Methods and techniques for teaching physical exercises at different stages of education in different age groups. The role of physical education in preparing a preschooler for school 6 stages of teaching physical exercise

The process of learning to exercise
physical has the following stages.

Initial study, during which the ability to perform a physical exercise in general terms is formed (mastering the basics of the technique).

Initial study. At this stage, the task is to teach children to perform the movement in general terms.

According to the physiological mechanism, the stage of formation of the initial skill is characterized by the fact that during its course the basis of a cortical dynamic stereotype is created. At the same time, there is a selection of suitable congenital and acquired reflexes, as well as the formation of new ones, which were not found in the student’s motor experience. As a result, by the end of the stage, a system of motor reflexes is formed that corresponds to the basis of the technique of the movement being studied. Specific features of this stage: insufficient accuracy of movements in space and time, inaccuracy of muscle efforts, instability of the rhythm of movement, the presence of unnecessary additional movements; lack of unity between the phases (elements) of a complex movement.

Taking into account the indicated features of the formation of initial motor skills, the following tasks are set at the first stage of training: to form a holistic idea of ​​movement; achieve the movement as a whole; eliminate unnecessary movements and excessive muscle tension.

In-depth learning. The purpose of this stage of training is to bring the initial skill to an accurate one, practiced in detail. In the process of in-depth learning, it is necessary to refine the movements so much that the skill subsequently turns into the skill of mastering the perfect action. This stage is characterized by clarification of the temporal, spatial and power characteristics of movements. The physiological mechanism of this process is the refinement of both individual motor reflexes and their system as a whole.

The duration of the in-depth learning stage may vary. It depends on the complexity of the movement structure, on the general and special preparedness of students, on the stability of erroneous reactions, on the type of nervous activity. The reasons for the delay of this stage may also be the phenomenon of “negative transfer” of other skills and difficulties associated with overcoming innate automatisms and defensive reactions. The tasks at the second stage of training are to: clarify the details of the technique of the movement being studied; achieve clear, free and seamless execution of the movement as a whole.

Consolidation and further improvement of movement.

The task of this stage of training is to transform the acquired skill into a skill, as well as to develop additional skills and abilities to use the learned movement in various conditions. Depending on the general direction of the physical education process, the duration of this stage varies.

The learning process at this stage covers two stages of motor skill development: a) the stage of strengthening the skill in the main movement variant and b) the stage of developing skills in additional movement variants. In the first stage, the existing dynamic stereotype corresponding to the main variant of the technique of the movement being studied is strengthened, in the second - in addition to this main stereotype, additional motor reactions corresponding to various variants of the technique are developed and reinforced. In some cases, these stages can be consistently distinguished quite clearly - when the types of movements are relatively standard (gymnastics). In other cases, when movements are associated with the maximum manifestation of physical strength or with constant changes in conditions, these stages merge together: the strengthening of the main dynamic stereotype occurs along with development and consolidation of its options. In this case, the improvement of movement occurs on the basis of a partial restructuring of a previously developed skill, especially such movements that are associated with the progressive development of physical qualities.

At this stage of training, the following tasks are set: to consolidate the mastered movement technique along with further clarification of its details; ensure the correct execution of the learned movement in various conditions, in combination with other motor skills and with maximum physical effort (in outdoor games).

Thus, we see that when teaching physical exercises, the stages of formation of motor skills and abilities should be taken into account.

The process of teaching children movements consists of the following stages: initial learning, in-depth learning, consolidation of the skill and improvement of technique. At the stage of initial learning of a physical exercise, children are introduced to a new motor action and develop the ability to perform it in general terms. The teacher shows the exercise to the children and explains in detail all the elements that make up it. At the stage of in-depth learning of a physical exercise, the correct execution of the details of the technique is clarified, and the ability to perform them together is developed. The teacher reminds children of movements that are simple in content and structure without using demonstration. If the movements are complex, demonstration and explanation are needed. At this stage, children activate attention, creative thinking and the desire to independently perform the movement. The stage of consolidating motor skills and improving technique stimulates children to independently perform movements and creates opportunities to use them in games. The physical education teacher regulates the movements of schoolchildren with words, offers them creative tasks aimed at nurturing the children’s creative attitude towards motor activity. Consequently, the stages of teaching physical exercises are a pedagogical process of mutual activity between the teacher and the child, aimed at the latter’s mastering motor action. Stages of teaching children physical exercises.

Ways to organize children while learning movements.

Physical qualities.

