Activation of cognitive and motor activity of students at physical education lessons. Integration of cognitive development and motor activity of preschoolers in play activities
Among the various factors affecting the health and performance of a growing organism, physical activity is an important condition for the development of a child.
Working with children for more than 20 years, I came to the conclusion that the higher the child's motor activity, the better he develops, his attention and memory, and thinking are formed.
Therefore, the games and manuals that I will introduce you to are designed with the integration of intellectual and physical development. I use these games as part of the lesson, as a practical material for sports and entertainment activities, physical minutes and, of course, in independent activity children.
I offer different versions of these games, which will help in working with children with different levels of development, and in different age groups.
"CUBE-ZANIMATIKA"
Materials:
Plastic cube.
Cardboard.
Markers.
Scotch.
Glue "Moment"
Manufacturing:
1. Cut 6 cardboard boxes to the size of the faces of the cube.
2. Paste over the cards with adhesive tape and stick them on the edge of the cube.
3. Draw diagrams with an arrow.
Approximate patterns of movement in space:
Target:
- development of imagination, associative thinking
- the ability to move in the direction of the arrow in different directions.
Game progress:
Ioption. Look at this cube. On each of its faces, some kind of image. I invite everyone in turn to take it in their hands and consider this line. What do you think this image looks like?
And now stand, please, behind the driver one after another and go in the direction of the arrow.
IIoption. The player rolls the die. Describes what the dropped face image looks like. And then performs the movement according to the scheme. If it is difficult for the child to complete this task, you can offer to lay out the diagram on the floor from the rope and follow the path laid out.
"FUNNY CATERARS"
Material:
Sponges for washing dishes different color and different thicknesses.
Glue "Moment".
Durable cord.
Manufacturing:
1. String sponges on a cord using a "gypsy" needle.
2. Embroider eyes and mouth (you can stick the blanks of the eye and mouth from leatherette)
Target:
- the ability to count objects in motion, compare them in thickness, length and color;
- development of tactile perception of the feet, the ability to move with an added step.
Tasks:
- Walk along the caterpillar with a side step, at the same time naming the color of its parts.
- Walk straight down the caterpillar and count its parts.
- Find out which caterpillar is longer.
- Find out which caterpillar is thicker.
"GEOMETRIC ISLANDS"
Material:
Foam rubber size 30 x 30, 4 cm thick.
Plain bologna fabric 2.5 meters.
Zippers 4 pcs. 30 cm.
Pieces of multi-colored fabric for geometric shapes.
Manufacturing:
1. Sew zipper covers with sewn geometric shapes.
2. Put the covers on the foam rubber.
Target:
- clarification of knowledge about geometric shapes;
- development of associative thinking;
- skill development:
- jump on two legs, on one leg and in different directions;
- practice different types of walking;
- run like a snake;
- development of tactile perception.
Tasks: "Islands" lie on the floor one after another. It is necessary to jump on two legs moving forward along the "islands"
- Naming only the color of geometric shapes.
- Naming only the form.
- Naming color and shape.
- Naming any object of the same color as that of a geometric figure.
- Naming any object of the same shape.
You can jump sideways "left", "right", as well as on one leg. You can offer running "snake" between the islands.
"RAINBOW CAROUSEL"
Material:
Multi-colored satin ribbons of seven colors of the rainbow (length 1m, width 2cm).
Plastic ring with a diameter of 15 cm.
Contact tape (Velcro) 7x2 cm.
Double-sided colored cardboard.
Color markers.
Scotch.
Manufacturing:
1. Sew the ribbons in a circle to the ring in the colors of the rainbow.
2. At the end of each ribbon, make a loop for grabbing by hand.
3. Sew a contact tape (2x1cm) in the center of each ribbon.
4. Cut out figures of different colors and sizes from cardboard (circles, squares, triangles, rectangles).
5. Stick Velcro on the figures.
6. Cut out rectangles (9x5cm) from white cardboard and draw symbols on them indicating color, shape, size.
7. Paste over the cards with adhesive tape on both sides.
Target:
- to exercise children in the ability to distinguish, name, systematize geometric shapes by color, shape, size; fix the colors of the rainbow;
- be able to move in different directions.
Game progress:
Ioption. Children receive ticket-cards with symbols indicating the color of the tape on the carousel and take the appropriate place. (Children can be invited to repeat the names of the colors of the rainbow with the words: “Every hunter wants to know where the pheasant is sitting”). After all the seats are occupied, the controller checks the tickets, the children begin to move in a circle (for example, to the right) with the words:
Barely, barely, the merry-go-rounds spun.
And then, then, then run, run, run.
Hush, hush, don't rush, stop the carousel.
One, two, one, two, the game is over.
IIoption. Children receive ticket-cards with symbols indicating the color, shape and size of a geometric figure, find their place on the carousel.
IIIoption. Children come to the box office and describe themselves the symbol card they want to receive, options with a negation sign are possible (For example: “I want to get a ticket with a large non-red circle”).
Continuation of the game, as in option I.
"TOWN"
Material:
Colored cardboard (A4 format) - 10 sheets (for "houses"); black cardboard (A4 format) - 2 sheets, white cardboard (A4 format) - 2 sheets, White paper(A4 format) - 2 sheets (for the design of "houses").
Colored self-adhesive film.
Colored markers.
Numbers from 1 to 10.
