Lesson summary on physical education. Physical education lesson plan. Lesson notes on physical education Ready plan for lesson notes on physical education

Lesson summary onphysical culture

Class:3

Lesson topic: "Development of speed, agility and coordination."

The purpose of the lesson: Formation of interest and initiative of students in the classroom through exercises aimed at developing dexterity, speed and coordination.

Lesson objectives:

Educational objectives:

1. Teach children to play collectively, the ability to see and understand partners and rivals.

Wellness tasks:

To develop motor skills and skills in performing exercises to develop speed, agility, and coordination.

Formation of correct posture.

Educational tasks:

Cultivating a conscious attitude towards physical education classes.

Foster a culture of emotional behavior in sports and gaming activities.

Fostering a sense of collectivism.

Developmental tasks:

1.Promote the development of speed, agility, coordination.

3.Lesson type: combined

Location: sports hall MBOU Secondary School No. 2 named after. Colonel General V.P. Kapashin

IN timing: 40 minutes

Inventory: whistle, skittles, cubes, relay batons, landmark chips, hoops, small balls, w/ball.

Literature:

1.My friend is a gymnast. Grades 1-4, ed. V.I. Lyakh - M. “Enlightenment”, 2006.

2. Textbook: V.I. Lyakh “Physical Education” 3rd grade M. Education 2012.

I suggest you use the development for students in grades 10-11 on the topic “Volleyball preparation”, here you can find a presentation of techniques and a video tutorial on techniques.

Download video volleyball lesson

Curriculum section: Sport games.

Lesson topic: Volleyball

Lesson objectives:

Educational goals:

1. Study of group individual group activities

2. Improving the technique of performing an attacking strike

3. Consolidation in the technique of performing the upper pass and lower reception of the ball

4. Improvement in technical and simple tactical training in the game of volleyball.

Wellness goals:

1.Develop students’ coordination abilities

2.Development of gaming thinking through playing volleyball

Educational goals:

1. To develop in students the skills of collective action in the game of volleyball.

2. Instill a love for sports games

Lesson type: improvement of knowledge and equipment

Method: frontal, continuous, individual, gaming

Location: School gym.

Equipment: Volleyballs, whistle

Time spending:(45 min.)

Outline of a physical education lesson at GBPOU TMB No. 67

for students of group 1PK9. Date: 10/02/2017.

Teacher: Sorokin Sergey Nikolaevich

Subject: Development and improvement of motor qualities

Target:. Repeat and systematize classes on the development of motor qualities.

Lesson Objectives :

1. Popularization of physical culture and the GTO complex.

2.Develop cohesion in the group.

3. Develop coordination abilities

4.Improve general physical fitness to pass the GTO standards.

Lesson type - practical training lesson

Lesson type - lesson on strengthening physical exercises

Interdisciplinary connections - life safety, music.

Inventory : Mats, weights, jump rope, benches, hoops, basketballs, cones, whistle, laptop, speakers

Location : College gym.

Time spending : Lesson 4 (45 min).

Teacher: Sergey Nikolaevich Sorokin.

Evaluation criterion:

Rating 5 - the exercise was performed in accordance with the task, correctly, without tension, confidently. The student demonstrated knowledge of the relay race, the ability to use the learned exercises to quickly achieve individual and collective goals.

Score 4 - the exercise was completed in accordance with the task, correctly, but with some tension, not confident enough; in relay races, the student showed the rules, but is not confident enough in using the learned movements to quickly achieve results.

Rating 3- The exercise was performed correctly, but not accurately enough, with a lot of tension, and minor mistakes were made.

When assessing preparedness in physical education, a physical education teacher implements not only the evaluative function itself, but also stimulating and educational functions, taking into account the dynamics of changes in the development of physical qualities over a certain period of time, and not at the moment, and the individual characteristics of students (body types, mental and physiological peculiarities). At the same time, one must be as tactful and attentive as possible, without humiliating the human dignity of the student, taking care of increasing and further developing interest in physical culture.

Lesson plan in modern pedagogy

Undoubtedly, modern teachers need the ability to improvise, but high-quality improvisation comes with experience.

The lesson plan is extremely important both for students of pedagogical universities and for experienced teachers.

A physical education lesson plan will allow the teacher to adequately assess the quality of each student’s work in the lesson and plan corrective work to practice certain exercises for individual students.

In modern pedagogy, lesson plans play a very important role. This is an obligatory element of pedagogical activity in a modern school.

The lesson plan is a document that reflects the plan of the pedagogical process for each lesson.

Obviously, the lesson plan is the most detailed description of the lesson, which is certainly necessary for the objective management of the educational process in a modern school.

Currently, there are many simple and complex definitions of a lesson plan within the framework of pedagogical science, but they are, for the most part, too scientific to give a clear idea of ​​a lesson plan.

A lesson plan is a schematic representation of the main points of the lesson, a reflection of the teacher’s creative thought, aimed at activating the cognitive, mental and creative activity of students to master the necessary knowledge.

