The influence of the physical development of the baby on his intelligence. determination of body weight - measurements are carried out using medical scales. The selectivity of voluntary attention of a preschooler is a function of his spontaneous play activity, since in the game he
The article talks about the relationship between the development of the child's movements and the development of his intellect (based on the works of Russian and foreign teachers). From birth to school, the child's brain develops very actively, especially powerfully up to 2.5 years. It is very important not to miss precious time, because the brain is a muscle and it needs to be trained. The possibilities for kids are endless!
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The development of the intellect of a preschooler
through the development of his motor activity.
The human brain is a wonderful thing. It works until the very moment
while you get up to make a speech."/Mark Twain/
In its historical development, the human body was formed in conditions of high motor activity. Primitive man every day I had to run and walk ten kilometers in search of food, constantly escape from someone, overcome obstacles, attack. So four main vital movements stood out, each of which had its own meaning: running and walking - to move in space, jumping and climbing - to overcome obstacles. For millions of years, these movements were the main condition for the existence of man - the one who mastered them better than others survived.
Now we see the opposite picture. The development of science and technology has contributed to a gradual decrease in the physical activity of people. But all the abilities of a person are a product of the activity of the cortex of his brain. About 60% of signals enter the brain from human muscles. Already in the 50s, it was proved that the brain is a muscle and it needs to be trained.
The increase in intelligence quotient occurs on different stages human life path. American scientistGlen Domann proved that early influences are especially important for the development of intelligence. A child is born with "naked" hemispheres. Neural connections in the cerebral cortex (intelligence) begin to form from the moment a child is born, and they develop most intensively from birth to 2.5 years.
20% of the child's future intelligence is acquired by the end of the first year of life, 50% - by 3 years, 80% - by 8 years, 92% - by 13 years.
How younger child, the faster and more neural connections are formed.
According to psychologists: a small child learns the world through activity. And its activity is expressed, first of all, in movements.
Of course, G. Domann is right when he asserts that in the history of mankind there are no more inquisitive researchers than children. The first ideas about the world, its things and phenomena come to the child through the movements of his eyes, tongue, hands, movement in space. The more diverse the movement, the more information enters the brain, the more intense intellectual development. The development of movements is one of the indicators of the correct neuropsychic development of the child. Studying the development of the brain and its functions, G. Domann objectively proved that with any motor training, both the hands and the brain are exercised. The most important and surprising thing is that earlier child begins to move and the more he moves, the faster his brain grows and develops. The more physically perfect he becomes, the more his brain will develop, his motor intelligence will be higher, and, accordingly, mental intelligence!
Doctor and teacher V.V. Gorinevsky, as a result of deep medical research, came to the conclusion that the lack of movement not only adversely affects the health of children, but also reduces their mental performance, inhibits overall development, and makes children indifferent to the environment.
According to Professor E.A. Arkina - intelligence, feelings, emotions are excited in life by movements. He recommended that children be given the opportunity to move both in everyday life and in the classroom.
Many researchers have found that:
“In order to make a child smart and reasonable,
make it strong and healthy.
Let him run, work, act -
let him be in constant motion.”
J.-J. Rousseau
Academician N.N. Amosov called movement the "primary stimulus" for the child's mind. Moving, the child learns the world around him, learns to love it and purposefully act in it. He proved experimentally that skills depend on the development of motor skills of the fingers. logical thinking, its speed and effectiveness. The underdevelopment of the motor sphere of the child makes it difficult for him to communicate with other people, deprives him of confidence.
A variety of movements, especially if they are associated with the work of the hands, have a positive effect on the development of speech.
A child of the 21st century, according to academician N.M. Amosov, faces three vices of civilization: the accumulation of negative emotions without physical relaxation, malnutrition and hypodynamia.
As a result, the internal organs in their development lag behind growth, therefore, there are various diseases and deviations.
The studies of N. M. Shchelovanova and M. Yu. Kistyakovskaya show that:
the more diverse the movements that the child performs, the richer his motor experience, the more information enters his brain, and all this contributes to a more intensive intellectual development of the baby.
To increase intellectual activity, it is necessary to use physical activity systematically. They improve flow. thought processes, increase the amount of memory, develop the ability to switch from one activity to another, focus attention.
It must be emphasized that the acquisition by the child of a huge amount motor skills and skills, can be achieved only with a purposeful, well-organized motor mode.
The highest IQ was found in children who exercise 4-5 hours a week.
It is impossible to develop a child's ability to move without developing visual, manual, auditory, tactile and language skills to one degree or another.
There are six features that make man stand out from all other creatures. They are all products of the cerebral cortex.
Three of these functions are motor in nature and are completely dependent on the other three - sensory. The six human functions are different from one another. However, they are completely interconnected. The better these skills are developed, the more success children have.
- Motor skills (walking, running, jumping).
- Language skills (speaking).
- Manual skills (writing).
- Visual skills (reading and observation).
- Auditory skills (listening and understanding).
- Tactile skills (sensation and understanding).
The more physically developed children are, the higher their level of general development, including intellectual. But it is worth noting that more than 60% of children are physically inactive.
In this regard, there is a need to improve the motor experience of children, which will contribute to the maximum development of each child, mobilization of his activity and independence.
Depending on the degree of mobility, children can be divided into three main subgroups: high, medium, low mobility.
Children of average mobilitydiffer in the most even and calm behavior, uniform mobility throughout the day. Their movements are usually confident, clear, purposeful, conscious. They are inquisitive and thoughtful.
Children of high mobilitycharacterized by unbalanced behavior, more often than others fall into conflict situations. According to my observations, due to excessive mobility, these children do not have time to understand the essence of the activity, as a result of which they have a "low degree of awareness of it." Of the types of movements, they choose running, jumping, avoid movements that require accuracy, restraint. Their movements are fast, sharp, often aimless. The main attention in the development of the motor activity of children with high mobility should be given to the education of purposefulness, controllability of movements, and the improvement of the skills to engage in more or less calm types of movements.
Children of low mobilityoften lethargic, passive, quickly tired. They have little physical activity. They try to move aside so as not to disturb anyone, they choose activities that do not require a lot of space and movement. In sedentary children, it is necessary to cultivate interest in movements, the need for mobile activities. Pay special attention to the development of motor skills and abilities.
Movement, even the simplest, gives food for children's imagination, develops creativity. The main means of its formation is emotionally colored motor activity, with the help of which children learn to express their emotions through body movements.
Of particular importance in the formation of motor creativity of preschool children are motor tasks, outdoor games, sports entertainment which are always interesting for children. They have a great emotional charge, are distinguished by the variability of their constituent components, and make it possible to quickly solve motor problems.
Children learn to invent motor content for the proposed plot, independently enrich and develop game actions, create new storylines, new forms of movement. This eliminates the habit of mechanical repetition of exercises, activates, within the available limits, creative activity for independent comprehension and successful application of familiar movements in non-standard conditions.
In the course of learning motor actions, the development of cognitive, volitional and emotional forces of the child and the formation of his practical motor skills take place. This means that training in movements has a purposeful influence on the inner world of the child, his feelings, thoughts, gradually developing views, moral qualities.
physical intelligence(or bodily thinking) is the work of the brain complex, which controls any physical activity, both external and internal.
Scientists have found that the human mind needs about 0.4 seconds. in order to capture a new phenomenon. Whereas the body can assess the situation and react in 0.1 seconds. Thus, if you pay due attention to the development of physical intelligence, then you can acquire some abilities:
1. The ability to quickly navigate in unforeseen situations.
2. The ability to master physical skills, moreover, almost without making mistakes.
3. Endurance and the ability to work longer, quickly switch and focus your attention from one activity to another.
4. Ability to be easily transferred stressful situation or disease.
5. Develop and use body language that conveys most of the information in communication.
6. Increase the productivity of any activity without special energy costs.
Thus, the following formula can be derived:
Special experiments have shown that the restriction of the freedom of action of children, expressed in various forms - restriction of motor activity or constant "no", "don't get in there", "don't touch" - can seriously interfere with the development of children's curiosity, because all this restrains the child's impulses for research and, consequently, limits the possibility of independent, creative study and understanding of what is happening. This is a ban on the development of all thought processes!
P.S. For parents: Test for determining the level of development of physical intelligence
Description | Points |
You learn something faster if you hold a tool or device in your hands and try to do something on your own than if someone guides you | |
You are a frequent visitor to gyms, regularly perform a set of physical exercises | |
Constantly rely on your own inner instinct that leads to the right decisions | |
You can easily imitate the movements and mannerisms of another person | |
You experience a feeling of dissatisfaction if you are inactive or perform the same movements | |
By profession, you are a surgeon or a carpenter, a mechanical engineer, etc. (a profession where physical intelligence is especially important) | |
Enjoy doing housework | |
Watch sports channels, prefer sports programs | |
All yours best ideas came to you at the moment when you were walking, jogging, cooking | |
Gesture when communicating with others | |
Love to play pranks on friends and acquaintances | |
Spend weekends in nature | |
You have signs of hyperactivity | |
In your free time, you like to play sports | |
You can boast of physical grace and good coordination of movements | |
Results |
Evaluation of results:
1-4 - physical intelligence, unfortunately, is underdeveloped.
5-8 - All is not lost, it's just that your physical intelligence needs a good shake-up.
9-13 - the level of development of physical intelligence is above average.
14-16 - you have a high level of development of physical intelligence.
