-garden), general education schools, secondary specialized and higher educational institutions, the army, medical and preventive organizations. Classes are held according to state programs, at the hours allotted for this in accordance with the schedule and official schedule, under the guidance of full-time specialists (athletic personnel).

Control over the organization, implementation and results of physical education on the state line is provided by the Ministry of the Russian Federation for Physical Culture, Sports and Tourism, the State Duma Committee for Tourism and Sports, city committees for physical culture and sports, as well as the relevant departments of the Ministry of Education of the Russian Federation.

According to the public-amateur line, physical exercises are organized depending on individual inclinations, abilities of those involved and the need for physical education. The principal feature of the public-amateur form of organization is complete voluntariness physical education classes. The duration of classes depends largely on the individual attitude, personal inclinations and the actual availability of free time.

The organization of physical education on a public initiative basis provides for mass involvement in] physical education through a system of voluntary / sports societies: Spartak, Lokomotiv, Dynamo, Labor reserves, etc.

2.2. The purpose and objectives of physical education

The goal is understood as the final result of the activity, to which

a person or society aspires.

The purpose of physical education is the optimization of the physical

whom the development of a person, the comprehensive improvement of the physical qualities inherent in each and the skills associated with them

abilities in unity with the education of spiritual and moral qualities that characterize a socially active person; on this basis, to ensure the preparedness of each member of society for fruitful labor and other activities (L.P. Mat-

veev, 1989).

In order to make the goal realistically achievable in physical education, a set of specific tasks (specific and general pedagogical) is solved, which reflect the versatility of the upbringing process, the stages of the age development of the educated, their level of preparedness, the conditions for achieving the intended results.

The specific tasks of physical education include two groups of tasks: tasks for optimizing the physical development of a person and educational tasks.

Solving problems for optimizing physical development a person must provide:

- optimal development of physical qualities inherent in human

- strengthening and maintaining health, as well as hardening the body;

- improvement of physique and harmonious development of physiological functions;

- long-term preservation of a high level of overall performance.

The comprehensive development of physical qualities is of great importance for a person. The wide possibility of their transfer to any motor activity allows them to be used in many areas of human activity - in a variety of labor processes, in various and sometimes unusual environmental conditions.

The health of the population in the country is considered as the greatest value, as a starting condition for full-fledged activity and happy life of people. On the basis of good health and good development of the physiological systems of the body, a high level of development of physical qualities can be achieved: strength, speed, endurance, dexterity, flexibility.

Improving the physique and the harmonious development of the physiological functions of a person are solved on the basis of a comprehensive education of physical qualities and motor abilities, which ultimately leads to a naturally normal, undistorted formation of bodily forms. This task provides for the correction of physique deficiencies, the education of correct posture, the proportional development of muscle mass, all parts of the body, the promotion of maintaining optimal weight through physical exercises, and the provision of bodily beauty. The perfection of body forms, in turn, expresses to a certain extent the perfection of the functions of the human body.

Physical education provides long-term preservation of a high level of physical abilities, thereby prolonging the working capacity of people. In society, work is a vital necessity for a person, a source of his spiritual and social well-being.

Special educational tasks include:

- the formation of various vital motor skills and abilities;

- acquisition of basic knowledge scientific and practical

The physical qualities of a person can be most fully and rationally used if he is trained in motor actions. As a result of learning movements, motor skills and abilities are formed. To vital important skills and skills include the ability to perform motor actions necessary in labor, defense, household or sports activities.

Thus, the skills and abilities of swimming, skiing, running, walking, jumping, etc., are of direct practical importance for life. Skills and skills of a sports nature (in gymnastics, figure skating, football techniques, etc.) have an indirect application. The formation of skills and abilities develops a person's ability to master any movements, including labor ones. The more baggage of motor skills and abilities a person has, the easier it is for them to master new forms of movements.

The transfer of special physical education knowledge to students, their systematic replenishment and deepening are also important tasks of physical education. These include knowledge: the technique of physical exercises, its meaning and the basics of application; the essence of physical culture, its significance for the individual and society; physical culture and hygienic nature; patterns of formation of motor skills and habits, strengthening and maintaining good health for many years.

Increasing the physical culture literacy of people makes it possible to widely introduce physical culture and sports in everyday life and at work. In the matter of involving the general population in the physical culture movement, the promotion of physical culture knowledge is of paramount importance.

To general pedagogical include tasks for the formation of a person's personality. These tasks are put forward by society in front of the entire system of education as especially significant. Physical education should promote the development of moral qualities, behavior in the spirit of the requirements of society, the development of intelligence and psychomotor function.

The highly moral behavior of an athlete brought up by the coach and the team, as well as developed in the process of training

hard work, perseverance, courage and other volitional qualities are directly transferred to life, to the industrial, military and domestic environment.

In the process of physical education, certain tasks are also solved for the formation of ethical and aesthetic qualities of a person. The spiritual and physical principles in human development constitute an inseparable whole and therefore allow in the course of physical education to effectively solve these problems.

General pedagogical tasks of physical education are specified in accordance with the specifics of the chosen direction of physical education, age and gender of those involved.

The goal of physical education can be achieved if all its tasks are solved. Only in unity do they become real guarantors of the all-round harmonious development of a person.

The main aspects of concretization of tasks. Tasks solved in pro-

in the process of physical education, receive their specific refraction according to the profile of sports training, general and professionally applied physical training (Fig. 2). And

Theory and methods of physical education

Tutorial

for students of the Faculty of Physical Culture and Sports

branches of knowledge 0102 - physical education, sports and human health

Simferopol 2010

UDC: 79.011.3

Compiled by:

Syshko D.V. - Doctor of Science in Physical Education and Sports, Associate Professor of the Department of Theory and Methods of Physical Education, Tauride National University named after. IN AND. Vernadsky.

Mutiev A.V. - Candidate of Pedagogical Sciences, Associate Professor of the Department of Theory and Methods of Physical Culture, Tauride National University named after V.I. IN AND. Vernadsky.

Pichugin E.P. - Senior Lecturer, Department of Theory and Methods of Physical Education, Taurida National University named after V.I. IN AND. Vernadsky

The textbook presents modern knowledge of the main provisions of the theory and methodology of physical education. The purpose and tasks, basic concepts, general and methodological principles, means and methods of physical education are stated; ideas about the load and rest as components of physical exercises; provisions of the theory of adaptation used in physical education; the fundamentals of the theory and methodology of teaching motor actions and the development of physical qualities of strength, speed, endurance, flexibility, coordination abilities, as well as the features of physical education of preschoolers, schoolchildren and students.

For students of higher educational institutions of physical education and sports. Can be used by university teachers, physical education teachers, sports coaches.

IN AND. Vernadsky

INTRODUCTION.. 6

PART I. FOUNDATIONS OF THE THEORY AND METHODS OF PHYSICAL EDUCATION.. 7

SECTION 1. PURPOSE AND OBJECTIVES OF PHYSICAL EDUCATION. CONCEPTS OF THE THEORY AND METHODS OF PHYSICAL EDUCATION.. 7

Purpose and tasks of physical education. 7

Concepts of the theory and methods of physical education. 7

SECTION 2. GENERAL AND METHODOLOGICAL PRINCIPLES OF PHYSICAL EDUCATION 10

General principles of physical education. 10

Methodical principles of physical education. eleven

SECTION 3. MEANS OF PHYSICAL EDUCATION.. 16

Physical exercise is the main means of physical education. 16

Classification of physical exercises. 17

Technique of physical exercises. eighteen

Characteristics of movements. eighteen

Natural forces of nature and hygiene factors as a means of physical education 21

SECTION 4. LOAD AND REST AS INTERRELATED COMPONENTS OF PERFORMING PHYSICAL EXERCISES.. 22

General characteristics of physical activity. 22

Rest between physical loads as a factor in optimizing training effects. 25

SECTION 5. METHODS USED IN PHYSICAL EDUCATION.. 29

Concepts: “method”, “methodical device”, “method”, “ methodical approach”, “methodological direction”. 29

Methods aimed at acquiring special knowledge. thirty

Methods, exercises aimed at mastering motor skills and abilities 33

Methods of exercise aimed at the predominant development of physical qualities and the improvement of motor skills and abilities. 33

Methods of the standard exercise. 34

Variable exercise methods with load regulation and rest intervals 35

Exercise methods without strict regulation of the load and rest intervals. 38

SECTION 6. THEORY OF ADAPTATION IN PHYSICAL EDUCATION.. 39

General characteristics of adaptation. 39

Patterns of formation of accumulative adaptation in the process of physical education 44

SECTION 7. TRAINING IN MOTOR ACTIONS... 50

Motor skills and abilities. fifty

The structure of the process of learning motor actions.. 52

PART II. DEVELOPMENT OF PHYSICAL QUALITIES.. 56

SECTION 8. POWER AND METHODS OF ITS DEVELOPMENT.. 58

General characteristics of strength.. 58

Muscle modes. 59

Factors that determine the strength of a person. 60

Age dynamics of the natural development of strength.. 62

Means of strength development.. 62

Techniques for developing strength.. 64

Control over the development of strength.. 72

SECTION 9. SPEED AND METHODS OF ITS DEVELOPMENT.. 73

General characteristics of speed.. 73

Factors that determine the manifestation of speed.. 75

Age dynamics of the natural development of speed.. 76

Means of development of speed.. 77

Techniques for the development of speed.. 77

Control over the development of speed.. 83

SECTION 10. ENDURANCE AND METHODS OF ITS DEVELOPMENT.. 84

General characteristics of endurance. 84

Factors that determine human endurance. 85

Age dynamics of the natural development of endurance. 88

Means of development of endurance. 88

Techniques for the development of endurance. 89

Controlling the development of endurance. 93

SECTION 11. FLEXIBILITY AND METHODOLOGIES FOR ITS DEVELOPMENT.. 94

General characteristics of flexibility. 94

Factors that determine the manifestation of flexibility. 95

Age dynamics of the natural development of flexibility. 96

Means of development of flexibility. 96

Methodology for the development of flexibility. 97

Flexibility control. one hundred

SECTION 12. COORDINATING ABILITIES AND METHODS OF DEVELOPING COORDINATION.. 102

General characteristics of coordination abilities. 102

Factors that determine the manifestation of coordination abilities. 104

Age dynamics of the natural development of coordination abilities. 105

Means of development of coordination abilities. 105

Methodology for the development of coordination abilities. 106

Control over the development of coordination abilities. 107

PART III. METHODS OF PHYSICAL EDUCATION for various groups of the population 109

SECTION 13. PHYSICAL EDUCATION OF PRESCHOOL CHILDREN .. 109

Age periodization of preschool children. 109

Forms of classes and means of physical education of preschool children. 113

SECTION 14. PHYSICAL EDUCATION IN THE SYSTEM OF GENERAL EDUCATION OF CHILDREN, YOUTH AND GIRLS OF SCHOOL AGE.. 115

Socio-pedagogical significance, purpose and objectives of physical education of schoolchildren. 115

Physical education of children and adolescents of primary, secondary and senior school age 117

Means of physical education. 117

Physical education of children of primary school age. 118

Physical education of children of middle school age. 120

Physical education of boys and girls of senior school age. 122

SECTION 15. FORMS OF ORGANIZING PHYSICAL EDUCATION OF SCHOOL CHILDREN.. 124

The lesson of physical culture is the main form of organization of physical education of schoolchildren. 125

Extracurricular forms of physical culture and sports.. 136

SECTION 16. PLANNING EDUCATIONAL WORK IN PHYSICAL EDUCATION LESSONS AT SCHOOL.. 137

16.1. The structure and content of the “Physical Education Curriculum for 5-9 Grade Pupils of General Educational Institutions. 138

16.2. Planning documents compiled by a physical education teacher .. 139

PART 17

Criteria for differentiation of schoolchildren by the level of health. 142

Tasks of physical education of schoolchildren with poor health.. 144

Features of the use of physical exercises as a means of physical education in special medical groups. 145

Features of the methodology of physical education for schoolchildren of special medical groups. 147

SECTION 18. PHYSICAL EDUCATION OF STUDENTS.. 149

18.1. Meaning, purpose and tasks of physical education of students. 149

18.2. The structure and content of the basic program for physical education of students 150

The main activities of the department of physical education, a sports club and a sports and recreation center. 153

Specific features of the work of a teacher of physical education at a university. 155

USED LITERATURE.. 157

APPENDICES.. 158

INTRODUCTION

The theory and methodology of physical education is a scientific and educational discipline, which is a system of knowledge about the role and place of physical education in the life of a person and society.