Glue.
Scotch.
Manufacturing:
1. Take colored sheets of cardboard, bend 5 cm on both sides.
2. Glue the fold lines with strips of colored self-adhesive film (4 cm wide)
3. Cut out rectangles for “windows” (10 pieces) from white paper, draw window lines. Ready "windows" stick on the "houses".
4. From black cardboard, cut strips for "roofs" (15x5cm - 10 pieces) and stick them on top of the "houses".
5. Stick numbers from 1 to 10 (numbers of houses) on the "roofs".
6. Separately make “letters” from white cardboard in the form of envelopes on which to write examples: 9 - 1, 8 + 1, etc.
7. Paste over the "letters" with tape.
Target:
- consolidate the ability to make a number series; knowledge of even and odd numbers; ability to solve examples;
- develop orientation in space; count on the "first-second", rebuild from one line into two, into a column; ability to pass the baton.
Game progress:
Ioption. Each child has a house with a number in their hands. At the signal of the teacher, the children “build” the street from the houses (number series from 1 to 10, or from 10 to 1)
IIvariant "Relay game". At the signal of the teacher, the children are divided into two teams. One team lines up the even side of the street, and the other team lines up the odd side. The team that completes the task faster wins.
IIIoption The postman game. It can be carried out in the form of a relay race (as in the second option). Each child has a letter with an example. It is necessary to solve it and take it to the “house” with the right number.
"FLOWER GLADE"
Material:
Greenhouse double film (size 1.40 x 1 m).
Colored cardboard (red, yellow, blue and green).
White cardboard - 16 sheets (A4 format).
PVA glue.
Braid - 7m.
Plastic cubes - 2 pcs.
Manufacturing: 
1. On the greenhouse film, stitch 16 pockets measuring 35 x 25, laying a dense braid along the seams.
2. On the other hand, where there is no access to inside pockets, make cuts.
3. Cut out flowers from white cardboard and stick geometric shapes of different colors, shapes and sizes in the middle.
4. Put flowers with multi-colored figures in your pockets.
5. Paste the cubes with pictures with symbols indicating color, shape, size.
6. Make moth masks on ribbons.
Target:
- to form the ability to distinguish from one to three properties based on geometric shapes;
- find the desired figure, talk about its properties;
- exercise in the ability to determine the location of the figure;
- exercise children in counting;
- develop auditory and visual attention;
- exercise in the ability to navigate the cells up, down, right, left.
Game progress:
Ioption. Children sit on the carpet around the "colored meadow". One child puts on a “moth” mask and starts moving around the “clearing”. The children say the words in chorus:
Flying moth,
Fluttered Moth.
And the moth sat down
On beautiful flower.
The teacher offers the "moth" to sit on a flower with round shape(the child occupies a cell with a flower of the corresponding shape and “flies” from flower to flower of the same shape). The task varies: in shape, in size, in color, etc.
IIoption. The beginning of the game, as in the 1st option. Next, the teacher instructs the “moth” to fly and land on a flower in the upper left corner of the field, in the lower right corner, etc. The moth landed on a flower with a large blue triangle, then flew up two spaces, turned right, and so on.
IIIoption. You can invite children to count the number of flowers in the first column of the clearing, in the second row, the number of red, large, square flowers, etc. The most active child is offered the role of a "moth".
The child throws the dice with symbols and, guided by them, finds the desired flower in the clearing, for example: red is not round; large blue not square etc. .
"DIGITAL FIELD"
Material and manufacturing:
Similar to the game "Flower meadow"; only cards with numbers are added, which are also inserted into the pockets.
Target:
- to consolidate the ability to recognize and name numbers;
- to form knowledge of even and odd numbers;
- the ability to count from any number in forward and reverse order;
- develop attention and visual memory.
- develop orientation in space.
Game progress:
Ioption. There is a field with numbers from 1 to 10 on the floor. The child arbitrarily jumps from cell to cell, while calling each number.
IIoption. As directed by the educator:
- the child jumps through the cells in the forward and reverse order (for example, from 1 to 10, from 10 to 1, from 8 to 2, from 3 to 9, etc.);
- on even numbers;
- on odd numbers, etc.
In this game, you can use different types of jumping, walking.
"REMEMBER, IMAGE"
Material:
3 thick sheets of cardboard: white, yellow and brown(A4 format).
Threads.
Glue "Moment".
Markers in black, yellow and brown.
Manufacturing:
1. Cut out 6 rectangles 7 x 5 cm in size from thick white cardboard.
2. Draw movement patterns and a track on both sides of the cards Brown(on one side of the cards) and yellow (on the other side of the cards).
3. Glue one end of the thread to the rectangles, and glue the other end between two sheets of cardboard.
Target:
- development of attention, memory; consolidation of the ordinal account.
- the ability to depict movements according to the scheme.
Game progress:
Ioption. The facilitator shows three cards of the scheme, the players memorize and depict movements from memory.
IIoption. The number of cards increases to six.
You can offer to perform movements to the music.
IIIoption. The host shows the cards on a brown background, asks to name the serial number of the cards with a yellow track and depict what is shown on them. The same task can be offered with a yellow background.
"CAT AND MOUSE"
Material:
Laces in different colors and sizes.
Containers from Kinder Surprises.
Leatherette.
Coffee jar lid.
Self-adhesive film in red, yellow, blue and green colors.