The outline of any lesson (as an example we consider), as a rule, has the following structure:

• Lesson topic. The name of the topic is taken from the approved calendar-thematic plan for physical education.
• Serial number of the lesson. Its name is written out from your lesson planning.
• Lesson objectives. When drawing up a physical education lesson plan, the content of educational, developmental and educational goals is briefly listed.

How to make a physical education lesson plan

In this article, I consider it necessary to offer simple, but, in my opinion, useful instructions for drawing up a lesson plan.

1. Provide a clearly defined topic for the lesson.
2. indicate the type of lesson based on the following classification: a lesson on introducing new information or a lesson on consolidating the material covered, a combined lesson, a repetition-summarizing lesson, a control lesson and others.
3. outline the goals of the upcoming lesson. As a rule, a well-developed outline of a physical education lesson (and not only) reflects several goals.
4. it is necessary to formulate the objectives of the physical education lesson, that is, what exactly you intend to do to achieve the above-mentioned lesson goals.
5. indicate the material and technical equipment of the lesson.
6. in the outline of a physical education lesson, describe the course of the lesson: what methods and techniques you will use in teaching, what is required of students.

Lesson plan on physical education for 7th grade students

Lesson topic: “Improving the technique of previously studied basketball material using the game method”

The purpose of the lesson: to repeat and consolidate previously learned material on basketball.

Lesson objectives:

1. Improving the technique of holding, dribbling the ball and throwing into the hoop.

2. Formation of correct posture, development of various muscle groups.

3. Fostering discipline, collectivism, and a sense of camaraderie.

Venue: sports hall.

Lesson duration: 40 min.

Equipment and supplies: tape recorder, basketball, hoop (6 pcs.).

The physical education lesson plan can be used for self-preparation.

Lesson summary COURSES.doc

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Lesson summary

according to RO motor action

high jump using the “Stepping over” method

Sports-motor training is a continuous process in which constant components can be identified that are repeated at an increasingly higher level of movement improvement.

I will give an example of teaching in a spiral using the example of a high jump using the “Stepping Over” method.

Lesson location: A gym or sports ground with a high jump section.

Inventory: Two high jump stands, a high jump bar, gymnastic foam mats, gymnastic jump ropes,

Purpose of the exercise: Mastering the ability to jump high using the “Stepping Over” method.

During the classes:

Students receive information about the place to jump, the condition of the take-off surface, the height of the bar, where to land, etc.

At the next stage, the student analyzes and summarizes information with existing motor experience (it is assumed that the student already has certain experience of different types of jumps, jumps, which allows him to better understand the jump using the “Stepping Over” method).

Based on the cognitive and emotional components, the student moves on to design: planning the upcoming action and deciding to implement this plan.

The student then moves on to detailed programming, such as which leg he will use to push off with, what movements he will make while flying, and how he will land. The optimal option is selected and the final form of action is established.

Finally, the process of transforming the mental program into motor actions begins and is carried out by performing a jump using the “Stepping over” method.

Based on the feedback information, the completed jump is compared with the goal that the student pursued when performing it. Feedback is internal and external information (for example, information from a teacher who observes a student as he crosses the bar)

Such comprehensive information about the qualitative and quantitative characteristics of the jump gives the student the basis to move on to the next round of learning, but at a higher level, gradually approaching the goal, i.e., mastering the motor skill of high jump using the “Stepping Over” method. This motor action has been studied for several years in physical education lessons in the “Athletics” section.

One of the most important criteria for learning motor skills is self-assessment. It is on their basis that motor action can be improved at the next stage or the next “learning spiral”, the “information channel” of communication between teacher and student, the social and material environment, and combinations of teaching methods in further attempts by the student to perform a motor action can be clarified.

Information during the learning process can come from different people or be the result of introspection. As a result, there is an improvement in the activities of all components (functions) on the next “spiral of learning”

In teaching motor actions, the main link is the student. The effectiveness of the training will largely depend on what goals he will set for himself, how he will overcome the difficulties that arise (manifestation of strong-willed qualities), what his attitudes are and the necessary motivation.

Part of the lesson

Dosage

Organizational
guidelines

additional information

P
ABOUT
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8-10 min.

1. Construction, greeting, communication of the lesson objectives.

1 min.

Check the availability of students on the list, readiness for the lesson

2. Drill exercises: turns right, left, around.

30 sec.

3. Walking to prevent posture and flat feet:

on toes, arms to the sides, up;

on your heels, hands behind your head, behind your back;

on the outside of the foot, hands on the belt.

1 min.

Keep your back straight, don't lower your head

4. Running and special running exercises:

side step with the right and left side;

running backwards;

running, sweeping the shin back.

1 min.

Maintain a distance of 2 m. Move exactly to the side, Look over your left shoulder, Do not lean forward

5. Walking to restore breathing.

At 1.2, inhale at 3.4, exhale

6. Change from a column of 1 to a column of 3 in motion.

7. A set of exercises with a gymnastic rope.

Exercise No. 1.

I.p. – basic stance (o.s.), the rope is folded into four hands in the hands below
1 – jump rope up, right leg back on toe;
2 – i.p.;
3-4 – also from the left foot.

4 times

Arch your back

Leg straight back

Don't bend your arms

Exercise No. 2.