It should be noted that the brain must not only work, but also learn to rest more deeply. Disconnect for 1-5 minutes - reset unnecessary information, physical exercises will also help to switch.
This, of course, may seem paradoxical: in order to fully relax, you need to exercise! But for psychologists, this is not news - it has long been verified that complete relaxation of the muscles can be achieved just after their strong tension, many methods of psychotherapy are based on this. For example,Method "Key" H. Aliyev - Synchro gymnastics "Unlock your abilities, find yourself!"
The “key” is a controlled ideomotor action that automatically relieves stress. "KEY" can:
Quickly enter a state of deep relaxation and rest, relaxation;
Increase stress resistance;
Increase immune protection, activate self-healing processes.
"Key" helps:
Significantly accelerate the process of healing any disease state, especially psychosomatic conditions;
Get rid of fear, complexes and stereotypes of thinking that limit the freedom of creativity;
Gain confidence;
Concentrate quickly;
Unleash the potential of creative abilities;
Repeatedly enhance the effectiveness of any training and training.
Advantages of the method:
Speed - the result can be obtained on the first lesson.
Accessibility - even a child can master the technique.
Range of practical application - the method can be used for treatment, relaxation, memory development, disclosure hidden abilities, intuition and much more.
Key" allows a person to establish the relationship of mind and body.
Trains the ability to focus.
Key Exercises:
Imagine that the hands themselves are raised.
- "Skier"
- "Twisting" - turns left and right, standing
- "Bending Back"
- "Mahi hands"
- "Whip" - punches on the shoulders.
The effectiveness of the "Key" method has been proven by studies conducted from 2002 to 2007. GNIIII VM MO RF
1) Psychophysiological indicators.
The index of physical condition, which characterizes the readiness to perform physical activity, increased by an average of 53%.
The duration of continuous intense monotonous activity increased by an average of 2.5-3 times.
Indicators of fatigue: the ability to write without errors appeared after 8-13 minutes.
Integral indicator functional state cardiovascular system improved by an average of 12%.
At the same time, there is an improvement in physical performance, a decrease in fatigue and an easier performance of physical actions, without the usual stress, and a decrease in distractibility.
The improvement on the scales was, respectively:
On the scale of "well-being" (in an integrative form reflects the functional state of the body) - 18%;
According to the "activity" scale (reflects the current energy potential) - 18%;
On the scale of "mood" (reflects the emotional attitude to the internal and external conditions of life) - 20%.
2) Psychological indicators.
The level of situational anxiety significantly decreased by 55%.
In the dynamics of conditions that arise after completing a course of anti-stress training, it was revealed:
Normalization of mood;
Decreased anxiety;
The absence of a pronounced emotional reaction to situations that worried you before,
Increasing activity and efficiency;
Normalization of sleep
Stabilization of self-esteem, increased self-confidence;
Poise, (decrease in irritability, a pronounced state of "calm").
"Star of Self-Regulation"
1. Divergence of hands.
2. Convergence of hands.
3. Hand levitation.
4. Flight.
5. Auto-oscillations of the body.
6. Head movements.
Exercise "Scanning" for liberation:
1) 30 seconds - any repeated head turns in a pleasant rhythm.
2) 30 seconds - any repeated movements at shoulder level in a pleasant rhythm.
3) 30 seconds - any repeated movement "from the hip" in a pleasant rhythm.
4) 30 seconds - any repeated movements at the level of the legs in a pleasant rhythm.
5) Repeat the found liberating movement again.
Final qualifying work on the topic:
PHYSICAL AND INTELLECTUAL DEVELOPMENT OF CHILDREN OF PRIMARY SCHOOL AGE
INTRODUCTION
Relevance. Systematically high physical activity during the school day of students, directly increasing the functional activity of the muscular apparatus, has a positive effect on their mental sphere, which scientifically confirms the effectiveness of the directed impact through the motor system on the central nervous system and its mental functions. At the same time, the optimal use of students' motor activity contributes to the growth of the level of mental performance in the academic year, the increase in the duration of the period of high performance, the reduction of the period of its decline and development, the improvement of academic performance, the successful fulfillment of educational requirements. There are examples when schoolchildren who regularly study physical culture, by the end school year academic performance increased by about 7-8%, while for non-engaged students it decreased by 2-3%.
Therefore, today it is necessary to increase the general social significance of physical culture and sports, their role in the formation of a comprehensive developed personality which combines physical and intellectual perfection, spiritual wealth and moral purity. Today, it is necessary to use physical culture not only as a means of physical development, but also as a factor contributing to an increase in mental performance and the preservation of neuropsychic health.
In order to achieve their essential tasks, namely harmonious development of the younger generation, education must be organized according to the needs and interests of children, applying qualitatively new approaches and technologies to the educational process.
As such, we see the interconnected development of the physical and intellectual abilities of children on a motivational and health-improving basis with the use of learning systems that allow adaptive control of the learning process in the form of a dialogue between the student and the computer complex based on the body's responses to intellectual and physical activity.
The object of research is the process of development of physical and intellectual abilities of children.
The subject of the study is the technique of physical and intellectual development students' abilities.
Purpose of the study. To increase level educational process based on the conjugated development of physical and intellectual abilities of primary school students.
Research objectives:
Analyze and summarize the content of domestic and foreign literature on the problem of the conjugated development of the physical and intellectual capabilities of a person.
To substantiate the effectiveness of the application of the method of conjugated development of physical and intellectual abilities of children of primary school age.
Hypothesis. methodological basis researches make theoretical provisions: V.K. Balsevich, L.I. Lubysheva, V.I. Lyakha, A.P. Matveev about the integrative impact of physical exercises on personality; G.A. Kuraeva, M.I. Lednova on the relationship between the development of fine motor skills of the hand and the higher mental functions of the child; L.I. Bozhovich, A.K. Markova, M.V. Matyukhina, N.V. Elfimova on the development and formation of the motivational sphere of students; J. Piaget, D.B. Elkonina, N.N. Leontiev, L.S. Slavina on game theory.
It was assumed that the creation of conditions for an artificial motivated gaming environment in the mode of optimal response of the body to physical and intellectual stress would contribute to:
interconnected physical and intellectual development of children of primary school age;
overcoming the state of "motivational vacuum" and encouraging children to conscious learning (physical and intellectual activity);
improving the physical health of students.
The main provisions for defense:
proposed, substantiated and tested a methodology for organizing and conducting classes with children of primary school age in the context of the integrated use of means of intellectual and physical influence;
taking into account the age characteristics of children, intellectual tasks have been developed that allow them to be implemented under conditions of simultaneous physical impact and the use of computer technologies;
Practical significance.
The developed, substantiated and tested technology for the application of the complex, the results, conclusions and practical recommendations of our work can be used in the implementation and operation of the complex.
The volume and structure of qualification work. The work consists of an introduction, three chapters, conclusions, practical recommendations and applications.
CHAPTER 1. INTERDEPENDENT DEVELOPMENT OF PHYSICAL AND INTELLECTUAL ABILITIES OF CHILDREN ON THE BASIS
.1 Interrelation of physical and intellectual activity of a person
On present stage development of our society, the general social significance of physical culture and sports, their role in the formation of a comprehensively developed personality, combining physical and intellectual perfection, spiritual wealth and moral purity, is increasing. Today, it is necessary to use physical culture not only as a means of physical development, but also as a factor contributing to an increase in mental performance and the preservation of neuropsychic health.
The course of mental processes is the result joint activities various systems organism. Since the normal functioning of all physiological functions is possible only with a good state of health and physical fitness, they naturally determine success in mental activity to a large extent.
As a result of physical exercise, it improves cerebral circulation, mental processes are activated that ensure the perception, processing and reproduction of information. Impulses sent along the nerves from the receptors of muscles and tendons stimulate the activity of the brain, help the cerebral cortex to maintain the desired tone. The tense posture of a thoughtful person, a tense face, pursed lips during any mental activity indicate that a person involuntarily strains his muscles in order to more successfully complete the task assigned to him.
Physical exercises, physical activity contributes to the development of the desired muscle tone, thereby increasing mental performance. In cases where the intensity and volume of mental work does not exceed a certain level (typical of a given person) and when periods of intense mental activity alternate with rest, the brain systems respond to this activity with positive changes, characterized by an improvement in circulatory conditions, an increase in the lability of the visual analyzer, and greater clarity. compensatory reactions, etc.
With prolonged intensity of mental activity, the brain is unable to process nervous excitation, which begins to be distributed to the muscles. They become like a place of discharge of the brain. Active muscle tension performed in this case releases the muscles from excessive tension and quenches nervous excitation.
The great minds of mankind skillfully used various forms of physical activity in their lives. The ancient Greek legislator Solon said that every person should cultivate the mind of a sage in the body of an athlete, and the French doctor Tissot believed that "learned" people need to exercise daily. K.D. Ushinsky emphasized that rest after mental labor is not "doing nothing", but physical labor. A well-known teacher noted the need for alternating mental and physical activity.
An outstanding doctor and teacher, founder of physical education in Russia P.F. Lesgaft wrote that the discrepancy between a weak body and the development of mental activity will inevitably have its bad influence on a person: "Such a violation in the harmony and functions of the body does not go unpunished, it inevitably entails the impotence of external manifestations: there may be thought and understanding, but there will be no proper energy for the consistent verification of ideas and their persistent implementation and application in practice" .
We can cite a number of statements about the benefits of movements that affect the mental development of a person.
