Athletics classes at school. Athletics in primary school Physical education in school athletics

Athletics workshop

Publishing house

BBK 75.711ya73

UDC 796.42(076.5)

Bobina O.N.

B 721 Workshop on athletics: textbook / author.-comp. HE. Bobina, I.N. Rodichev - Tomsk: Tomsk Polytechnic University Publishing House, 2009. - 112 p.

The workshop outlines teaching methods in athletics, possible errors in performing exercises and how to eliminate them, and excerpts from competition rules that in one way or another affect the performance of exercises. Tasks are given that will help students master the methods of teaching and improving the technique of athletics exercises. The workshop also contains credit requirements for this discipline. Intended for students of specialty 032101 “Physical Education and Sports”.

Tomsk Polytechnic University

Reviewers:

Doctor of Pedagogical Sciences, Professor of TSU

O.I. Zagrevsky

Candidate of Pedagogical Sciences, Associate Professor, TSPU

T.V. Karbysheva

Candidate of Pedagogical Sciences, Associate Professor TPU

A.V. Belousov

PREFACE................................................... ........................... 5

CHAPTER I ATHLETICS IN THE PHYSICAL EDUCATION PROGRAM FOR SCHOOLCHILDREN......................................................... ........................................... 6

CHAPTER II STRUCTURE OF CLASSES IN ATHLETICS 10

CHAPTER III GENERAL REGULARITIES OF TEACHING TECHNIQUES OF ATHLETICS EXERCISES......................................................... 21

3.1. Methods of teaching race walking techniques................... 23

3.1.1. Typical mistakes when teaching race walking techniques 26

3.1.2. Rules for race walking competitions................................ 29

3.2. Methods of teaching running techniques for medium and long distances 30

3.2.1. Typical mistakes when teaching running techniques for medium and long distances 34

3.2.2. Rules for middle and long distance running competitions 36

3.3. Methodology for teaching short-distance running techniques... 37

3.3.2. Rules for short-distance running competitions. 44

3.4. Methods of teaching relay running.................................... 46

3.4.1. Typical mistakes when teaching relay running techniques........ 51

3.4.2. Rules for relay competitions.................................... 53

3.5. Methodology for teaching hurdle running technique.................................... 54

3.5.1. Typical mistakes when teaching hurdling technique 58

3.5.2. Competition rules for hurdles.................................................... 59

3.6. Methodology for teaching the running long jump technique.... 60

3.6.1. Typical mistakes when teaching long jump technique....... 65

3.6.2. Rules for long jump competitions.................................... 68

3.7. Methodology for teaching the technique of high jump with a running start using the “stepping over” method.................................................... ............................................... 69

3.8. Methodology for teaching the running high jump technique using the “Fosbury flop” method.................................................... ........................................................ ............... 75

3.8.1. Typical mistakes when teaching the high jump technique using the “Fosbury flop” method.................................................... ........................................................ ............... 79

3.8.2. Rules for high jump competitions................................... 81

3.9. Methodology for teaching shot put technique.................................... 82

3.9.1. Typical mistakes when teaching shot put technique........... 87

3.10. Methods of teaching the technique of throwing grenades and balls........ 89

3.10.1. Typical mistakes when teaching grenade and ball throwing techniques 95

3.10.2. Rules for competitions in shot put, ball throwing, grenade throwing, javelin.................................................... ........................................................ .................... 104

CHAPTER IV CREDIT REQUIREMENTS.................................... 106

4.1. Accounting for passing tests......................................................... ............... 106

BIBLIOGRAPHY................................................ ........ 110

PREFACE

Athletics is a popular and most popular sport all over the world. This can be explained by the fact that athletics is accessible (classes do not require expensive equipment and can be held in the forest, in a park, at a school stadium) and has:

l health value (various athletics exercises have a diverse effect on the human body: on the musculoskeletal system, functionality);

l educational value (a good means for developing and nurturing physical qualities, will, perseverance, discipline, and the ability to overcome difficulties);

l applied significance (as one of the means is part of the training of almost all armies of the world and other power units);

l educational value (in the process of practicing athletics, a person acquires useful knowledge and skills about daily routine, nutrition, training planning, etc.).

For the same reasons, athletics is an integral part of the state program in the subject “Physical Education” for schoolchildren in grades 1-11.

CHAPTER I ATHLETICS IN THE PHYSICAL EDUCATION PROGRAM FOR SCHOOLCHILDREN

Athletics classes are aimed at mastering short, medium and long distance running, relay running, long and high jumps from a place and from a run, throwing at a target and at a distance and improving technique in these types.

Running, jumping, throwing are characterized by great variability in execution and application in different conditions. They have a significant impact on the development of physical qualities of schoolchildren.

In grades 1-4 Schoolchildren begin to master walking, running, jumping, and throwing. They are studying:

· run at a maximum speed of up to 60 m along the school stadium track and other flat open areas;

· run at a steady pace for up to 10 minutes;

· quickly start from various starting positions;

· push off strongly and land on your feet after a quick run of 7-9 steps;

· overcome a strip of 3-5 obstacles by running and jumping;

· jump high from a straight or lateral run from 7-9 steps;

· jump with turns of 180-360°;

· throw small objects weighing up to 150 g at a distance and at a target (vertical and horizontal) from different starting positions with the right and left hands (from a standstill and from 1-3 run-up steps).

For elementary grades, athletics exercises are recommended to be carried out primarily in a playful and competitive form.

After mastering the basics of the technique of performing athletics exercises included in the content of the primary school program, from the 5th grade the study of the technique of running for short, medium and long distances, long and high jumps with a running start, and throwing begins.

In grades 5-9 schoolchildren learn:

· run at a maximum speed of 60 m from a low start position;

· run at a steady pace for up to 20 minutes (boys) and 15 minutes (girls);

· after a quick run-up from 9-14 steps, perform a long jump using the “legs bent” method;

· Perform a high jump using the “overstepping” method with a running start of 6-10 steps;

· throw a small ball at a distance from 3-6 steps in compliance with the rhythm;

· throw a small ball at a target (vertical and horizontal) from 10-15 m and at a slow and fast moving target from 10-12 m.

The main point in teaching athletics exercises to students 5-9 grades is to master the consistency of the run-up with take-off (in jumping) and the run-up with the release of a projectile (in throwing).

The teacher determines the methods of jumping independently, depending on the availability of appropriate equipment and the preparedness of the students. Easiest for students to learn 5-7 grades long jumps from the run using the “bent legs” method and high jumps using the “stepping over” method.

In grades 8-9 you can

use more complex sports jumping methods, such as the Fosbury flop.

After stable performance of these motor actions, the teacher should diversify the conditions for their implementation: the length of the run-up in jumping and throwing, the weight and shape of throwing projectiles.

Students in grades 8-9 participate in competitions in certain types of athletics and in track and field quadathlon: 60 m run, high or running long jump, throwing, endurance running.