The development of physical qualities is one of the important aspects of physical education. The level of general physical fitness of children is determined by how well their basic physical qualities are developed: strength, agility, speed, endurance. Scientists believe that with insufficient development of physical qualities, learning physical exercises is difficult, and in some cases, completely impossible. From a pedagogical point of view, the relationship between motor skill and physical qualities is considered as a dialectical unity of the form and content of a motor action. Physical qualities are manifested through certain skills and motor skills. Motor skills actually exist in the presence of certain physical qualities. Such a close relationship between motor skills and physical qualities is explained by the commonality of the conditioned reflex mechanism of these two processes. Therefore, in order to ensure the harmonious development of the child, it is necessary to create conditions for their parallel development. Among physical qualities, agility occupies a special place. It represents a person’s ability to expediently coordinate their movements and rationally solve motor problems. The coordination complexity of motor actions is considered as one of the components of the quality of dexterity. At the same time, precise actions are required to effectively solve a motor task. Precision of action is another component of the quality of dexterity. Thus, agility is a complex human ability. The manifestation of agility largely depends on the plasticity of cortical nervous processes, on a person’s ability to distinguish the pace, amplitude and direction of movements from the degree of muscle tension and relaxation, the ability to navigate the environment, and maintain balance. An indicator of agility can be the time spent performing tasks such as running with turns (“shuttle running”), running around obstacles, etc. Speed ​​is characterized as a person’s ability to carry out movements at a certain speed or as a person’s ability to carry out motor actions in a minimum period for given conditions time. Speed ​​manifests itself in different forms, the main ones being: quick response to a signal for action; speed of single movement; the ability to quickly increase the pace of movements (on a signal); frequency of cyclic movements (running, swimming, skiing, etc.). In the practice of school education, the speed of a child’s movements is judged by the speed of running over short distances (10-30 m), which is expressed by the number of meters covered per second (m/s). Strength as a motor quality is understood as a person’s ability to overcome external resistance in the process of motor activity due to muscle tension. The level of muscle strength is determined by a person’s age and depends on the degree of development of the musculoskeletal system, the functional state of the nerve centers that regulate the frequency, degree and volume of muscle contractions. There are several concepts of human strength abilities: absolute strength - the ability to exert maximum tension in a relatively short period of time. This ability is usually assessed using a dynamometer. It is expressed in kilograms. The relative strength that a person can exert regardless of his own weight, in other words, this is the amount of force that falls on 1 kg of body weight. This relative strength is determined by dividing the absolute strength indicator by body weight. In children of primary school age it is 1.5-1.8 conventional units (En. Vavilova). This means that a child can lift a mass that exceeds the mass of his own body. You can measure the strength of different muscle groups. Typically, hand muscle strength and deadlift strength are measured. Functional muscle testing is used as a subjective test to assess muscle strength. Endurance is a person’s ability to perform muscular work for a long time without reducing its intensity. The physiological essence of the quality of endurance lies in the child’s body’s ability to resist fatigue. In the theory and practice of physical education, the division of endurance into general and special is widespread. General endurance is most characteristic of children of primary school age. It manifests itself during prolonged, low-intensity work, which involves the action of most of the child’s muscular system. If motor activity is limited to some type (swimming, skiing), then they talk about special endurance. It depends on the technique of movement, the level of strength development, speed, etc. One of the most important indicators of motor maturity for a schoolchild, his readiness to master new, more complex movements, is balance - a person’s ability to maintain stability during movement and in a static position. Balance depends on the state of the vestibular apparatus, the functional activity of the body as a whole, and motor experience. The need for special exercises aimed at developing stability for schoolchildren, especially with functional disorders of the musculoskeletal system, is obvious.

Development of physical qualities.

The main goal of learning in physical education and sports classes is to master motor skills. Motor skills are those motor actions that a person has mastered as a result of training. All voluntary movements (about 99% of all human movements) are motor skills of varying complexity. Motor skills have transfer properties.

The transfer of motor skills is expressed in their positive or negative mutual influence. In physical education and sports, positive transfer of motor skills is found in cases where different physical exercises have easily distinguishable structural similarities, for example, techniques for playing handball and basketball, or a kip-up from hanging on the uneven bars and the same exercise on the horizontal bar (a person who played in basketball, it will be easier to master the technique of playing handball; after mastering the kip-up on the crossbar, it is easier to learn the kip-up on the uneven bars).

Therefore, sequential or simultaneous study of such physical exercises is advisable. A type of positive transfer is cross (bilateral) transfer. It is expressed in the fact that a person is able to perform a certain movement with the left part of the body, although previously only the right part was trained in this movement (for example, an athlete can throw with his left hand, although he was trained to throw only with his right).

Negative transfer of motor skills manifests itself in cases where it is difficult to differentiate individual elements of movement when performing various physical exercises. For example, the high jump and hurdles contain a take-off phase, but its nature in these courses differs in a number of details so much that a beginner is not able to differentiate them. Therefore, studying these two sports exercises simultaneously is inappropriate. It is worth highlighting three main processes that ensure the education and development of motor skills: 1) the cognitive process, which consists of awareness of the purpose of the movement, its structure and results, in mastering the amount of knowledge; 2) the process of establishing and consolidating the corresponding conditioned reflex connections; 3) the process of morphological and functional restructuring of the musculoskeletal system, vegetative functions of the body; 4) the process of development of motor qualities and some aspects of the mental sphere of those involved in accordance with the requirements of the movements being studied. Mastery of motor skills, as well as the development of fitness in general, occurs unevenly, along a broken curve. At first, there is a rapid increase in fitness, then there is a long period of slow increase, in which at times there may be a delay (plateau) and cases of decline, followed by a new sharp increase in fitness and again a period of slow development or delay.

The period during which training in a complex physical exercise is carried out is divided into three stages: familiarization, mastery of the structure of movements and improvement in performing the physical exercise.

At the familiarization stage, which lasts from one to several lessons, the task is to create preliminary ideas and concepts about the physical exercise being studied and mainly about its kinematic structure, as well as familiarization with the basic conditions and rules of wrestling in this sport. To solve the first of these problems, it is necessary to simplify the movement structure, create conditions that make it easier to perform the exercise (for example, reduce the height of the obstacle, reduce the weight of the equipment, reduce the size of the area, reduce the intensity of movement, shorten the distance, do not take into account some rules that must be followed in competitions).

At the stage of mastering the structure of movements, which lasts from several weeks to several months, the following tasks are set:

1. create clear ideas about the kinematic, dynamic and rhythmic parameters of the movement being studied;
2. master physical exercise, the basic techniques used in wrestling, to such an extent as to perform them correctly with variable efforts in simplified conditions;
3. introduce the basic tactics of this sport.

At the improvement stage, which continues throughout the entire time the student strives to improve his results, the following tasks are set:

1. to achieve such a level of perfection in mastering a sports exercise that will allow you to maintain the correct technique when performing movements with maximum effort in the changing conditions of sports wrestling;
2. develop motor qualities and mental properties in accordance with the requirements of the sport being studied;
3. master tactical techniques and develop the ability to use them creatively depending on the current situation.

In specialized sports activities (in sports training), teaching the technique of sports exercises is preceded by the stage of preparation for it. This stage can last from 3 weeks to several years. Its duration depends on the age of the participant and the type of sport. At the stage of preparation for training, the interests and abilities of those involved are determined, an active and positive attitude towards practicing a certain sport is formed, and physical fitness is ensured, which serves as the basis for mastering the corresponding motor skills. Sometimes, in order to master the technique of one sport, it is necessary to engage in another sport (for example, learning to dive should be preceded by acrobatics in addition to swimming). In some cases, the tasks of preparing for learning are solved without the participation of a teacher (for example, during play in childhood or independent practice of various sports). This allows you to start learning the techniques of your chosen sport without prior preparation.