I.p. - Same.
1 – jump rope forward,
2 – jump rope up,
3 – bend your left hand behind your head, right hand behind your back to your thigh,
4 – jump rope up,
5 – bend your right hand behind your head, left hand behind your back to your thigh,
6 – jump rope up,
7 – jump rope forward,
8 – i.p.

5 times

Maintain correct posture

Exercise No. 3.

I.p. – stand with legs apart, jump rope doubled down.
1-2 – circular movement of arms backwards,
3-4 – circular movement of the arms forward.

6 times

Don't bend your arms
adjust the length of the rope
on one's own

Exercise No. 4.

I.p. – o.s., the rope is folded in four in the hands below.
1 – right leg to the side, jump rope up,
2 – tilt to the right,
3 – right leg to the side, jump rope up,
4 – i.p.
5-8 - also in the other direction.

4 times

Tilt exactly to the side

Exercise No. 5.

I.p. – stand with legs apart, jump rope four times behind your back.
1-3 – bend forward, jump rope up – forward,
4 – i.p.

6 times

Bend your back
look ahead

Exercise No. 6.

I.p. – o.s., rope four times below.
1 – right foot forward on the heel, grab the toe with a jump rope,
2-7 – forward bends,
8 – i.p.
9-16 – also to the other leg.

2 times

Don't bend your knees
reach your forehead to your knee

Exercise No. 7.

I.p. - Same.
1 – lunge to the right, jump rope forward,
2 – turn to the right, jump rope up,
3 – turn left, jump rope forward,
4 – i.p.
5-8 – also in the other direction.

4 times

Maintain correct posture Lunge deeper

Exercise No. 8.

I.p. – sit your feet forward, grab your toes with a jump rope in fours,
1-8 – forward bends.

2 times 8

Reach your chest to your knees,
don't bend your knees

Exercise No. 9.

I.p. – sit your legs apart, grab your right toe with a skipping rope
1-8 – bends towards the right leg,
9-16 – bends towards the left leg

8 times for each

Reach your chest to your knee,
self-regulate
rope length

Exercise No. 10.

I.p. – o.s. Jumping rope:

on the right leg;

on the left leg;

on both legs.

8 times
8 times
16 times

Active footwork

ABOUT
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25-26
min.

High jump using the “Stepping over” method

Repeat with the students everything that they already know about high jumps (You can play a game to see who can name the most exercises necessary for a high jump - work in groups)

1. Footwork when crossing the bar

2 minutes

5-6 ave.

Theoretical introduction of children to leg movements when crossing the bar

a series of jumps with a 3-step run-up through the anthem. A bench with “walking away” from it.

Jumping exercises. Jumping over a bench on both legs, on one and from foot to foot.

Frontal work with children imitation of swinging movement with arms and then legs in one step

Jumping can be done with the help (individual work with children

2. Run-up and push in high jumps using the “Stepping over” method

Takeoff run

Leg swing

Push

1 min

5-6 r.

5-6 r.

5-6 r.

1. Theoretical introduction of children to the placement of feet during a straight run-up: (feet are placed straight along the run-up line without turning the toes)

2. Run-up with 3 steps along a line at an angle of 35-40° to the bar, height 50-60 cm.

3. Jumping at a height of 50-40 cm with a running start of 1-3 steps with a high lift of the fly leg

4. Showing the run-up and push together (Energetic push-off with the swing leg extended to a horizontal position parallel to the bar)

Remind the student that in take-off when jumping high, the consistency of the swing movements of the arms and but

Performing swings with your free leg, rising lightly on the push leg (standing sideways against the wall and holding on to it)

It is necessary to ensure that in the last two steps the feet are placed on the heel.

Imitation of setting a pushing leg for take-off

3. Crossing the bar and landing

Crossing the bar

Landing

5-6 r.

Learning to cross the bar

Landing on the swing leg on a line drawn on the mat that continues the run-up line (One end of the bar is lowered down to the floor)

The toe of the swing leg and knee should be slightly turned towards the bar. This helps to quickly move the pelvis away from the bar.

When learning individual elements of a jump, pay attention to the ability to maintain balance when landing and gently extinguish the force of gravity of the body in the event of a fall.

4. Increasing the take-off run and performing the jump using the “Stepping over” method

5-6 r.

Teacher's demonstration. Students performing a jump

5. Analysis and analysis of errors.

1-3 min

group work

Each student, observing each other, identifies mistakes made during execution in various phases of the jump.

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4-5
min.

IV. Relay races to develop coordination abilities.

1. From a supine position

roll to the edge of the mat;

running while touching the wall;

in the “crab” position with your feet forward, return to the team.

2. Same thing, but return backwards.

3. Walking around the hall, exercises to restore breathing.

4. Construction, summing up the lesson, grading for work in the lesson, homework.

1 time each

1 time each

1 lap

3 min

Divide students into teams. Opposite each team
put 2 mats.

Evaluate each student's work.

Group work

Competition method.

More than one student who puts in maximum effort should not receive a mediocre grade. The effectiveness of the learning process largely depends on positive emotions, and positive emotions are the basis for faster and more durable mastery of motor action.