In grades 10-11 the educational process is directed

to study the technique of relay running, to improve the technique of short-distance running, long and high jumps with a run, and throwing. Compared to grades 5-9, the length of sprint distances increases (running 100 m from a low start), shuttle running 10 x 10 m is introduced, the duration of running at a uniform pace increases (boys up to 25 minutes, girls up to 20 minutes), the run-up length increases in jumping and throwing. The number of exercises that have a related effect on improving technique and developing physical qualities is increasing. Lessons in these classes take on the characteristics of training.

Exercise: Using the “Physical Education Program for Students in Grades 1-11” (M.: Prosveshchenie, 1996) and lecture notes, enter in the appropriate columns of Tables 1, 2, 3, athletics exercises for students in grades 1-11.

Table 1

There is no more popular sport than athletics. Types of athletics are natural and diverse for humans, including running, jumping, walking, and throwing. To practice them, even high-level athletes do not require special expensive equipment. Therefore, the most disadvantaged and poorest countries in Asia, Africa and Latin America can produce great champions in athletics and raise their prestige on the international stage.

Classification

Of all the Olympic sports, athletics is considered the most medal-rich. This includes 24 disciplines for men and 23 for women. The “Queen of Sports,” like any queen, is very conservative - the program for men’s competitions has not changed for more than half a century.

Only women achieved the right to compete in athletics sports that were previously considered male.

An inexperienced fan can easily get confused in the variety of competitions and disciplines, but for convenience they are all divided into several groups. These groups, as a rule, have some general criteria according to which certain sports are included in them.

Athletics are especially developed in English-speaking countries. Types of athletics here are divided into two large groups - “track” and “field”. As the name implies, the first includes all running disciplines, as well as walking competitions, and the second includes all the rest.

List of athletics types:

Cross country:

8. Marathon.

9. 100m hurdles.

10. 200 m hurdles.

11. 400 m hurdles.

12. 3000 m with obstacles.

13. 4 x 100 m relay race.

14. 4 x 400 m relay race.

2. Triple jump.

3. High jump.

4. Pole vaulting.

5. Javelin throwing.

6. Discus throwing.

7. Hammer throw.

8. Shot put.

Walking:

Traditionally, the sports included in athletics are divided into five large subsections: running, walking, throwing disciplines, jumping, and all-around. All of them, in turn, have their own varieties.

Basic athletics

Acquaintance with the basic types of athletics begins in early childhood and continues at school, where in physical education lessons children are taught running, long jumping, and throwing sports equipment. Later, the child can develop his skills acquired at school in specialized sports sections, where he can engage in more complex activities. All types of athletics, including basic types, will be discussed in detail below.

Walking

Race walking can rightfully be considered one of the basic sports of athletics. There is no more natural and common state for a person than walking. However, the most routine type of human activity is also a full-fledged sport.

As the competition progresses, the walkers have an irresistible desire to start running in order to get ahead of their opponents. However, the thoroughly written points of the rules clearly define the essence of race walking.

According to the letter of the rules, race walking is a cyclical movement consisting of alternating steps. The athlete must be in constant contact with the ground, the supporting leg must be straightened until it leaves the surface. Simply put, it is forbidden to lift off the ground, bend your knees, or start running.

Driven into the framework of strict rules, the distance walkers have a hard time; their every move is closely monitored by strict referees, who mercilessly punish the offenders for the slightest violation. For the first foul a warning is issued, for the subsequent one - removal. Therefore, among the types included in athletics, race walking is considered one of the most technically difficult. Despite the apparent simplicity, there are many nuances here; a large number of athletes leave the race for carelessness and sloppiness in technique. Russian athletics has produced many stars in race walking.

The events included in the Olympic program are 20 km for men and women, in addition, representatives of the stronger sex compete at an extra-long distance of 50 km.

Faster than the wind

Having barely learned to walk, the child soon begins to run around like crazy, competing with friends in speed and endurance. They also run at a professional sports level, winning medals and titles, setting world records. When asked what sports are included in athletics, even the most distant person from sports will confidently name running.

The most spectacular and dynamic running disciplines are the 100 and 200 meter races, which are classified as sprints. The speed qualities of athletes and the ability to perform explosive, short-term work come to the fore here. The strongest sprinters are considered to be black athletes from the United States and the Caribbean, whose muscle structure, according to specialists in sports medicine and physiology, is ideal for such tasks.

The main sprint star of the last ten years is undoubtedly Usain Bolt, a Jamaican athlete who has consistently won all the major international tournaments from 2008 to 2017. He became an eight-time Olympic champion, multiple world champion, and set world records that for many years were considered physically impossible for humans by athletics experts.

Types of athletics are not limited to short sprint distances. The 400 meter race is considered a long sprint. This is one of the most difficult running disciplines, in which the athlete must not only develop high speed, but also maintain it over a fairly long section, that is, have speed endurance.

Hurdling is also included in the list of disciplines in the Olympic program. Men compete in the 110-meter race, and women compete in the 100-meter race.

Relay races

Relay team competitions are considered one of the most spectacular types of track and field running program. Based on this, relay races close the program of cross-country athletics at most tournaments.

Here the athlete works not only for himself, but also for his team; the teamwork of the athletes comes to the fore. Victory in the relay race is considered particularly honorable also because it gives an idea of the general level of development of running in a particular country. That is, even not the most stellar athlete has a chance to get a medal due to the high level of other teammates.

In athletics today there are two types of relay disciplines - 4x100 and 4x400 meters. The distance is divided into four stages, each of which is assigned to a specific athlete. At each stage, in a special corridor, the baton is passed from one team member to another. If the baton falls or is passed in violation of the rules, the team will be disqualified.

In the wake of the general popularization of mixed sports, relay races are being actively introduced into the competitive program, where men and women alternate.

Stayers

Every fan is interested in what types of athletics are included in the Olympic Games. Among them are middle and long distance running disciplines. The first group traditionally includes running 800 and 1500 meters. Here runners compete, who must have not only speed, but also endurance, and be able to distribute their strength over a distance of several laps around the stadium.

In addition, factors come into play here that are not taken into account at short distances. If the sprinters run along their own tracks and may not pay attention to their competitors, then after 200 meters the stayers enter the common track and are forced to fight quite hard for an advantageous position during the race. Therefore, middle-distance running is a competition not only in speed and endurance, but also in the ability to conduct a tactical fight.

Running 3000 and 5000 meters is considered long-distance running. Here the athlete’s speed is no longer important; his endurance comes to the fore.

If you look at what types of athletics are especially popular in Africa, you can easily notice that these are long-distance running disciplines. Africans are historically adapted by nature to overcome the vast expanses of the endless savannahs of their native continent. The largest number of awards at the world's largest tournaments are won by representatives of Kenya and Ethiopia.

In addition to the smooth running disciplines, stayers compete in steeplechase - a 3000-meter steeplechase.

Marathon

At all Olympics without exception, the final event of the entire sports program is the marathon. The winners and medalists of the marathon receive the exceptional honor of being awarded at the stadium during the closing ceremony of the Olympic Games.