So, the famous philosopher and writer R. Descartes wrote: "Watch your body if you want your mind to work correctly." I.V. Goethe remarked: “All the most valuable in the field of thinking, the best ways of expressing thoughts come to my mind when I walk,” and K.E. Tsiolkovsky wrote: "After walking and swimming, I feel that I am getting younger, and most importantly, that I have massaged and refreshed my brain with bodily movements."
Thus, we can say that the best minds of mankind, philosophers, writers, teachers and doctors of the past at the "intuitive" level emphasized the importance of physical development for the mental performance of a person.
The problem of the mutual influence of muscular and mental work has constantly attracted big number researchers. Already at the beginning of the 20th century, the Russian psychiatrist V.M. Bekhterev experimentally proved that light muscular work has a beneficial effect on mental activity, while heavy work, on the contrary, depresses it. The French scientist Fere came to a similar conclusion. He made a number of experiments in which physical work on an ergograph was combined with mental work. Solving easy arithmetic problems increased muscle performance, while solving difficult problems decreased it. On the other hand, lifting a light load improved mental performance, while lifting a heavy one worsened it.
The development of physical culture and sports opened new stage in the study of this issue. The ability to dose the load and simulate the diverse nature of muscular work increased the objectivity of the data obtained, introduced a certain system into the ongoing research. In the 20s and 30s. in our country, a number of researchers have studied the direct impact of various physical exercises on the processes of memory, attention, perception, reaction time, tremor, etc. The data obtained testify to the undoubted and significant impact of physical culture and sports on mental processes and that the resulting changes persist for a rather long period of time (18-20 hours after exercise).
In further numerous studies of the influence of physical activity and sports on the mental performance and academic performance of students, as well as the effect of outdoor activities (in the form of physical exercises) on subsequent working capacity and labor productivity, there is evidence that correctly dosed physical exercises have a significant positive effect on various mental processes.
So, in a number of works by G.D. Gorbunov studied the change in mental processes (attention, memory, operational thinking and the speed of information processing) after swimming lessons. The obtained results indicate that under the influence of short-term physical loads of maximum intensity, a statistically significant improvement in mental processes occurs in all indicators, reaching the highest level 2-2.5 hours after the load. Then there was a tendency to return to the original level. Short-term physical activity of maximum intensity had the most significant positive effect on the quality indicators of memory and attention. It turned out that passive rest is not enough to restore the efficiency of cortical cells. After physical exertion, mental fatigue decreased.
Studies of the issue of optimal physical activity, positively or negatively affecting the mental processes of a person, provide various information. So, A.Ts. Puni investigated the effect of physical activity on the "sense of time", attention, memory. The results indicate a change in mental processes depending on the nature and magnitude of the load.
In most cases (athletes) after intense physical stress, the amount of memory and attention decreased. Unaccustomed physical activity has a heterogeneous effect: positive, albeit short-term, on operational thinking and information retrieval, reaction time and concentration of attention remain unchanged, and memory deteriorates. Physical loads, adaptation to which is close to completion, have an adverse effect only on mnemonic processes, especially on memory capacity. Short-term loads have a positive effect on perceptual processes.
As shown in a number of studies, systematically high physical activity in the mode of the school day of students directly increasing the functional activity of the muscular apparatus, has a positive effect on their mental sphere, which scientifically confirms the effectiveness of the directed influence through the motor system on the central nervous apparatus and its mental functions. At the same time, the optimal use of physical activity of students contributes to the growth of the level of mental performance in the academic year; increase the duration of the period of high performance; shortening the periods of its decrease and working-in; increasing resilience to training loads; accelerated recovery; ensuring a sufficiently high emotional and volitional resistance of students to the stress factors of examination periods; improvement of academic performance, successful fulfillment of educational requirements, etc.
Many researchers dealt with the issues of the influence of motor activity in order to implement favorable mental activity of schoolchildren. So, N.B. Stambulova studied the relationship between the development of motor qualities (dexterity, speed and accuracy) and mental processes in younger students. Her research showed that in the experimental group, where special agility exercises were additionally included in each lesson, positive changes were found not only in the dynamics of dexterity, but also in the dynamics of mental indicators.
Research N.V. Doronina, L.K. Fedyakina, O.A. Doronin, testify to the unity of the motor and mental development of children, the possibilities of purposefully influencing the development of mental processes by using special physical exercises in physical education lessons aimed at developing coordination abilities and vice versa.
Other studies provide evidence that the activation of motor activity progressively changes not only their state of physical fitness, but also their productivity. mental activity.
In the work of E.D. Kholmskoy, I.V. Efimova, G.S. Mikienko, E.B. Sirotkina showed that there is a relationship between the ability for voluntary regulation, the level of motor activity and the ability for voluntary control over intellectual activity.
It was also revealed that there is a close relationship between intellectual and psychomotor development. psychomotor development closely related to the development cognitive processes students and, first of all, with the development of such mental operations as analysis, generalization, comparison, differentiation. In fact, the qualitative performance of one or another motor action with given parameters requires, first of all, its clear, differentiated reflection in the mind and in the formation of an adequate image of movement on this basis. This is possible when the processes of analysis and synthesis have such a level of development, due to which the necessary degree of dissection of perception becomes possible. The process of analyzing the assimilated motor structure consists in its increasing mental division into separate elements, in establishing relationships and transitions between them and integrating the results of this analysis in the form of a whole, but internally divided.
In the light of these studies, we found information by G. Ivanova and A. Belenko on the development of biotechnical systems for the study and self-development of motor activity and thinking in children from 4 to 7 years old. In their works, it is evident that the greatest effect in upbringing and education is achieved with the integration of motor and cognitive activity because they complement each other.
The team of authors led by Prof. Yu.T. Cherkesov created a new "artificial motivated influencing environment" for the coupled interdependent development of the physical and intellectual abilities of a person on a motivational and health-improving basis.
The essence of the new approach to solving the problem of the harmonious development of a person is to use his motivational interest in any kind of activity to organize the pedagogical process in the conditions of using computerized control systems for physical and intellectual influence and interaction.
In this regard, physical culture, no less than other school subjects, provides opportunities for the development of cognitive processes of students by improving the performance and assimilation of new motor actions.
Thus, in the domestic literature, three groups of data can be distinguished regarding the influence of physical exercises on the mental [intellectual] processes of a person.
The first group includes physiological and psychophysiological data. They indicate that after exercise, cerebral hemodynamics improves significantly. In addition, it was found that systematic physical activity has a positive effect on the functional state of the central nervous system. This group of data shows that physical exercises create a favorable physiological background in the central nervous system, which contributes to an increase in the efficiency of mental activity.
A group of researchers found that as a result of physical exercises, mental processes are activated that ensure the perception, processing and reproduction of information, an increase in mental performance - the amount of memory increases, attention stability increases, mental and psychomotor processes accelerate. The results of studying the dynamic characteristics of intellectual activity in connection with the level of physical activity can be attributed to the same group of data. Subjects with high motor activity found a more highly developed ability to arbitrarily accelerate the pace of intellectual operations and the uniformity of intellectual activity compared to subjects with low motor activity.
Finally, the third group of data is associated with an increase in success learning activities students under the influence of constant physical education. The studies of this group indicate that schoolchildren and students who are constantly engaged in physical culture have a higher overall performance than their peers, characterized by a smaller amount of motor activity.
Thus, all three groups of studies consistently indicate that organized and purposeful physical activity creates favorable conditions for the flow of mental processes and thereby contributes to successful learning activities.
However, if physiological aspect the impact of physical exercise is clear enough, the idea of the psychological mechanism of such influence still needs to be developed.
N.P. Lokalova considers the structure of the psychological mechanism of the influence of physical exercises on the cognitive activity of a person and identifies two hierarchical levels in it: a more superficial and a deeper one. Performing physical exercises has as a side effect the activation of the surface level in the structure of the psychological mechanism associated with an increase in the activity of various cognitive (memory, attention, thinking) and psychomotor processes. The influence of physical exercises on this level can be quite easily identified by studying the parameters of mental processes before and after physical activity. The second, deeper level in the structure of the psychological mechanism is directly related to the higher cortical processes aimed at the analysis and synthesis of perceived stimuli. It is this analyzing level that plays a decisive role in the implementation of the influence of physical exercises on the development of cognitive processes.
In confirmation of the above, we can cite the words of the founder of the scientific system of physical education in Russia, P.F. Lesgaft, who believed that in order to be physically educated, it is not enough to do physical labor all your life. It is absolutely necessary to have a sufficiently developed system of mental processes, which allows not only to subtly control and manage their movements, but also makes it possible for creative manifestation in motor activity. And this is possible when the subject has mastered the methods of analyzing his muscular sensations and controlling the performance of motor actions. Of fundamental importance is the idea of P.F. Lesgaft that for the development of motor activity it is necessary to use the same methods as for mental development, namely, the methods of differentiating sensations by time and degree of manifestation and comparing them. It follows that motor development in his psychological aspect is closely related to a certain level of mental development, manifested in the degree of development of analysis and comparison.
All of the above gives grounds to conclude that motor activity plays a role important role in creating favorable conditions for the implementation of human mental activity as a factor in stimulating the intellectual sphere of the individual.
However, we are interested in the question of the following content: how, in fact, within the framework of educational institutions, all the advanced experience of the accumulated experimental research is put into practice?
At present, in domestic psychology, pedagogy, and the theory of physical culture, there are three main approaches to managing the intellectual development of children in the process of physical education and sports training.