Pieces of fur.
Manufacturing:
1. Make a hole on one side of the Kinder Surprise containers.
2. Insert laces (tails for mice) into the holes made, tie them in a knot and close the second half of the container.
3. On the other side of the container, stick ears cut out of leatherette; eyes and nose made of self-adhesive film.
4. Cut out geometric shapes from self-adhesive film and stick them on the “backs” of mice.
5. Cut out blanks for cat ears from fur and stick them on the lid of a coffee can.
6. From the self-adhesive film, cut out blanks for the peephole, nose and glue them in such a way that a cat's muzzle is obtained.
Target:
- fix;
- knowledge of geometric shapes;
- the ability to compare objects by length;
- navigate in space;
- the ability to count;
- develop speed of reaction.
Game progress:
I option. On the carpet are hoops of red, yellow, blue and green colors ("houses" of mice). The mice are running around. At the signal "cat" they occupy their houses according to the color on their backs. Those "mice" that did not cope with the task are eliminated from the game.
II option. The mice are on the table. The cat "sits" in the corner of the table. Children hold mice by their tails. One child is assigned the role of a cat. On the “cat” command, the mice try not to fall under the “cap” of the cat. Next comes the count of mice caught.
III option. Two mice participate in the game-competition. They call themselves: “I am a mouse with a red circle”, “And I am a mouse with a blue triangle”. At the command of the leading mouse, they run right, left, forward, backward. If they make a mistake, they leave the game. And other mice take their place.
IV option. Submit a task:
- the child who is assigned the role of a cat needs to compare the mice along the length of the tail. The cat finds the mouse with the longest/shortest tail and catches it.
- the cat instructs the mice to line up in a row as follows: from the shortest to the longest tail (or vice versa). Then he checks the correctness of the task and transfers his role to the mouse he likes, and she herself becomes a mouse.
"PLANT A BEETLE ON A FLOWER"
Material:
A4 cardboard: red - 5 sheets, yellow - 3 sheets, white - 4 sheets.
Glue.
Numbers from 1 to 10.
Color markers.
Manufacturing:
1. Cut out 55 petals for daisies from white cardboard.
2. From yellow cardboard cut out 20 circles (2 for each flower) with a diameter of 7 cm and glue them together only in the center so that you can insert the petals between the circles.
3. Stick numbers from 1 to 10 on each circle.
4. Cut out ovals from red cardboard (10x9cm) and glue them on both sides.
5. Glue black dots from 1 to 10 on top of the red ovals. Select the “head” and “wings” of ladybugs. Glue geometric shapes of different colors on the other side of the ovals.
6. Make symbol cards indicating color, shape (see photo).
Target:
- fix;
- the ability to correlate a number with a quantity;
- score within 10;
- knowledge of geometric shapes;
- ability to read code information;
- develop the ability to move in different directions.
Game progress:
Ioption. Daisies with a different number of petals (from 1 to 5) lie on the floor. In the hands of children, beetles with a different number of points on their backs. Children count the points and sit on flowers with the same number of petals after the leader's words:
Beetle, beetle, show yourself
Sit on the flower!
IIoption. The number of daisies increases to 10. The further course of the game, as in option I .
IIIoption.
1. Daisies have numbers from 1 to 10. The number of petals does not match the number on the flower. We need to find the error. Whoever finds it the fastest is the winner.
2. The teacher shows a symbol card (color, shape). Children run out with bugs in their hands with geometric figures corresponding to this card and imitate buzzing.
The activity of students largely depends on many factors, the main of which are: the correct setting of the objectives of the lesson, the creation of a positive emotional background, the optimal workload of students in the classroom.
Creating a positive emotional background is of exceptional importance in the classroom, including physical education lessons. As a rule, it is formed by schoolchildren even before the start of the lesson and must be maintained throughout its entire duration. However, the emotional background can change during the lesson. It depends on the students' well-being, their interest in physical culture as a subject, physical exercises, a particular lesson or the teacher's personality, assessments of their activities, mood, behavior and well-being of the teacher.
There are several main factors that contribute to an increase in the emotionality of the lesson and cause joy in students doing physical exercises.
1. The situation in the lesson and the behavior of the teacher
2. Use of game and competitive methods
3. A variety of means and methods used in the lesson
A modern teacher of physical culture is faced with the task of ensuring a high level of student activity in the classroom. For this, it is necessary that schoolchildren have an interest in physical exercises, strive to develop the physical and mental qualities necessary for this, and receive satisfaction from these lessons.
The activity shown by students in such lessons can be represented in two forms: cognitive and motor.
The cognitive activity of students lies in the attentive perception of the educational material and a meaningful attitude towards it, which causes its strong development.
Motor activity of students is associated with direct, motivated and conscious implementation exercise.
In other words, both cognitive and motor activity are primarily characterized by the mental activity of the student.
Based on the dual definition of a person's mental activity (biological and social), a number of factors can be identified that ensure the activity of schoolchildren in physical education lessons. These include:
- biological factors: the need for movement, the need to preserve life and health;
- social factors: features of the organization of activities in the classroom, evaluation of activities by other people, especially the teacher, interest in the lessons, a sense of satisfaction with the lessons and the true goals of physical exercises.