The object of study of this discipline is the physical capabilities and abilities of a person and the patterns of improving them by the targeted impact of physical education.

The purpose of the theory and methodology of physical education as a scientific discipline is: comprehension of the essence of physical education, generalization of practical experience, formation of theoretical and methodological provisions for the development and functioning of the system of physical education.

The theory and methodology of physical education is one of the main major disciplines in the system of professional training of specialists in the field of physical education, sports and human health. The theory and methodology of physical education through its content provides students with the necessary level of theoretical and methodological knowledge about rational ways, methods and techniques of professional activity of a teacher of physical education, a teacher of physical culture, a sports coach, a specialist in physical recreation and physical rehabilitation.

The purpose of this manual is to give students deep theoretical knowledge of the basics of physical education, as well as to teach them to practically implement the main provisions of the theory and methodology of physical education at the place of future professional activity.

The textbook is written in accordance with the program of the course "Theory and Methods of Physical Education".

The first part outlines the purpose and objectives, principles, means and methods of physical education, the foundations of the theory and methods of teaching motor actions.

The second part of the manual outlines the fundamentals of the theory and methodology for the development of human motor (physical) qualities.

The third part of the manual shows the features of physical education of children of preschool and school age, students.

Various literary sources were used in the preparation of the textbook. First of all, the textbook "Theory and Methods of Physical Education" for students of higher educational institutions of physical education and sports, edited by T. Yu. Krutsevich. - Kyiv: Olympic Literature, 2004, as well as scientific works of leading Ukrainian and Russian scientists in the field of theory and methodology of physical education.

The textbook is written for students of universities of physical education and sports.

Characteristics of movements

When analyzing the technique of physical exercises, movement characteristics.

Spatial characteristics include body position and trajectory.

Whatever motor action a person performs, he must give his body a certain position in space. Preservation of a motionless position of the body and its individual parts is carried out due to the static tension of the muscles. There are initial, intermediate, final positions of the body.

Initial positions are taken to create the most favorable conditions for the start of subsequent movements, better orientation in the environment, maintaining stability, and ensuring freedom of movement. Thus, the boxer's stance guarantees convenient observation of the opponent and speed of movement in any direction, as well as protection of the most vulnerable parts of the body from the opponent's blows and the ability to quickly strike back.

Intermediate positions are taken to maintain the most favorable posture of the body or any of its parts in the process of performing the movement itself (the horizontal position of the swimmer).

The final position is taken for an effective or aesthetically beautiful end of the exercise (landing after dismounting from a projectile in gymnastics). The correct position of the body allows you to maintain stability when landing and avoid injury.

In some types of physical exercises, aesthetic requirements are imposed on the general posture and positions of individual parts of the body (rhythmic gymnastics). Technique in such physical exercises becomes the subject of evaluation of sports achievements.

The trajectory of movement is the path taken by one or another part (point) of the body in space. The trajectory of movement is characterized by shape, direction and amplitude.

The shape of the trajectory can be rectilinear and curvilinear. Curvilinear trajectories of movements are the most natural for a person. This is explained by the fact that the movements in individual joints are rotational in nature.

The direction of movement is a change in the position of the body and its parts in space (frontal, sagittal, horizontal) or some external landmark. There are directions: main (up - down, forward - back, right - left) and intermediate (forward - up, forward - down, etc.).

The amplitude of movement is the value of the path of movement of individual parts of the body relative to each other or the axis of the sports equipment. The amplitude of movements is measured in angular degrees, or in linear measures. To determine the total amplitude of movements of several parts of the body, conventions(full squat, half squat, etc.).

Timing include duration and pace of movement.

The duration of a movement is the time it takes to complete it. In the technique of physical exercises, the duration of individual parts (for example, start), phases (flying while running), cycles (two steps in running) or individual parts of the body is of great importance.

The pace of movement is the frequency of a relatively uniform repetition of any movements, for example, strokes in rowing. With single movements (single jumps, throwing), the pace, of course, is not observed. The pace is determined by the number of repeated movements per unit of time, usually one minute.

Spatial and temporal characteristics is speed and acceleration.

The speed of movement is the ratio of the length of the path traveled by the body (or some part of the body) to the time spent on this path. If the speed of movement is constant, then such movement is called uniform, and if it changes - uneven.

Acceleration is the change in speed per unit of time. It can be positive, having the same direction with the speed - the speed increases, and negative, having the direction opposite to the direction of the speed - the speed decreases.

Movements performed without an abrupt change in speed are called smooth, and movements are unevenly accelerated or unevenly slowed down, i.e. jerky movements are called abrupt. Usually sharp movements are also inaccurate at the same time.

The concept of movement speed should not be identified with the concept of movement speed. The speed of movement depends not only on the speed of the corresponding movements, but also on other factors (for example, air or water resistance).

Power characteristics.

The force of movement is a measure of the physical impact of a moving part of the body (or the whole body) on any material objects (for example, the ground when running) or any objects (lifting a barbell). It is this measure of physical impact that should be kept in mind when talking about the repulsive force in jumps, the impact force in boxing, etc. The concept of the force of motion is generalized, it is the result of the combined interaction of internal and external forces.

Internal forces are: active forces of the motor apparatus - the forces of muscle traction; passive forces of the musculoskeletal system - elastic muscle forces, muscle viscosity; reactive forces - reflected forces arising from the interaction of body parts in the process of movement.

External forces are made up of: gravity own body; support reaction forces; resistance forces of the external environment (air, water), external weights, inertial forces of bodies moved by a person.

rhythmic characteristic expresses the proportionality of the elements of movement in terms of efforts in time and space.

Rhythm is a complex characteristic that reflects a certain relationship between individual parts, periods, phases, elements of any physical exercise in terms of effort, in time and space. The rhythm of movements is inherent in both repetitive (cyclic) and single (acyclic) motor actions. The rhythm is usually determined by measuring the ratio of the duration of any phases that are characteristic of a given physical exercise and is expressed by the rhythm coefficient, which is equal to the ratio of the time of the phases under consideration.

When mastering the technique of physical exercises, the rhythm of movements can be expressed by music, with the help of an account or “tapped out”.

Table 1.

Symptoms of fatigue after loads of different sizes

(generalized data)

Symptom	Mild fatigue (moderate exertion)	Very severe fatigue (ultimate load)
Skin coloration. Sweating. Movement coordination. Concentration. General well-being. Ready for training. Mood.	Light redness. Moderate or medium (depending on temperature and humidity). Confident performance that corresponds to the level achieved. Normal, corrective instructions are followed, there are no manifestations of nervousness, steady attention during the demonstration of exercises. There are no complaints, all training tasks are performed. A strong desire to continue training. Upbeat, cheerful, joyful, lively.	Strong redness. Great perspiration above the waist. An increase in the number of errors, a decrease in accuracy, the appearance of uncertainty. Deterioration of attention, decreased perception of information, reduced ability to differentiate. Weakness in the muscles, significantly labored breathing, increasing impotence, a pronounced decrease in performance. Reduced activity, desire to increase rest intervals between exercises, but there is a willingness to continue training. Somewhat depressed, but joyful, if the results of the training are as expected; joy about the next workout.	Very severe redness or unusual pallor. Great perspiration, including below the waist. Severe lack of coordination, sluggish execution of movements, a sharp increase in errors. Significantly reduced attention, great nervousness, very slow reactions. Lead heaviness in muscles and joints, dizziness, nausea or vomiting, depression. Desire for complete rest and cessation of training. Depression, obsessive doubts about the value of classes, the search for reasons for skipping classes.

Information about the magnitude of the load can be obtained by monitoring various indicators of the activity of functional systems, determined by instrumental methods.

In everyday practice, the magnitude of the internal load can be assessed by indicators of fatigue, as well as by the nature and duration of recovery in the rest intervals between exercises. To do this, use such indicators as the intensity of sweating, skin color, the quality of movements, the ability to concentrate, the general well-being of a person, his readiness to continue exercising, the mood during exercise and at rest intervals (Table 1), as well as heart rate indicators during exercise and at rest intervals. Depending on the degree of manifestation of these indicators, moderate, large and maximum loads are distinguished.

Table 2.

The main causes of errors and ways to eliminate them (T.Yu. Krutsevich, 2003)

№	Cause	Elimination path
1. 2. 3. 4. 5. 6. 7. 8.	Misconception. Disadvantages of general and special physical training. Lack of volitional preparedness (indecision, fear, self-doubt). Violation of the sequence of training. Negative skill transfer. Creating an incorrect dominant that directs the attention and action of the student. Fatigue. Unfavorable conditions for the exercise.	Explain, repeat, draw, show, demonstrate visual aids. Highlight what quality is missing to increase functionality, develop a physical training program. Find out the cause, facilitate the execution, ensure safety, improve insurance. Change the sequence of training, return to the previous material, that is, restore the teaching methodology. Temporary cessation of learning a motor action, start learning an exercise of a similar structure. Give rest. Switch to the essence of the task. Eliminate the stimulus that creates the wrong dominant by a stronger stimulus. Give rest. Eliminate shortcomings, for example, change inventory. Gradually accustom to adverse conditions.

regulatory nervous mechanisms (the concentration of excitation, the development of internal inhibition, etc.), which allows you to accurately control the movement. The leading role in the system of differentiation in the control of movement passes to the motor analyzer (muscle feeling). It is realized due to the sensations that arise in the skin, muscles, joints, ligaments, during exercise.

Separate manifestations of kinesthetic (motor) sensitivity are distinguished: a sense of space, time, sports equipment, water, etc.

Particular tasks of training at this stage will be:

1. Clarification of the technique of motor action according to kinematic, rhythmic and dynamic characteristics.

2. Deepening and expanding the created idea of the studied movements.

3. Formation of a skill, that is, free and stable performance of a motor action.

4. Creation of prerequisites for the variability of the implementation of the skill.

All of the above tasks are solved in the process of repeated repetition of a motor action or its parts, during which the control of elements, connections and, finally, the motor action as a whole is gradually automated. By the end of this stage, the functional system of motor action stabilizes, a certain systemic flow of neuro-regulatory processes is established, and the so-called dynamic stereotype is formed. The leading role in the efferent system in the control of movement passes to the motor analyzer - the muscular feeling.