Natural intellectualization of physical education lessons and training sessions, based on the implementation of the principle of consciousness and activity in teaching motor actions and developing physical qualities.
This approach, in particular, involves the use in a certain system of such methodological techniques as the correct formulation of tasks, "emphasis of attention", performing exercises according to the description, setting for mental pronunciation, feeling the movements, analyzing the implementation of exercises according to the scheme, setting for self-control and self-assessment of performance motor actions, etc.
"Forcible" intellectualization, which consists in saturating lessons and classes with the material of general school disciplines, as well as in actively establishing interdisciplinary connections.
Specific intellectualization based on taking into account the age-related characteristics of the relationship between physical qualities and intellectual processes of children. Purposeful development at each age of the so-called leading physical qualities (for example, agility, speed, jumping ability in younger students, strength and speed-strength qualities in adolescents) allows you to achieve positive changes in the development of intellectual processes of students and young athletes with the help of specific means of physical culture and sports.
In recent years, another approach has been formed based on the use of psychotechnical exercises and games to develop the intellect of students and the formation of sports-important intellectual properties of children.
The most interesting for us is the second approach, since it is less implemented in the practice of the modern school than the other two.
An integrated lesson has a significant educational, developmental and educational potential, which is realized under certain didactic conditions. And this, of course, should be used in the implementation of the tasks of the educational process. However, if we integrate general theoretical courses, which is basically what developmental education does, then this does not raise unnecessary questions for anyone. But how to integrate human motor and cognitive activity?
As G.M. Zyuzin, as a general educational subject, life itself has given a place on a par with physics, mathematics, and the Russian language. But, unfortunately, in the domestic literature, the issue of interdisciplinary connections of physical culture with other subjects of school education is little covered.
A rather deep analysis of the literature on domestic and foreign education systems that use the integral connections of human motor and cognitive activity is given in the work of S.V. Menkova.
So, there is information about the relationship in the teaching of physical culture with human anatomy and physiology, with physics; some forms of connection of physical culture with foreign language.
The literature contains data on the activation of mental activity in physical education classes in kindergarten, on the relationship of mental and physical education of preschoolers in the classroom family club.
Attempts to apply to the teaching of physical culture educational motives of a broad nature, characteristic of several subjects, should not lead to the fact that physical education has become an auxiliary, subordinate discipline in relation to other school subjects. On the contrary, the lesson of physical culture should receive an educational orientation, allowing students to more fully and deeply comprehend the studied program material in various academic disciplines. And the teacher of physical culture should not act alone, solving a set of educational problems, but in collaboration with his colleagues.
All these facts indicate that the interest in studying the problem of the mutual influence of muscular and mental work has aroused and continues to arouse the interest of many scientists in various specialties. The meaning of all these studies can be reduced to the following: physical activity, physical culture and sports, leisure beneficial effect on psychophysiological and mental sphere person, to increase mental and physical performance. In other words, we can say that "movement is the path not only to health, but also to intelligence."
1.2 Features of the motivation of the teaching of younger students
The problem of learning motivation is the most relevant for both domestic and foreign schools. The importance of its solution is determined by the fact that educational motivation is an essential prerequisite for the effective implementation of the process of education and upbringing.
It is known that it is the negative or indifferent attitude of the student to learning that can cause his low academic performance. On the other hand, the steady cognitive interest of schoolchildren can be assessed as one of the criteria for effectiveness. pedagogical process.
The improvement of the education system, stimulated by the social order of society, constantly complicates the requirements for mental development school graduates. Today, it is no longer enough to ensure that schoolchildren master the sum of knowledge; great importance is attached to the task of teaching schoolchildren to learn, to teach them to want to learn.
In modern schools, much is done to form a positive attitude towards learning among students. This is aimed at using all types of problem-developing education, using the optimal combination of its various methods, forms of individual, collective and group work, taking into account the age characteristics of schoolchildren, and more. However, we have to admit that interest in learning from elementary to secondary school does not increase to the proper extent, but, on the contrary, tends to decrease.
Today, more and more often one hears the following expressions from teachers and psychologists: "internal departure from school", "a state of motivational vacuum", "schoolchildren's demotivation". And it is especially scary that the "demotivation" of schoolchildren reveals itself already by the end of primary school age. By the age when the child is just beginning to enter into learning activities, he experiences disappointment, accompanied by a decline in learning activities, a desire to miss a lesson, a decrease in diligence, and school responsibilities.
That is why the formation of learning motivation, without exaggeration, can be called one of the central problems of the modern school. Its relevance is due to the educational activity itself, updating the content of education, the formation of schoolchildren's methods of independent acquisition of knowledge, the development of their activity and initiative.
The study of learning motivation begins with the problem of defining the very concept of "motivation".
The problem of human motivation is quite widely and multidimensionally presented in many domestic and foreign theoretical and empirical studies. At the same time, as L.I. Bozhovich, "the motivational sphere of a person is still very little studied" .
I. Lingart considers motivation as "a phase of an active continuum ... in which internal control factors act, releasing energy, directing behavior to certain incentives, and jointly determining the form of behavior" .
As noted by V.G. Aseev, the concept of human motivation includes all types of motives: motives, needs, interests, aspirations, goals, drives, motivational dispositions, ideals. In the broadest sense, motivation is sometimes defined as the determination of behavior in general.
R.S. Nemov considers motivation "as a set of psychological reasons that explain human behavior ... its orientation and activity" .
In a general psychological context, "motivation is a complex association, an "alloy" of the driving forces of behavior, which opens up to the subject in the form of needs, interests, inclusions, goals, ideals that directly determine human activity" . Motivation in the broad sense of the word, from this point of view, is understood as the core of the personality, to which such properties as orientation, value orientations, attitudes, social expectations, volitional qualities and other socio-psychological characteristics are "pulled together".
Thus, it can be argued that motivation is understood by most authors as a combination, a system of psychologically diverse factors that determine human behavior and activity.
Learning motivation is defined as a particular type of motivation included in a certain activity - in this case, the activity of learning.
Learning motivation, like any other kind, is systemic, characterized by direction, stability and dynamism. So, in the works of A.K. Markova emphasizes the following idea: "... The motivation for learning is made up of a number of constantly changing and entering into new relationships with each other motives (the needs and meaning of learning for a student are his motives, goals, emotions, interests). Therefore, the formation of motivation is not a simple increase in positive or the aggravation of a negative attitude towards learning, and the complication of the structure of the motivational sphere, the motives included in it, the emergence of new, more mature, sometimes contradictory relations between them.
Let us consider the structure of the motivational sphere of learning in schoolchildren, that is, what determines and encourages the educational activity of the child, which generally determines his learning behavior.
An internal source of motivation for learning activities is the sphere of students' needs. "Need is the direction of the child's activity, mental condition, creating the prerequisite for activity ". If we consider the main feature of educational activity that it is one of the essential forms of cognitive activity, we can distinguish three groups of needs: cognitive needs satisfied in the process of acquiring new information or ways of solving problems; social needs satisfied within the framework of interactions "teacher-student" and "student-student" in the course of educational activities or relationships associated with educational activities and its results; needs associated with the "I", the need for achievement and avoidance of failure, actualized mainly by the level of complexity of educational tasks.
The interpretation of the motive correlates this concept either with a need, or with the experience of this need and its satisfaction. So, S.L. Rubinstein wrote: "... this or that motivation, need, interest - becomes for a person a motive for action through its correlation with the goal," or with the subject of need. For example, in the context of the theory of activity A.N. Leontiev, the term "motive" is used not to "designate the experience of a need, but as meaning that objective, in which this need is concretized in given conditions and what the activity is directed to, as prompting it" .
Describing interest as one of the components of learning motivation, it is necessary to pay attention to the fact that in everyday life, everyday life, and in professional pedagogical communication the term "interest" is often used as a synonym for learning motivation. This can be evidenced by such statements as "he has no interest in learning", "it is necessary to develop cognitive interest" and others. This confusion of concepts is connected, firstly, with the fact that, in the theory of learning, it was interest that was the first object of study in the field of motivation. Secondly, it is explained by the fact that interest itself is a complex heterogeneous phenomenon. Interest is defined "as a consequence, as one of the integral manifestations of the complex processes of the motivational sphere" .
Necessary condition to create students' interest in the content of education and in the learning activity itself - the opportunity to show mental independence and initiative in learning. One of the methods of arousing cognitive interest among students is "distance", that is, showing students something new, unexpected, important in the usual and everyday.
In other words, the motivational sphere of the subject of educational activity or his motivation is not only multicomponent, but also heterogeneous and multilevel, which once again convinces of the extreme complexity of not only its formation, but also its accounting, and even adequate analysis.
However, having determined the psychological characteristics of individual aspects of the motivational sphere of learning, we will try to consider the complex formation of the motivational sphere of learning, taking into account the age characteristics of children of primary school age.
When a child comes to the first grade, then in his motivational sphere, as a rule, there are still no motives that direct his activity to assimilate new knowledge, to master common ways actions, on the scientific and theoretical understanding of the observed phenomena. The leading motives during this period of school childhood are associated with the desire of the child to take a socially significant and socially valued position of the student. However, this motivation, determined mainly by the new social position of the child, cannot be maintained for a long time and gradually loses its significance. At primary school age, wrote A.N. Leontiev, the main motive for learning consists in most cases in the very performance of learning as an objectively significant activity, because thanks to the performance of educational activity, the child acquires a new social position.