Interest is a conscious positive attitude towards something that encourages a person to be active in order to know the object of interest. In psychology, interest is characterized by a number of specific qualities: breadth (range of human interests), depth (degree of interest in any object), stability (duration of interest in any object), motivation (degree of consciousness or chance, intentionality of interest), effectiveness (manifestation of activity to satisfy interest).
Students' interests in physical education lessons are quite diverse: the desire to improve health, shape the body, develop physical and mental qualities (will, etc.). It is important to note that the interests of girls and boys are also different. Girls more often want to form a beautiful figure, develop flexibility, improve the grace of movements, gait, etc. Boys, as a rule, want to develop strength, endurance, speed and agility.
The attractiveness of physical culture also has characteristic age-related features. Primary schoolchildren are primarily driven by their interest in physical activity in general (on the basis of primary motives). Even without physical education lessons, they like to run, jump and play.
Adolescents are engaged in physical exercises, using motives associated with the development of personality (secondary motives). For example, they are driven by the desire to be like some kind of “hero”, who is their idol, role model, or to develop muscle mass in order to have authority among a certain circle of people.
High school students in the first place put the motives associated with their life plans. Their physical exercise is primarily caused by the goal of preparing themselves for a specific future professional activity.
Every teacher of physical culture, who strives to ensure that students show a high degree of activity in his lessons, must build the educational process, taking into account the age characteristics and motivation of students.
Motor activity of the child
The motor skills of a baby from birth have a rather complex organization. It includes many mechanisms designed to regulate posture. The newborn often manifests increased motor activity of the limbs, which is of positive importance for the formation of complex complexes of coordinated movements in the future.
The development of the movements of the child during the first year of life is very rapid, and the progress achieved in this respect in twelve months is astonishing. From a practically helpless creature, having a limited set of elementary general innate movements of the arms, legs and head, the child turns into a small person, not only easily standing on two legs, but relatively freely and independently moving in Space, capable of performing complex manipulative tasks simultaneously with leg movements. hand movements, freed from locomotion (the function of providing movement in space) \ and intended for the study of the surrounding world.
In infancy, motor skills of children are rapidly formed, especially complex, sensory coordinated movements of the arms and legs. These movements later play a very significant role in the development of the cognitive and intellectual abilities of the child. Thanks to the movements of the arms and legs, the child receives a significant part of the information about the world, on the movements of the arms and legs he learns to see the human eye. Complex manual movements are included in the primary forms of thinking and become its integral part, ensuring the improvement of human intellectual activity.
Big impulsive activity hands of the child is observed Already in the first weeks of his life. This activity includes arm waving, grasping, and hand movements. At 3-4 months, the child begins to reach for objects with his hand, sits with support. At 5 months, he is already grasping immovable objects with his hand. "At 6 months, the baby sits in a chair with support and can grasp moving, rocking objects. At 7 months, he sits without support, and at 8 months, he sits up without assistance. At about 9 months, the baby stands with support, crawls on his stomach, and at 10 sits with support and crawls on hands and knees.At 11 months the baby is already standing without support, at 12 he walks holding the hand of an adult, and at 13 he walks on his own.Such is the amazing progress in motor activity within one year from birth Let us note that with special education, children can master the corresponding motor skills much earlier than usual.
All objects by a child up to about seven months of age are captured almost equally. After seven months, one can observe how the movements of the hands, and in particular the hands of the child, gradually begin to adapt to the characteristics of the captured object, i.e., acquire an objective character. At first, such an adaptation is observed at the moment of direct contact of the hand with the object, and after 10 months, the adaptation of the hand and hand is carried out in advance, even before touching the object, only on the basis of its visually perceived image. This indicates that the image of the object began to actively control the movements of the hands and regulate them, i.e., that the child sensorimotor coordination.
The coordinated actions of the hands and eyes begin to appear in the child quite early, long before the moment when there is a clear sensorimotor coordination. The child grasps first of all those objects that catch his eye, and this is noted already in the second or third month of life. At the next stage, related to the age of 4 to 8 months, the system of coordinated visual-motor movements becomes more complicated. It highlights the phase of preliminary tracking of the object before it is captured. In addition, the child begins to visually and motorically anticipate the trajectory of the movement of objects in space, that is, to predict their movement.
One of the first babies to learn is grasping and holding objects in the hand, trying to bring them closer to the mouth. It is possible that this peculiar action manifests itself atavism, associated with the fact that in many animals the jaws were the main organ for manipulating and exploring the world around.
First, the child grabs objects that happen to be at hand, which she meets on the path of her natural following. Then the movements of the hand become more purposeful and controlled by the image of a visually perceived object located at some distance from the child. The baby catches it, manipulates it, paying attention to the properties of this object. He begins to reproduce the brightest and most attractive properties of objects with the help of repeated movements. For example, he shakes a rattle in order to reproduce the sound it makes; throws an object on the floor in order to trace the trajectory of its fall; knocks one object against another to hear the characteristic sound again. At this age, the child, apparently, is already beginning to understand that the reproduction of movements is capable of once again recreating the desired result. Here we are probably dealing with the beginning of the formation arbitrary movements, and all this refers to the first six months of life.
In the second half of the year, children begin imitate movements adults, to repeat them and thus are practically prepared for the beginning of learning by imitation (vicarial learning). Previously formed eye movements play an orienting and exploratory role in the improvement of complex manual movements. With the help of vision, the child studies the surrounding reality, controls his movements, so that they become more perfect and accurate. The eye, as it were, "teaches" hand, and with the help of manual movements in the objects that the child manipulates, more new information is revealed. Vision and hand movements then become the main source of the child's knowledge of the surrounding reality.