The main functions of sports-motor action in the learning process:

Reception of information, its collection and pre-processing;

Processing of incoming information, its preliminary analysis and generalization;

Evaluating this information by identifying and comparing it with information stored in memory;

Designing a motor action, the emergence of a general plan of action and decision making;

Establishing an action program and choosing the optimal option;

Translating the program into real action;

Evaluation of results, comparison of the result of an action with a previously set goal.

Information during the learning process can come from different people or be the result of introspection. As a result, there is an improvement in the activities of all the above components in the next “spiral of learning.”

The peculiarity of RE technology is that it is built in the joint actions of teachers and students. Working methods and techniques can be created directly in the lesson, students have the opportunity to choose certain forms of interaction. All this makes RO technology very functional, i.e. learning in a spiral. (Today I do it with help, tomorrow I do it I'll do it myself).

Scheme for teaching motor actions in a spiral:

Document selected for viewing Summary of a gymnastics lesson with rhythmic elements.doc

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Physical education lesson summary.

, physical education teacher

Lesson topic. Gymnastics with rhythmic elements.

Lesson type: lesson on improving motor skills.

The purpose of the lesson: improving rhythmic gymnastics exercises, versatile physical development of students with the help of UGG exercises, strengthening their health.

Lesson objectives:

Improving the elements of rhythmic gymnastics without apparatus and with

objects (ball, flags);

Development of endurance, coordination and tempo of movements, sense of rhythm,

formation of correct beautiful posture;

Cultivate diligence, organization, and collectivism.

Inventory:

Balls, flags, hoops.

The date of the: 05/17/2014

Location: Gym

Part of the lesson

Dosage

Guidelines

I. Preparatory part

10 min

1. Formation, greeting, lesson objectives

2. Turns left, right, around

3. Walking, types of walking with completing tasks (on your toes, arms up; on your heels, arms to the sides; in a half squat, hands on your belt; in a full squat, hands on your knees)

4. Running "Locomotive"

5. ORU (sitting on gymnastic mats).

5-8 – the same to the right

5-8 – the same in the other direction

1 – turn the body to the left
2 – i.p.
3-4 – in the other direction

1 – hands up
2 – tilt to the right
3 – tilt to the left
4 – i.p.

2 – i.p.
3-4 – the same in the other direction

1 – raise your legs
2 – legs crossed
3 – legs apart
4 – i.p.

1 – bend over, arms up
2 – i.p.

6. Reorganization by departments

30 sec

30 sec

3 min

1 min

5 minutes.

3-4 times
in each direction

5-6 times
in each direction

3-4 times
in each direction

7-8 times

5-6 times
in each direction

7-8 times

7-8 times

1-1.5 min

Pay attention to appearance.
Monitor correct execution.

The guide (train) selects any movement around the hall so as not to intersect with the “cars”

When bending, do not bend your legs

Maximum amplitude

“Two to the left – march.”

10 min

4. Outdoor switchgear without an object with musical accompaniment

1) IP - feet shoulder-width apart, arms down.

1-2 - with the right foot two steps forward with alternating movements of the arms

3-4 - two steps back

5-6 - step with the left foot to the right side with simultaneous rotation of the arms in the elbow joint,

7-8 - step with the right foot to the left side with simultaneous rotation of the arms at the elbow joint outward

2) i.p. feet shoulder-width apart, arms to chest

1-2 - right knee to left elbow

3-4 - left knee to right elbow

5-6 - right leg to the side, left arm up

7-8 - left leg to the side, right arm up

3) i.p. - legs together, hands down

1-2 – left foot forward, clap under the foot

3-4 – right foot forward, clap under the foot,

5-8 - legs to the side, clap overhead.

4) i.p. - O. With.

1-2 – left lunge forward, arms to the sides

3-4 - right lunge forward, arms to the sides

5-6 - lunge to the right, hands in a cross

7-8 - lunge to the left with your arms into a cross.

5. Outdoor switchgear with an object (with a ball) to music

accompaniment

1)-i.p. - o.s. feet shoulder-width apart ball below

1-2 - ball up right leg to the side

3-4 - ball down, feet together, ball up, left foot to the side

2)-i.p. – o.s.

1-2 - deep lunge to the right, intercepting the ball from under the knee, 3-4 lunge to the left, intercepting the ball from under the knee

3) - i.p. sit your hands behind you, hold the ball between your feet, legs at a 45-degree angle

1-4 - ball rotation clockwise

5-8 – ball rotation

counterclock-wise

4) - i.p. lying on your left side,

right hand up

1 – leg up, touch hand

2 – i.p.

3-4 - the same.

7. Outdoor switchgear with an object (with flags) accompanied by music

1) -i.p. - feet together, hands down,

1-8 - stepping from foot to foot, simultaneous opposite flexion - extension of the arms at the elbow joint

2) - i.p. - legs together, arms down

1-8 - stepping from foot to foot, alternately arms forward, up, to the side, down

3) -i.p. feet together, arms forward

1-8 - stepping from foot to foot, imitation of “scissors” with hands

4) - i.p. o.s. feet shoulder-width apart, arms to the side

1- left to the side on the toe, arms up

2 – i.p.