“Social motives,” writes L.I. Bozhovich, “occupy such a large place in the system of motives that encourage the educational activity of younger schoolchildren that they are able to determine the positive attitude of children to activities, even devoid of direct cognitive interest.”
The most well understood in the primary grades are such social motives as the motives of self-improvement and duty to the teacher. But, giving meaning to the doctrine, these motives turn out to be "known", and not actually acting.
For younger students, unquestioning fulfillment of the requirements of the teacher is characteristic. The social motivation of learning activity is so strong that they do not even always strive to understand why they need to do what the teacher tells them to do. Even boring and useless work they do carefully, as the tasks they receive seem important to them.
The mark as the leading motive is more than half of the younger students. It expresses both an assessment of the student's knowledge and public opinion about him, therefore, children strive for it not for the sake of knowledge, but for the sake of preserving and increasing their prestige. According to M.A. Amonashvili, 78% of primary school children who received different marks (except "5") go home from school dissatisfied, believing that they deserved higher marks. A third is dominated by a prestigious motive, and cognitive motives are not always found. This situation is not very favorable for the learning process: it is cognitive motivation that is considered the most adequate for learning tasks.
The attitude of younger schoolchildren to learning is also determined by another group of motives that are embedded in the educational activity itself and are associated with the content and process of learning. These are cognitive interests, the desire to overcome difficulties in the process of ignorance, to show intellectual activity. The development of the motives of this group depends on the level of cognitive need with which the child comes to school, on the one hand, and the level of content and organization of the educational process, on the other.
There are two levels of interest: 1) interest as an episodic emotional-cognitive experience, directly joyful recognition of a new one; 2) persistent interest, manifested not only in the presence of an object, but also in its absence; interest that makes the student look for answers to questions, take the initiative, search.
Achievement motivation in primary school often becomes dominant. Children with high academic performance have a pronounced motivation to achieve success - the desire to do well, correctly perform tasks, and get the desired result. And although it is usually combined with the motive of getting a high assessment of their work (marks and approval from adults), it still orients the child to the quality and effectiveness of educational activities regardless of this external assessment, thereby contributing to self-regulation.
Important for the analysis of the motivational sphere of schoolchildren's teaching is also a characteristic of their attitude to learning. The formation of a positive attitude towards learning among younger students is of great importance: firstly, it largely determines success in learning; secondly, it is an important prerequisite for the development of a complex moral education of the individual - a responsible attitude to learning.
Domestic scientists L.I. Bozhovich, V.V. Davydov, A.K. Markova, D.B. Elkonin, studying the reasons for the decrease in a positive attitude towards learning among third-graders, came to the conclusion that they lie not in age features but in the organization of the educational process. One of the reasons is the discrepancy between the load of intellectual activity and the age capabilities of the younger student. Another reason, as noted by Bozovic, is the weakening of the social motivation for teaching. The third is the lack of formation in children of the ways and forms of behavior necessary for the implementation of their relationship (patience, the ability to overcome long-term difficulties), etc.
So, most of the children studying at school are not interested in learning. They do not have an internal incentive to acquire the necessary knowledge. Consequently, the tasks of today's general education school are aimed at using all opportunities, all resources to increase the effectiveness of the educational process, and the modern requirement to "teach children to learn" seems obvious and natural.
In order for a younger student to study consciously, creatively, with a desire, it is necessary to use all pedagogical resources. After analyzing the best practices of prominent domestic teachers, psychologists, and practical teachers, we can unequivocally say that the formation of learning motivation in children of primary school age is facilitated by entertaining, educational games, and vivid emotional lessons. Theorists give a special place for the development of the motivational sphere of children to the game.
Unfortunately, in today's primary school the game belongs to the underused means. The studies obtained by S.A. Shmakov from 1973 to 1993, a total of 14 thousand teachers, on the legitimacy of using the game in the process of educational activities by primary school teachers, allow us to judge that games or game elements are used in lessons mostly sporadically, which indicates insufficient inclusion it among the learning optimization tools. Thus, it can be argued that official science has recognized the game as the leading activity for children only up to the border of the school.
Undoubtedly, at school, the game cannot be the exclusive content of a student's life, but it helps him adapt, prepares him for the transition to other, non-game activities, and continues to develop the mental functions of the child. Indeed, in no other type of human activity does he demonstrate such self-control, exposure of his psycho-physiological, intellectual resources, as in the game. The game teaches, develops, educates, entertains, gives rest. Childhood without play is abnormal and immoral.
CHAPTER 2. METHODS AND ORGANIZATION OF THE RESEARCH
.1 Research Methods
To solve the tasks we used the following research methods:
Analysis and generalization of scientific and methodological literature;
Pedagogical supervision;
Testing;
A complex instrumental technique for registration, operational processing and presentation of information about biomechanical and biomedical parameters of movements;
Pedagogical experiment;
Math statistics.
2.2 Methods for determining physical fitness
To determine the level of physical fitness, the following specialized tests were selected:
Flexion and extension of the arms in an emphasis lying on the bench (girls);
Flexion and extension of the arms in an emphasis lying down (boys);
Standing long jump;
Minute run;
Romberg test;
Stange test;
Sample variant PWC 170.
The Romberg test was intended to determine the stability of nervous processes and to measure passive coordination. The test was carried out as follows: the subject stood on one leg, the other was bent at the knee and the foot was lowered onto the knee joint from the medial side. Arms outstretched, eyes closed. The time was measured in seconds. Three attempts were allowed. Recorded in the protocol best result. The measurement was made in seconds.
The Stange test is a functional test with holding the breath on inspiration. The measurement was carried out while holding the breath at rest (sitting) after deep breath. Three attempts were allowed. The best result was recorded in the protocol. The measurement was made in seconds.
We used the PWC 170 sample variant to determine physical performance. When studying children using the PWC 170 test, we used its modification in order to simplify the procedure for determining PWC 170 and make it more accessible. The test was performed by the subjects without a preliminary warm-up, so as not to increase mobilization readiness. vegetative systems organism, otherwise the result could be underestimated. Methods for determining physical fitness were selected by us in accordance with the school curriculum for children of primary school age, and were also supplemented by the methods necessary to achieve the goal of the experimental study. The selected methods are the easiest to use and very informative. The evaluation of the results was carried out taking into account the gender and age characteristics of students.
2.3 Methods of studying intellectual abilities
To study the intellectual abilities of children, a method was used to determine the mental development of children 7-10 years old, proposed by E.F. Zambicevicene.
The test consists of four subtests, including verbal tasks, selected taking into account the program material of the primary grades.
The first subtest is aimed at studying the differentiation of essential features of objects and phenomena from non-essential ones, as well as the stock of knowledge of the subject.
The second subtest is for the study of generalization and abstraction operations, the ability to highlight the essential features of objects and phenomena.
The third subtest is to study the ability to establish logical connections and relationships between concepts.
The fourth subtest allows you to identify the ability of children to generalize.
The test was conducted with the subjects individually, which made it possible to find out the causes of errors and the course of their reasoning with the help of additional questions.
The evaluation of the results was carried out on the basis of an analysis of the distribution of individual data (taking into account standard deviations) in accordance with the following levels of success: level 4 - 80-100% success rate; Level 3 - 79.9-65% success rate; Level 2 - 64.9-50% success rate; Level 1 - 49.9% and below, and their corresponding transfer to the points system.
2.4 Pedagogical experiment
The pedagogical experiment is aimed at experimental substantiation of the effectiveness of the methodology for the conjugated development of physical and intellectual abilities of primary school students on a health-improving basis.
2.5 Performing physical and intellectual tasks using a computer complex
For the conjugate development of physical and intellectual abilities on a motivational and health-improving basis, physical activity was performed on the muscles of the shoulder girdle, legs and torso. At the same time, physical activities in the form of specially selected exercises were supplemented with intellectual tasks that children performed simultaneously with motor actions or, conversely, while performing physical exercises, solved intellectual tasks. A generalized block diagram of the device that implements the proposed method of influencing children is shown in fig. 1, where the object of influence is indicated - a student, a personal computer (PC), the software of which uses information about changes in the student's state and the success of his intellectual tasks to correct motivational, intellectual and physical influences. The time of each load impact and the results of the control of the performance of the intellectual impact were recorded during the performance of physical exercises and intellectual tasks. With the help of a personal computer, physical exercises were supplemented with intellectual and motivational tasks. In this case, the heart rate and the time of each physical impact and the performance of an intellectual task are entered into a personal computer (PC). And all the work is carried out through the appropriate software.
For a specific representation in Fig. 2 shows a block diagram of the load on the legs, where an exercise bike is selected as the load means, in which there are pedals, a chain drive, a load device and a load setting unit. For interfacing with a PC, a measurement-conversion unit has been introduced.
Rice. 1 - Block diagram of the complex that implements the principle of conjugated development of the physical and intellectual abilities of a person
Rice. 2 - Block diagram of the load on the legs
When pedaling, the force of the leg muscles is transmitted through a chain transmission to the load device of the exercise bike, the resistance to rotation of which is set by the load setting block. The meter-converter converts the signals about the rotation of the disk of the load device and sends them to the PC, which affects the person and perceives the signals of heart rate and power characteristics.
The hand load block is shown in fig. 3. The object of influence (student) interacts with the load device, in the form of a special attachment connected to the measuring unit and the PC. The signals from the student and the load device enter the measuring unit, after which they are output to the PC in a converted form.