By the end of infancy, a child develops a special form of movement that serves as a means of directing the attention of an adult and controlling his behavior in order to meet the actual "needs of the child. This is primarily pointing gesture, addressed to an adult, accompanied by appropriate facial expressions and pantomime. The child points to the adult That, what interests him, counting on the help of an adult.
PERCEPTION AND MEMORY IN INFANTS
Of all the sense organs, the most important for a person is vision. It first begins to actively develop at the very beginning of life. Already in a month-old baby, tracking eye movements can be recorded. At first, such movements are carried out mainly in the horizontal plane, then vertical tracking appears, and, finally, by the age of two months, elementary curvilinear, for example, circular, eye movements are noted. Visual concentration, that is, the ability to fix the gaze on an object, appears in the second month of life. By the end of his child can independently look from one object to another.
Infants of the first two months of life spend most of their waking hours looking at surrounding objects, especially when they are fed and are in a calm state. At the same time, vision seems to be the least developed sense at birth (meaning the level of development that vision can achieve in an adult). Although newborns are able to follow moving objects with their eyes, up to 2-4 months of age, their vision is relatively weak.
A fairly good level of development of eye movements can be noted in a child by about three months of age. The process of formation and development of these movements is not completely predetermined genetically, its speed and quality depend on the creation of an appropriate external stimulating environment. Children's eye movements develop faster and become more perfect in the presence of bright, attractive objects in the field of view, as well as people making a variety of movements that the child can observe.
From about the second month of life, the child has the ability to distinguishing the simplest colors, and in the third or fourth months - object shapes. At two weeks old, the baby has probably already formed a single image of the face and voice of the mother. Experiments conducted by scientists have shown that an infant shows obvious anxiety if a mother appears before his eyes and begins to speak in a “not his own” voice, or when a stranger, an unfamiliar person suddenly “speaks” in his mother’s voice (such an experimental situation with the help of technical means artificially created in a number of experiments with infants).
In the second month of life, the baby in a special way reacts to people, highlighting and distinguishing them from surrounding objects. His reactions to a person are specific and almost always brightly emotionally colored. At the age of about 2-3 months, the baby also reacts to the smile of the mother with a smile and a general activation of movements. This is called the revitalization complex. It would be wrong to “associate the emergence of a revival complex in a child with the visual perception of well-known faces. Many children who are blind from birth also begin to smile at about two or three months of age, hearing only the voice of their mother. It has been established that intensive emotional communication between an adult and a child contributes, and a rare and soulless one hinders the development of the revitalization complex and can lead to a general delay in the psychological development of the child.
A smile on a child's face does not arise and be maintained by itself. Affectionate treatment contributes to its appearance and preservation. mother with a child or a substitute adult. To do this, the facial expression of an adult should be kind, joyful, and his voice pleasant and emotional.
First elements revitalization complex appear in the second month of life. These are fading, concentration, a smile, cooing, and all of them initially arise as reactions to an adult's appeal to a child. In the third month of life, these elements are combined into a system and appear simultaneously. Each of them acts as a specific reaction to the corresponding influences of an adult and serves the purpose of activating the communication of a child with an adult. At the final stage of its development, the revitalization complex is demonstrated by the child whenever the child has a need to communicate with an adult.
By the age of three or four months, children clearly show by their behavior that they prefer to see, hear and communicate only with people they know, usually with family members. At the age of about eight months, the child shows a state of visible anxiety when the face of a stranger is in his field of vision or when he himself finds himself in an unfamiliar environment, even if at that moment his mother is next to him. Fear of strangers and unfamiliar surroundings progresses rather quickly, starting from the age of eight months and until the end of the first year of life. Together with her, the desire of the child to constantly be close to a familiar person, most often with his mother, and not to allow long separation with him. This tendency to develop fear of strangers and fear of unfamiliar surroundings reaches its highest level by about 14-18 months of life, and then gradually decreases. In it, apparently, the instinct of self-preservation is manifested in that period of life that is especially dangerous for the child, when his movements are uncontrollable, and his defensive reactions are weak.
Let us consider some data that characterize the development of perception of objects and memory in children in infancy. It is noticed that such a property of perception as objectivity, i.e., the relation of sensations and images to the objects of the surrounding reality, arises at the beginning early age, about one year. Shortly after birth, the child is able to distinguish the timbre, loudness and pitch of Sounds. The ability to memorize and store images in memory in their primary forms also develops in an infant during the first year of life. Until 3-4 months of age, the child appears to be able to store an image of a perceived object no more than one second. After 3-4 months, the image retention time increases, the child acquires the ability to recognize the face and voice of the mother at any time of the day. At 8-12 months he highlights objects in the visual field, and recognizes them not only as a whole, but also by separate parts. At this time, an active search for objects that suddenly disappeared from the field of vision begins, which indicates that the child retains the image of the object in Long-term memory, singles it out for a long time from the situation and correlates with it, i.e. fixes the objective connections that exist between objects.
Specificity associative memory, which already exists in infants is that quite early they are capable of creating and maintaining temporary connections between combined stimuli. Later, by about one and a half years, a long-term memory is formed, designed for long-term storage information. A child of the second year of life Recognizes familiar objects and people in a few weeks, and in the third year of life even after a few months.