Of particular importance at this stage is ideomotor training. The mental representation of this movement automatically generates contraction and relaxation in the corresponding muscles. This leads to the emergence of the same physiological processes that are characteristic of movements. The duration of the ideomotor training is 2-3 minutes several times a day.

The purpose of the III stage of consolidation and improvement is the formation of a higher order skill, that is, the implementation of the formed skill in the conditions of its practical application in competitions, in everyday life, in production and military activities.

To achieve this goal, it is necessary to solve the following particular tasks:

1. To achieve reliable and variable performance of a motor action in changing conditions of maximum physical and mental stress

2. Complete work on individualization and restructuring of the technique of actions in order to make the most of the features of the physique and physical fitness of those involved.

The variability of the motor action at this stage is achieved:

* With the complication of external conditions (different places of employment, meteorological conditions, external interference, etc.)

* Changes in the physical and mental state of those involved (fatigue, excitement, distraction, various distracting factors).

* Increasing physical activity in difficult conditions (running on the sand, rowing or swimming with increased water resistance, etc.).

At this stage of training, it is necessary to use the means of urgent information about the parameters of the movement and landmarks that allow you to obtain an objective assessment of the quality of the movement.

General characteristic of strength

Any motor actions of a person are the result of the coordinated activity of the central nervous system (CNS) and the peripheral parts of the motor apparatus, in particular the musculoskeletal system. In the CNS, excitatory impulses are produced, which enter the muscle fibers through motor neurons and axons. As a result, the muscles tense with a certain force, which allows you to move in space the individual links of the body or the body as a whole. Thus, without the manifestation of muscle strength, a person cannot perform any motor actions. Strength is an integral physical quality, on which the manifestation of all other physical qualities (quickness, endurance, etc.) depends to some extent.

Strength is the ability to overcome a certain resistance or counteract it through the activity of the muscles.

The forces of gravity, which are equal to the mass of the human body, can act as resistance; the reaction of the support when interacting with it; environmental resistance; mass of weights, sports equipment; forces of inertia of one's own body, its links or other bodies; partner resistance, etc.

The main types of manifestation of strength, qualitatively specific for different motor actions, are absolute, speed, explosive strength and strength endurance.

This allocation of power qualities is rather conditional. Despite their inherent specificity, they are in a certain way interconnected both in their manifestation and in their development.

The absolute strength of a person is his maximum strength, with which he is able to overcome the greatest resistance or counteract it with arbitrary muscle tension, regardless of his body weight.

A person can develop the greatest magnitude of strength in muscle tensions that are not accompanied by an external manifestation of movement, for example, in a bench press in the supine position.

To compare the strength of people who have different body weights, the relative strength indicator is used.

Relative strength is the amount of absolute strength of a person, which falls on one kilogram of his body weight.

Relative strength is of decisive importance in motor actions that are associated with the movement of one's own body in space. The more force falls on 1 kg of your own body weight, the easier it is to move it in space or maintain a certain posture.

The speed strength of a person is his ability to overcome moderate resistance with the greatest possible speed. The value of this external resistance is in the range from 15% to 70% of the maximum force in a particular motor action. It is dominant in providing effective motor activity at sprint distances in cyclic exercises and similar motor actions.

The explosive power of a person is his ability to exert the greatest effort in the shortest possible time.

It is of decisive importance in motor actions that require a high power of muscle tension. This is a variety of jumping and throwing, weightlifting. Explosive power is of great importance in delivering an effective blow in boxing, etc.

Strength endurance of a person is the ability to overcome moderate external resistance as efficiently as possible, for specific conditions of industrial, sports or other motor activity, and long time maintain high strength levels.

Strength endurance is essential in overcoming long distances in rowing, swimming, cycling, etc.

Muscle modes

Depending on the mode of operation of the muscles, static and dynamic strength are distinguished.

Static force is manifested when the muscles are tensed, and there are no movements of the body, its links or objects with which a person interacts. If the overcoming of resistance is accompanied by the movement of the body or its individual links in space, then a dynamic force is manifested.

When performing motor actions, human muscles perform four main types of work - holding, overcoming, yielding and combined.

Holding work is performed due to muscle tension without changing their length (isometric tension mode). For example, it is characteristic of maintaining a static posture of the body.

Overcoming work is performed due to a decrease in the length of the muscles when they are stressed (concentric stress mode). When performing motor actions, overcoming muscle work occurs most often. It makes it possible to move one's own body or any load in the appropriate movements, as well as to overcome the forces of friction or elastic resistance.

Yielding work is performed due to an increase in the length of tense muscles (plyometric mode of tension). For example, due to the inferior work of the muscles, depreciation occurs at the moment at the moment of landing in jumps, running, etc.

Combined work consists of alternating overcoming and yielding modes of work, as, for example, in cyclic physical exercises.

Means of strength development

As a means of developing strength, exercises with weights are used, which require significant muscle tension.

Weight-bearing exercises with your own body weight. They can be performed without special equipment, in almost any conditions. They are effective in developing maximum strength in the initial stages of strength training.

The disadvantages of this group of exercises include: limited possibilities for dosing the load; limited ability to influence specific muscle groups; not the possibility of changing the magnitude of the burden, since the mass of one's own body is relatively stable.

Weight-bearing exercises. In such exercises, you can accurately dose the amount of weighting in accordance with the individual capabilities of a person. A wide variety of exercises with different objects allows you to effectively influence the development of different muscle groups and all types of strength qualities.

The disadvantages of this group of exercises include:

1. Unevenness of the resistance value in the course of a specific motor action. This is explained by the fact that when moving the links of the body relative to each other, the greatest resistance that the mass of the object creates will be with the greatest length of the levers. In the opposite parts of the trajectory of motion from this point, the resistance value will be much less. And this means that the effectiveness of the training influence at different points of the movement trajectory will be different.

2. Due to the kinetic inertia of the burdening object, with a significant speed of overcoming the resistance of its mass, there will be a large muscle tension only in the initial phase of the movement, therefore, the strength of the corresponding muscles will not develop over the entire amplitude of the motor action.

Exercises in overcoming the resistance of elastic objects. They allow you to load the muscles in almost the entire amplitude of the movement performed. These exercises are effective for developing muscle mass and maximum strength, but they are less effective for developing speed strength and practically unsuitable for developing explosive strength.

Exercises in overcoming partner resistance or additional resistance. Their positive feature is the ability to develop strength in conditions that are as close as possible to specialized motor activity. For example, running uphill, rowing with additional resistance, exercises in pairs with the resistance of a partner, etc.

The disadvantage of such exercises is the difficulty in dosing the load.

Strength training exercises. Exercises on simulators allow you to accurately dose resistance for individual muscle groups. With their help, you can selectively influence the development of a particular type of strength quality.

The use of training complexes with an attractive design in strength training helps to increase the emotional background of classes and, as a result, their effectiveness.

The most effective strength training on isokinetic simulators. On these simulators, the muscles overcome near-limit resistance, despite the change in the angles of flexion in the joints, the ratio of levers and torques. The speed of movement can be changed in a wide range and at each speed, the muscles overcome the optimal resistance in all ranges of movement.

Isometric exercises. Their essence lies in muscle tension, which is not accompanied by external movement.

Isometric exercises do not require sophisticated equipment, they can affect almost all muscle groups, they are effective in conditions of limited movement.

Disadvantages of these exercises:

1. The need to hold your breath and strain at maximum effort.

2. The impossibility of developing strength capabilities throughout the entire range of motion, since an increase in strength is observed only in those positions of the muscles in which isometric tension is performed.

3. Less effective compared to dynamic exercises. Strength increases more slowly, especially in well-trained people.

4. Limited transfer of static force to dynamic force due to significant differences in the neuromuscular regulation of efforts.

Strength Development Techniques

Chapter 1. GENERAL CHARACTERISTICS OF THE THEORY AND METHODS OF PHYSICAL EDUCATION

1.1. The essence and causes of the emergence of physical education in society

Gradually, in the course of the historical process, people paid attention to the fact that those members of the tribe who led a more active and mobile lifestyle, repeatedly repeated certain physical actions, showed physical effort, were also stronger, more resilient and efficient. This led to a conscious understanding of the phenomenon by people. exercises (repeatability of actions). It was the phenomenon of exercise that became the basis of physical education.

Realizing the effect of exercise, a person began to imitate the movements (actions) necessary for him in his labor activity outside the real labor process, for example, throwing a dart at the image of an animal. As soon as labor actions began to be applied outside of real labor processes, they turned into physical exercises. The transformation of labor actions into physical exercises has significantly expanded the scope of their impact on a person, and first of all in terms of comprehensive physical improvement. Further, in the course of evolutionary development, it turned out that a much better effect in physical training is achieved when a person begins to exercise in childhood, and not in adulthood, i.e. when he is prepared for life and work beforehand.

Forms of organized physical education arose in ancient Greece in the form of special training for young people in military and sports exercises, but until recent history they remained the property of a few members of the privileged classes or were limited to military training.

1.2. Theory and methodology of physical education as an academic discipline, its basic concepts

The study of any academic discipline, as a rule, begins with the development of its conceptual apparatus, i.e. from specific professional terms and concepts.

concept- this is the main form of human thinking, which establishes an unambiguous interpretation of a particular term, while expressing the most significant aspects, properties or features of the object (phenomenon) being defined.

The main concepts of the theory1 of physical education include the following: 1) “physical education”; 2) "physical training"; 3) "physical development"; 4) "physical perfection"; 5) "sport".

Physical education. This is a type of education, the specific content of which is training in movements, education of physical qualities, mastery of special physical education knowledge and the formation of a conscious need for physical education (Fig. 1).

Movement training has its content in physical education - a person's systemic mastering of rational ways to control his movements, acquiring in this way the fund of motor skills, skills and knowledge related to them that is necessary in life.

Mastering movements that have a semantic meaning, motor actions important for life or sports, those involved acquire the skills to rationally and fully demonstrate their physical qualities. At the same time, they learn the patterns of movements of their body.

According to the degree of mastery, the technique of a motor action can be performed in two forms - in the form of a motor skill

1 Theory- a system of principles, laws, categories, concepts, concepts that describes any relatively homogeneous, integral phenomenon - a system or its elements, functions.

Education of physical qualities is no less significant side of physical education. Purposeful management

The progressive development of strength, speed, endurance and other physical qualities affects the complex of natural properties of the organism and thereby causes quantitative and qualitative changes in its functional capabilities.

All physical qualities are innate; given to man in the form of natural inclinations that need to be developed and improved. And when the process of natural development becomes specially organized, i.e. pedagogical character, then it is more correct to say not “development”, but “education of physical qualities”.

In the process of physical education, a wide range of physical culture and sports knowledge of sociological, hygienic, biomedical and methodological content is also acquired. Knowledge makes the process of doing physical exercises more meaningful and therefore more effective.

Thus, physical education is a process of solving certain educational tasks, which has all the features of the pedagogical process. A distinctive feature of physical education is that it provides the systemic formation of motor skills and habits and the directed development of a person's physical qualities, the totality of which determines his physical capacity to a decisive extent.

Physical training. This is the process of educating physical qualities and mastering vital movements. The term "physical training" emphasizes the applied orientation of physical education to work or other activities. Distinguish general physical training And special.

General physical training is aimed at increasing the level of physical development, broad motor fitness as prerequisites for success in various activities.