Such privileges are given to representatives of this type of athletics for a reason, since running 42 km is considered the hardest test of strength of the human body and requires incredible endurance and fortitude from the athlete. Marathon competitions have long outgrown the scope of just athletics; special commercial marathon tournaments are held, bringing together the best ultra-long distance runners.

Vertical

The list of athletics types would not be complete without jumping disciplines. Even children compete with each other to see who can jump the highest. Professional athletes also do this at prestigious competitions.

These types of athletics are divided into vertical and horizontal. The first include the high jump and pole vault. High jump competitions are held in a specially equipped sector. It includes space for a run-up, a special bar on holders and a place for landing.

Everything is very simple - the athlete runs up, pushes off with one leg, takes off, and lands. The opponents take turns storming the height, and for each mark they are given three attempts. The jumper has the right to transfer one or two attempts to the next heights. An attempt is not counted if the athlete knocks down the bar. However, if the judge has already counted the jump with a raised white flag, and the bar still does not hold, then the attempt is considered valid.

Pole vault is considered one of the most technically difficult disciplines. The athlete must have high sprinting qualities, jumping ability and excellent coordination. Just like in the high jump, the athlete is given three attempts for each mark. The height increase is at least 5 cm with each attempt.

Horizontal

The long jump is considered one of the oldest sports; it was part of the competition program of the ancient Olympics, held in Ancient Greece. Since 1896, this technical discipline of athletics has always been included in the program of the modern Olympic Games.

A good long jumper must have not only jumping ability, but also excellent sprinting skills. The competition takes place in a special sector, which includes a runway, a wooden take-off bar and a jumping pit.

It seemed that it could be simpler - he ran and jumped. However, there are some nuances here too. The length that the athlete jumped is measured from a special line on the bar to the edge of the hole in the sand pit for landing. When an athlete steps over the line, the attempt is not counted, so a good jumper must have the ability to calculate his run-up with millimeter accuracy and guess the rhythm of his steps in order to push off as close as possible to the allowed edge.

The triple jump is considered a more complex technical discipline, because the jump phase here is divided into three parts, which requires excellent coordination of movement to complete a clean attempt.

Throwing

The most muscular and strong athletes compete in the throwing disciplines of athletics. In this category there are the following types of athletics:

shot put;
hammer throwing;
discus throwing;
javelin-throwing.

Discus throwers and shot throwers began competing against each other at the modern Olympics in 1896, later joined by javelin throwers and hammer throwers.

In each of the listed types, the athlete is limited to a special area for the run-up and preparation for the throw. The distance of the attempt is measured from a special line that limits the area to the hole from being hit by a projectile.

The hammermen's area is limited by a special protective net that encloses the space on three sides to prevent the insidious projectile from flying into the stands and injuring any of the spectators. Javelin throwers are often at the mercy of the vagaries of the weather; a tailwind quite significantly interferes with a clear attempt and incorrigibly changes the trajectory of their projectile.

All-around

The most difficult type of athletics is the all-around. Athletes compete in several athletics disciplines, including running, throwing, and jumping. Each of them requires special specific qualities, so a good all-around athlete is always an example of a well-rounded athlete.

Men compete in ten types of athletics program, women - in seven. Grueling, grueling multi-event competitions always stretch over two days. On the first day, decathletes compete in the following events: 100-meter run, long and high jump, shot put; the closing event of the day is a 400-meter long sprint.

The grueling marathon continues on the second day with discus and javelin throwing, pole vaulting, and hurdles. The crowning glory of the competition is the 1500 meter run, which stands out from other events that require mainly short explosive muscle work and becomes a real test of endurance. The women's heptathlon program includes the same events with the exception of the 100-meter run, discus throw and pole vault.

For each type of program, the athlete receives points, awarded to him depending on the result shown. The winner is the one with the highest amount of credit points.

Russian Athletics

The sports included in the Olympic program are under special attention in each country. Russia has also given the world many “queen of sports” stars. Technical types are especially developed here, which include long jumps, pole vaults, and various types of throwing. Elena Isinbaeva is rightfully considered one of the best track and field athletes of all time, having set two dozen world records in pole vaulting. Also, the name of Tatyana Lebedeva, a world star in the triple jump, thundered throughout the world.

Cross-country athletics are unevenly developed in Russia. Middle distance running regularly produces excellent athletes. Yuri Borzakovsky, Maria Savinova - these stayers became world champions and Olympic winners.

However, in the sprint, the positions of Russian athletes, as well as all European athletes, are not so strong. Black runners from North America and the Caribbean clearly dominate here. It is also not easy to compete with them in long-distance running, where African athletes are strong.

Until recently, race walking was also the pride of Russian athletics, but numerous doping scandals have undermined faith in the purity of the achievements of domestic speed walkers.

Students, graduate students, young scientists who use the knowledge base in their studies and work will be very grateful to you.

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Introduction

Athletics plays a vital role in the system of physical education of schoolchildren. Athletics exercises are more accessible and simpler than exercises in other types of physical education and health. They can be used in raising children of any age and degree of physical development.

In a comprehensive school, there are three organizational and methodological forms of conducting athletics classes: lesson, sectional classes and independent classes. These forms are closely related to each other by common tasks and goals and are only conditionally divided according to organizational principles. The main form of conducting athletics classes in a secondary school is the lesson.

The basis of athletics lessons is the methodology of teaching the technique of movements of certain types. By teaching new exercises, students’ “motor horizons” expand and their physical abilities increase. Athletics lessons also develop the moral and volitional qualities of schoolchildren. But, despite the simplicity and accessibility of athletics, safety requirements must be observed during classes.

Physical education and health lessons require proper planning, based on the methodological principles of education, reasonable distribution of the load, depending on the goals and objectives of the lesson, the time of its implementation, the age and gender of the students, the degree of their physical development, health status and other external and internal factors. Knowledge of all these factors will allow the teacher to select the optimal lesson content and density, find an individual approach to each student and correctly distribute the load.

The content of the lesson is determined by the physical education program, which clearly defines goals, objectives, educational topics, requirements and standards. An athletics lesson is made up of many interrelated components that determine its content.

The main principles of the lesson are:

· constant implementation of the basic pedagogical law - the unity of teaching and upbringing;

· thoughtful and rational selection of educational material;

· knowledge of techniques and teaching methods for various types of athletics, the ability to demonstrate athletics exercises yourself;

· taking into account the age characteristics and level of preparedness of students;

· develop and improve physical qualities, taking into account periods of their sensitive development;

· constantly promote the development of the functional state of students;

· use individual and group forms of classes;

· provide working density in such a way that the intensity of the load does not exceed a heart rate of 150 beats/min.;

· plan situations that would help students use athletics skills in everyday life.

Program material for elementary school students provides training in the simplest forms of walking, running, jumping and throwing: straight running, long jump using the legs bent method, high jump using the “stepping over” method, throwing a small ball. Gradually, with each academic year, the athletics material of the program expands and becomes more complex. In grades 5-8, students acquire the necessary skills in sprinting, relay and cross-country running, long jumping and scissor jumping, and high jumping - jumping. They practice running an obstacle course. In grades 9-11, students improve in running, in the use of selected methods of jumping and throwing, and become familiar with the basics of hurdling. Athletics are similar in nature to sports training. Just like other sections of the program, the athletics section in each year of study contains theoretical information, skills and abilities, material for the development of motor qualities and requirements for students.