From the very beginning of learning physical exercises, one should strive to ensure that the student performs the movement as close as possible to its ideal model (in structure). To do this, you can use two methods:

• the first is to simplify the conditions, reduce the intensity of movements;
• the second is to break down a sports exercise into movements that are simpler in structure, into individual actions and techniques.

The first teaching method is holistic method, second - dismembered method. Their combination - complex method.

The most effective method must be recognized as a comprehensive teaching method.

Disaggregated and holistic methods in teaching complex actions have no independent meaning. However, the very concept of “complex method” does not reveal its content. Here it is more appropriate to use the concept of analysis - synthesis of movements in teaching. A mandatory requirement for the implementation of analysis-synthesis in teaching physical exercises is that the dismembered subsystem does not lose its organic unity with the whole exercise. The selected parts, phases and elements must be fixed (mastered) well enough before they are combined into more complex combinations. However, prolonged exercise in isolated parts can lead to disruption of the coordination of movements when performing a complex physical exercise as a whole. Therefore, it is necessary to simultaneously engage in several parts, phases and elements of a sports exercise, moving from one to another cyclically.

For each participant in each sports exercise, it is necessary to find such parts and phases that he can reproduce correctly, but with the application of efforts characteristic of these subsystems of the sports exercise in its entire implementation in real conditions of sports wrestling.

Success in mastering physical exercises depends on the sequence of studying its subsystems. In every complex physical exercise there is a part, phase or element, on the correct execution of which the effectiveness of the movement largely depends. There is a distinction between the basis of a sports exercise as a whole - the main part; the basis of a part of a sports exercise is the main phase; The basis of the sports exercise phase is the main element. For example, of the four parts of the high jump (run-up, take-off, bar crossing and landing), the main part is the take-off; in repulsion, the main phase is the placement of the pushing leg and the position of the body in relation to it; in the phase of planting the leg for push-off, the main elements are the movements of the pelvis and shoulders.

Establishing the basis of a sports exercise is important, in particular because training should begin with it. In different sports exercises, as well as in their individual parts and phases, the basis of the movement can be at the beginning, in the middle and at the end.

In the first option, the main part of the complex physical exercise is at the beginning. She gets used to it first. Then the technique of the middle part of the movements is studied. The already mastered initial part is added to it. Following this, the technique of the final part of the exercises is studied. The mastered middle part joins it.

In the second option, the main part of the sports exercise is in the middle, and in the third - at the end.

The movements performed are perceived primarily by the senses. You can see them, in some cases hear the sounds made during them, and most importantly, perceive them with kinesthetic sensations. In the process of learning motor actions, the total activity of the sensory organs is synthesized in the central nervous system. In subsequent actions, new sensations arise, which make it possible to check the created ideas and clarify them. In new attempts to reproduce the movement, new sensations arise, which are again comprehended, synthesized in the mind, and more accurate ideas about the movement being studied are created. They are again tested in practice.

The difference between one stage of mastering motor skills and another is the discovery of new sensations in the movements performed, and a new, more perfect perception of these sensations. This is the essence and sequence of mastering any skill, understanding any phenomenon. A qualified athlete has better control over the sports exercise being performed. That is why he is able to perform it more perfectly.

If talent and motor experience are equal, learning results depend on the ability to concentrate attention on emerging sensations and the degree of understanding of what is being studied. The better it is possible to divert the student’s attention from everything that is not related to the task being performed, the more successful the learning will be. This applies both to external stimuli and to the student’s own thoughts.

In accordance with the basic parameters of movements, individual manifestations of kinesthetic sensitivity are distinguished: “sense of space”, “sense of distance”, i.e. the ability to proportion movements in space; “sense of the projectile”, i.e. development of a subtle sense of the shape, weight, elasticity of the projectile; “sense of time” (“sense of speed”), i.e. the ability to distribute one’s movements in time; “sense of the environment” (“sense of water”, “sense of air”, “sense of snow”, “sense of ice”, etc.), i.e. the ability to assess the resistance of the environment of action.

The kinesthetic sensations that arise are preserved during systematic exercises (in motor memory - editor's note). It is known that the structure of a well-learned movement is not forgotten, no matter how long the break. A person who has mastered cycling well can perform this exercise even if he has not ridden a bicycle for several decades. The same applies to swimming, skating and all other sports exercises, the performance of which does not require great muscular effort, special development of the body or combating feelings of fear.

As for kinesthetic sensitivity, it is dulled as a result of even short breaks in classes. The more complex the coordination of movements, the greater the effect of a break in exercises. Thus, one old circus performer said: “If I don’t exercise for one day, only I notice it, if I don’t exercise for two days, my comrades notice it, but if I don’t exercise for three days, the audience notices it.”

The importance of sensory (unconscious) control increases with the automation of movements, which is characterized by the fact that a person can solve a motor task without fixing attention on individual subsystems. Thus, the ability for sensory control in the same person depends on the degree of his training in a given motor action.

Ter-Ovanesyan A. A. Pedagogical foundations of physical education. M: FiS, 1978. - pp. 53-60.

D.V. Khukhlaeva, "Methods of physical education in preschool institutions", M., 1984.

Popular site articles from the “Medicine and Health” section

the ability to quickly and accurately perform actions contribute to the emergence of positive emotions that influence the success of work.

1.2.3 Stages of teaching children physical exercises

2) in-depth learning,

Initial learning. At the first stage, the task is to create a holistic idea of ​​the movement and develop the ability to perform it in general terms (master the basis of the technique). In this case, excessive muscle tension, inaccuracy in performing the movement, and lack of unity between its elements are observed.

In-depth learning. The task of the second stage is to create a correct understanding of each element of the movement technique, to develop the ability to perform them clearly and consistently.