A.V. Zaporozhets, a well-known domestic researcher of child psychology, described the process of cognitive development of an infant as follows. The formation of grasping movements in a child, starting approximately from the third month of life, has a significant impact on the development of his perception of the shape and size of objects. Further progress in the perception of depth in children is directly related to the practice of moving the child in space and to the actions of the hand freed from locomotor functions. Sensory processes, being included in the service of practical actions for manipulating objects, are restructured on their basis and themselves acquire the character of orienting-exploratory perceptual actions. This occurs in the third and fourth months of life.
When studying the visual perception of children, it was found that stimuli that are close to each other in space are combined by them into complexes much more often than those that are distant from each other. This gives rise to typical mistakes that infants make. A child may, for example, grab a tower of blocks by the topmost block and be very surprised to find that only one block, and not the whole tower as a whole, was in his hand. A child of this age may also make numerous and diligent attempts to "take" a flower from the mother's dress, without realizing that this flower is part of a flat drawing. It has been noticed that when perceiving objects, children are first guided by their shape, and then by their size, and only later by their color. The latter occurs at the age of about 2 years.
Infants of one year old or close to this age are characterized by a clearly expressed cognitive interest in the world around them and developed cognitive activity. They are able to focus their attention on the details of the images under consideration, highlighting the contours, contrasts, simple shapes in them, moving from horizontal to vertical elements of the picture. Babies show an increased interest in flowers, they have a very pronounced orienting-exploratory reaction to everything new and unusual. Babies are animated by perceiving phenomena that are different from those they have encountered before.
There is a hypothesis proposed by J. Piaget that infants already have a schema prototype in the form of an elementary ability to orderly reflect reality in the form common properties inherent in a number of similar but not identical phenomena. This is evidenced by the fact that many one-year-old children distinguish between groups of objects united by common features: furniture, animals, food, including images.
If in the first six months of life the child discovers the ability to recognize objects, then during the second six months of life he demonstrates the ability to restoring the image of an object from memory. simple and effective method to assess the child's ability to reproduce the image is to ask him where the object known to him is. The child, as a rule, begins to actively search for this object by turning the eyes, head, torso. The severity of this ability from the first six months of life to one and a half years gradually increases. By the end this time limit for storing the image in memory after the object was first seen and hidden, increases to 10 seconds.
Summarizing the data on sensory development children of the first year of life, J. Piaget built the following sequence of his stages:
1. The stage of development of the structures of the child's interaction with inanimate objects. It includes:
A. Operational consolidation stage (I-4 months). The child, with the help of simple eye or hand movements, tries to reconstruct a perceptual or emotional situation that is of cognitive or emotional interest to him. In each such case, the child, with his movements, seeks to restore the previous sensations (for example, the movement of the eyes towards an attractive object or the movement of a hand to the mouth).
B. Stage of operational coordination (4-8 months). Example:
the movement of the scales, seeing which the child then tries to reproduce. In general, having noticed an interesting movement of something, the baby almost instantly grasps it, reproduces it, observing the reaction with great curiosity. In this case, in addition to the movement produced by the child himself, there is a reaction of tracking this movement.
IN. Bifocal coordination (8-12 months). Arbitrary repetition of the same movement with different parts of the object (pressing the left pan of the scales after the movement of the right one has been made). If a barrier is placed in front of a 4-8-month-old child on the way to an attractive goal for him, then the child will not make any attempts to eliminate it. An 8-12 month old baby removes the barrier quite easily. This means that he sees a connection between two objects: a barrier and a goal, foresees the result of an action with the first of the objects - the barrier - as a means of achieving the second - the goal.
G. A typical example is W. Köhler's experiments with the use of tools. Here the ability to make movements with objects - means (tools) in any direction is manifested, regardless of those manual movements that are necessary to directly achieve the goal.
Similar substages can be distinguished in the development of movements of the organ of vision, as well as movements associated with eating and drinking, social interaction and speech. In parallel, children develop structures related to interaction with people, especially ways non-verbal communication child with an adult caring for him. We single out similar stages in this process.
2. Stages of development of structures of interaction of the child with other people. They contain:
A. Operational consolidation (1-4 months). By the end of this stage, the child notices deviations from the mother's usual behavior for him and makes efforts to evoke a habitual reaction from her. If this does not work, then the child turns away and begins to do something else. This behavior indicates that the child began to develop primary intentions.
B. Operational coordination (4-8 months). The child performs intentional actions in order to attract the attention of the mother or another adult with their help (pulls the mother by the hair, shakes the toy, stretches out her arms to the mother, etc.). Those actions that initially pursued a specific goal, now begin to play the role of signals, incentives, deliberately introduced into the communication process and directed at another person.
IN. Bifocal operational coordination (8-12 months). Here, the structures of interaction with inanimate objects are coordinated with the structures of interaction with people (playing with some toys with the mother). The attention of the child is simultaneously focused on both the person and the inanimate object (toy).
G. Improved coordination (12-18 months). At this stage, the child imitates movements and actions performed by other people, an active search for interesting objects is carried out in order to demonstrate them to another person.