The nature and primary focus of the tasks, the choice of teaching tools and methods, methodological methods for organizing students, as well as the stage of training determine the type of athletics lesson in a secondary school.

Depending on the above conditions, lessons are divided into introductory, educational, improvement and consolidation of learned material, training, testing the acquisition of certain knowledge, abilities and skills, as well as the level of physical and technical readiness, control, mixed type, educational and training.

To increase the productivity of the lesson, it is necessary to use exercises that would awaken interest in motor activity and increase the emotional state of students.

The best experience of school teachers shows that monotonous exercises sharply reduce interest in classes. These types include long-term regular and sports walking, running, and cross-country running. The use of such exercises with various changing tasks (running with acceleration, in pairs, triples, over obstacles, etc.) significantly increases the emotionality of performing the exercises. In the preparatory part of the lesson, it is advisable to use rhythmic exercises to music (aerobics, sports dancing).

All lessons must be conducted with high density and ensure the constant employment and activity of each student.

It is necessary to provide a rational balance between physical activity and rest. After intense running exercises, it is necessary to do flexibility and posture exercises.

It is also important to use motivated assessments for performing athletics exercise techniques and the level of development of physical qualities. A low level of development of qualities or poor mastery of exercise techniques causes a negative attitude towards such students. Therefore, in all lessons it is necessary to purposefully include exercises to develop physical qualities. It is recommended to use the following options: to develop speed qualities (reaction time, ability to accelerate, time of a single movement, complete execution of an exercise up to 6 s; speed-strength qualities or agility), speed-strength qualities and agility; speed and flexibility; strength and flexibility; endurance and flexibility.

A modern lesson should include the need to acquire theoretical knowledge about the technique of performing an exercise, the basics of physical qualities, and the influence of athletics exercises on the human body.

The specific features of various variants of running, jumping and throwing create favorable opportunities for developing moral and volitional qualities and hard work.

Whenever possible, athletics lessons should be held on the school playground or stadium.

Homework should be a mandatory component of the lesson. They provide for the implementation of individual elements of exercise technique, the development of physical qualities, and the acquisition of theoretical knowledge. Homework is developed by the teacher in a strictly differentiated manner and must contain mandatory practical material.

It is very important to correctly arrange the educational material into the component parts of the lesson, depending on the age and level of preparedness of the students.

Sequence of educational tasks in lower grades:

Preparatory part of the lesson. Drill exercises, walking with attention and figurative execution (silently, like a cat or raising your knees, like a heron). Next, running with various changes in direction (2-2.5 minutes), general developmental exercises at different paces for the development of speed and strength qualities. Then exercises for balance, accuracy and agility.

The main part of the lesson. It should be based on emotional outdoor games with various movements (walking, running, climbing, crawling) with jumping and overcoming obstacles (like “fun starts”).

Final part. This includes attention games, posture formation, rhythmic walking, breathing exercises, etc.

A slightly different focus and sequence should be in middle and high schools. One of the options for placing educational tasks in the lesson:

Preparatory part of the lesson. Drills, posture exercises, running over obstacles, changing tempo, direction, in the rhythm of the dance. General preparatory and special exercises aimed at preparing for the main part of the lesson and types of athletics: team relay races, running with a handicap, carrying a medicine ball. Cross training is also possible, but it must be clearly planned.

The main part of the lesson. First, a set of lead-in exercises is performed, and then a lighter version of a complete exercise or a combination of main phases. In conclusion, speed and speed-strength games, relay races with medicine balls are definitely planned. All this should contribute to the development of qualities.

Final part. Provides for reducing the intensity of physical activity with performing exercises for flexibility, agility, coordination, and attention.

It must be especially emphasized that when performing athletics exercises, it is necessary to avoid excessive stress on the cardiovascular and respiratory systems, prolonged static stress, overstrain of the musculoskeletal system, and prolonged monotonous exercises. When teaching, it is not advisable to use too long an explanation. In children, increased excitability of the central nervous system and a long story cause dissipation of attention and reluctance to complete tasks.

Each athletics lesson requires a high level of organization. This is due to the complexity of performing athletics exercises and ensuring the safety of activities. Any throwing while standing facing each other, counter speed exercises, relay races, jumping on unequipped places, and performing exercises on slippery and wet ground should be absolutely excluded.

1.1 Athletics lesson structure

Each lesson in physical education and health, including athletics, consists of three functionally related components: preparatory, main, final. The sequence of these parts reflects the patterns of changes in the body's performance under the influence of physical activity. At the beginning of the load, the body overcomes the inertia of rest due to a gradual increase in the functional performance of its organs and systems. This is called the development phase, which corresponds to the preparatory part of the lesson. Then the achieved level of functional performance is maintained for a certain time with slight fluctuations in the direction of its increase and decrease. This is called the sustained performance phase, which corresponds to the main part of the lesson. As the functional reserves of the working organs and systems of the body (cardiovascular, respiratory, muscular, etc.) are consumed, the performance of the student gradually decreases. This is called the exhaustion or fatigue phase, which corresponds to the final part of the lesson.

1.1.1 Preparatory part of the lesson

The preparatory part lasts 8-10 minutes. The main goal is to functionally prepare the students’ bodies to perform the exercises planned in the main part of the lesson.

Based on this, the following methodological tasks are solved in the preparatory part:

· ensuring the initial organization of students and their mental attitude for the lesson;

· activating attention and increasing the emotional state of those involved;

· ensuring the general functional readiness of the body for active muscular activity (performing simple physical exercises);

· ensuring special readiness for the first type of exercises in the main part of the lesson (performing introductory and preparatory exercises).

In other words, the preparatory part is a warm-up. But if an athlete’s warm-up at a training session lasts 30-40 minutes, then at a school lesson it lasts only 8-10 minutes.

It is necessary to prepare the body very well for the upcoming load. This is a difficult task, and its solution depends, first of all, on the pedagogical skill of the teacher, the level of his general and special knowledge. To achieve the desired effect, warm-up exercises must be carefully selected in accordance with three basic principles. Firstly, in such a way that they gradually involve first small, and then increasingly larger muscles and muscle groups; secondly, warm-up exercises should not be very intense, otherwise fatigue will set in, which will make it difficult to complete the exercises in the main part of the lesson; thirdly, in the warm-up there should be such a sequence that the outdoor gear gradually gives way to movements that are similar in structure and nature to the exercises of the main part of the lesson.

This part of the lesson must include various formations, rearrangements, pay special attention to posture, as well as precise execution of all commands.

The content of the preparatory part includes:

· initial organization of students (construction, communication of lesson objectives, drills, attention exercises);

Various options for walking and running;

· general developmental and preparatory exercises (performed on the spot, in motion, without objects, with objects).