Consolidating skills and improving technique. The task of the third stage is to consolidate the acquired skill into a skill, as well as to develop the ability to apply it in various conditions, changing situations (in a competitive, game form). At this stage, the improvement of movement techniques continues.

Consequently, the stages of teaching physical exercises are a pedagogical process of mutual activity between the teacher and the child, aimed at the latter’s mastering motor action.

1.2.4 Regularities of formation of motor skills

The speed and strength of the formation of motor skills depends on many reasons.

Previously acquired skills can make it easier or more difficult to develop a new skill. Positive skill interactions (“positive transfer”) occur when there are similarities in movement technique (for example, landing in high jumps, standing high jumps, and running jumps). “Negative transfer” can occur when simultaneously learning movements that have different final phases. Therefore, it is impossible, for example, to teach landing after long and high jumps from a run in one lesson.

As motor skills become stronger, it becomes possible to overcome their negative interaction.

The formation of motor skills occurs in unity with the development of physical qualities. For example, with the development of strength, speed in jumping and throwing, the technique of their implementation improves and quantitative indicators increase.

The duration of the formation of a motor skill depends on the complexity of the exercise, for example, speed-strength acyclic movements (jumping, throwing), associated with the accuracy of the distribution of muscle efforts in space and time, require a long period of time. The formation of a motor skill depends on the correct selection of teaching methods and techniques. The rate of formation of motor skills is influenced by the psychological attitude (awareness of the assigned tasks, motives for activity), as well as positive emotions in the classroom.

1.2.5 Principles of learning in the process of physical education

The principle of consciousness and activity. The successful formation of motor skills and abilities, the development of physical qualities largely depends on the conscious attitude of children to classes. For this purpose, the teacher explains to the children the importance of classes, the meaning of exercises, and the technique of performing them; teaches children to watch their peers perform exercises; encourages them to introspection and introspection, self-evaluation of their actions; preliminary “feeling” (mental reproduction) of movements; attracts to the explanation of a familiar exercise, etc.

The principle of consciousness involves instilling in children initiative, independence, and the ability to creatively solve problems assigned to them (for example, figure out how best to get through a hoop). The principle of consciousness is closely related to the principle of activity.
The essence of the activity principle is that children should perform various exercises most of the time allotted for classes and be interested in motor tasks.

The principle of visibility. Preschoolers have concrete thinking; motor experience is small. Therefore, when teaching physical exercises, it is necessary to involve, if possible, all analyzers and use a variety of visual techniques: showing exercises, using visual aids, imitation, visual and sound cues, etc.

The principle of accessibility and individualization. This principle involves teaching children taking into account age characteristics and individual differences. It is especially important to determine the feasibility of the tasks offered to children. The principle of accessibility presupposes the inclusion of such difficulties that can be successfully overcome by mobilizing the child’s physical and moral strength, but without compromising the health-improving effect of classes. The capabilities of children increase with age and preparedness, so it is necessary to complicate the requirements in order to stimulate the further development of the child. In the process of training and education, one should adhere to the rules: from the known to the unknown, from simple to more complex, from mastered to unmastered. When moving to more difficult tasks, you need to be gradual, since the body's functional capabilities increase gradually.

The functional capabilities, health, physical development and physical fitness of children are different. There are also individual differences in the speed of mastering movements and in the nature of the body's reaction to physical activity. All this obliges the teacher to strictly individualize the process of physical education. An individual approach is necessary when solving all problems of physical education. When fulfilling general program requirements, an individual approach is expressed in the differentiation of tasks, load standards and methods of their regulation, as well as methods of pedagogical influence.

The principle of systematicity. Functional and structural changes in the body, motor skills are reversible, that is, they undergo reverse development if physical exercise is stopped. Therefore, it is necessary to conduct classes over such a period of time that the effect of each subsequent lesson is layered on the “traces” of the previous one, consolidating and developing the positive changes caused by it.

Properly organized physical education involves taking into account the entire set of conditions and selecting physical exercises in a certain system and sequence.

The principle of progression. The essence of this principle is that in the process of physical education the requirements gradually increase, more and more difficult new tasks are set, and the volume and intensity of the load increases.

To acquire a wide range of skills and abilities, you need to gradually master more complex movements. A large stock of motor skills makes it easier to master new movements. At the same time, children develop the ability to better coordinate movements. During training, physical activity should gradually increase. Once the load becomes habitual, it can no longer cause positive changes in the body. To ensure further improvement in functionality, it is necessary to systematically increase the volume and intensity of exercise.

Progression of requirements will only lead to positive results when new tasks and associated loads are feasible for children and correspond to their age and individual capabilities. .

1.2.6 Methods and techniques for teaching physical exercise

.

The first group of methods includes demonstration of physical exercises, the use of visual aids (drawings, photographs, cinemagrams, filmstrips, films, film rings), imitation (imitation), visual references, sound signals, and assistance.

Demonstration of physical exercises. When shown to children through their visual organs, a visual image of physical exercise is created.

Demonstration is used when children are introduced to new movements. The exercise is demonstrated several times. In order to create in a child the correct visual idea of ​​a physical exercise and encourage him to perform it in the best possible way, it is necessary to show the movement at a high technical level, that is, at full strength, at a normal pace, with emphasized ease. After this, the exercise is explained in general and shown again

Use of visual aids. To clarify the technique of physical exercises, visual aids are used in the form of planar images (paintings, drawings, photographs, cinemagrams, filmstrips), as well as films and film loops.

Imitation. Imitating the actions of animals, birds, insects, natural phenomena and social life occupies an important place when teaching children physical exercise. It is known that a preschooler is characterized by imitation, the desire to copy what he observes, what he is told about, what he reads. By imitating, for example, the actions of a bunny or mouse, children get into character and perform the exercises with great pleasure. The positive emotions that arise in this case encourage you to repeat the same movement many times, which helps to consolidate a motor skill, improve its quality, and develop endurance. .

Verbal methods. This group of methods includes the name of the exercise, description, explanations, directions, orders, commands, questions to children, story, conversation, etc. Verbal methods activate the child’s thinking, help to purposefully perceive the exercise technique, and contribute to the creation of more accurate visual representations of movement.