Rice. 3 - Block diagram of the load on the hands
The amount of load on the muscles of the hands is set by the block for setting the load. The interaction of a person with a load device is carried out when performing an intellectual task (intellectual impact) coming from the display of a personal computer controlled by the corresponding program.
The torso is loaded through the load block on the arms when its load device moves over the entire possible amplitude of movement. At the same time, the arms should not bend during physical exercise. Communication with a PC is carried out through the communication circuits of the arm load block, which is provided for in software personal computer.
Intellectual influence can accompany physical exercises in all variants of muscle loading. But, in our opinion, it is better to carry out the main intellectual impact on a person through the impact on the muscles of the shoulder girdle, since in this case it is easier to organize the performance of a wide variety of intellectual tasks using a specially designed attachment that creates an adjustable load for the manipulator, made in the form of a bicycle handlebar. Then the block diagram of intellectual influence will look as shown in Fig. 4.
The object of influence - a person - in an interactive mode with a personal computer, through a load block on the hands, articulated with a special power nozzle, performs intellectual tasks that are set by the corresponding programs, displayed on the display of the personal computer, and change as they are performed.
2.6 Organization of experimental sessions
Before starting the organization of classes, we had to solve several intermediate tasks:
firstly, to determine the optimal target heart rate zone for health-improving training of those involved;
secondly, to determine the optimal load given to children in the conditions of the work of the complex on the upper and lower limbs;
Rice. 4 - Block diagram of the intellectual impact on a person with the associated development of the physical and intellectual abilities of a person
thirdly, to choose such time of work at the complex that would not contradict the hygienic standards and requirements of work in the conditions of computer training and the integral development of those involved, as well as the time for performing intellectual and physical activity;
fourthly, to develop and test such intellectual tasks performed by children under conditions of physical activity that would not have a negative impact on the work performed and their development.
The calculation of the optimal heart rate was carried out as follows:
220 - age (in years) (1),
HR max x level (%) load (2)
The lower level of the optimal target heart rate zone, in our case, was: (220 - 10) x 0.6, and the upper - (220 - 10) x 0.75.
According to the results of the calculations, it follows that for children 9-10 years old, the lower level of the target zone is the pulse rate of 126 beats / min. (with a load of 60% of the maximum heart rate), and the upper one - 157 beats / min. (with a load of 75% of the maximum heart rate).
Table 1 shows the parameters of the intensity of the load according to heart rate, expressed in% of the individual maximum heart rate for children 9-10 years old.
Table 1 - Indicators of the intensity of the load according to heart rate for children 9-10 years old
HR in beats/min105115126136147157168178Optimal target load zoneHR in % of HRmax50%55%60%65%70%75%80%85%
We found that with a load on the upper shoulder girdle of 20-30 N, on the lower limbs - 20-25 N and a pedaling speed of 25-30 km / h, children could perform physical and intellectual load for a long time, and at the same time their performance response of the body were in the optimal target zone of the load.
Some classes were modeled by us as an individual pursuit, where the load on the muscles of the lower extremities varied from 0 to 40 N (simulation of driving: downhill, uphill, against the wind, cross-country).
Considering hygiene requirements work on the computer of children of primary school age, we built our training program so that it did not exceed the time frame of 25-30 minutes. As our exploratory studies showed, the optimal time allotted for the performance of intellectual tasks, taking into account physical impact, should have been 2-3 minutes, depending on the complexity of the task being performed, and the time for passing sections of the route depended on the individual indicators of those involved.
Intellectual tasks were selected taking into account the age of the children, and were built in such a way that, under the influence of physical activity, they did not contradict the main psychological and pedagogical patterns of perception and assimilation of educational information. Performed in the form of a game, the tasks carried a motivational stimulus and the desire of those involved to win.
Before working on the exercise bike, the student, under the guidance of the experimenter, performed a warm-up in order to mobilize the autonomic systems of the body. After that, he independently measured his pulse and entered it into an individual book of observations. The pulse at the end of the warm-up was supposed to be within 126 bpm (no less), which corresponded to 60% of the load from the maximum possible and served as an indicator of functional readiness to complete the tasks of the main part of the classes.
At this time, a picture with the student’s work plan appeared on the computer display: the route he had to go through, the number of stations at which he had to stop and complete the intellectual task, and the main movement parameters were also displayed: speed, distance traveled, time, the pulse rate and the corresponding zone of the body's response to the passed load (Fig. 5).
The student began work only when he himself was ready to start performing intellectual and physical activity. At the same time, he pressed the appropriate button to start the program and proceeded to perform the first physical impact (on the muscles of the legs), accompanied by the simultaneous execution of an intellectual task. In the course of passing the track (physical impact), the child had to count the number of car signs, trees, figures, animals, etc. encountered on the track. then give the correct answer to the question asked and receive additional incentive points for this.
Rice. 5 - "Track"
After the first physical impact, accompanied by the simultaneous performance of an intellectual task, the trainee proceeded to perform the first intellectual impact (the first station), while simultaneously loading the muscles of the shoulder girdle. And so on until the n-th physical and n-th intellectual impact. Moreover, intellectual tasks for children were selected taking into account school curriculum and were aimed at increasing their interest in their intellectual activity. Here are some of them.
2.7 Organization of the study
We divided the entire course of the experimental study into three stages.
First stage (October 2003 - September 2004). One of the main directions of the first stage of the study was the review and analysis of scientific and scientific-methodical literature on the issues of dissertation research. Particular attention was paid to the disclosure of the problem of the conjugated development of human motor and intellectual activity.
The second stage (September 2004 - May 2005) - conducting the main pedagogical experiment.
The study was conducted at the secondary school No. 2 in Krasnodar. In total, 24 students of grade 3 "B" took part in the pilot study. The experiment lasted for one academic year.
Physical training in the control group was carried out in the traditional way - 2 times a week.
For experimental group a special program was developed for the conjugate development of physical and intellectual abilities
During the experiment, constant medical and pedagogical control was carried out with the aim of possible correction of the classes.
The methods of mathematical statistics were used to process the obtained experimental data and form the control and experimental groups. Statistical processing of the results of the study was carried out on a computer using a special program.
CHAPTER 3. RESEARCH RESULTS
To determine the effectiveness of the method of conjugated development of physical and intellectual abilities of children of primary school age on a motivational basis, we have chosen the following criteria:
change in indicators of physical fitness of those involved;
change in the level of development of intellectual abilities;
change in learning motivation.
The first criterion characterizes the total amount of shifts in the level of development of motor qualities as a result of training in an artificial motivated gaming environment.
The second criterion reflects the difference in the level of development of the intellectual abilities of those involved.
The third criterion shows the changes in students' learning motivation at the beginning and at the end of the experimental study.
physical fitness motivation student
3.1 Indicators of physical development
A comparative analysis of the results of the input and re-diagnostics shows that in the experimental group, where the classes were conducted under the conditions of the use of the biomechanical complex "Motive", there was a statistically significant increase in all control indicators compared to the control group (see Table 2,3,4 and Fig. 6-).
As noted above, during classes in a computer complex (CP), the children of the experimental group received a developmental load (60-75% of the maximum heart rate) on the muscles of the upper and lower extremities, as well as the muscles of the back. The analysis of the results of the final testing makes it possible to judge the effectiveness of the work of children in these conditions and the higher physical fitness of the students of the experimental group.
The strength of the arms was assessed using the test of flexion and extension of the arms in the prone position (boys) and flexion and extension of the arms in the prone position from the bench (girls). It was revealed that the students of the experimental group (EG) after classes in the conditions of the CP are ahead of their peers from the control group (CG) in terms of the level of manifestation of these motor abilities. The increase in results in girls from the EG (from 8.±0.7 to 11.8±0.7) is significantly greater than in girls from the CG (from 7.8±1.1 to 8.5±1.5 (p>0 .05)); a similar picture is also observed in boys (from 11.1±0.7 to 16.6±0.7 (p<0,05) и с 10,8±1,1до 12,1±0,7 (p>0.05) respectively).
The control test - a 6-minute run showed that classes in the conditions of using the "Motive" complex make it possible to better develop such physical quality like endurance. We found that at the beginning of the experiment, the results in both examined groups were not significantly different (820±46.0 in the CG versus 816±61.3 in the EG). After the experiment, these indicators differ significantly: 870±76.8 in the CG versus 954±61.3 in the EG (p>0.05), which is an indicator of a significant change in the level of fitness of the organism of the students of the experimental group.
The control test - a long jump from a place also showed the unreliability of the difference in indicators in both groups at the beginning of the experimental study (143.9±2.4 in the CG versus 144.5±3.9 in the EG) and positive changes in the rapid strength of children ( 147.3±2.7 in the CG versus 150±3.6 in the EG) after the experiment. The increase in results in the control group was 4 cm, and in the experimental group - 6 cm (p>0.05).
The test used by us to assess the functional state of the respiratory organs of students (Stange's test) indicates the high efficiency of the classes carried out in the conditions of the "Motive" complex. So, at the beginning of the experiment, voluntary breath holding was 34±0.9 in the CG against 34.3±0.9 in the EG, the difference is not significant. After the experiment, we found that the performance of children in the experimental group improved significantly compared to the control group (37.1±0.6 in the CG versus 43±0.9 in the EG) (p>0.05).