When compiling a set of exercises for the preparatory part of the lesson, you should remember that the selection of exercises and their alternation depend on the tasks for which the complex is being compiled, as well as on the gender, age and physical fitness of the students. The complex should include exercises available to students for all muscle groups.

As a rule, exercises are performed on counts of 2, 4 and 8:

a) after a preliminary demonstration and explanation by the teacher;

b) simultaneously with the demonstration and explanation of the teacher;

c) only for display;

d) only by explanation.

The number of exercises in a complex usually does not exceed 8-10.

When conducting general developmental exercises to activate the attention of students and increase their emotional state, it is recommended to use:

clapping hands;

· performing exercises with eyes closed;

· performing exercises with fixation of individual positions (poses) on a count of up to 5-7;

· performing exercises at different paces;

· performing exercises with a gradual increase in the amplitude of movement;

· performing the same exercise from different starting positions.

When performing exercises, it is recommended to set a specific task for the students. For example, while bending forward, touch the floor with your entire palm, or when turning your torso to the right from a spread leg stance, touch your left heel with your right hand, and vice versa.

To increase the interest of students in performing general developmental exercises and more successfully solving the problems of the preparatory part of the lesson, it is recommended to use a variety of ways to conduct these exercises.

· The separate method is characterized by the fact that after performing each exercise of the complex there is a pause. With this method, students perform movements more accurately, and it is easier for the teacher to control them.

· The flow method is that the entire set of exercises is performed continuously, without stopping, and the final position of the previous exercise is the starting point for the next one.

· Do the exercises in pairs.

· Performing exercises with objects (gymnastic sticks, jump ropes, medicine balls, with a gymnastic bench, on a gymnastic wall, etc.).

· Perform exercises in motion.

It is advisable to include exercises that have an emotional overtones and use musical accompaniment. It is typical that the preparatory part of the lesson should include exercises that do not cause difficulties in their implementation.

To successfully solve the problems of the preparatory part of the lesson, the teacher must:

· choose the right place to display exercises;

· show exercises at the right pace and from a convenient angle for viewing;

· briefly and accurately name the exercises shown;

· give commands correctly, timely and loudly enough;

· help students with mirror displays, provide hints and calculations;

· achieve precise and synchronized execution of exercises;

· correct mistakes made by students as they complete the exercises.

When conducting the preparatory part of the lesson, the teacher must select exercises so that they:

· started from different starting positions (various stances, squats, lying positions, supports and hand positions);

· had different directions, kinematic and dynamic characteristics (different muscle groups, directions, amplitude, tempo and nature of execution);

For high school students, it is necessary to include a large volume of exercises to develop endurance, strength, flexibility, and speed qualities. It is necessary to observe the following condition - the exercises of the preparatory part should not cause fatigue.

In all cases, it is better to start the preparatory part of the lesson with accelerating walking and slow running for 1.5-3 minutes. This is followed by exercises for the muscles of the arms, shoulder girdle, torso and legs. After this there are special exercises. For example, if the main part of the lesson involves running long jumps, then the warm-up should include exercises that primarily affect the muscular-ligamentous apparatus, feet, legs and hips:

· running with high hip lifts in place at a fast pace and moving forward;

· jumping up, pushing off with one or two legs;

standing long jump, standing triple jump, etc.

In some cases, when the main part of the lesson is planned to repeat the material covered or increase the level of general physical preparedness of students, the preparatory part can be carried out in the form of an outdoor game (in lower grades) or a sports game (in high school).

1.1.2 Main part of the lesson

The main part usually lasts 25-30 minutes. During this time, the tasks of increasing the level of general and physical fitness of students, as well as training and improving the technique of performing one or another athletics exercise, are solved.

The main part of the lesson includes:

· learning new motor actions;

· consolidation and improvement of previously acquired motor skills and abilities of a general educational, applied and sports nature;

· development of physical qualities;

· education of moral, intellectual and volitional qualities;

· formation of special knowledge.

It is advisable to structure the main part of the athletics lesson so that the first exercises to teach technique and improve it - new material. After this, there should be exercises to develop coordination abilities, then to develop strength and speed-strength abilities, and lastly, to develop endurance. This principle must be adhered to when conducting all lessons whose objectives include the development of physical qualities, but especially when conducting an athletics lesson.

For example, if the main goal of the lesson is to improve sprinting technique, then the exercises can be selected in the following sequence:

· Imitation exercises for practicing low starts and distance running: performing individual elements of the start with the help of a partner; mincing running, running with a high hip lift while bending over, resting your hands on the wall, etc.

· 2-3 accelerations from a low start for 20-40 m and 2-3 accelerations on the move for 20-30 minutes.

· Various jumps and jumping exercises: long jumps, standing triple and quadruple jumps, jumping up from a low squat, etc.

· 2-3 runs of 120-150 m at three-quarter strength.

Rest between exercises - calm walking for 200-300 m.

In the process of teaching motor actions, the teacher should:

· avoid monotony in the manner of conducting a lesson, in the selection of teaching tools and methods;

· use a variety of assessment methods: approval, encouragement, remark, censure. In this case, it is necessary to observe fairness and objectivity, a sense of proportion and tact;

· correct errors individually, indicating the reason for their occurrence, and adhere to the requirements: teach everyone and each one separately;

· to develop in students the ability to independently perform physical exercises.

To develop skills during the learning process, it is necessary to perform the correct movements with repetition at least 8-10 times, and when consolidating an already learned movement, within 20-30 times.

The main part of the lesson provides for a high level of physical activity and maximum use of all available conditions to increase the effectiveness of training and education. It is necessary to strictly observe the methodological sequence in mastering the types of athletics.

The selection and use of exercises for teaching and consolidating the technique of the types must be carried out in three groups:

· general training;

· leading ones, consisting of imitation and special ones;

· basic (complete implementation of exercises).

It is advisable to alternate exercises with each other, simultaneously solving the problem of combined training in technique with the development of the necessary motor qualities.

When conducting an athletics lesson, the teacher uses various methods: frontal, continuous, group, etc. The game method helps students show interest in the exercises being performed. Skillfully selected outdoor and sports games will help not only improve physical fitness, but also strengthen the necessary motor skills. Having divided the exercise to be learned into logically completed components, you can consistently master them using the circular method. Sometimes you can use a competitive method for conducting the main part of an athletics school lesson.

Competitions can be held in one type of athletics, for example, 60 m running, or in the simplest all-around, such as 60 m running and running long jump, throwing a grenade (small ball) and running high jump. This could be competitions in non-classical athletics, such as standing long jump, standing triple and quintuple jump, etc.

1.1.3 The final part of the lesson

The final part of the lesson lasts 3-5 minutes. and is necessary, firstly, to gradually reduce the acute impact of the load and, secondly, to summarize the main results of the lesson. To solve the first problem, it is most rational to use slow running with switching to walking, as well as various breathing exercises and relaxation exercises.