3 - right to the side on the toe, arms up

4 – i.p.

8. A game

"Relay race"

Jumping in a squat into a hoop with further transfer of it forward by a rotational movement of the hands;

Jumping through a hoop in motion;

Walking while rotating the hoop with your right (left) hand.

2 minutes.

8 times

8 times

8 times

8 times

2 minutes

16 times

16 times

16 times

Then change gender

2 minutes

16 times

8 times

8 times

8 times

9 min

Perform movements in time with the music

Shoulders turned back straight

Knees touch elbow

Arm straight, foot on toes

Do not bend your knees, arms up to the side

Back straight

The pace is slow, the movements are smooth

Back straight

Do not bend your knees

Maximum amplitude

Legs straight, do not touch the floor

Leg straight, body straight

Perform exercises to the beat of music, energetic movements

Maintain correct posture, arms straight

Be careful, maintain interval and distance.

Emotionally support team players

Final

Part

5 minutes

9. Stretching

1) - i.p. - gray hair, hands behind

1-2 - springy tilts of the body towards the left leg

3-4 - tilt the body towards the left leg, hold

5-6 - springy tilts of the body towards the left leg

7-8 - tilt the torso towards the left leg, hold

2) - i.p. - wide stance, hands down

1 - lean forward, arms back up

2 – i.p.

3 – tilt back, arms up

4 - i.p.

3) i.p. - sitting, legs apart

1 - tilts to the right leg

2 - tilt towards the middle

3 – tilt to the left leg

4 - starting position

4 min

4 times

Wiggles

smooth

Legs straight, in

hold in the maximum stretch position for 2-3

seconds

Legs straight, maximum amplitude

Formation in one line.

Summing up the lesson.

Homework:

improving the movements learned in the lesson

1 min

Explain what movements need to be repeated

Document selected for viewing gymnastics grade 7.docx

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Lesson plan for gymnastics in 7th grade

, physical education teacher

Lesson topic. Gymnastics.

Lesson type: combined.

The purpose of the lesson: training, consolidation and improvement of gymnastic exercises on apparatus, versatile physical development of students with the help of gymnastic exercises, strengthening of health.

Lesson objectives:

Educational:

Boys –

Teach lifting with a double push on a low bar.

Strengthen the headstand and a combination of acrobatics exercises.

Improve the combination of exercises on parallel bars.

Girls –

Improve the combination of exercises in balance on a low beam.

Strengthen the back somersault into a half split and a combination of acrobatics exercises.

Learn to swing one and push the other to lift up, turning point-blank onto the lower pole with support on the upper pole.

Educational:

Develop the vestibular apparatus, arm muscle strength and coordination of movements.

Form correct posture.

Educational:

Create favorable conditions for developing self-control and self-assessment of achieved results.

To foster in children independence, discipline, and a sense of teamwork.

Location: gym.

Inventory: gymnastic mats, low crossbar, parallel bars (male and female), floor beam (low), gymnastic benches, high crossbar, ladder, horse, goat, musical accompaniment.

Benefits: educational cards (see appendices).

Parts lesson

Content

Dosage

I.

Preparatory part

1. Formation, greeting, lesson objectives

2. Turns left, right, around

2. Walking, varieties of walking with performing tasks (on toes, arms up; on heels, arms to the sides; in a half-squat, hands on the belt; in a full squat, hands on the knees)

3. Running like a train

4. ORU (sitting on gymnastic mats).

1) I.p. – sitting on the mat in support from behind.
1-4 – circular movements of the head to the left
5-8 – the same to the right

2) I.p. – sitting on the mat, arms forward.
1-2 – circular movements with hands inward
3-4 – the same in the elbow joints
5-8 – the same in the other direction

3) I.p. – sitting on the mat, hands behind your head.
1 – turn the body to the left
2 – i.p.
3-4 – in the other direction

4) I.p. – sitting on the mat, hands behind your head.
1 – hands up
2 – tilt to the right
3 – tilt to the left
4 – i.p.

5) I.p. – sitting on the mat, hands at the back.
1 – bend over, turn left, right hand up
2 – i.p.
3-4 – the same in the other direction

6) I.p. – sitting on the mat, resting on the back of your elbows.
1 – raise your legs
2 – legs crossed
3 – legs apart
4 – i.p.

7) I.p. – lying on your stomach, arms up.
1 – bend over, arms up
2 – i.p.

8) I.p. - sitting on the mat.
1 – roll back stand on shoulder blades
2 – lower your legs behind your head, touch the floor
3 – shoulder blade stand
4 – i.p.

9) I.p. – crouching emphasis
1 – forward somersault
2 – i.p.
3 – back somersault
4 – i.p.

5. Reorganization by departments

12 min

1 min

20 sec

20-30 sec

1 min

7-8 min

3-4 times
in each direction

5-6 times
in each direction

3-4 times
in each direction

7-8 times

5-6 times
in each direction

7-8 times

7-8 times

3-4 times

2-3 times

1-1.5 min

Pay attention to appearance
Monitor correct execution
Pay attention to your posture: back straight, shoulders back, chin raised

The guide (locomotive) selects any movement around the hall so as not to intersect with the “cars” and not jump over the shells

Back straight, perform with maximum amplitude

When bending, do not bend your legs

The torso is straight, do not bend while supporting your arm

Legs straight, raise 50-60 cm from the floor

Maximum amplitude

The torso is straight, legs are straight when touching the floor

Perform somersaults in a tight group

“Two to the left – march.”