Rice. 6 - Flexion and extension of the arms in support
Rice. 7 - Flexion and extension of the arms while lying on the bench (girls) emphasis (boys)
An analysis of the study of passive musculoskeletal coordination (Romberg's test) confirms the position that classes in the conditions of the "Motive" complex contribute to an increase in the adaptive capabilities of the central nervous system, which was confirmed by the results of a repeated diagnostic study: 21.1 ± 0.6 in the CG against 26.0±0.6 in the EG (p>0.05).
A significantly large increase in the results of the test for the working capacity of the body of those involved - PWC170 was obtained by us in the experimental group compared to the control group with repeated diagnostic study: 405±5.82 in EG versus 396±7.66 in CG (p>0.05). This is a consequence of improving the functional state of the cardiovascular system and optimizing the adaptive capabilities of the children of the experimental group in an artificial development environment.
3.2 Indicators of intellectual development
The performance of intellectual tasks by students in the conditions of the "Motive" complex, using specially developed author's programs for children of this age group, to identify the stock of knowledge of the subject, highlighting the essential features of objects and phenomena, establishing logical connections and relationships between concepts, as well as various logical tasks, exercises for repeating and consolidating the material covered, knowledge and ability to apply the rules of the Russian language, mathematics and many others, contributed development of intellectual abilities of children of the experimental group.
We found that the initial level of general intellectual development of children in the compared groups was almost the same: the average score for completing tests was (24.9±2.4 in the CG versus 24.8±2.7 in the EG) (p>0.05 ).
During a repeated diagnostic study, we found that the average score for tasks in children from the experimental group was significantly higher than in children from the control group (29.4±1.8 in the EG versus 26.4±2.7 in the CG) (p<0,05). Причем уровень успешности выполнения заданий в динамике у детей экспериментальной группы повысился на 12,5% (p<0,05), а у детей из контрольной группы лишь на 5% (p>0,05).
The study of the motivation for learning in two groups allows us to conclude that classes organized in non-standard, game, competitive conditions with elements of entertainment made it possible to increase the motivation for learning in the children of the experimental group.
Thus, there was a significant increase in indicators both in the field of cognitive activity (2.08±0.6 in the CG versus 2.6±0.3 in the EG) (p<0,05), так и в сфере познавательного интереса (2,41±0,9 в КГ против 3,25±0,3 в ЭГ) (p<0,05).
The color test of attitudes, which we use to determine the motivation for learning at the level of the non-verbal system of consciousness, also showed that in the experimental group there was a statistically significant increase in results compared to the control group (4.4±0.6 in the CG versus 6.5± 0.9 in EG) (p<0,05).
In general, the overall level of development of learning motivation in dynamics tended to increase among the students of the experimental group (from 9.5±1.8 to 12.4±1.2) (p<0,05) и тенденцию к снижению у учащихся контрольной группы (с 9,25±1,8 до 8,7±1,2) (p>0,05).
Children from the experimental group became intellectually more active after classes in the conditions of the complex: they are included in the educational process on their own initiative, they perform tasks with interest, they listen to the educational material carefully, attend various circles that expand their knowledge.
In the control group, the motivation for learning by the end of the academic year did not increase among students, but, on the contrary, tended to decrease. This confirms that our research is in line with the research of many domestic and foreign scientists, indicating a decrease in interest and educational motivation in children by the end of the period of primary school age.
CONCLUSIONS
The method of conjugated development of physical and intellectual abilities of children of primary school age made it possible, under the conditions of applying adaptive influence:
organize training and education in the conditions of playing competitive activity, in which there is a maximum mobilization of the mental and physical abilities of students;
increase motivation for learning, and build the learning itself against a favorable psycho-emotional background;
organize training using health-creating principles.
The effectiveness of the method of conjugated development of physical and intellectual abilities of children of primary school age on a motivational basis is substantiated.
The education and upbringing of children in such artificially created conditions made it possible to:
get positive changes in the development of physical abilities of primary school students;
get positive changes in the development of intellectual abilities of students;
to prevent a decrease in the motivation of learning, but, on the contrary, to transfer it to a much higher level;
encourage students to conscious learning (physical and intellectual activity).
We propose to carry out work with children of primary school age on the interconnected development of the physical and intellectual abilities of children on a motivational basis in the conditions of using the biomechanical complex "Motive" using the following practical recommendations..
Those involved must first undergo a medical examination to obtain data on individual characteristics and basic health parameters.
Classes should be carried out at least three times a week.
The duration of classes should not exceed 25-30 minutes for each student (in compliance with the hygienic requirements for the work of children of this age group in conditions of computer training).
Forms of organization of classes can be as follows:
lesson (for the passage of educational material);
additional classes (to correct the individual intellectual and physical level of those involved);
training (for working out specific physical and intellectual qualities);
competitions and competitions (to stimulate students).
The intellectual and physical load should be set for children of the considered age group, taking into account 60-75% of the maximum heart rate within the optimal target heart rate zone, in the "health corridor" of 126-157 beats / min.
Depending on the tasks of the lesson, the tasks offered to students should be different in content, complexity and emotional richness:
game-test (to determine the psycho-physical qualities);
game-learning (using various sections from academic subjects and interdisciplinary connections);
game-development (for the physical development of individual muscle groups of the upper and lower extremities) and intellectual and mental development (memory, attention, thinking, imagination; specific intellectual skills));
entertainment game (using drawing, solving children's crosswords and puzzles);
game-competition (in order to determine the psychophysical health of those involved).
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Physical exercise undoubtedly has a very good effect on the mental development of the child. It is possible to stimulate a child's body with the logical mind for the first years of study, and this will be a great victory for your child, but if you do not develop physical health, then over time these benefits will decrease. In the future, due to the emergence of chronic diseases, the mental development of children will be greatly reduced.
The child develops and grows. Physical activity is of great benefit for this. Therefore, it is not necessary to constantly force the child to sit at the table and not perform any movements, but only to teach, read, etc. And children will not be able to sit in a calm state for a long time if before that they did not run, that is, they did not perform physical activity. But it is very important that the child does not overdo it, because he does not control his fatigue. It is very important for parents to stop the child in time by changing the type of activity.
There is an interesting fact that if a child can control his body more well, then he remembers the theory better, and can put it into practice for a long time.
For a child of school age, it is quite enough to exercise in the morning, outdoor games, and not very heavy loads in the evening. Even if this minimum is not met, then this is not very good, it will have a good effect on the mental development of the child. For example, the metabolic process will worsen, this leads to the fact that the child becomes inattentive, unable to think logically.
Many sports have a good effect on the mental development of a child. Gymnastics is the best. But there are others, such as football, basketball, swimming.
Parents who have the opportunity have a chance to enroll their child in some section for physical exercise and sports. Professionals usually work there, and for your child they will select an individual type of robots, a schedule of classes. This will play a big role, and, having come home, he will be able to immediately sit down to carry out his tasks.
The influence of physical exercises on the mental development of children needs to be given a lot of attention and requires a lot of strength and patience. For example, if a child needs to learn something, it is better to start with a physical warm-up or let him play outdoor games with other children. This will help not only to learn the verse more easily, but also to study well at school. Also, the child will improve health.
It must be remembered that an active lifestyle has a good effect on blood circulation, so the elements that are so useful for a young preschooler disperse throughout the child's body. There are receptors throughout the child's body, from which signals are sent to the child's brain. If you perform a sufficient amount of exercise, then the child will be well developed, both physically and mentally. In order for a child to develop well, he needs to eat normally. And you can get a sufficient amount of useful substances only through the digestive system, for which not very great physical activity is required. At the same time, there will be a healthy appetite, a normal work of the digestive organs.
There are many factors that have a positive effect of physical exercise on the mental development of children. The most important thing for parents is to watch this process, and stop it if the child is overdoing it, figure out how much exercise is right for him. And then your child will be smart and healthy and physically developed.
Grow healthy!
Physical education is to children what the foundation is to a building. The stronger the foundation is laid, the higher the building can be erected; the more worries about the physical education of the child, the more success he will achieve in general development; in science; in the ability to work and be a useful person for society.
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INFLUENCE OF PHYSICAL EDUCATION ON THE MENTAL DEVELOPMENT OF PRESCHOOL CHILDREN
Physical education is to children what the foundation is to a building. The stronger the foundation is laid, the higher the building can be erected; the more worries about the physical education of the child, the more success he will achieve in general development; in science; in the ability to work and be a useful person for society.
At no other age is physical education so closely related to general education as the first seven years. During preschool childhood, a child lays the foundations of health, longevity, comprehensive motor fitness and harmonious physical development.
Raising children healthy, strong, cheerful is the task not only of parents, but also of every preschool institution, since children spend most of the day in them. Kindergartens provide for physical education classes, which should be built in accordance with the psychological characteristics of a particular age, accessibility and expediency of exercises. Complexes of exercises should be exciting, and should also provide for physiological and pedagogical justified loads that satisfy the child's need for movement.
Positive emotions, emotional saturation of classes are the main conditions for teaching children movements. Imitation - gives rise to emotions that activate the child. The development of movements has a good effect on the development of the child's speech. The understanding of adult speech is improved, the vocabulary of active speech is expanding. That is why the outstanding Soviet teacher V.A. Sukhomlinsky: "I am not afraid to repeat once again: taking care of health is the most important work of an educator." Therefore, it is extremely important to properly deliver physical education at this particular age, which will allow the baby’s body to accumulate strength and ensure not only full physical, but also mental development in the future.