In accordance with this goal, a number of methodological tasks are solved:

· reduction of physiological arousal and excessive tension of individual muscle groups (slow running, calm walking, deep breathing and relaxation exercises, self-massage);

· regulation of emotional state (calming outdoor games, game tasks, attention exercises);

· summing up the lesson with the teacher’s assessment of the results of the students’ activities (here it is necessary to provide for further stimulation of the conscious activity of the students in subsequent lessons);

· message of homework for independent physical exercises, to tighten “weak points”.

Skillful summing up of the lesson, emphasizing the successes of both excellent and lagging students, increases their interest in classes

The conduct of this part of the lesson depends on the student’s subsequent activities. If there are subsequent lessons, then in the final part of the lesson it is necessary to provide a set of calm, measured exercises aimed at relaxation, attention, development of flexibility, as well as self-massage. The goal is to relieve emotional and neuromuscular arousal within 3-5 minutes.

In another case, for example, if the lesson is held last in the schedule, then it is necessary to apply an intensive load in this part of the lesson. However, the intensity should not exceed the level of the main part. You can hold small competitions, ball games, various relay races with an obstacle course, sets of exercises to develop speed-strength endurance and agility, strength and flexibility.

2. Features of an athletics lesson in elementary (1-4), middle (5-9), high (10-11) schools

The motor capabilities of children and adolescents are very closely related to their morphofunctional characteristics, specific to each age group. The development of the body of children, adolescents and young men occurs continuously, but unevenly. Certain periods of rapid development are replaced by periods of slow development. At each age level, the child’s body acts as a single whole, formed in the process of evolution, and has its own characteristics. On the one hand, these features oblige us to be extremely careful during regular sports activities when dosing physical activity, avoiding overwork, without disrupting or slowing down the natural processes of biological development. On the other hand, when working with children and adolescents, we must not forget that the growing body of a child and all its functions require constant and relatively intense training. In this age period, there are certain zones for the most effective, targeted education and consolidation of the qualities and aspects of motor activity in sports terms. It is known that directed pedagogical influences during sports activities. This feature must be taken into account when practicing athletics.

The main feature of almost the entire school stage of a child’s life is rapid growth and fundamental changes in the body.

2.1 Junior school age (6-10 years old, grades 1-4)

During this period, intensive, smooth and uniform development of the child’s body occurs. Over the course of a year, body length and weight increase on average by 4-5 cm and 2-3 kg, and chest circumference by 2-3 cm. Boys and girls grow approximately the same, but with a slight difference, if in boys body length increases over due to the growth of the legs, and in girls due to the torso.

Bone tissue continues to actively form. The process of ossification of the skeleton has not yet been completed. There is greater mobility in the joints and elasticity of the muscles.

The heart of younger schoolchildren adapts to stress relatively easily and recovers quickly. But the regulatory mechanisms are not yet perfect. Heart rate in children fluctuates between 80-90 beats/min.

At primary school age, the main types of individual psychological characteristics of intellectual and emotional activity are gradually formed:

Labile - characterized by the speed and accuracy of conditioned reflexes. Children of this type show a businesslike attitude to work, are relatively calm, and quickly navigate their surroundings.

Inert - characterized by the slow formation of conditioned reflexes and differentiations (children of this type have little initiative, are silent, are easily suggestible, and show little interest in the external environment).

Brake - conditioned reflex connections are formed with difficulty, but differentiation is easily developed (these are usually calm children focused on activity, but it is difficult to switch from one job to another).

Excitable - characterizing the ease and speed of the formation of conditioned reflexes and the formation of differentiations by slow and difficult. Children of this type are restless in class, very active, talkative, and have unstable attention.

These types must be taken into account when approaching schoolchildren individually.

2.2 Middle school age (11-15 years old, grades 5-9 - adolescence)

This age is characterized by significant morphofunctional changes. Boys begin puberty, and girls experience the first half of it. Therefore, a characteristic feature of this age is an increased increase in body length (secondary elongation) and an intensive increase in muscle mass. Girls are ahead of boys in terms of the rate of puberty, so they are also ahead in terms of body length and weight.

Also at this age, the functional properties of muscles change. Muscle strength increases significantly faster in boys. In girls, as absolute strength increases, relative strength may decrease slightly. This circumstance must be taken into account when practicing athletics.

The formation of the skeleton continues actively. The spine remains quite flexible, so any curvature does not occur. It is necessary to very carefully approach such physical exercises as lifting weights, jumping from a height, triple jump, landing on a rigid support, squatting with a load. Prolonged, monotonous physical activity should be avoided. Strictly monitor correct posture.

CVS and DS quickly adapt to work, but also quickly get tired of the monotonous load, since the heart of a teenager copes with work mainly due to an increase in heart rate and therefore spends more energy than the heart of an adult, which ensures the performance of work, primarily due to an increase in SV .

Teenagers recover quickly after exercise. This must be taken into account when dosing rest breaks. At this age, adolescents can more easily tolerate speed and speed-strength loads than those involving endurance and strength.

2.3 Senior school age (15-17 years old, 10-11 grades)

This age is characterized by a slower and more uniform development process. At this time, boys grow noticeably faster than girls. Puberty usually ends by the age of 17, and boys and girls usually do not differ from adults.

The growth of the bones is insignificant, but the thickness allows them to withstand heavy loads. SS and DC are improved, the size of the heart, its stroke and minute volumes increase, and the lumen of blood vessels also increases significantly, therefore overall endurance and performance increase.

The development of the central nervous system is completed, the process of excitation and inhibition becomes more balanced, and the brain’s ability for analytical and synthesizing activity develops.

At this age, exercises with elements of straining and holding your breath are contraindicated.

The variety of athletics exercises allows them to be used in all sports. Most of them are natural in nature, so they are available to every child. Walking, running, jumping and throwing are components of almost every physical education lesson.

Regular athletics classes contribute to the development of basic motor skills, development and improvement of the body's functional capabilities.

The concept of “physical or motor qualities” combines aspects of human motor skills. In the theory and practice of physical culture, five main physical qualities are identified: strength, flexibility, speed, agility and endurance.

These qualities can develop during movement in everyday life and as the child’s body grows. They can also be developed purposefully in the process of systematic training. In these cases, athletics contributes to a more favorable development of these qualities. Every coach and physical education teacher should know about the most favorable, so-called sensitive (sensitive) age periods for the development of physical qualities, when certain physical qualities are most sensitive to the influence of training. It is also important to take into account the biological age of the child.

For example, an early maturing teenager - an accelerator - may initially discover a very rapid pace of development of motor skills, and then stop in their development. In a late-ripening retordant, the opposite picture may be observed; it may unexpectedly make a leap and get ahead of the accelerator. And the medetanist lags behind everyone else in all respects, but gradually and confidently can pick up the pace and after 2-3 years of systematic training can firmly occupy leading positions.

It is well known that especially recruitment for initial athletics classes occurs already at primary school age, which is called the pre-training stage. This allows timely development of those motor qualities that an athlete needs.