In order to better understand what level of development an infant reaches in perception, it is necessary to turn to the concept cognitive schema. The scheme is the main unit of perception, which is a trace left in the memory of a person by the perceived picture and includes the most informative signs that are essential for the subject. The cognitive schema of an object or situation contains detailed information about the most important elements of this object or situation, as well as about the relationships between these elements. The ability to create and maintain cognitive schemas already exists in infants. Older children form cognitive schemas of unfamiliar objects after looking at them for a few seconds. How older child, the better he learns to highlight the informative features of the perceived object and abstract from insufficiently informative ones. In order to catch the mood of a person, children look into his eyes, listen to his voice. At the same time, they learn to conduct a targeted search for the necessary informative elements.
By the end of the first year of life, the first signs of the presence of thinking in a child in the form sensorimotor intelligence. Children of this age notice, assimilate and use elementary properties and relations of objects in their practical actions. The further progress of their thinking is directly related to the beginning of the development of speech.
“With any movement training
it is not the hands that are exercising, but the brain ... "
N. Bernstein
Topic: "Formation of cognitive and motor activity of pupils through plot-game lessons in physical culture."
Today, health is a socially significant element that most sharply determines the specifics of the current state of society.
In recent years, I have been concerned about the problem of an integrated approach to the physical education of children in a different-age (family) group. Most modern preschoolers characterized by impaired attention, underdeveloped fine motor skills, fatigue, slowness of switching from one type of activity to another. Along with the general somatic weakness, such children are characterized by a lag in the development of the motor sphere, which is characterized by poor coordination of movements, uncertainty in performing dosed movements, and a decrease in the speed and dexterity of performing physical exercises. The greatest difficulties are revealed when performing movements according to verbal instructions. Given all this, it became necessary to develop experience in the integration of cognitive-speech and physical activities of children.
Relevance experience is visible in the contradiction between the need to raise healthy children and the low level of physical and mental health of the younger generation.
These contradictions made us think about the need to search for new forms of organizing physical culture classes, in which motor activity would alternate or be combined with cognitive activity.
Currently, studies are known concerning the implementation of an integrated approach in the physical education of children. preschool age. It is impossible to limit physical education as a pedagogical process aimed at the formation of only motor skills and abilities, the development of a person's physical qualities. The relationship between physical and mental education based on the principles of communicative and cognitive activity of children.
Target my experience pedagogical activity:
The use of plot-game lessons for the formation of cognitive and motor skills, knowledge of the surrounding space, the world of people, animals, plants.
Tasks, contributing to this goal:
To study and analyze the scientific and methodological literature on the topic;
To promote the formation of a sustainable interest in the world around us through motor activity;
Help maintain a positive psycho-emotional state children;
Include each pupil in an active, practical, useful activity for him in physical education classes;
To determine the effectiveness of pedagogical activity in the formation of cognitive and motor activity of pupils through plot-game lessons in physical culture.
Length of experience:
From 2008 to 2013, in my work, I practiced story-play, integrated classes. This period was diagnostic, prognostic and practical. I have gained experience in using techniques and methods in teaching children that encourage pupils to teach them to independently create conditions for motor activity, lead them to independently perform complex motor actions, form and develop self-organization skills in the use of various movements and cultivate interest and desire for active actions, themes thus providing a basis for interesting and meaningful activities in everyday life.
Leading idea of experience:
Any motor action is remembered better if it contains information that connects the child with the world. The effective use in the classroom of a complex of various exercises in combination with music helps to increase the functional mobility of nervous processes and improve the work of the central nervous system. Physical fitness of preschool children, the level of development of their mental processes, as well as knowledge about the world, will increase significantly if used in the holistic pedagogical process of the institution preschool education physical education classes based on motor and cognitive activity, based on plot lessons and didactic material of the curriculum of preschool education in the educational field "Child and Society".
Description of technology experience
I started my work by expanding the developmental environment of the gym. Developed and manufactured scenery elements for the plot-game activities “In the Forest Clearing”, “Sea Kingdom”, “Africa”, “Olympic Games”, “Toon Country” and others, small-sized and fairly versatile non-standard equipment (colored landmarks, targets, “pigtails ”, “tracks”) The equipment is easily transformed with minimal time and can be used both indoors and outdoors. Children are attracted by unusual forms of equipment and colorful scenery, which helps to increase the emotional tone and interest in children to various types motor activity in the classroom, an increase in motor activity, the development of children's independence, the formation of a need for movement.
A plot lesson is one of the organizational forms of conducting physical education classes in our country. kindergarten, contributing to the education of children's interest in the process of performing physical exercises.
In contrast to the classes I conducted earlier on traditional form, all the means of physical education used in the plot lesson are subject to a certain plot (for example, in the "Adventures of Maya the bee" complex, respiratory gymnastics exercises are used: "Wind", "Bees buzz", etc., general developmental exercises "Flowers", "Jellyfish" etc., outdoor games "Bears", etc., dance "Penguins", circular training "Bees collect honey together", etc.) The use of imitation and imitation techniques, figurative comparisons corresponds to the psychological characteristics of younger preschoolers, facilitates the process of memorization, mastering the exercises, increases the emotional background of the lesson, promotes the development of thinking, imagination, creativity, cognitive activity.