Special physical training is a specialized process that contributes to success in a specific activity (type of profession, sport, etc.), which imposes specialized requirements on a person’s motor abilities. The result of physical training is physical fitness, reflecting the achieved performance in the formed motor skills and abilities that contribute to the effectiveness of the target activity (to which the training is oriented).

Physical development. This is the process of formation, formation and subsequent change during the life of an individual of the morphological and functional properties of his body and the physical qualities and abilities based on them.

Physical development is characterized by changes in three groups of indicators.

1. Indicators of physique (body length, body weight, posture, volumes and shapes of individual parts of the body, the amount of fat deposition

Niya and others), which primarily characterize the biological forms, or morphology, of a person.

2. Indicators (criteria) of health, reflecting the morphological and functional changes in the physiological systems of the human body. Of decisive importance for human health is the functioning of the cardiovascular, respiratory and central nervous systems, digestive and excretory organs, thermoregulation mechanisms, etc.

3. Indicators of the development of physical qualities (strength, speed abilities, endurance, etc.).

The nature of physical development as a process of changing the indicated indicators during life depends on many reasons and is determined by a number of patterns. It is possible to successfully manage physical development only if these regularities are known and they are taken into account when building the process of physical education.

Physical development is to a certain extent determined laws of heredity, which should be taken into account as factors that favor or, conversely, hinder the physical improvement of a person. Heredity, in particular, should be taken into account when predicting the possibilities and success of a person in sports.

The process of physical development is also subject to the law of age grading. It is possible to intervene in the process of physical development of a person in order to manage it only on the basis of taking into account the features and capabilities of the human body in different age periods: in the period of formation and growth, in the period of the highest development of its forms and functions, in the period of aging.

The process of physical development is subject to the law of unity of organism and environment and, therefore, essentially depends on the conditions of human life. The conditions of life are primarily social conditions. The conditions of life, work, upbringing and material support to a large extent affect the physical condition of a person and determine the development and change in the forms and functions of the body. The geographic environment also has a certain influence on physical development.

Of great importance for the management of physical development in the process of physical education are biological law of exercise And law of unity of forms and functions organism in its activities. These laws are the starting point when choosing

means and methods of physical education in each specific case.

physical perfection. This is a historically conditioned ideal of physical development and physical fitness of a person, which optimally meets the requirements of life.

The most important specific indicators of a physically perfect person of our time are:

1) good health, which provides a person with the opportunity to painlessly and quickly adapt to various, including unfavorable, conditions of life, work, life;

2) high general physical performance, allowing to achieve significant special performance;

3) proportionately developed physique, correct posture, the absence of certain anomalies and disproportions;

4) comprehensively and harmoniously developed physical qualities, excluding one-sided development of a person;

5) possession of a rational technique of basic vital movements, as well as the ability to quickly master new motor actions;

6) physical education, i.е. possession of special knowledge and skills to effectively use their body and physical abilities in life, work, sports.

Sport. It represents the actual competitive activity, special training for it, as well as interpersonal relations and norms inherent in it1.

A characteristic feature of sports is competitive Activity, a specific form of which are competitions that allow you to identify, compare and compare human capabilities based on a clear regulation of the interactions of competitors, unification of the composition of actions (weight of the projectile, opponent, distance, etc.) , the conditions for their implementation and methods for assessing achievements according to the established rules.

"Sport as a social phenomenon will be considered in more detail in Part 2 of this study guide (Chapter 17).

Special preparation for competitive activity in sports is carried out in the form of sports training.

The sources of the emergence and development of the theory and methodology of physical education are:

1) the practice of social life. The society's need for well-trained people caused a desire to learn the laws of physical education and, on their basis, build a system for managing the physical improvement of a person;

2) the practice of physical education. It is in it that all theoretical provisions are tested for viability, original ideas can be born that encourage the theory and methodology of physical education to develop new provisions;

3) progressive ideas about the content and ways of education
harmoniously developed personality, who expressed philo-
sofas, teachers, doctors of different eras and countries;

4) government decrees on the state and ways of improving physical culture in the country;

5) the results of research both in the field of theory and methodology of physical education, and in related disciplines.

Chapter 2. SYSTEM OF PHYSICAL EDUCATION IN THE RUSSIAN FEDERATION

2.1. The concept of the system of physical education in the country and its structure

Under the concept system they mean something whole, which is a unity of regularly arranged and interconnected parts, designed to perform specific functions and solve certain problems.

Physical education system is a historically determined type of social practice of physical education, including worldview, theoretical and methodological, program-normative and organizational foundations that provide financial

physical improvement of people and the formation of a healthy lifestyle.

1. worldview foundations. Worldview is a co-
battle set of views and ideas that determine the direction
human activity.

In the domestic system of physical education, worldview attitudes are aimed at promoting the comprehensive and harmonious development of the personality of those involved, the realization of the opportunities for everyone to achieve physical perfection, strengthening and maintaining health for many years, preparing members of society for professional activities on this basis.

2. Theoretical and methodological foundations. The system of physical education is based on the achievements of many sciences. Its theoretical and methodological basis is the scientific provisions of the natural (anatomy, physiology, biochemistry, etc.), social (philosophy, sociology, etc.), pedagogical (psychology, pedagogy, etc.) sciences, on the basis of which the discipline " Theory and methods of physical education” develops and substantiates the most general patterns of physical education.

3. Program and regulatory framework. Physical education is carried out on the basis of compulsory state programs on physical culture and sports (programs for preschool institutions, general education schools, secondary and higher educational institutions, the army, etc.). These programs contain scientifically substantiated tasks and means of physical education, complexes of motor skills to be mastered, a list of specific norms and requirements.

The program-normative foundations of the system of physical education are concretized in relation to the characteristics of the contingent (age, gender, level of preparedness, state of health) and the conditions for the main activity of participants in the physical culture movement (study, work in production, service in the army). ) in two main directions: general preparatory and specialized.

The general preparatory direction is represented primarily by physical education in the system of general compulsory education. It provides: a basic minimum of comprehensive physical fitness; the main fund of motor skills and abilities necessary in life; level of versatile development of physical abilities available to everyone. A specialized direction (sports training, industrial-applied and military-applied physical training) provides for in-depth improvement in the chosen type of motor activity on the basis of broad general training with a possibly high (depending on individual abilities) level achievements.

These two main directions provide the possibility of consistent mastery of vital movements, education of physical, moral and volitional qualities, and sports improvement of a person.

The basic principles of physical education (principles of all-round assistance to the all-round harmonious development of the personality, applied and health-improving orientation) find a concrete embodiment in the program-normative foundations.

4. Organizational bases. The organizational structure of the system of physical education is made up of state and public-amateur forms of organization, leadership and management.

The state line provides for systematic compulsory physical exercise in preschool institutions (nursery-kindergarten), general education schools, secondary special and higher educational institutions, the army, medical and preventive organizations. Classes are held according to state programs, at the hours allotted for this, in accordance with the schedule and official schedule, under the guidance of full-time specialists (athletic personnel).

Control over the organization, implementation and results of physical education on the state line is provided by the Ministry of the Russian Federation for Physical Culture, Sports and Tourism, the State Duma Committee for Tourism and Sports, city committees for physical culture and sports, as well as relevant departments Ministry of Education of the Russian Federation.

According to the public-amateur line, physical exercises are organized depending on individual inclinations, abilities of those involved and the need for physical education. The principal feature of the socially self-active form of organization is complete voluntariness physical education classes. The duration of classes depends largely on the individual attitude, personal inclinations and the actual availability of free time.

The organization of physical education on a public-amateur basis provides for mass involvement in] physical education classes through a system of voluntary / sports societies: Spartak, Lokomotiv, Dynamo, Labor reserves, etc.

2.2. The purpose and objectives of physical education

Under the goal is understood the final result of the activity to which a person or society aspires.

The purpose of physical education is the optimization of the physical development of a person, the comprehensive improvement of the physical qualities inherent in each and the abilities associated with them.

abilities in unity with the education of spiritual and moral qualities that characterize a socially active person; to provide on this basis the readiness of each member of society for fruitful labor and other types of activity (L.P. Mat-veev, 1989).

In order to make the goal realistically achievable in physical education, a set of specific tasks (specific and general pedagogical) is solved that reflect the versatility of the upbringing process, the stages of the age development of the educated, their level of preparedness, the conditions for achieving the intended results .

The specific tasks of physical education include two groups of tasks: tasks for optimizing the physical development of a person and educational tasks.

Solution tasks for optimizing physical development a person must provide:

- optimal development of physical qualities inherent in man;

- strengthening and maintaining health, as well as hardening of the body;

– improvement of physique and harmonious development of physiological functions;

- long-term preservation of a high level of overall performance.

The health of the population in the country is considered as the greatest value, as a starting condition for full-fledged activity and a happy life for people. On the basis of good health and good development of the physiological systems of the body, a high level of development of physical qualities can be achieved: strength, speed, endurance, dexterity, flexibility.

Improving the physique and the harmonious development of the physiological functions of a person are solved on the basis of a comprehensive education of physical qualities and motor abilities, which ultimately leads to a naturally normal, undistorted formation of bodily forms. This task provides for the correction of physique deficiencies, the education of correct posture, the proportional development of muscle mass, all parts of the body, the promotion of maintaining optimal weight through physical exercises, and the provision of bodily beauty. The perfection of the forms of the body, in turn, expresses to a certain extent the perfection of the functions of the human organism.

Physical education provides long-term preservation of a high level of physical abilities, thereby prolonging the working capacity of people. In society, labor is a vital necessity for a person, a source of his spiritual and social well-being.

To special educational tasks include:

– formation of various vital motor skills and abilities;

- acquisition of basic knowledge of a scientific and practical nature.

The physical qualities of a person can be most fully and rationally used if he is trained in motor actions. As a result of learning movements, motor skills and abilities are formed. The vital skills and abilities include the ability to perform motor actions that are necessary in labor, defense, household or sports activities.

Thus, the skills and abilities of swimming, skiing, running, walking, jumping, etc. have direct applied significance for life. Skills and skills of a sports nature (in gymnastics, figure skating, football techniques, etc.) have an indirect application. The formation of skills and abilities develops a person's ability to master any movements, including labor ones. The more baggage of motor skills and abilities a person has, the easier it is for them to master new forms of movements.

The transfer of special physical education knowledge to students, their systematic replenishment and deepening are also important tasks of physical education. These include knowledge: the technique of physical exercises, its meaning and the basics of application; the essence of physical culture, its significance for the individual and society; physical culture and hygienic nature; laws of formation of motor skills and habits, strengthening and maintaining good health for many years.

Improving the physical culture literacy of people makes it possible to widely introduce physical culture and sports in everyday life and at work. In the matter of involving the general population in the physical culture movement, the promotion of physical culture knowledge is of paramount importance.

To general pedagogical include tasks for the formation of a person's personality. These tasks are put forward by society in front of the entire system of education as especially significant. Physical education should promote the development of moral qualities, conduct in the spirit of the requirements of society, the development of intellect and psychomotor function.

The highly moral behavior of an athlete brought up by a coach and a team, as well as developed in the course of training

hard work, perseverance, courage and other strong-willed qualities are directly transferred to life, to industrial, military and domestic situations through physical exercises.

In the process of physical education, certain tasks are also solved for the formation of ethical and aesthetic qualities of a person. The spiritual and physical principles in human development constitute an inseparable whole and therefore allow these tasks to be effectively solved in the course of physical education.

The general pedagogical tasks of physical education are specified in accordance with the specifics of the chosen direction of physical education, the age and gender of those involved.