Practical methods. They are used to create muscle-motor ideas about physical exercises and consolidate motor skills and abilities.

1.2.7 Features of the development of physical qualities in preschool children

By physical qualities and abilities we mean such qualities and abilities that characterize his physical state; this is, first of all, the state of his morphofunctional development: the constitution of his body and the physiological functions of the latter. The signs characterizing the constitution of the body include, in particular, such indicators of its physique as height, weight, body circumference, etc. Among the various physiological functions of the human body, special mention should be made of the motor function, which is characterized by a person’s ability to perform a certain range of movements and level development of motor (physical) qualities.

The theory of physical education takes into account the psychophysiological characteristics of preschool children: the ability of the body to work, emerging interests and needs, forms of visual-effective, visual-figurative and logical thinking, the uniqueness of the predominant type of activity in connection with the development of which major changes occur in the child’s psyche and the “transition” is prepared child to a new higher stage of his development.” .

Throughout preschool childhood, there is a continuous development of physical qualities, as evidenced by the indicators of the general physical fitness of children. In preschoolers from 5 to 7 years old, back strength doubles: in boys it increases from 25 to 52 kilograms, in girls from 20.4 to 43 kilograms. Speed ​​performance improves. The running time for 10 meters on the move is reduced for boys from 2.5 to 2.0 seconds, for girls from 2.6 to 2.2 seconds. General endurance indicators change. The distance covered by boys increases from 602.3 meters to 884.3 meters, girls from 454 meters to 715.3 meters.

At the same time, scientists claim that the maximum growth rates of physical qualities do not coincide from year to year. Higher increases in speed indicators are observed at the age of 3 to 5 years, agility from 3 to 4 years, and strength abilities from 4 to 5 years. At the age of 5 to 6 years, some slowdowns in strength indicators were detected. It is necessary to take this into account when organizing targeted work on the development of physical qualities of preschoolers.

The development of the physical qualities of a preschooler is influenced by various means and methods of physical education. An effective means of developing speed are exercises aimed at developing the ability to quickly perform movements.

Children learn exercises best at a slow pace. The teacher must ensure that the exercises are not long or monotonous. It is advisable to repeat them under different conditions with different intensities, with complications or, conversely, with reduced requirements.

To develop in children the ability to develop a maximum running pace, the following exercises can be used: running at a fast and slow pace; running with acceleration in a straight line, diagonally. It is useful to perform exercises at different paces, which helps children develop the ability to apply different muscle efforts in relation to the intended pace. To develop the ability to maintain the pace of movement for some time, an effective way is to run short distances: 15, 20, 30 meters. When learning to quickly start movement, running with acceleration according to signals is used; start from different starting positions. These exercises are included in morning exercises, physical education classes, exercises, and outdoor games while walking.

To develop dexterity, more complex exercises are required in terms of coordination and conditions: the use of unusual starting positions (running and the starting position kneeling, sitting, lying down); jump from a starting position standing with your back to the direction of movement; quick change of different positions; changes in speed or pace of movement; execution of mutually agreed actions by several participants. Exercises can be used in which children make an effort to maintain Balance: spinning in place, swinging on a swing, walking on their toes, etc.

Exercises for the development of strength abilities are divided into 2 groups: with resistance, which is caused by the weight of thrown objects and the implementation of which is made difficult by the weight of your own body (jumping, climbing, squats). The number of repetitions is of great importance: too little does not contribute to the development of strength, and too much can lead to fatigue.

It is also necessary to take into account the pace of the exercises: the higher it is, the fewer times it should be performed.

In strength exercises, preference should be given to horizontal and inclined positions of the torso. They relieve the cardiovascular system and spine, and reduce blood pressure during exercise. It is advisable to alternate exercises with muscle tension with relaxation exercises.

Cyclic exercises (walking, running, jumping, swimming, etc.) are most suitable for developing endurance. A large number of muscle groups are involved in performing these exercises, moments of muscle tension and relaxation alternate well, the tempo and duration of execution are regulated.

In preschool age, it is important to solve the problems of developing almost all physical qualities. First of all, you should pay attention to the development of coordination abilities, in particular to such components as a sense of balance, accuracy, rhythm, and coordination of individual movements. When mastering new movements, preference is given to the holistic learning method. When movements are divided, the child loses its meaning, and therefore, interest in it. The child wants to immediately see the result of his action.

1.3 Features of organizing different types of physical education classes for senior preschool age

Morning exercises are one of the important components of the motor regime; its organization should be aimed at raising the emotional and muscle tone of children. Daily physical exercise promotes the manifestation of certain volitional efforts, developing a useful habit in children of starting the day with morning exercises. Its purpose and methodology are well known.

Morning exercises should be carried out daily before breakfast for 10-12 minutes. outdoors or indoors (depending on environmental and weather conditions).

When compiling morning exercise complexes throughout the year, it is important to remember their variable content and nature. Along with traditional morning exercises, different types and variants of it can be introduced into the practice of preschool institutions, both in terms of content and in methods of implementation. We suggest considering different options.

Morning gymnastics of a play nature includes 2~3 outdoor games or 5-7 play exercises of an imitation nature, as well as varying degrees of intensity, which are performed as a set of exercises with a general developmental effect.

Obstacle course exercises. Children are offered exercises with a gradual increase in load: increasing the complexity of motor tasks with the inclusion of different basic types of movements, increasing the number of repetitions, increasing the tempo of movements, changing the alternation of physical education aids.

Health jogging. This type of morning exercises must be carried out in the air - for 5-7 minutes. continuous running at an average pace with a gradual increase in distance and time. At the end of the gymnastics, breathing exercises are offered.

A set of exercises with the simplest type of exercise equipment (gymnastic roller, children's expander, rubber rings, “Health” disk).

A set of musical and rhythmic exercises (consisting of a warm-up, 5-6 general developmental exercises, dance movements).