By the age of 10, the frequency of running steps in children reaches the levels typical for adults. It is at this age that it is necessary to influence such qualities as speed, flexibility and agility. Systematic training aimed at developing and nurturing speed is the key to success in short-distance running. At the age of 12-13, jumping exercises are added and the running distances are increased to 60-80m.

At the age of 14-16 years, speed, flexibility, agility continue to improve, a significant place is given to speed, speed-strength exercises, exercises with weights (medicine balls, dumbbells, sandbags, etc.). Use a barbell up to 40 kg. Develops special endurance. Including jumping exercises in athletics is the best condition for improving speed-strength abilities.

Systematic athletics classes contribute to the development of all basic human motor qualities. Namely, athletics exercises fully allow you to replenish the natural motor needs of the developing organism.

Taking into account the age-related characteristics of a developing organism should form the basis for the formation of their physical qualities. All motor qualities are important for effectively mastering the technique of athletics exercises and achieving high athletic results.

Speed is the leading quality in all types of athletics, especially in sprinting. This quality largely depends on natural data (hereditary and biological characteristics of the nervous system). Develops successfully with systematic training, especially at early school age - 7-10 years

When developing motor skills in children, it is necessary to take into account that:

1. The rate of development of motor qualities under standard loads quickly decreases; variable loads increase the rate of development of qualities;

2. The impact of repeated loads on the body is three-phase: phase 1 - a shift in physical qualities is not noticed, phase 2 - the development of qualities increases and phase 3 - stabilization and decrease.

3. The selection of the load is purposeful.

The noted patterns in the development of physical qualities are very important to take into account when organizing and conducting athletics classes with all age groups.

Athletics occupies a special place due to its diversity and naturalness. Athletics exercises play a big role in the development of motor skills and in the formation of such moral and volitional qualities as courage, a sense of collectivism and camaraderie, and the ability to overcome difficulties.

Material from grades 1 to 4 provides training in the simplest forms of walking and running, jumping and throwing (straight-line running, long and high jump, throwing a small ball).

With each academic year, the athletics material of the program expands and becomes more complex.

In grades 5-9, students gain skills in sprinting, relay and cross-country running, jumping, and throwing.

In grades 10-11, he improves in running, jumping and throwing.

3. Logistics support for athletics lessons

For full-fledged athletics, sports facilities equipped with appropriate equipment and facilities are required. In the summer, they can be a stadium or a school playground with a running track, places for jumping and throwing. In winter, for athletics, a sports hall should be properly equipped, with places for running, jumping and throwing (a pit or landing mats, a net for throwing projectiles, rubber tracks for running). At least once a week, classes should be conducted outdoors (in the forest, on the beach, near a pond, etc.). The gym can be equipped with special devices for developing physical qualities and improving technique. It is very important to have modern equipment for physical training in the gym: dumbbells - 2-10 kg, medicine balls - 1-5 kg, sandbags - 10-15 kg, weighted belts - 3-6 kg , vests - 5 - 8 kg, cuffs - 0.5 - 2 kg, weights - 8 - 32 kg, barbells, expanders, balls, blocking apparatus, universal and special exercise machines. At the stadium, it is advisable to equip a physical training camp with equipment on which you can perform hanging and supporting exercises with various objects.

Only a few schools have the opportunity to equip a normal-sized stadium for athletics and sports games, but every school should take care of constructing a sports ground on which it would be possible to practice not only athletics, but also sports games and gymnastics. Such a site must have a circular running track of at least 200 m, a straight running track of at least 120 m, and areas for jumping and throwing.

Treadmills, jumping and throwing sectors require special equipment. The surface of the site can be slag, rubber-bitumen or modern synthetic (for example, tartan, sportan, regupol, etc.). To equip a pit for long jumps (triple jumps), you should remove the soil to a depth of 40 - 50 cm, make sides and fill the pit with sand mixed with sawdust. To increase the density of activities on the school playground, such a pit should be made longer. For high jumps, a landing area should be equipped with foam mats with a height of at least 30 cm. It is better to cover the throwing circles with asphalt or concrete. In addition, we can recommend the construction of a sawdust path 1.5 m wide and at least 60 m long, which will allow you to exercise outdoors at any time of the year (including winter). Sawdust is poured into a specially dug “trough” and covered with shields or sheets of roofing material for protection from bad weather.

To conduct athletics classes and competitions there must be a sufficient amount of inventory and equipment. For running: starting blocks and wooden hammers, relay batons, hurdles of different heights, a water pit and obstacles. steeplechase, set of stopwatches, starting pistol, colored referee flags, megaphone. For jumping: duralumin, bamboo or fiberglass strips, poles, racks for high jumps and pole vaults, height meters, tape measures 10 - 20 m, chalk. For throwing: equipped sectors where safety measures are provided, cannonballs (3 - 7.257 kg), discs (0.5 - 2 kg), javelins (500 - 800 g), hammers (3 - 7.257 kg), small balls (50--180 g), tape measures 20--100 m. In addition, you should have auxiliary equipment: medicine balls, weights, barbells, dumbbells, darts, gymnastic sticks, hoops, etc.

To maintain the treadmill and sectors in proper order, you must have the following equipment: shovels, rakes, crowbars, wheelbarrows, flexible hoses for watering, a wide mop, sprinkler, harrow, rollers, a machine for painting lines on the treadmill and sectors. Any running track and sectors for jumping and throwing require constant maintenance. They need to be swept regularly, garbage removed, watered in hot weather, and leveled after exercise with a special ironing board or mop. Particular care must be taken to monitor the condition of the landing holes when jumping. If there is no foam rubber, then the place for landing in high jumps should be covered with sand mixed with sawdust to a height of 0.5 - 0.75 m. Before each lesson, the sand for landing should be well loosened and moistened.

When constructing a sports ground, the main attention should be paid to ensuring that the places for classes are made with the expectation of their simultaneous use by a large number of students, which will provide the necessary lesson density and conditions for mass training. To solve these problems, it is necessary to use non-standard sports equipment with high throughput, increase the amount of equipment, special simulators, use progressive methods of conducting classes, etc.

4. Assessment of the results of students’ educational activities in the academic subject “Physical Education and Health”

athletics physical lesson

The assessment of the results of students' educational activities is carried out on the basis of a comparison of their actual educational achievements with the given goals and requirements of the curriculum and educational standard in the academic subject "Physical Culture and Health".

Students of general education institutions are divided according to health status into medical groups (basic, preparatory, special medical, therapeutic physical education group). Certification of students' educational achievements in the subject "Physical Education and Health" is carried out in oral and practical forms, taking into account the specified medical groups.

Students of the main medical group are subject to all the requirements of the educational programs without restrictions.

Students assigned to the preparatory medical group for health reasons fulfill the requirements of the educational programs, taking into account medical indications and contraindications. At the same time, those types of educational activities and control standards that are contraindicated for them are excluded from the program requirements for students. These exceptions should not affect the final grade.

Students assigned to a special medical group for health reasons study the academic subject “Physical Culture and Health” according to special programs approved by the Ministry of Education of the Republic of Belarus in agreement with the Ministry of Health of the Republic of Belarus, and are certified in the “passed” form.