The goal of physical education can be achieved if all its tasks are solved. Only in unity do they become real guarantors of the all-round harmonious development of a person.

The main aspects of concretization of tasks. The tasks solved in the process of physical education receive their specific refraction according to the profile of sports training, general and professional-applied physical training (Fig. 2). And

There are two directions for concretizing tasks (L.P. Matveev, 1989).

In the first case, the tasks to be solved are specified in accordance with the individual capabilities and characteristics of those involved. Individualized specification of tasks in physical education is a complicated matter, since physical exercises are carried out in the form of a group organization. However, despite this, it is necessary to take into account the age and gender characteristics, as well as the physical development and level of preparedness of those involved.

In the second case, the specification of tasks is carried out in the temporal aspect, which means their correlation with the time necessary and favorable for their solution.

Based on the target settings in physical education, general tasks are set. They, in turn, are subdivided into a number of particular tasks, for the consistent implementation of which a certain time is needed. General tasks are considered in a long-term aspect (for the entire period of study in a general education school, in secondary special and higher educational institution etc.), private tasks - from a relatively short time (for one lesson) to a very long one (a month, an academic quarter, half a year, a year).

When setting goals and determining the timing for their solution, the regularities of the age development of the human body, as well as the regularities of the change of age periods and those natural changes that occur in them, are taken into account. So, for example, when educating physical qualities, it is necessary to take into account sensitive (sensitive) zones, when the natural maturation of the forms and functions of the body creates favorable prerequisites for a directed impact on these qualities. Or another example. The maturation of the motor analyzer in adolescents ends at the age of 13-14, the puberty period in girls occurs at the same time. In complexly coordinated sports (artistic gymnastics, figure skating, etc.), tasks for mastering a significant number of complex technical actions are set for the period preceding this age.

The above allows us to say that the formulation of each specific problem can be carried out only in each specific situation of its solution. The specification of tasks in the system of education and upbringing (school, secondary specialized and higher educational institution, etc.) is carried out from more general (for the entire period of study) to more specific (for a year, semester, quarter, month, one lesson) .

Concreteness in setting goals should be expressed not only in semantic terms, but also in quantitative terms. To do this, standards are introduced as unified

quantitative expressions of tasks solved in physical education.

In the field of physical education, the quantitative and normative setting of tasks mainly reflects the standards of physical fitness. They are subdivided into two aspects: standards reflecting the degree of development of physical qualities (strength, speed, endurance, agility, flexibility), and standards characterizing the degree of mastery of motor skills and skills (standards of "learning").

Physical fitness standards should be available to every person (if he is healthy and has no defects in the physical state of the body). At the same time, accessibility presupposes a certain preparation of a person. If the standards are underestimated, they do not have a stimulating value, the students lose their motivation to achieve them. Therefore, the standards should be real - not too high, but not too low.

The normative basis for the general preparatory direction is the state programs, and for the sports direction - the sports classification.

In addition to the above methods of specifying tasks in physical education, other methods are also used. One of them is the setting of individualized motor tasks, which provide for the performance of movements within the framework of clearly defined parameters (spatial, temporal, power). Such concretization of particular tasks is more often practiced in separate classes or a series of classes. They mainly affect either the training of motor actions, or the education of physical qualities.

Another way to concretize the tasks is the prospective, staged and operational-current planning of the necessary (from the standpoint of the planned tasks) changes in the state of the body according to individual indicators that express the degree of capability of its systems (muscular, cardiovascular, respiratory, etc.) .

This can be demonstrated by setting tasks for the education of endurance. Outline specific indicators that the student must achieve. These indicators reflect pulmonary ventilation, oxygen consumption and other indicators of human vegetative system.

Each such indicator separately, of course, is completely unequal to the integral indicators of results, the achievement of which is aimed at physical education. But taken in aggregate, these "partial" indicators, if their interrelationships and patterns of change in the process of physical education are known, are very important for kreti of the specific tasks solved in it, as well as for the effective control over their implementation (L.P. Matveev, 1991).

2.3. General socio-pedagogical principles of the system of physical education

The term principles in pedagogy is understood as the most important, most significant provisions that reflect the laws of education. They direct the activities of the teacher and the student towards the intended goal with less effort and time.

The general principles for the implementation of tasks arising from the goal of physical education are: 1) the principle of promoting the comprehensive and harmonious development of the individual; 2) the principle of connection of physical education with practice (applied™); 3) the principle of health orientation.

They are called general because their action extends to all workers in the field of physical culture and sports, to all parts of the physical education system (preschool institutions, schools, secondary specialized and higher educational institutions, etc.), to state and public forms of organization (mass physical culture and sports of the highest achievements, etc.).

The general principles contain the requirement of society, the state, both for the process of physical education itself and for its result (what a person engaged in physical culture should become).

The principle of promoting the comprehensive and harmonious development of personality. This principle is revealed in two main provisions.

1. Ensure the unity of all aspects of education that form a harmoniously developed personality. In the process of physical education and related forms of using physical culture, an integrated approach is needed in solving the problems of moral, aesthetic, physical, mental and labor education.

2. The complex use of various factors of physical culture for the complete general development of the vital physical qualities inherent in a person and the motor abilities based on them, along with the formation of a wide fund of motor skills necessary in life. In accordance with this, in specialized forms of physical education, it is necessary to ensure the unity of general and special physical training.

The principle of connection of physical education with the practice of life (principle of application). This principle reflects the purpose of physical culture to the greatest extent: to prepare a person for work, and also, by necessity, for military activity. The principle of applicability is specified in the following provisions.

1. When solving specific tasks of physical training, other things being equal, preference should be given to those means (physical exercises) that form vitally important motor skills and skills of a directly applied nature.

2. In any form of physical activity, it is necessary to strive to ensure the acquisition of the widest possible fund of various motor skills and abilities, as well as the versatile development of physical abilities.

3. Constantly and purposefully link cultural activities with the formation of an active life position of the individual based on the education of diligence, patriotism and moral qualities.

The principle of wellness orientation. The meaning of the principle lies in the obligatory achievement of the effect of strengthening and improving human health. This principle requires:

- when determining the specific content of the means and method of physical education, it is imperative to proceed from their health-improving value as a mandatory criterion;

- plan and regulate training loads depending on the gender, age, level of preparedness of those involved;

- to ensure the regularity and unity of medical and pedagogical control in the process of classes and competitions;

- widely use the healing forces of nature and
hygiene factors.

Thus, as follows from the above, the main purpose of the general principles of the physical education system is as follows:

firstly, to the creation of the most favorable conditions and opportunities for achieving the goal and solving the problems of physical education;

secondly, to the designation of the general direction of the process of physical education (comprehensiveness, application, health improvement);

thirdly, to the definition of the main ways that guarantee the achievement of positive results of physical education (the ways to implement them in practice).

The principles of the system of physical education are an organic unity. Violation of one of them is reflected in the implementation of the rest.

PERSONALITY IN THE PROCESS OF PHYSICAL

EDUCATION

In pedagogy, the concept of education is considered in a broad and narrow sense.

Education in a broad sense is the process and result of assimilation and active reproduction by social subjects of

Public experience, which covers their wide, multilateral interaction with each other, with the social environment and the surrounding nature. Its essence is manifested as a process of purposeful, organizationally formalized interaction of all its participants on subject-subject relations, ensuring their harmonious development and effective solution of socially significant tasks.

Education in the narrow sense is a purposeful and systematic interaction of subjects educational process. It covers the activities of educators who carry out a system of pedagogical influences on the mind, feelings, will of the educated, actively responding to these influences under the influence of their needs, motives, life experience, beliefs and other factors.

educational process- this is a purposeful activity of all subjects of education, ensuring the formation of personality qualities (needs, character, abilities and "I-concept"1) in the interests of the corresponding educational goals and objectives.

The main goal of upbringing in modern conditions is to create material, spiritual, organizational conditions for the formation in each citizen of an integral complex of social and value qualities, views, beliefs that ensure his successful development.

3.1. Connection of different types of education in the process of physical education

IN age development of a person, a very important role belongs to physical education. This concerns not only the promotion of the normal physical development of a growing organism and its improvement, health promotion, but also the formation of the spiritual qualities of a person. All this becomes possible and real with the correct formulation of physical education, its implementation in organic connection with other types of education: mental, moral, labor, aesthetic.

The relationship of physical education with mental. It manifests itself directly and indirectly.

Direct connection lies in the fact that in the process of physical education there is a direct impact on the development of the mental abilities of those involved. In the classroom, cognitive situations constantly arise related to the mastery of technical

1 "I-concept"- relatively stable, quite conscious, experienced as a unique system of a person's ideas about himself as a subject of his life and work, on the basis of which he builds interactions with others, attitude towards himself, carries out his activities and behavior.

no physical exercises, its improvement, mastering the methods of practical actions, etc. (how to perform movements more economically, more accurately, more expressively, etc., how to distribute forces at a distance, in competitions, etc.).

The teacher of physical culture and sports, depending on the qualifications and age of the students, deliberately creates on the classes, cognitive and problem situations of varying degrees of complexity. Those involved must make decisions themselves, act actively and creatively approach the solution of the tasks assigned to them.

A variety of new knowledge in the field of physical culture, acquired by those involved, serves their spiritual enrichment and contributes to the development of mental abilities, allows more efficient use of physical education in sports activities and life.

mediated communication is that the strengthening of health, the development of physical strength in the process of physical education are necessary condition for the normal mental development of children. This was noted by the outstanding scientist P.F. Lesgaft. In his fundamental work “Guide to the physical education of schoolchildren,” he wrote: “There is a close relationship between the mental and physical development of a person, which is fully revealed when studying the human body and its functions. Mental growth and development require a corresponding development of the physical.

As a result of the implementation of the health-improving tasks of physical education, the overall vital activity of the body increases, which leads to greater productivity in mental activity.

The relationship of physical education with moral. On the one hand, properly organized physical education contributes to the formation of positive features of the moral character of a person. In the process of complex and intense training and competitive activity, the moral qualities of young people are tested and formed, the will is strengthened and tempered, and the experience of moral behavior is acquired.

On the other hand, the effectiveness of physical education classes (for example, the effectiveness of physical education lessons in a general education school, secondary specialized educational institutions, etc.) depends on the level of upbringing of those involved, their organization, discipline, perseverance, will and other character traits.

On the moral basis education of sports industriousness, ability to overcome difficulties, strong will and other personal qualities is carried out.

The relationship of physical education with aesthetic. Physical exercises create favorable conditions for aesthetic education. In the process of classes, the edge is formed

A gray posture, a harmonious development of the forms of body composition is carried out, an understanding of the beauty and grace of movements is brought up. All this helps to educate aesthetic feelings, tastes and ideas, contributes to the manifestation of positive emotions, cheerfulness, optimism.

Aesthetic education develops a person spiritually, also allows you to correctly understand and appreciate the beautiful, to strive for it.

A person with a developed aesthetic taste, as a rule, seeks to create aesthetic values by carrying out aesthetic activities, which are widely represented in sports in various forms.

The connection between physical and aesthetic education is based on the unity of their goal - the formation of a person, and physical perfection is part of the aesthetic ideal.

The relationship of physical education with labor. Systematic physical exercises form organization, perseverance, the ability to overcome difficulties, one's own unwillingness or inability, and ultimately foster industriousness. In addition, the fulfillment by students of various assignments of the teacher for self-service, repair of sports equipment, equipment of the simplest sports grounds, etc., contributes to the formation of elementary labor skills.