For morning exercises, exercises are selected from those recommended by the program for a given age. The content of morning exercises includes various formations and formations, various types of walking, running, jumping with a gradual increase in the motor activity of children. Exercises for balance and development of coordination, outdoor games, and general developmental exercises are offered.

Optimal motor activity of children during morning exercises can be achieved by selecting exercises of varying degrees of intensity, a certain number of repetitions, and the pace of their implementation.

The complex of morning exercises should be repeated for two weeks. Activation of the functional activity of the body of children aged 5-7 years occurs due to an increase in the duration of morning exercises (10-12 minutes), the duration of continuous running (2-3 minutes), an increase in the number of jumps (30-50 jumps) and their complexity. The pace and number of repetitions of exercises with general developmental effects also increase. Each exercise is repeated from 3 to 8 times from different starting positions (standing, kneeling, sitting, lying on your back and stomach), with and without objects.

In older preschool age, children must independently reproduce the entire complex after two or three repetitions. When organizing morning exercises, musical accompaniment is necessary, which creates a joyful, emotional background; it is important to comply with the requirements for clothing, physical education equipment and the place where it is carried out.

Motor warm-up during a long break between classes allows you to actively relax after mental stress and forced static posture.

It consists of 3-4 play exercises, as well as voluntary movements of children using a variety of physical education aids (jump ropes, skittles, balls, hoops, rackets). At the end of the warm-up, it is rational to perform muscle relaxation exercises (1-2 minutes). The duration of motor warm-up is no more than 10 minutes.

Physical education is carried out by the teacher as needed (for 3-5 minutes), depending on the type and content of classes on speech development, drawing, and the formation of elementary mathematical concepts, mainly at the moment of signs of fatigue in children. Before the start of physical education, open the transoms.

It is well known that physical education sessions are used to maintain mental performance at a good level. At the moment when children's attention decreases and motor restlessness appears (usually at the 12-15th minute), fatigue sets in, you can offer several physical exercises while standing at their tables or in an empty seat in the group. These are exercises with a general developmental effect: bending the torso, moving the arms up to the sides, half-squats and squats, bouncing, skipping, different types of walking.

A physical education lesson may be accompanied by text related or unrelated to the content of the lesson. When pronouncing text by children, it is necessary to ensure that the exhalation is performed when pronouncing the words of one line, and before the beginning of the next line, a deep and calm exhalation is made. After physical education, the child’s breathing remains calm.

It is proposed to conduct a physical education session with musical accompaniment, during which children can perform dance exercises or improvised movements (circling, half-squats, bending, etc.).

Exercising after a nap. After a nap, it is important to improve the mood and muscle tone of each child, as well as take care of the prevention of posture and foot problems.

This can be helped by a gymnastics complex, which is variable in nature; depending on this, its duration will also change (on average from 7 to 15 minutes). It is advisable to use different variations of gymnastics after daytime sleep throughout the year. We invite you to consider them.

Gymnastics of a game nature consists of 2-3 game exercises such as “Stretching”, “Cogs”, “Athletes”.

Warm-up in bed and self-massage, a set of exercises. Children gradually wake up to the sounds of melodic music, which evokes pleasant positive emotions; lying in bed, on top of the blanket, for 3-4 minutes. perform 4-5 exercises with general developmental effects: 1 - turn the head to the right - to the left; stroking the arms, belly, legs, heels; 2 - raising and bending the arms; 3 - pulling your legs towards you, clasping your knees with your hands, and straightening them; 4 - lying on your back, simultaneous lifting of both legs and lowering them; 5 - leg movements, as when riding a bicycle.

You can offer exercises from different positions: lying on your side, on your stomach, sitting. After these exercises, as directed by the teacher, the children get out of bed, quickly perform several movements at different paces (walking in place, gradually turning into running, etc.); run out of the bedroom into a group room, well ventilated (temperature 17-19 degrees).

In the group, children perform voluntary, dance, musical and rhythmic movements to the music, after which they move on to breathing exercises and then get dressed.

Exercises with exercise equipment or at a sports complex (in a group, bedroom or in physical education, gyms).

Children study in small subgroups of 7-10 people. For example: one subgroup climbs a rope, a suspended and inclined rope ladder, moves on a monkey bars and other non-standard equipment in an arbitrary way; performs hangs on the crossbar, rope; stops while standing, lying on the crossbar, etc. The teacher must monitor the quality of the movements and insure the children.

Meanwhile, another subgroup randomly performs various exercises with exercise machines and on exercise bikes (disc “Health”, “Treadmill”, children’s expander, “Bicycle”, etc.). After 5-6 minutes. subgroups change places.

This type of gymnastics is quite complex, as it is designed for children to be more independent and have sufficient motor experience.

Any complex of gymnastics after sleep must include different types of walking, running, jumping, corrective exercises to prevent flat feet and poor posture.

For example: walking on toes, hands behind head; walking on your heels, hands on your belt; walking on the outer edge of the foot, toes tucked, hands on the belt, elbows pulled back, etc.

Jogging along the massage paths can be carried out by the group teacher daily or 2-3 times a week in combination with contrasting air baths as children wake up from their nap. A “treadmill massage track” can be placed in different places of the group (bedroom, playroom, locker room, corridor), saturating it with various physical education aids (ribbed board, rubber mats with spikes, plastic mats with a rough surface, etc.). This equipment is arranged in such a way that children of the entire group or a small subgroup can freely study, running from one aid to another. The introduction of continuous running at an average pace into the motor mode contributes to the development of endurance, coordination of movements, formation of the foot and strengthening of the body of children.

Children work out in their shorts and barefoot. After performing various variations of gymnastics, after a day's sleep, a water hardening procedure is carried out (pouring the feet, wiping the entire body with a damp mitten, followed by rubbing with a dry towel, etc.).

When dousing your feet, it is advisable to use water of a contrasting temperature (initially, 36 degrees, then reduce to 18-19 degrees, and so on). For weakened children, the water temperature changes as follows: 36, 28, 36 degrees, etc.

Recreational running should be carried out with a small subgroup of children (5-7 people), taking into account the child’s level of physical fitness.