At the present stage, the problem of the development of mental abilities of preschoolers in the process of physical education is of particular importance, since the content, forms, methods of mental and physical education of children in a preschool institution are rethought in a new way. The relevance of this topic was determined by the following parameters:
First, against the background of the socio-economic transformations in Russia, ideas about childhood are changing, which is now considered as a valuable period in human life;
Secondly, at present, preschool education orients the teacher in the process of upbringing to the need for early education, which is justified by the "Convention on the Rights of the Child", as well as scientific findings on the developmental opportunities of an early age child, which can help ensure a smooth transition of the child to primary school. ;
Thirdly, physical education provides for the development in children in the process of various types of activity - attention, perception, thinking, as well as ways of mental activity (the ability to simply compare, analyze, generalize, establish the simplest cause-and-effect relationships, etc.).
The means of mental education include specially organized problem situations in the process of physical exercises, the resolution of which requires mental actions (reception and processing of information, analysis, decision-making, etc.).
The methods of mental education include a survey on the material being taught; observation and comparison; analysis and generalization of the studied material; critical evaluation and analysis of motor actions.
Physical exercises have a direct and indirect impact on the mental development of children in the process of physical education
Mental development is determined by intelligence, intellectual abilities. In a broad sense, intelligence is the totality of all cognitive functions of an individual: from sensation and perception to thinking and imagination; in a narrower sense, it is thinking. Intelligence is the main form of cognition of reality.
One of the factors of intellectual development is motor activity, as a result of motor activity, cerebral circulation improves, mental processes are activated, the functional state of the central nervous system improves, and a person’s mental performance increases. Achievements in the field of intelligence and creativity are largely related to the level of development of the child's psychomotor sphere. In special studies, facts have been recorded that indicate that children who are more physically developed receive higher marks in school. Children involved in sports sections have the best indicators of mental performance.
Physical exercises create opportunities for the successful flow of all mental processes, i.e. require attention, observation, ingenuity. A variety of movements, a wealth of coordination increase the plasticity of the nervous system. So, there are numerous data that under the influence of physical exercises increases the amount of memory, increases the stability of attention, speeds up the solution of elementary intellectual tasks, speeds up visual-motor reactions.
Boyko V.V. writes that during the period of preschool childhood, global changes occur in the mental development of the child: from an undifferentiated perception of objects, to the ability to use independently acquired knowledge and skills.
Under the influence of physical exercises in preschool children, the formation of various types of thinking is more effective:
1) Visual-effective thinking.
2) Visual-figurative thinking
3) Verbal-logical thinking begins to form in children of older preschool age. It involves the development of the ability to operate with words, to understand the logic of reasoning. Reasoning means connecting different knowledge with each other in order to get an answer to a standing question, to solve a mental problem.
Motor activity stimulates perceptual, mnemonic and intellectual processes. Children with a large amount of motor activity in the daily routine are characterized by an average and high level of physical development, adequate indicators of the state of the central nervous system, as a result of which the child's memory improves, and all thought processes that determine intelligence.
The increased requirements for future first-graders have led to an increase in the volume and intensity of educational and cognitive activities in kindergarten. Often the educational process of preschool educational institutions (DOE) is built according to the type of school education and is overloaded with additional classes. This leads to an increase in the study load, which, in turn, causes serious damage to the personal development and health of children.
According to the Research Institute of Hygiene and Health Protection of Children and Adolescents of the Scientific Center for Children's Health of the Russian Academy of Medical Sciences, recently the number of healthy preschoolers has decreased by 5 times and among the contingent of children entering school is only about 10%. One of the reasons for the sharp deterioration in the health of the younger generation is the imperfection and low status of the existing system of physical education of children, which is based on the principle of unity of mental and physical development.
Physical education is traditionally considered only as a means of optimizing the physical status of a person to the detriment of intellectual and socio-psychological development, which noticeably limits the possibilities of holistic personality formation. The lack of clarity of the mechanisms for implementing a one-time solution to the problems of physical and spiritual improvement returns theorists and practitioners to the decision to develop mainly the motor sphere of students. At the same time, the standard set of physical education means and the narrowly focused nature of their use attract attention.
Despite the relatively complete theoretical elaboration of the problem of the simultaneous development of mental and motor abilities of children in the process of physical education, these ideas have not received due recognition and wide application in preschool educational institutions.
The main means of mental development in the process of physical education were physical exercises, not only solving the problems of physical education, but also having a direct or indirect effect on the mental development of children in the process of physical education.
1. Physical exercises for health promotion are aimed at forming the correct posture and arch of the foot, strengthening skeletal muscles, improving the functioning of various organs and systems.
Poor health and physical retardation are noted by many researchers as one of the possible factors of "mental weakness". The main reason for this situation is hypodynamia. In a state of reduced motor activity, the metabolism and information entering the brain from muscle receptors decreases, which leads to a violation of the regulatory function of the brain and affects the work of all internal organs. Therefore, the development of the musculoskeletal system, the prevention of posture disorders, and the stimulation of the function of the cardiovascular and respiratory systems are a necessary condition for the normal growth and development of the child's body (including the mental one).
2. Physical exercises for the development of motor skills involve the improvement of the motor sphere by expanding the stock of motor skills that are basic in the motor development of the child (walking, running, jumping, climbing, throwing).
The development of the motor sphere of preschoolers consists in the formation of the most complex systems of sensory corrections that underlie any motor act, when the process of performing motor actions requires constant regulation by the central nervous system of inaccuracies and deviations that occur during the implementation of actions. This ensures the participation of higher mental functions in the process of mastering the motor action, providing a positive impact on the mental development of the child.
3. Exercises for the development of physical qualities provide the formation of basic physical abilities that reflect the qualitative side of motor skills and abilities (speed, strength, coordination abilities; flexibility, endurance). Particular attention was paid to the development of general coordination abilities (differentiation, orientation, rhythm, etc.), including the ability to finely and accurately dose movements in terms of effort, direction, time, in order to form a fine differentiated distinctive sensitivity to temporal, force, and spatial characteristics of movements. In this case, motor and physical development is carried out as cognitive-motor.
The above groups of exercises were classified as factors that have an indirect effect on the child's mental development in the process of physical education. Due to the optimal formation of centers for the regulation of respiration, blood circulation, metabolism, coordination of movements (coupling, on the one hand, fine adjustment movements of the eyes, neck muscles, ear when capturing sensory information and, on the other hand, movements of the hands, body parts, facial muscles, lips, tongue with a motor response), the development of not only the musculoskeletal system, but also the nervous system is achieved, i.e. the basis for the full mental development of the child is created.
4. Physical exercises for the development of the mental sphere directly affect the components that are decisive in the mental development of children aged 5-7 years (perception, visual-figurative and logical thinking, attention, memory, speech).
The essence of these exercises is a combination of two elements: a motor action and an exercise aimed at developing the mental sphere of the child, implemented in the form of a didactic game. It has been noticed that it is difficult to combine intensive physical work with intense mental activity. According to the principle of "unipolar waste of energy", formulated by K.N. Kornilov, the expenditure of energy in the central point of the nervous system and in the working organ is inversely related. The greater the expenditure of central energy, the weaker its external detection, and vice versa, the more intense the external effect of the reaction, the weaker the central moment (L.S. Vygotsky). Taking into account this principle, the mechanism of the optimal combination of motor action with didactic games, tasks and exercises was determined: 1) synchronous (performing elements of didactic games in the course of motor action, provided that mental and physical loads are low); 2) sequential (a didactic game or exercise precedes the performance of a motor action or is performed after its completion).
The exercises were taken as a basis, including walking, running, jumping, throwing, climbing, during which conditions were created for mastering various types of cognitive orienting actions that underlie the mental development of preschool children, primarily perceptual ones, reflecting the level of development of perception of preschoolers (actions identification, reference to the standard, perceptual modeling) and mental (actions of figurative and logical thinking). Additionally, tasks and exercises were used to improve sensorimotor coordination, development of speech, imagination, memory and attention processes.
The development of thinking was carried out by expanding the range of concepts, including mental actions in the process of physical activity and manipulations with sports and gaming equipment. Operations of analysis, synthesis, comparison, finding similarities and differences in objects, classification, generalization saturated every physical education lesson. For example, overcoming an obstacle course was preceded by a task to select sports equipment corresponding to a given feature (shape, color, purpose) or arrange it in accordance with a schematic representation proposed by the teacher. Cleaning of sports modules and equipment was carried out with the additional task "Fold similar with similar". When dividing children into teams, each captain lined up his team according to height, hair length, and physical fitness. The ability to isolate the essential features of objects was improved in the game "Show me the answer", when children not only guessed the riddle, but also showed the answer with the help of movements. When performing the main types of movements, the ability to understand the quantitative and qualitative ratios of objects was practiced: Lena jumped higher, and Katya jumped lower, the wall was on the right, and the bench was on the left, etc. Teaching complex movements was accompanied by an analysis of a motor action (together with the children and the teacher), showing and pronouncing its constituent elements, comparing the action performed by the child with the reference one, searching for errors, inaccuracies and ways to correct them.
The inclusion in the educational process of physical education of exercises aimed at the development of cognitive processes, speech and the higher symbolic functions associated with it, not only contributes to the mental development of children, but also restructures, according to L.S. Vygotsky, "motor skills themselves", transferring it to a "new and higher level" and providing quick, meaningful memorization and reproduction of motor actions, the ability to independently make decisions and act in a rapidly changing environment, which improves the motor development of children.