The results of labor education in the formation of certain personality traits directly and positively affect the effectiveness of the physical education process.

3.2. Technology of educational activity of a teacher in physical culture and sports

Technology of educational activity- this is a set of methodological and organizational and methodological guidelines that determine the selection, layout and procedure for using educational tools. It determines the strategy, tactics and technique of organizing the process of education in the field of physical culture and sports.

Parenting strategy sets the general idea, prospects and plan for achieving the goals of education in the process of solving practical problems.

Parenting Tactics in accordance with its strategy, it determines the system for organizing educational activities in an educational institution, institution, enterprise and with each specific person.

Education technique characterizes a set of techniques, operations and other actions of a teacher in physical culture and sports

on the use of educational tools in professional activities.

The constituent elements of educational technology are a reception, a link, a chain. educational reception the teacher (trainer) determines the use of forces and means to achieve a specific educational impact. Educational link is a separate, independent part of educational technology. Links are united by a common goal. educational chain there is a set of interrelated, consistently used methods and links for the formation of social value qualities and habits.

The main element of technology is parenting methods, which are certain methods of homogeneous pedagogical influence on those involved in physical culture and sports and teams or interaction with them in order to form and develop in them the qualities necessary for the successful fulfillment of social roles and the achievement of personally significant goals.

Each of the methods of education is aimed at solving specific educational tasks, determined by the purpose of education, as well as the characteristics of the participating subjects of education. Having an educative effect on a person, each method of education performs quite specific functions and has the properties of the predominant development of certain qualities in him. Any method of education includes a set of means and methods of pedagogical influence peculiar only to it, with the help of which the educational tasks characteristic of this method are solved.

The basis of the methods of education is the means and techniques that are interconnected and are used in unity in the practice of education.

Means of education- this is all that with the help of which the teacher (coach) influences the students. The means of education include: the word, visual aids, films and videos, conversations, meetings, traditions, literature, works of visual and musical art, etc.

parenting techniques- these are special cases of actions for the use of elements or individual means of education in accordance with a specific pedagogical situation. Relative to to methods of education are subordinate in nature.

In the system of upbringing methods, it is impossible to consider each specific method as universal, separately from others. Only the use of a set of upbringing methods in their technological interrelationship makes it possible to achieve the educational goal. No method of education, taken in isolation, can ensure the formation of high consciousness, conviction and high moral qualities in people. In other words, none of

Methods is not universal and does not solve all the problems of education.

The most effective methods of education are:

- traditionally accepted - persuasion, exercise, encouragement, coercion and example;

- innovative and activity (due to the introduction of new educational technologies) - model-target approach, design, algorithmization, creative invariance And others;

- informal interpersonal (carried out through personally significant people, authoritative from among friends and relatives);

- training and gaming (provide the mastery of individual and group experience, as well as the correction of behavior and actions in specially given conditions) - socio-psychological trainings, business games, etc .;

- reflexive (based on individual experience, introspection and awareness of one's own value in reality).

In domestic pedagogy, the main method of education is persuasion method, since he has a decisive role in the formation of the most important qualities of a person - a scientific worldview, consciousness and conviction.

The method of persuasion is to explain to the practitioners the norms of behavior, established, established traditions, and in the event of any misconduct, their immoral side in order to realize it by the guilty and prevent misconduct in the future.

In applying the method of persuasion, two main, inextricably linked means are used: persuasion by word and persuasion by deed.

The most common methods and means of persuasion with a word are: clarification, proof, refutation, comparison, comparison, analogy, reference to authority, etc. Persuasion by a word must be organically combined with persuasion by deed, practice.

When persuading by deed, the following methods are most often used: showing the student the value and significance of his actions and deeds; assignment of practical tasks that contribute to overcoming doubts, false views; analysis of life phenomena that refute erroneous views; personal example of a teacher (trainer), etc.

Method of exercise (method of practical training). It allows each teacher (coach) and the student himself to achieve the desired goal faster: to merge word and deed into one, to form stable qualities and character traits. Its essence lies in such an organization of everyday life and activities, which strengthens their consciousness, tempers the will, promotes

the formation of habits of correct behavior. The basis of teaching is an exercise in certain moral and volitional manifestations.

Exercise as a special activity repeated many times by a person is necessary to improve the skills of behavior in various situations as a result of an increase in consciousness. An exercise in education is different from an exercise in teaching. In the first case, it is closely associated with a simultaneous increase in consciousness, and in the second, it is aimed at developing skills and abilities to a high degree of automatism, and the role of consciousness in actions is somewhat reduced.

To improve moral and other professionally important qualities, a systematic approach to exercises is of great importance, which includes consistency, planning, regularity. This means that a physical education and sports teacher should plan the volume and sequence of loads that affect the development of positive habits and the improvement of volitional qualities.

It is necessary not only to explain, but also constantly, persistently train those involved in disciplined, cultural behavior, in the exact implementation of sports rules and traditions, until these norms become habitual.

An illustrative example. The essence of this method is the purposeful and systematic influence of the teacher (trainer) on those involved in personal example, as well as all other types of positive examples, designed to serve as a role model, the basis for the formation of an ideal of behavior and a means of self-education.

The educational power of example is based on the natural desire of people to imitate, especially young people. An example is easier to perceive and assimilate when it is taken from a field of activity familiar to everyone. As educational examples, the teacher uses cases from the life of his team (high sports achievements of his individual students as a result of many years of hard work in training, etc.), examples of the manifestation of high moral qualities by outstanding athletes at important international competitions - innovations, etc.

In educational work, one should use more positive examples. If a teacher (trainer) uses a negative example, then one must skillfully show the immoral side of the example in order to provoke condemnation from the students.

reward method. Encouragement is a specific ordered set of techniques and means of moral and material incentives. Moral and material

Encouragement actively helps a person to realize the degree of work in achieving a common task, to comprehend his behavior, to consolidate positive character traits, good habits.

In physical culture and sports, rewards include: approval, praise of a teacher during classes and before formation, awarding a diploma, a medal for high sports and technical results, conferring the title of master of sports, etc.

Method of punishment (coercion). The method of punishment (coercion) is understood as a system of means and methods of influencing students who violate laws, moral norms, in order to correct their behavior and encourage them to conscientiously fulfill their duties.

The punishment for a committed offense is imposed so that the offender realizes his mistake. It can be in the form of a condemnation of a misconduct (a teacher’s remark made immediately or then before the formation), a reprimand, a temporary exclusion from the sports team, the imposition of a disciplinary sanction, etc.

The degree of punishment should correspond to the attack. Therefore, first of all, it is necessary to deeply understand the essence of the misconduct, find out its motives, the circumstances under which it was committed, the person’s previous behavior, the characteristics of his personality, as well as the experience of physical culture or sports. All this allows you to correctly assess the violation and determine the measure of punishment, which will have the greatest educational impact on the student who committed the offense.

To determine the measure of punishment, it is very important to know how the offender relates to the committed offense, how he himself evaluates it and how he reacts to the penalty. After all, it is not for nothing that they say that admitting a mistake is half the correction.

Punishment for misconduct has a positive effect only when it is applied correctly, taking into account the nature of the misconduct and its impact on others.

Moral education in the process of physical education. Moral education is the purposeful formation of moral convictions, the development of moral feelings and the development of skills and habits of human behavior in society. In the general system of education, moral education is of leading importance.

The tasks of moral education are:

- the formation of moral consciousness (i.e. moral concepts, views, judgments, assessments), ideological conviction and motives for activities (in particular, physical education), consistent with the norms of high morality;

- the formation of moral feelings (love for the Motherland, humanism, a sense of collectivism, friendship, a sense of intransigence towards violations of moral standards, etc.);

- the formation of moral qualities, habits of observing ethical standards, skills of socially justified behavior (respect for the results of work and objects of spiritual and material culture, respect for parents and elders, honesty, modesty, conscientiousness, etc.)1 ;

- education of volitional traits and personality traits (courage, determination, courage, will to win, self-control, etc.).

TO means of moral education include: the content and organization of training sessions, sports mode, competitions (strict implementation of their rules), the activities of the teacher (coach), etc.

Methods of moral education include:

- persuasion in the form of clarification of established norms of behavior, established traditions;

- conversations when those engaged in any misconduct;

- debates on ethical topics;

- a good example (first of all, a worthy example of the teacher, coach);

- practical training (meaning: constantly, persistently exercise those involved in disciplined, cultural behavior, in strict observance of sports rules, sports regimen, traditions, until these norms become habitual; in transferring significant and prolonged efforts, which often require training loads and competitions);

- encouragement: approval, praise, declaration of gratitude, awarding with a diploma, etc .;

- providing confidence in the performance of the duties of an assistant teacher, accruing an incentive point to the team when summing up the results of the competition, etc .;

- punishment for the committed misconduct: remark, reprimand, discussion at a meeting of the team (sports team), temporary exclusion from the team, etc.

Mental education in the process of physical education. In physical education, there are ample opportunities for solving the problems of mental education. This is due to the specifics of physical education, its

THEORY AND METHODOLOGY OF PHYSICAL EDUCATION

PRESCHOOL CHILDREN

Basic concepts of the theory of physical education

The kindergarten teacher in his work can not do without knowledge of the special concepts of the theory and methodology of physical education of children.

Physical development - the process of changing the forms and functions of the body under the influence of living conditions in education.

In a narrow sense, this term is used to refer to anthropometric and biometric concepts (height, weight, chest circumference, posture, vital capacity, etc.).

In a broad sense, the term "physical development" includes physical qualities (endurance, agility, speed, strength, flexibility, balance, eye). In kindergarten, at least twice a year, a special examination of the physical development of children is carried out, its harmony and compliance with age-related physiological indicators are determined. Corrective work is carried out with children in case of deviations in physical development.

Physical fitness - the level of development of motor skills and abilities, physical qualities of a person. As a result of studying the capabilities of the child's body, scientists developed normative indicators for all major types of physical exercises and requirements for the quality of their implementation. These data are used in the development of programs for preschool institutions.

Physical education - a pedagogical process aimed at achieving good health, physical and motor development of the child. In the process of physical education, the tasks of versatile development (mental, moral, aesthetic, labor) are simultaneously solved.

Physical training - professional orientation of physical education. A kindergarten teacher, as a specialist in physical education, must have a certain level of motor skills and physical qualities necessary in working with children.

physical education - one of the aspects of physical education, aimed at mastering professional knowledge, motor skills.

Physical exercise - movement, motor actions, separate types motor activity, which are used to solve tasks of physical education.

motor activity - movements aimed at the physical and motor development of the child. Motor activity is a means of versatile development of children.

Sport - special activities aimed at achieving the highest results in different types physical exercises revealed during the competition.

Physical Culture - part of the general culture that characterizes the achievements of society in the field of physical, mental and social health of a person.

Development of the theory of the child's WF.

TFV studies purpose, tasks, principles, forms, means of PV; shows connection of physical education with other sciences, other types of education (mental, moral); reveals principles and methods of teaching physical exercises; gives attention to the formation of motor skills and the development of physical qualities, various forms of planning, various forms of training; reveals the specifics of PE in preschool, school, adolescent children, etc. age and older people.

Relationship of TPI with other sciences

TFE is connected with natural, social and pedagogical sciences. Natural (anatomy, physiology, hygiene, biomechanics, biochemistry). The SN constitute the natural science basis of the TFT. The teachings of Sechenov and Pavlov allow one to penetrate into the pattern of the formation of motor skills and the development of physical qualities, which helps to properly build the process of education and training.