As our research has shown, children of senior preschool age are able to run at an average pace (2.4-2.7 m/sec) without stopping a significant distance - from 950 m to 1600 m - in a period of time from 5 to 11 minutes.

The method of recreational running must correspond to the functional capabilities of the child’s body. Therefore, it is advisable to carry out health jogging at least twice a week on days when there are no physical exercises during the morning walk. We advise you to conduct them in the warm season at the very beginning of the walk, and in the cold season - at the end of it.

When conducting recreational running, an individually differentiated approach is carried out. Thus, children 5-6 years old with high and average levels of motor activity are asked to run two laps (on average 500 meters), and sedentary children are asked to run one lap. Children 6-7 years old with high and average levels of motor activity run on average 3-4 laps, and sedentary children - 2 laps.

The health running ends with a gradual slowdown in pace and a transition to normal walking with breathing exercises, after which standing exercises are offered to relax the muscles (2-3 minutes).

While running, the teacher needs to remember:

when choosing a running distance, it is important to take into account the health status and level of physical activity of children;

all running distances must be marked (the length of a semicircle and one circle);

running should give children “muscular joy” and pleasure;

it is necessary to develop in children a sense of speed in running, a certain pace;

after a healthy run, do not forget to use exercises to relax muscles and restore breathing;

in the winter season, it is advisable not to stop jogging, but at the same time take into account children’s clothing and the length of the distances, which are significantly reduced (from 250 to 500 m).

Use of a sauna with a contrast body wash and dry massage, as well as subsequent games in the pool. This health-improving and preventive complex is carried out once a week after daytime sleep, with a total duration of 35 minutes, with a small subgroup of children (no more than 10 people) under the guidance of adults. The total time in the sauna can be 5-8 minutes. (as prescribed by a doctor). Playful voluntary motor activity (duration 10-15 minutes) of children in the pool is accompanied by music and conducted under the guidance of a physical education instructor.

All children undergoing rehabilitation in the sauna-swimming pool are first subject to a mandatory medical examination and only after the doctor’s permission can use this complex weekly.

Corrective therapeutic exercises in combination with hydromassage and dry body massage (as prescribed by a doctor) This therapeutic and prophylactic complex can be recommended for a practically healthy child, one session per month, lasting 10-12 minutes, for 5 days in a row, followed by a break of three weeks. The complex is carried out in the afternoon under the guidance of a nurse and a teacher.

Therapeutic physical education (PT) complexes are prescribed by a doctor and conducted in subgroups (6-10 people) by a physical education instructor.

Unlike other pedagogical sciences, the theory of physical education recognizes the general principles by which the physical development of a person and his physical education are managed in the education system. This determines the specifics of the subject of the theory of physical education.

The system of physical education in preschool institutions represents a unity of goals, objectives, means, forms and methods of work aimed at strengthening the health and comprehensive physical development of children.

The purpose of physical education is to develop a healthy lifestyle in children.

In the process of physical education, health-improving, educational and educational tasks are carried out.

Training in the process of physical education is aimed at mastering motor skills, special knowledge, instilling the skills of correct posture, personal and public hygiene, as well as the development of physical qualities.

The process of learning movements consists of the following stages:

1) initial learning,

2) in-depth learning,

3) consolidation of skills and improvement of technique.

Training in the process of physical education is based on the following didactic principles: consciousness and activity, visibility, accessibility and individualization, systematicity, progression.

The effectiveness of the formation of motor skills largely depends on the correct selection of teaching methods and techniques. There are three groups of methods: visual, verbal and practical .

In the process of physical exercises, training, education and development are carried out simultaneously. By forming motor skills in children and transferring knowledge to them, the teacher also solves the problems of moral, mental, aesthetic, and labor education. Training conducted with the entire group of children helps them develop the skills necessary for successful school work: study in a team; listen when they explain to the whole group; watch the show; evaluate the quality of exercises; carry out tasks in an organized manner, etc. With systematic physical exercise, children improve their physical development, improve the functioning of all organs and systems, increase the protective properties of the body, develop physical qualities, and increase performance in various types of activities.

In preschool age, it is important to solve the problems of developing almost all physical qualities.

Chapter 2. Experimental part

2.1 Physical preparation of children of senior preschool age for school

Experience Information

Theme of the experiment: physical readiness of children of senior preschool age for school.

Relevance of experience. Entering school and the initial period of schooling causes a restructuring of the child’s lifestyle and activities.

Preparing children of senior preschool age for successful schooling is the most important task of the kindergarten and parents. This preparation provides for the diversified development of each child and, first of all, his full physical education.

In this regard, the goal of our research can be formulated as follows: to identify the conditions for the physical readiness of children of senior preschool age to study at school.

Experience technology

The experiment was carried out for 6 months. One group of children (10 people) was engaged in a special complex of physical and sports training. The second group (10 people) trained according to the usual method of physical training. During the experiment, the process of physical training of children of senior preschool age was monitored.

Experimental results

Table 2. Ready for school

Thus, out of 20 children of senior preschool age, only 13 children were ready to study at school in terms of physical and psychological preparation. The remaining children required more intensive training in both areas.

Meanwhile, usually before school the child already confidently masters all everyday activities and quite easily masters many movements: sports, dance. The degree and quality of development of these movements are clearly visible - I will present several diagnostic exercises from this block.

1. “Walk along the board” or “Walk along the line” - a strip 15 centimeters wide and 1.5-2 centimeters long is drawn on the floor in chalk. Assignment: “Walk along the line, placing the heel of one foot to the toe of the other.”

2. “Jump on one leg” Task: “Jump 5 times on one leg and 5 on the other.”

3. “Jump into the middle of the circle” (plastic rings can be used). It is first necessary to clarify whether the child understands what the middle of a circle is.

4. “Doing exercises” (to check orientation). Assignment: “Stand up straight, arms down, start walking with your right foot, one, two, three, four, stop. Right hand up, left hand up, right hand down, left hand down, turn your head to the right, to the left. Squat down, jump right, left, forward, back. Sit down, stretch your legs, hands on your knees, breathe evenly (inhale, exhale), stand up.”