Students assigned to the therapeutic physical education group for health reasons attend physical education classes, which are held under the direct supervision of a physical therapy doctor in medical institutions, and are certified as “passed.”

In order to determine the compliance of the results of students' educational activities with the requirements of educational standards and curricula, current, intermediate and final certification of students is carried out.

Current certification is a lesson-by-hour monitoring of the compliance of the results of students' educational activities with the requirements of educational standards and curricula in accordance with the content of the relevant sections and topics of the academic subject in the lessons with marking.

According to the structure of the curriculum, the teacher conducts ongoing certification of students in the sections “Knowledge”, “Abilities and Skills”, “Level of Physical Fitness”, “Homework”.

The “Knowledge” section evaluates general theoretical information about the social essence, medical and biological foundations and history of physical culture, sports and the Olympic Games; theoretical information about the main types of movements, rules of outdoor, folk and sports games, rules of competitions in sports; rules of safe behavior in physical education lessons, independent physical education classes, and during sports competitions.

Control of knowledge acquisition is carried out only orally (Appendix 1).

In the “Abilities and Skills” section, the degree of development of motor skills and abilities is assessed when performing individual exercises, sets of exercises, game elements and tasks. At the same time, students are assessed not only the results, but also the process of mastering the technique of physical exercises. At the stages of formation of motor skills (familiarization, learning, consolidation, improvement and control), a mark can be given both for a completed movement and for its individual elements (Appendix 2). Marks for the results shown by students in grades V-XI when fulfilling educational standards (for example, 60 m run, 100 m run, high jump and long jump, etc.) are posted in this section (Appendix 3).

The section “Level of Physical Fitness” involves the use of test exercises, criteria for their evaluation and testing methods included in the content of the training programs. Current certification of students in this section is carried out separately for completing each test exercise. Marks are given both for the technique of performing test exercises and for the results shown during their implementation (Appendix 4).

In the “Homework” section, knowledge of theoretical information from the field of physical culture and sports, motor skills and skills in performing individual exercises and various complexes at the stages of their consolidation and improvement, as well as the results of performing exercises of a training nature for the development of physical (motor) qualities are assessed. Specific homework assignments are determined by the teacher in accordance with the requirements of the curriculum. Homework is completed in oral and practical forms. Current grades for homework are set using criteria for knowledge, motor skills, and levels of development of physical (motor) qualities.

Interim certification is a thematic control of the compliance of the results of students’ educational activities with the requirements of educational standards and curricula in the relevant sections and topics of the academic subject “Physical Education and Health” with the issuance of grades for a quarter and half a year.

In grades III-IV, the result of the intermediate assessment is a quarter mark, which is determined by the average score of all current marks, regardless of the types of student activities.

During the intermediate certification of students in grades V-XI, the teacher assesses their fulfillment of the requirements of the curriculum separately for each of the sections “Knowledge”, “Abilities and Skills”, “Homework”, “Level of Physical Fitness”. Grades for these sections are determined by the average score, taking into account current grades. Marks for the section “Level of Physical Fitness” are given to students classified for health reasons in the main and preparatory medical groups for completing six test exercises (Appendix 4). Students who do not complete one or more test exercises for valid reasons (for example, illness or medical contraindications) will not receive a mark for the “Level of Physical Fitness” section.

The quarter mark in the 1st and 4th quarters in grades IX-XI is assigned based on the average score of the four specified sections of the curriculum. In grades V-VIII, as well as in grades IX-XI in the II and III quarters, a quarter mark is assigned based on the average score of three sections of the curriculum “Knowledge”, “Abilities and Skills”, “Homework”.

If a student missed classes during a quarter for a valid reason (for example, several medical certificates in a row), he is certified in the “exempt” form.

Final certification - determination of compliance of the results of students' educational activities with the requirements of educational standards and curricula in academic subjects with the issuance of grades for the year (annual mark) taking into account the results of intermediate certification, as well as for the period of study at the levels of general basic and general secondary education.

The final certification for the period of study at the levels of general basic and general secondary education includes issuing grades for the year (annual mark) taking into account the results of the intermediate certification.

The annual mark is set as the arithmetic mean of the quarter marks.

For secondary school graduates taking an elective exam in the academic subject “Physical Education and Health,” the final certification includes the issuance of annual and examination grades.

Certification for the academic year is carried out if there are positive marks in at least one quarter. For example, in the first quarter the student received a “9”, in the second, third and fourth quarters - “passed”, “exempt” or “not certified (for good reason)”. The annual mark is “9”.

If a student is certified in one of the quarters in the form “not certified (without a good reason)”, and in others - with digital marks, then the final annual mark is calculated as the arithmetic average of the four quarters. For example, in the I, II, III quarters a student has marks “10”, “8”, “10”, and in the fourth quarter - “not certified (without good reason)”, the annual mark will be “7” (10+8+ 10+0):4=7.

If a student, assigned for health reasons to a special medical group or a therapeutic physical education group, does not attend classes without a good reason, he is certified in the form “not certified (without a good reason).”

A student who, for health reasons, is temporarily or permanently exempt from classes in the academic subject “Physical Education and Health” is entered with the entry “exempted” for a quarter or a year, respectively.

In cases where a student has quarter marks in the form of “passed”, “exempted”, “not certified (for good reason)”, the decision on issuing an annual mark is made by the pedagogical council of the general education institution (Appendix 5).

Annex 1

A 10-point scale for assessing the level of knowledge acquisition of students in grades III-XI.

	Indicators for assessing the level of knowledge acquisition
	Lack of educational results
	Recognition of individual exercises and sports presented in finished form
	Distinguishing the main types of movements and exercises, sports presented in finished form
	Reproduction of basic types of movements, sets of exercises, sports from memory (fragmentary listing of exercises, outdoor, folk and sports games, sports)
	Reproduction of most of the program educational material from memory (description of the main types of movements, exercises, outdoor, folk and sports games, sports, indicating common and distinctive features without their explanation), implementation of mental actions according to the model
	Conscious reproduction of a significant part of the program educational material (description of exercises, outdoor, folk and sports games, sports, indicating common and significant distinctive features without explaining them), compliance with the rules of safe behavior in physical education lessons according to the model
	Conscious reproduction in full of program educational material (description of exercises, outdoor, folk and sports games, sports, indicating their essential distinctive features, description of the medical and biological foundations of physical education), compliance with the rules of safe behavior in physical education lessons according to the model
	Mastery of program educational material in a familiar situation (description and explanation of exercises, outdoor, folk and sports games, sports, identification and justification of natural connections between them, giving examples from practice, completing tasks according to the model), compliance with the rules of safe behavior in physical education lessons
	Possession and operation of program educational material in a familiar situation (detailed description and explanation of exercises, outdoor, folk and sports games, sports, disclosure of the social essence of physical culture, justification of the rules of safe behavior in physical education lessons, confirmation by arguments and facts of the history of physical culture and sports and Olympic Games, drawing conclusions, completing tasks independently)

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