Biomechanics allows you to study the technique of physical exercises, evaluate the quality of their implementation, outline methods for correcting mistakes and achieving the best results in the formation of motor skills.

Biochemistry- a science that studies chemical processes in the human body, in particular in muscles under the influence of physical exercise. enabling the improvement of their methodology.

Psychology and pedagogy allow you to find out the age and individual psychological characteristics of a person, which contributes to the correct selection of methods and techniques of training and education to achieve results.

Output: TPE is closely related to the natural, social and pedagogical sciences, which are used to substantiate and select means, methods of teaching the movement of development, methods of conducting classes, correct selection methods and techniques in accordance with the psychological and age characteristics of the individual.

From the history of the development of TPV

Until 1917, physical education. engaged in the privileged sections of society. For the implementation of PE, a foreign system was used (Sokol gymnastics, German turnip, Swedish gymnastics, etc.). domestic system of physical education. was developed by Petr Fedorovich Lesgaft. However, it did not receive government support. After 1917, amateur circles were organized. 1923 The Supreme Council of Physical Education is created. 1929 - theoretical organizational methods and a research institute of physical culture were determined, which contributed to the improvement of PE. Groups of scientists and methodologists participated in the developed system of FVDDV. The questions were dealt with by E.G. Levi-gorinevskaya, M.N. Kontorovich, A.I. Bykova, N.A. Medlov, L.I. Mikhailov. 1950-1960 Bykova, Levi-Gorinevskaya, Khukhloeva and others conducted research on teaching children physical education. method of conducting mobile games. 1960 organized by the Research Institute of Preschool Education. Its employees M.I. Kistyakovskaya, Asokina, Timofeeva and others developed new program FV in kindergarten "Manual for the educator". Shebeko, Glazyrina, Shishkina are currently dealing with PV issues.

Scientific foundations of the FVDDV

TFVDDV - the science of the general laws of the child's EF. the methodological basis of the theory is the teaching of K.D. Ushinsky, P.F. Lezgaft, Gorinevsky, Arkin.

TFDDV has a common subject of study with the general theory of PE, at the same time it specializes in studying the patterns of physical education of a child in all his age periods (from birth to 7 years). This means that the theory cognizes the social laws governing the development of the child in the process of upbringing and education. The study of each age period in particular, the generalization of scientific data and practical experience determine the tasks of the PE, reveal their essence, determine the most effective means and methods of an expedient form of organizing the entire PE process. important task FVDDV is the formation of a healthy, strong, hardened, cheerful and initiative child, who is well-versed in his own movements, loves physical exercise, independently orients himself in the environment, is capable of learning at school and active creative activity in subsequent years. Based on the results of scientific research, TFDDV takes into account the psychophysical capabilities of children of early and preschool age.

Observation

Pedagogical observation consists in the perception of the activities of children, the analysis of the activities of the teacher. The essence of observation lies in the knowledge of the pedagogical process.

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

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

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

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

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

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

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

Pedagogical experiment

A pedagogical experiment is an organized activity of a teacher-researcher and children with predetermined research goals.

It includes a complex method of scientific knowledge and is based on data from related sciences, requiring a certain pedagogical skill from the researcher. The success of the experiment depends on the theoretical and practical readiness of the researcher, his knowledge, interest in the intended problem, the ability to clearly define the goal, the thoughtfulness of the system and a serious understanding of the tasks set.

Pedagogical experiment usually consists of ascertaining, formative and final. Each stage of the experiment has its own tasks.

In the ascertaining experiment, the analysis of the state of work on the problem under study is carried out.

In the formative experiment, a new content is developed, a systematic approach to various forms of organization of motor activity and a methodology that are tested in practice.

In the final, or final, part of the experimental work, a comparative analysis of the state of work before and after the experiment is carried out. Conclusions are drawn based on the results of the work and recommendations are given for improving the work on physical education in the practice of children's institutions.

4. The system of physical education in preschool institutions

The system of physical education in preschool institutions is a unity of goals, objectives, means, forms and methods of work aimed at improving the health and comprehensive physical development of children. At the same time, it is a subsystem, a part of the national system of physical education, which includes institutions and organizations that carry out and control this work. Each institution, depending on its specifics, has its own specific areas of work that generally meet the state and public interests.

The system of physical education in preschool institutions is built taking into account the age and psychological characteristics of children.

aim physical education is the formation of the basics of a healthy lifestyle in children.

Health-improving, educational and upbringing tasks are carried out in the process of physical education.

Among the wellness tasks a special place is occupied by the protection of life and strengthening the health of children, their comprehensive physical development, improvement of body functions, increased activity and overall performance.

Taking into account the specifics of age, health-improving tasks are defined in a more specific form: to help form the bend of the spine, develop the arches of the foot, strengthen the ligamentous-articular apparatus; the ability to develop all muscle groups, especially the extensor muscles; the correct ratio of body parts; improvement of the activity of the cardiovascular and respiratory systems, the proper functioning of internal organs, the development of the function of thermoregulation, the central nervous system (to train the processes of excitation and inhibition, their mobility), sensory organs, motor analyzer.

Educational tasks provide for the formation of motor skills and abilities in children, the development of physical qualities; obtaining basic knowledge about your body; the role of physical exercises in his life, ways to strengthen his own health.

Educational tasks aimed at the versatile development of children (mental, moral, aesthetic, labor), the formation of their interest and need for systematic physical exercise.

AGE 1-3 YEARS

The air temperature in the room is 18-19°C.

Hardening procedures:

1) air bath during morning exercises and washing;

2) washing (water temperature at the beginning of hardening 28°C, then it is gradually reduced to 18-16°C). Children over 2 years of age wash their neck, upper part chest and arms to the elbow;

3) daytime sleep in the open air at a temperature of -15 to +300 in calm weather;

4) walks 2 times a day at air temperature ranging from -15 to +30°C;

5) stay under the rays of the sun from 5-6 to 8-10 minutes 2-3 times a day;

6) general hardening and shower after a walk (the initial water temperature is 34-35°C, it is gradually reduced to 24-26°C);

7) dousing the feet before daytime sleep (the initial temperature of the water is 28 ° C, it is gradually reduced to 18 ° C):

8) a general bath at a water temperature of 36°C for 5 minutes, followed by a douche (water temperature of 34°C) before going to bed 2 times a week.

PRESCHOOL AGE

The air temperature in the room is 16-18°. Hardening procedures:

1) air bath during morning exercises and subsequent washing. The duration of the air bath is 10-15 minutes, of which 6-7 minutes are allocated for gymnastics;

2) washing (water temperature 24°C). They wash the neck, upper chest and arms above the elbow, older children wipe themselves to the waist;

3) daytime sleep in the open air at a temperature of -15 to + EOS in calm weather;

4) walks 2 times a day at an air temperature of -15 to +30°C;

5) stay in the sun 5-6 up to 10-15 minutes 2-3 times a day;

6) after a walk, general hardening or a shower at a water temperature of 34 ° C at the beginning of hardening with a gradual decrease to 25-24 ° C;

7) pouring feet before daytime sleep (initial water temperature 28C, gradually reduce it to 16°C);

8) a common bath at a water temperature of 35-36°C, followed by a douche (water temperature of 33°C) before going to bed 2 times a week.

The principle of individualization

Obliges to ensure a healthy lifestyle in kindergarten for each of the children, taking into account the development of health and interests.

Requirements for a teacher in the field of F.V.:

1. be able to analyze and evaluate the degree of health of the physical and motor development of children;

2. formulate the tasks of physical. upbringing for a certain period (academic year) and determine the primary ones, taking into account the characteristics of each child;

3. design the desired level of end results, anticipating difficulties, taking into account objective and subjective reasons;

4. organize the process of education in a certain system, choosing the most appropriate means, forms and methods of work in specific conditions;

5. compare the achieved results with the initial data and the tasks set;

6. own self-assessment of their professional skills. Constantly improve it.

Personal qualities

Be clear about your own health. Look for effective ways to improve your health.

To be convinced of the importance of physical culture as one of the tasks and the most important means of the versatile development of the individual. Systematically engage in physical exercise. and lead a healthy lifestyle.

Gymnastics

From Greek (hymnos, naked) - a system of specially selected physical exercises and scientifically developed methodological provisions aimed at solving the problems of the comprehensive development and improvement of the child.

It involves the improvement and comprehensive readiness of the child for a variety of activities;

It contributes to the development of vital motor skills, and also gives beauty, graceful accuracy to movements, ensures the development of psychophysical qualities: dexterity, speed, strength, flexibility, forms the will, character, discipline;

The specific tasks of gymnastics are the shapers of the correct posture, the correction of various body deformities, the development of skills to master it;

Gymnastics is an important method of physical education;

It contains means for solving educational and educational tasks, increases emotional tone, brings up aesthetic taste, rhythm and expressiveness of movements.

Basic gymnastics in the system of physical education of preschool children. The content of basic gymnastics.

Basic gymnastics It is aimed at strengthening health, general physical fitness, hardening the body, educating correct posture, strengthening internal organs and their systems. It is necessary to selectively select exercises that affect the development of any muscle groups, joints, organs and their systems. The exact dosage of loads is important, which will be determined by the nature of the exercises, the pace of their implementation and the number of movements, the peculiarity of the starting positions.

They will include drill exercises, general developmental and basic movements.

Basic movements :

Cyclic

– walking younger age (on toes, on heels, on the outer and inner edges of the foot, sneaking (on half-bent), barefoot on a ribbed board, gripping a board with a finger, with a fixed roll from heel to toe); older age (with rapid hip elevation, walking with a cross step (dexterity), side step;

- run- (on toes, with high knees, high hips, with tasks, on a signal, between an object, etc., shuttle running, racing, loose, with dodging and catching, for a distance, etc.).

Acyclic

- crawling(on all fours, on a board in a horizontal position, along an inclined board, along a bench, a log, crawling under a cord, under a gate, crawling over a log, a bench);

- climbing(climbing, climbing, climbing on a horizontal and inclined plane, floor, bench, climbing and crawling along an inclined wall, along a vertical wall, up the stairs);

- jumping(long jump from a place, from a run, high from a place, from a run);

- throwing(right, left, two hands, right, left, up, in a horizontal or vertical target);

- throwing(from behind w-sh shoulder, straight arm, top, bottom, side).

Throwing

Throwing - a technically complex movement, the implementation of which requires the manifestation of many physical qualities - dexterity, coordination of the actions of the arms, torso and legs, eye, balance, spatial orientation skills, as well as the corresponding reaction of small muscles.

According to the technical characteristics, exercises of this type are divided into throwing itself and preparing for throwing - skating, tossing the ball with catching and without catching, throwing with catching and without catching balls, balls, sandbags, hoops, as well as natural material- cones, chestnuts, twigs, sticks, snowballs, etc.

Each exercise preparing for throwing has an independent value for the formation of motor skills. In addition, all of them attract children with their dynamism, emotionality, the ability to endlessly come up with their own options for movements. There is no toy more interesting than a ball! The ball is associated with the game. It is no coincidence that every action with the ball in everyday life is called a game. This determines the choice of methods and techniques of leadership. Children play ball in any free time, as well as in organized forms of work - in physical education classes, morning exercises, in various forms of outdoor activities.