II.

Main part

1. Boys – Teach lifting with a double push and a push on a low bar (see card No. 12)
1. Girls – Improve the combination of exercises in balance on a low “beam” (see card No. 75)

2. Boys – Strengthen the headstand and combination of exercises in acrobatics (see card No. 13; No. 70)
2. Girls – Fix a back roll into a half-split and a combination of acrobatics exercises
(see card No. 17; No. 73)

3. Boys – Improve the combination of exercises on parallel bars (see card No. 71)
3. Girls – Learn to swing one and push the other to lift up, turning point-blank onto the lower pole with support on the upper pole (see card No. 74)

4. Obstacle course (see card No. 137)

25 min

10 min

5 minutes

5 minutes

5 minutes

5 minutes

10 min

5 minutes

During training, boys perform both sections together with the teacher -
girls work independently in departments

Strong students help weak students

Boys work independently in departments

Girls perform exercises in both sections together with the teacher

Those released provide assistance and insurance

III.

Final part

1. Construction, relaxation and recovery exercise
2. Summing up the lesson
3. Homework

3 min

Card number 4 (exercise 1.4)

Tag the best students
Perform flexibility and arm muscle exercises

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Summary of the preparatory part of the athletics lesson.

, physical education teacher

No.

Dosage

Organizational and methodological instructions

Introductory and preparatory part

22 min.

Organized entrance to the gym. Formation, greeting.

Reporting the objectives of the lesson.

1.5 min.

Pay attention to your posture

On-site drills

0.5 min.

Activating students' attention

Walking and its variations in a column one at a time:

On your toes, arms to the side;

On your heels, hands behind your head;

On the inner arch of the foot, hands on the belt;

On the outer arch, feet of the hand on the belt;

Toes to the sides, hands locked behind your back;

Toes pointing inward, hands locked behind back;

Roll from heel to toe, with the opposite hand moving forward upward;

Walking in a half-squat on your toes, arms to the sides;

Walking in a squat, hands on knees;

5 minutes

Pay attention: to posture. Do not bend at the hip joint

To keep distance

Accented calf raise.

Uniform running in a column one at a time:

running "snake"

Mincing running - running in small steps (the foot stands on the toe, followed by a slightly noticeable touch with the heel, the supporting leg is fully straightened);

Side steps left, right side

Running with high hips
- with choking of the lower leg,
- “wheel” (combine exercises 1 and 2).
- jumps on 2 legs up and with the hip of one leg (with a change of legs).
- jumping from foot to foot.

Running by jumping with full straightening of the pushing leg and sweeping movements of the arms.

- “deer” running

5 minutes

4-6 times

By

30-40 m.

Students’ self-monitoring of breathing, keeping distance

When pushing off, the supporting leg must be fully straightened, not

tilt your torso back, do not spread your knees to the side;

jump up with both feet

When pushing off, the pushing leg is completely straightened in all joints.

Walking in a column one at a time while performing exercises to restore breathing

1-2 – Hands up – inhale

3-4- Bend forward, arms down, exhale

15sec

3-4 times

Inhale deeply, exhale quickly

General development exercises (GDE) in motion:

1) I.p.: main stand.

1 - left step, right hand forward;

2 - step right, left hand forward;

3 - step left, bend your arms forcefully at the elbows;

4 - scion step, hands down;

2) i. p.: basic stance, hands to shoulders .

1 – left step, arms up;

2 – step right, hands to shoulders;

3 – 4 – the same;

3) I.p.-o.s., arms straight at the waist.

1-4 - circular rotation of the arms forward;

5 – 8 - circular rotation of the arms back

4) i. p.: basic stance, arms to the sides

1 - left step, tilt to the left, right hand up, left hand behind the back;

2 - step right, straighten up and tilt to the right, left hand up, right hand behind your back

5) i. p.: main stand.

1 - lunge forward with the left, arms arcing upward;

2 - standing on the left and placing the right one, tilt, bending forward, touch the ground with your hands;

3 - straightening up, lunge forward with your right hand, arcing your arms upward;

4 - standing on the right and placing the left, tilt, bending forward, touch the ground with your hands

6) i. p.: basic stoic, hands in front of the chest .

1 – step left, turn the body to the right;

2 - step right, turn the body to the left;

3 - left step, lean forward, touch your left toe with your right hand, left hand to the side

back;

4 - right step, lean forward, touch your right toe with your left hand, right hand to the side

back;

5) I.p. - o. s., hands on the belt.

1 - step forward with your right foot,

2 - left leg bent at the knees, raised above the waist, toe down;

3-4 – the same thing.

6) ex. No. 5 from the left leg;

7) I.p. - o.s., hands in front of you.

1 - step forward with your right foot,

2 - left leg swing upward movement

3 – 4 – the same.