The experiment made it possible to identify the following conditions that make it possible to make the process of physical and sports preparation of preschool children for school more successful:

1. Rational, comprehensive use of physical exercises.

2. Taking into account the individual characteristics of children of senior preschool age when selecting and using physical, and especially sports, exercises.

3. Active participation of parents in physical and sports education (holidays, leisure activities, etc.).

During the experiment, it turned out that sports exercises are a powerful means of comprehensive education of children: they not only improve the physical condition of the child, but also contribute to the implementation of a number of tasks of moral, mental, aesthetic and labor education; stimulate (which is very important in childhood) the development of mental and volitional qualities. However, sports exercises (their dosage, variety, etc.) must be correlated with the age characteristics of children.

Conclusion

Summarizing scientific and practical data, the theory of physical education reveals the essence of the problems that must be solved in the process of physical education, determines the fundamental approaches, effective means and methods for implementing these tasks, identifies and develops optimal forms of constructing the process of physical education in relation to the main stages of age-related human development and the conditions of his life.

The sooner a child realizes the need for his direct involvement in the riches of physical culture, the sooner an important need will be formed in him, reflecting a positive attitude and interest in the physical side of his life.

Thus, a reasonable choice of content and methods for developing physical qualities is an important aspect of increasing the effectiveness of physical education.

Physical education, in turn, is an integral part of the development of a child’s personality, which determines excellent adaptation and preparation for the educational process at school.

Thus, we can say that the process of physical education significantly facilitates adaptation to school and comprehensively develops the child’s personality.

List of used literature

Agadzhanyan N.A. Adaptation and reserves of the body. - M.: Physical culture and sport, 1983. - 176 p.

Alferova T.V. Age-related features of adaptation of the cardiovascular system to local muscular activity: Abstract of thesis. dis. ... Doctor of Biological Sciences - M., 1990. - 42 p.

Ananyeva I.A., Yampolskaya Yu.A. Physical development and adaptation capabilities of schoolchildren // Bulletin of the Russian Academy of Medical Sciences. -1993.-No.5.-S. 19-24.

Anokhin P.K. Essays on the physiology of functional systems. -M., - 1975.-470 p.

Ashmarin B.A. Theory and methodology of pedagogical research in physical education: A manual for students, graduate students and teachers of IFC. - M.: Physical education and

Fundamentals of the development of physical qualities and abilities in children of preschool and primary school age. Physical qualities and abilities: endurance, agility, flexibility. Organization of physical education of schoolchildren, its principles and main stages.

Determination of age characteristics of students studying in grades 5-9 and characteristics of the main tasks of physical education. Conducting a physical education lesson in middle classes and modern methods of teaching motor actions to schoolchildren.

Selective physical education of the abilities of children of middle and high school age. Development of strength, speed, endurance and flexibility in schoolchildren. Developing dexterity in children. Features of physical development when playing sports.

The influence of the formation of motor skills on the development of physical qualities. Approbation of the methodology for developing movement speed. Identification of the level of development of speed in children of senior preschool age. The use of physical exercises when running.

Distribution of students into groups based on medical examination data. Tasks and organization of work on physical education of students of special medical groups. Taking into account individual characteristics and differentiated approach. Lesson structure diagram.

Studying the characteristics of the performance of younger schoolchildren, determining the role and significance of morning exercises in its formation and maintenance. Construction and structure of morning exercises, options for its implementation. Drawing up your own lesson plan.

Types of physical education activities in the family's daily routine. Morning hygienic exercises. Health running. Walking, hiking and excursions. Outdoor and sports games. Hardening in the family with air, sun, water. Hygiene of the physical culture family.

General developmental exercises, their role in the physical development of children, characteristics and classification. Simulation exercises. Wellness orientation. The tasks of teaching children movements. Methods of teaching exercises in different age groups.

The importance of physical exercise for the body of a preschooler. Organization of physical education classes in kindergarten. Basic gymnastics as a means and method of physical education of a child. A study of gymnastics training methods for older preschoolers.

Objectives of physical education in institutions of primary vocational education. Program and organization of classes. Work of sports sections and health days. Requirements for recording progress. Lessons with students of special medical groups.

Planning and accounting of physical education work in an educational institution. A detailed outline of a lesson in physical education (gymnastics - 3rd grade, athletics - 6th grade, sports games - 10th grade). Physical education lesson for primary school students.

General characteristics of the main forms of organization of physical education. Physical education and health activities during the day: exercise; hardening procedures in combination with physical exercise. Physical education work in everyday life.

Physical education of preschool children in the education system taking into account modern requirements. The unity of the child’s physical and mental development. Means of education: hygiene factors, natural forces of nature, physical exercise.

Teaching the technique of performing the “bridge” exercise from a standing starting position (with the help of a partner). Strength exercises on the bar. General developmental exercises with a skipping rope. Classes for the development of speed and strength qualities of children using the competitive method.

The goals and objectives of aerobics classes in kindergarten: to develop a sense of rhythm and motor abilities in children; teach children to perform movements to music beautifully, freely, and with coordination; instill in children dance movements and a general culture of behavior.

The meaning of morning exercises, its tasks, structure and content. Selection of exercises, compilation of complexes. Options and conditions. Methodology for conducting morning exercises with children of different age groups. Use of musical accompaniment.

Features of the formation of motor skills in children of senior preschool age with developmental disabilities. Systems for organizing physical education in special preschool institutions. Contents of sports leisure activities in a speech therapy group.

The goal of physical education is to raise a healthy, cheerful child. Age-related features of child development up to 7 years. Formation of the child’s motor functions. Gymnastics for children as a system of specially selected physical exercises.

Factors of physical performance, muscle functionality. Features of the organization of physical education teaching. Basic rules for organizing sports training for boys and girls. Dosed load of physical exercises.

Improving motor qualities and features of attention development in preschool children. The importance of outdoor games in education. Study of the level of development of physical qualities and attention in children during outdoor games in preschool educational institution No. 35 "Nightingale", results of the work.