Each exercise contributes to the emergence of specific skills, which are then accumulated in throwing.

ball rolling and other objects from the slide (passive action), to each other, rolling between objects (to the gate), along the path, along the drawn line, board, bench and others provided by the program; for all age groups. The complexity of the game tasks depends on the specific pedagogical tasks, the size of the ball (the diameter of a small ball is 3–8 cm, the diameter of a medium ball is 10–18 large - from 20 cm and more), the distance to the landmark and other quantitative parameters, as well as on the methods of action (techniques ), body position (sitting on the floor, standing in an inclination, from a squat, standing on one knee, putting the other leg to the side, standing on two knees).

When learning exercises that involve showing, children should be placed so that they see the result of the action. For example, to roll the ball to each other in the younger group, the children sit in two lines, facing each other in pairs. You can invite the boys to take the balls and sit at a comfortable distance from each other along the drawn line. The girls sit opposite. The teacher, showing the exercise, rolls the ball along the formed corridor.

After the demonstration, in which three moments are emphasized: how to hold the ball (palms cover the ball lying on the floor from below - from behind, fingers are widely spaced), how to aim (look at the gate formed by the partner's widely spaced legs), how to push the ball energetically (without throwing up to he rolled, not jumped), - the children begin to roll balls to each other. It is advisable to perform the movement once or twice in a general rhythm, obeying the instructions of the teacher: "Get ready, aim, roll ..." Then the children roll the balls arbitrarily. The teacher walks along the line of those sitting, corrects the actions of individual children or a particular couple, without stopping or interrupting the rest.

Skating is organized similarly (from other starting positions) in all age groups. But every time certain fundamental points are emphasized. For example, in skating from a tilt or squat, pushing the ball away, the child must straighten up: "... Look, whether the ball is rolling smoothly (quickly..." The subtext of this "pedagogical trick" concludes with breath control: tilt (squat) - exhale, straighten - inhale.

In skating with hitting the target (mainly in older groups) - in cubes or a pin against the opposite wall, in a figure at the end of a track or bench, in a ball rolling towards, in a moving target across - it is most convenient to stand on one knee, setting aside the second leg. It is necessary to prompt and help the children: the toe of the supporting leg must be straightened; the leg set aside should rest on the entire studio - this position will be stable and relieve excessive muscle tension.

At tossing the ball in the younger group, "clean" throws are characteristic - tossing with two hands without catching, tossing and catching after the floor bounces, tossing with two hands with catching, tossing with one hand and catching with two. To ensure the desired result in all exercises, you need to look at the ball.

The most characteristic exercise for the average is to perform a simple movement between throwing and catching: clap your hands, touch your knees, cross your arms over your chest, turn your hands, etc.

Tasks for the older group should actively stimulate the manifestation of various physical qualities - dexterity, accuracy, speed, a sense of rhythm, etc. For example, tossing balls and other objects from different positions - sitting "Turkish", kneeling; with the performance of various additional movements before catching: clap your hands several times (who is more), catch the ball in a squat, after turning 360 °, straightening up after squatting, etc. As you master the movements, tossing can be performed with one hand - both right and left .

At throwing the ball on the floor And fishing The most important and understandable quality criterion for children is the following: the stronger the throw, the higher the ball will bounce. Stimulating landmarks are different: above the head, above the stretched rope, above the volleyball net, above the post, up to the ceiling on the veranda, etc. The variation and complication of exercises are similar to the previous type of exercises: in junior groups- "pure" throws, in the middle and senior - with an intermediate movement between the throw and the catch. In addition, in the middle and, especially, in the senior groups, the methods of catching the ball on an open palm that require accuracy are very interesting: when the ball begins to fall down after a rebound, you need to substitute your palm under it. You can catch either with your right or with your left hand. Later, you can throw the ball with one hand, catch it with the other, initially with pauses, and then together, turning the palm holding the ball up.

Throw and catching the ball require differentiated actions: gripping the ball, swing strength, coordination with throwing methods (from below, from the chest, from the shoulder, from the side, from behind). When learning these movements, it is advisable to draw the attention of children to the phases: prepare, aim, throw ... In game tasks, the movements are performed together.

It is especially important to differentiate movements in younger groups. Having placed the children, the teacher with one of them shows the task. It is known that it is more difficult to catch the ball than to throw it. Therefore, the first action - the throw - is performed by the child. The teacher defiantly catches the ball on the approach, after stretching his arms forward. You can fulfill the difficult program requirement "to catch the ball without pressing it to your chest" by straightening your arms forward and spreading your fingers wide. "Look again and hear me catch the ball..." In return throw, you can approach the child, essentially putting the ball in his palms outstretched forward and saying "oops!".

After two or three shows, the children perform the exercise. It is also useful for the children to perform actions at the same time several times at the prompt of the teacher, and then let them throw and catch the ball in a rhythm convenient for them. It is important to warn them not to cross the line they are facing. And this distance from lesson to lesson should be gradually increased, which will stimulate more energetic and purposeful actions of the guys.

Younger children love to perform aimed throws, while older ones are attracted by “deceptive” movements that force the catcher to lunge forward or to the side, run up, jump, crouch, bend over, etc. Therefore, children should gradually master different methods of throwing: from below, with both hands from the chest , one and two hands (depending on the size of the ball) from the shoulder, two, and one hand from above. The effectiveness of these difficult but interesting exercises depends on the teacher's ability to create an appropriate emotional microclimate.

Keeping the ball in place and in move traditionally mastered with the middle group. But experience shows that this work can be started much earlier, especially since balls of different sizes are constantly in the free use of children.

Observing the children, the educator tells them the most rational course of action. In particular, you need to hit the ball when it flies up from the floor, meet it with an open palm, and not catch up; you need to push the ball harder, and not slap it, then it will bounce higher.

An adult advises preschoolers to learn to hit the ball with both their right and left hands, standing still and moving forward, turning around, not releasing the ball from the circle, circling objects, etc. In the older group, you need to teach the guys to dribble not only in front of them, but also nearby, which leads to the basketball dribbling technique.

All these exercises, each in its own way, form the “feeling of the ball” and have acquired the name “ball schools”. In comparison with throwing itself, they are considered simple, because they are performed mainly by hand under visual control.

Throwing away and throwing at a target . The target is horizontal and vertical. Various objects are used as targets for throwing - hoops, boxes, baskets, shields with circles drawn on them, large balls, a tree trunk, snow buildings, etc. A horizontal target is placed on a plane, a vertical one at different heights.

Depending on the appearance, the size of the target, the distance to it, as well as the size, weight and other qualities of the object that is thrown, its throwing is selected: with a straight arm from below, away from you, from the side from a low stance, from a high stance, from the chest with both hands, from the shoulder , from above with a straight arm, from behind the back over the shoulder (simplified circular swing).

Each throwing exercise is a progressive movement in which four phases are distinguished: preparatory, aiming, swinging, throwing.

Throwing at a horizontal target straight hand from below is done like this:

get ready- take a bag of sand in your fingers, turn your palm up, put the opposite leg forward to the line;

take aim - looking at the target, bring your hand forward, leaning slightly and bending the forward one; leg;

swing - looking at the target, take the hand with the bag down - back, bending strongly and bending the legs;

quit - straighten up sharply, make a throw, leaning forward, but maintaining balance.

throwing straight arm from the side of the high rack and is used for throwing at a vertical target at eye level and below:

get ready - stand sideways to the target, feet shoulder-width apart, right hand with a bag along the body, fingers cover the bag from the side;

take aim - turn the torso to the left, straighten the arm towards the target;

swing - turning the torso to the right and deviating, take the hand to the side - back with the bag up, look at the target;

quit - turning sharply to the left and extending to the left - forward a straight arm, make a throw.

Throwing straight arm from the side of the low rack is performed in principle the same way, but in the aiming phase the thrower leans strongly, almost touching his left (if he throws with his right hand) thigh with his chest. This method is used for throwing at a horizontal target, for throwing pebbles across the water so that they jump on its surface, etc.

Throwing way from myself used in game exercises such as "ring throw", in the game "classes":

get ready - clasping the bag with your fingers, bend your arm in front of you at waist level, put forward the leg of the same name;

take aim- stretching your arm forward, bend down, bending the leg in front, look at the target;

swing -

quit- straighten up sharply, opening the arm in the throw, maintaining balance.

Throwing way from the shoulder in vertical target at eye level and above:

get ready - bend the arm to the shoulder, holding the bag in the fingers of the palm turned forward, put the opposite leg forward;

take aim - stretching your arm in the direction of the target, lean forward, look at the target;

swing - leaning slightly back, bring the bent arm to a position at waist level, look at the target;

quit - lean forward sharply, straightening the arm in the throw and maintaining balance.

Throwing two-handed way from the chest involves the manipulation of a large ball and differs in technical nuances in each phase, depending on the placement of the target - in front (standing opposite) or above (in the ring or through the rope):

get ready - holding the ball from the side - from behind at chest level, point your elbows down, put one foot forward (or shoulder-width apart when throwing forward and upward);

take aim - lean forward, slightly straightening your arms (or look at the target without changing the position of the hands), look at the target;

swing- bending your arms, deviate and crouch slightly (or crouch significantly), look at the target;

quit - lean forward sharply, straightening your legs into your arms in a throw (or sharply straightening your legs, stretch up), maintain balance.

in throwing into the distance children should be taught to throw as far as possible and as straight as possible. Therefore, a specific guideline is needed. The flight range depends on the strength and amplitude of the swing. The movements must be free, vigorous, sweeping, providing a high flight path. The most accessible way is straight hand from above:

get ready - raise a straight arm with a bag up, putting forward the opposite leg, looking forward;

take aim- lean forward with the whole body, transferring the weight of the body to the front standing leg;

swing - lean back, turning to the right and straightening or even raising the left leg;

quit - straighten the right leg with a push, leaning forward and transferring the weight of the body to the left leg, arm), carry it near the head and with a sharp jerk the bag is sent forward and up with a brush, the legs are interchanged with a jump, which ensures balance.

As you master this method of action, you can complicate the details. For example, in the preparatory phase, the hand with the bag is lowered down, in aiming it is carried forward, in the swing - up - back. The movement as a whole turns out to be more energetic, which affects the flight range, which attracts, in particular, boys.

The greatest flight range is provided by the method from behind, over the shoulder (a simplified circular swing used in physical education for adults in grenade throwing). Mastering it presents some difficulties. Therefore, in the leading exercises, it is necessary to use landmarks located above the child's outstretched hand. The best conditions for such exercises are the natural environment:

get ready - become sideways (left when throwing with the right hand) or half-turn in the direction of throwing, legs shoulder-width apart, arms lowered;

take aim - extend the hand with the bag in the direction of throwing, turn the torso;

swing - take a straight arm down - back - up with a simultaneous turn of the body and natural bending of the legs;

throw - straighten the torso and legs up - forward, bringing an almost straight arm up - forward, sharply throw the bag with a brush.

In order to develop harmoniously, children should be taught to throw with both their right and left hands.

The given methods of throwing are described somewhat simplified, in particular, the actions of the left hand. Regular movements based on the principle of cross-coordination determine the corresponding actions of the left hand and left foot. Trying to explain them to children complicates the instruction.

Crawling and climbing

Crawling and climbing are designed to overcome obstacles based on arms and legs. Therefore, in exercises of this type, along with large muscles, the small muscles of the arms and legs develop and improve.

crawling - This is a flat motion.

climbing associated with and