8) ex. No. 5 from the left leg;

5 minutes

Repeat

6 – 8 times

arms straight, watch your posture

arms are straight, amplitude is large

amplitude is large

watch your posture

in a deep lunge, in a bend over - do not bend your knees

Bent over - do not bend your knees

watch your posture

General development exercises (GDE) on site:
№ 1. Starting position (i.p.): basic stance, hands on the belt. Head tilts to the right, forward, left and back

For 4 counts, one tilt in each direction;

5 minutes

6-8 times.

The pace is low; gently tilt your head to each side with a short pause

№ 2: I. p. basic stance, hands on the belt. Circular rotation of the head left and right

For 4 counts in one direction;

6-8 times.

The pace is low; perform movements smoothly

№ 3 : I. p.: basic stance, feet shoulder-width apart, arms straight to the sides. Circular rotation of the arms in the elbow joint inward and outward

For 4 counts, 4 inward rotations; for 4 counts 4 outward rotations;

6-8 times.

The pace is average; During rotation, the shoulder remains motionless, parallel to the floor

№ 4 I.p. – feet shoulder-width apart, hands in front of the chest.

1–2 – jerks with arms bent at the elbow joints.

3–4 – jerks with straight arms across the side and back.

6-8 times.

№ 5 : I. p.: basic stance, feet shoulder-width apart, arms straight to the sides. Circular rotation of the arms in the shoulder joint forward and backward

For 4 counts, 4 spins forward; for 4 counts 4 spins back;

6-8 times.

The pace is below average; the amplitude of rotation should be maximum

№ 6 : I. p.: basic stance, feet shoulder-width apart, arms bent at the elbows in front of you. Rotation of the upper body to the right and left

For 4 counts: for 2 counts 1 rotation to the right and 1 rotation to the left; repeat 6 times

6-8 times.

The pace is average; maximum amplitude of movement; back straight;

№ 7 : I. p.: basic stance, feet shoulder-width apart, hands on the belt. Circular rotation of the body to the right and left

For 8 counts: 4 rotations for 4 counts to the right; the same to the left;

6-8 times.

The pace is below average; maximum amplitude of movement; back straight

№ 8 : I. p.: basic stance, feet shoulder-width apart, hands on the belt. Bend the torso forward alternately to the left leg, between the feet, to the right leg

For 4 counts: for 3 counts 3 tilts, for “four” take IP; repeat 4 times

6-8 times.

№ 9 : I. p.: basic stance, legs as wide as possible, hands on the belt. Squats alternately on the left and right leg;

For 4 counts: on “one” squat on the left leg – right leg straight to the side, on “two” take the IP, on “three” squat on the right leg – left leg straight to the side, on “four” take and .P.

6-8 times.

The pace is low; legs straight at the knees; smooth movements

№ 10 : I. p.: basic stance, feet shoulder-width apart, hands on the belt. Double leg squats

On the count of 4, 2 squats: on the count of “one”, take a crouching position, on the count of “two”, take and. P.;

6-8 times.

The pace is average; back straight; squat without lifting your heels off the floor

№ 11 I.p. – sit on the right leg, hands clasped in front of the chest.

1-2 - transition from right foot to left.

Venue: sports hall.

Equipment: volleyballs, rectangular fiberboard device, music center

Part

classes

Dosage

Organizational and methodological instructions

1.Construction

2 Greeting, message of lesson objectives

With one foot placed next to the other;

Roll from heel to toe;

With a high hip raise on your toes.

3. ORU in place: “Game of hands.”

In i.p. standing still;

Exercises suggested by those involved,

Main.

1.Improving moving skills.

a) moving with an added step and jumping.

I greet you, my friends!

Among team sports available to schoolchildren and adults, volleyball is especially popular. The rules of this game are quite simple. And its emotional impact has great attractive power. Playing volleyball contributes to the development of the muscular system, helps to develop such vital qualities as reaction speed, agility, and endurance. Volleyball has a positive effect on the body without overloading its main systems and organs. It teaches you to take collective action, the ability to subordinate your personal interests to the interests of the team, teaches you to be disciplined and to help your partner. Today we will continue to work on improving our moving technique and will learn how to pass the ball over the top with both hands.

Exercises are performed with your head raised to see everything that is happening on the site. Watch your posture, keep your back and shoulders correctly and straight.

Exercises for attention and balance: when given a signal (claps), stop, maintain balance and repeat the number of claps performed by the teacher.

Musical accompaniment: “It’s fun to walk together.” They play in pairs. The group is calculated on the first-second, rearranged into two ranks facing each other.

The teacher keeps score:

1.2 – with one clap in front of you;

1.2 - with one clap behind the back;

Squat down while performing the clap in front of you.

Perform each series 3 times.

What other outdoor switchgear can be included in this game?

Options: jumping in place, turning and bending the body left-right, forward-backward, with a clap under the foot, etc.

Musical accompaniment: the same composition.

The exercise is performed in a circle in pairs, holding hands, and at a signal (claps) change the direction of movement, without releasing the hands, to the opposite.

b) moving with side steps in pairs:

Facing each other, holding hands;

Facing each other, foreheads touching;

With their backs to each other, holding hands;

Backs to each other, shoulder blades touching;

2. Learning to pass the ball with two hands from above:

Explanation of the technique of passing the ball using a visual aid;

Simulation of passing the ball on the spot;

Passing the ball in pairs:

Lifting a ball lying on the floor, with

correct placement of the hands and fingers on it, followed by a pass with both hands from above

Passing the ball using

devices made of fiberboard;

Exercises with DVP,

proposed by participants

Final.

Construction, summing up.

Repeat the number of claps performed by the teacher and continue moving.

Pairs are combined into fours, then into sixes, etc., until everyone is in

one line, performing the same task. When performing a turn, you need to not only follow the signal, but also carefully watch your partners.

At the same time, perform an attention exercise with clapping.

A prerequisite for the correct execution of the pass is timely access to the ball and choice of the starting position. The most convenient and accurate are top gears from a high position, when the legs are shoulder-width apart, the knees are slightly bent, the torso is in an upright position, the arms are extended forward and upward and bent at the elbows; Elbows are apart and at shoulder level. The palm surface of the hands is facing the approaching ball. The hands are in contact with the ball near the face, the hands are in a dorsiflexion position, the fingers are slightly tense and bent, they cover the ball with the first and second phalanges, forming a kind of funnel. The main load during transmission falls mainly on the index and middle fingers. At the moment of passing, the legs and arms are smoothly extended and the ball is sent with a gentle movement of the fingers in the desired direction.

The class from the column, one by one, is rebuilt into two ranks along the side lines facing each other, an interval of 2 meters.

The ball is approaching - straighten up and raise your arms up (1); reduce the speed of the ball by bending your elbows (2); pass the ball - stretch forward and upward, straightening your arms and legs (3); accept IP(4)

One line performs lifting, passing and catching the ball in an individual position. above the face, and

the second is passing with the help of a device made of fiberboard: the student holds the device with both hands at head level and hits the ball by smoothly straightening his bent knees and then straightening his arms.

After completing 5-6 passes, the ranks change roles.

What other exercises with this device can you suggest to improve the technique of passing the ball overhand with two hands? For what purpose will you use them?

Options: - do not throw the ball, but hold it on the board (the skill of being able to reduce the speed of the ball is being practiced);

Throw the ball above you and perform a pass (smooth and synchronized movements of the legs, torso and arms are practiced);

What was new in today's lesson?

What did you like?

How do you evaluate your work?

How do you evaluate the work of your couple, the group as a whole?

Every person wants to be happy and I wish you a nice happy day. We experience the greatest happiness when we do something for others. That’s how it is today: you helped each other, supported each other - and this is also happiness. Keep these passionate boys and girls inside you who are capable of joy! And then you will always be happy! Thanks everyone!

Fast walking followed by slow running – up to 2 minutes.

Special running exercises for a track and field athlete: running with a high hip lift, sweeping the shin back, jumping from foot to foot, mincing run - each exercise is 20 - 25 meters.

Acceleration - 3x25 meters.

Main part- 30 min.

1. Starting acceleration technique – 10 min

Running from a low start under the bar – 3 × 25 m.

Run from the start along the marks (first step - 3.5 feet from the front foot, second - 4, third - 4.5, fourth - 5, fifth - 5.5, sixth - 6 feet) - 4x25 m.

The same, but with a run of 15 - 20 m by inertia, maintaining the acquired speed - 3 × 30-35 m.

2. Technique of throwing a ball at a horizontal target and at a distance – 9 min.

Explanation and demonstration of the exercise – 1-1.5 minutes.

Throwing the ball at a horizontal target 1x1 m (conditional trench), located at a distance of 8 m, standing facing the direction of throwing (ball above the head), - 6-8 times;

The same, with the shoulder girdle turning to the right and moving the ball back - 6-8 times.

Throwing is performed in two to three ranks.

3. Development of motor qualities – 8 min.

The class, divided into 6 groups, works at six stations. Change in 1 minute.

1st – jumping up from a crouching position with legs spread back and forth;

2nd – raising the legs into a corner and lowering them from a position in support from behind;

3rd – lying position from a sitting position;

4th – jumping rope - 100-120 times;

5th – flexion and extension of the arms in support - 3×9-10 times;

6th - i.p. – lying on your back, legs together, arms extended. With a quick simultaneous movement, “fold”, touching your palms with your feet, and return to the starting position.

4. Running in segments up to 100 m, alternating with walking – 3 minutes.

Performed by the whole class.

Final part.

Relaxation exercises:

I.p. – lying on your back, legs bent. Take a deep breath (hold your breath for 6-7 seconds) and squeeze your knees forcefully. Exhaling slowly, freely “drop” your knees to the sides – 8-10 times;

I.p. – legs apart, arms up. Shaking the arms, followed by relaxed lowering of the arms and bending the torso – 8-10 times.

Summing up the lesson.

Homework assignment.

Municipal educational institution

Shuryshkar comprehensive secondary school.

Physical education lesson.

Section: athletics.

Subject: Throwing a ball horizontally

target and range.

6th grade.

Teacher: Pyrysev Gennady Vasilievich.

c. Shuryshkari, 2008.

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