The idea of a story lesson is not new in principle. However, the disadvantages of many plot lessons, including those published in specialized literature and used in the practice of preschool education institutions, include low motor density, excessive subordination of exercises to the plot to the detriment of the development of motor qualities, insufficient physical activity that does not provide a training effect. I start physical education classes in a plot form with an emotional story in which I set an imaginary situation. The conditions for accepting the role are revealed to the children, the sequence of the exercises and their content are reported. In a group of different ages, I use a variety of techniques for creating game motivation, which contribute to the enthusiastic performance of physical exercises by children. When choosing exercises, I take into account the age characteristics of children, I also take into account the level of their physical fitness.
Khukhlaeva G.V. believes that effective technique is a description of an imaginary situation in which a well-known and loved by children hero (this may also be a character from a fairy tale familiar to them, for example, "Gingerbread Man") finds himself in a difficult or dangerous situation, and children can act as an assistant or protector.
Acting in an imaginary situation, the children rush to help their favorite hero. They seek to help him out of trouble, overcoming the difficulties and obstacles that arise on the way. They run, as it were, along a narrow bridge, step over “pebbles”, “puddles”, walk along “bumps”, step over a “stream”, imitating the corresponding movements, choosing the way to perform them depending on the proposed conditions. The success of actions in physical education classes brings joy and satisfaction to children. The imaginary situation in this case is an obligatory background for the deployment of actions. In the absence of it, repeated execution of them loses its meaning. Expressing sympathy for the game characters, they are faced with the need to master various movements, in fact they learn their expediency, and also, on their own initiative and desire, show real physical and moral-volitional qualities.
In order to arouse the interest of the children, I offer them an imaginary situation, presented in a vivid figurative form and associated with unusual conditions in which they must act. For example, adventures during the "journey" along the river. These conditions encourage children to find new characteristics of movements for them. Accepting the game circumstances proposed by me, the children perform smooth, slow movements, as if while rolling on a ship, imitate climbing on ship gear.
Developing the imagination of children, I propose to take a fresh look at physical education equipment. So, gymnastic sticks in the hands of children turn either into “horses”, or into “branches and snags” of a dense forest, children build boats and even a “ship” out of them.
Part of the classes is devoted to traveling through the seasons, they reflect natural changes, labor and sports activities of people. The plots of the classes are close to the children, their impressions and experiences, contain material on getting to know the environment (for example, “Red Summer”, “In the Forest Clearing”, “Postmen” and others). Also, trips and walks are carried out at a medium and slow pace and include certain game exercises in order to improve the necessary movements.
When teaching movements, I also use the role-playing behavior of children. If children have access to the performance of a role and they can take it upon themselves, while repeating various actions, striving for accuracy, correctness, and their sequence in accordance with the role they have taken on, then children who know only play actions cope only with elementary role-playing tasks. They jump like sparrows, run along the paths, flap their wings like chickens.
Under conditions set by an imaginary game situation determined by the role-playing task, children independently find the best ways to perform basic movements, perform simulation exercises more expressively, and find their options during the game.
Movements associated with any image or plot captivate children, the image pushes them to perform imitative movements that preschoolers love very much. This is one of the reasons for the widespread use of subject-based physical education classes based on literary works in the practice of UDO. Such activities develop creativity, fantasy, and imagination in children. Literary heroes teach children to overcome motor difficulties in achieving the goal, to navigate in problem situations. This type of activity is valuable in that children reveal themselves from an unexpected side, for example: artistry, musicality, independence or, conversely, helplessness, stiffness are manifested. Frequent change of motor activity with different physical activity disciplines children, relieves stress. The course is fun and the time flies by.
For children, it is advisable to prepare symbols for designating roles that help them quickly and easily enter the role. It can be simple pictures, pieces of fluff or fur, cotton balls for "chickens" and "mice". Transformation into an image can also occur with the help of a piece of a silver garland. The teacher puts it on the child's head or simply touches it to the hair. This is enough for the newly-made "sparrow" to take off confidently. In the classroom, it is also proposed to use the symbols of place and space. For example, panels "Forest", "Meadow".
Different roles for children mean different motor tasks. For example, children - "mice" - look out of minks, walk in small steps, children - "kittens" - arch their backs, catch their tail, play with a ball, while the "mice", frightened, watch them.
Children really like plot sports activities that reflect seasonal phenomena in nature. These classes open up wide opportunities for working with children, create favorable conditions for improving basic movements, contribute to the mental and physical development of a preschooler, stimulate physical activity, regulate it, thus ensuring the harmonious development of the child.
Constant contact with children, his direct participation in the lesson, his interest, help, emotional friendly tone activates children.
The cognitive development of preschoolers is assessed unobtrusively, in the game. So, in the lesson “A walk in the autumn forest”, the children know that the squirrel makes stocks for the winter (nuts, mushrooms), that it has not one pantry, but several. In the classes “The bear is cold in the forest”, “Spring has come, let's wake the bear from sleep”, children will learn that the bear is a forest animal. He goes to sleep in the den in autumn until spring.
Variety in class of standard and non-standard equipment, caps, availability and use natural material promotes better organization, increased physical activity of children. Music plays an important role. So, during the game “Sun and Rain”, children run away when they hear the sound of rain (gram record), and go out for a walk when the birds sing.
Very interesting are plot classes in the fresh air at different times of the year. These exercises are more efficient. Feasible physical activity and fresh air strengthen the health of children, increase their efficiency, and contribute to the development of knowledge about nature. These are such activities as "Where the sparrow dined", "The gosling was gone." They have a positive effect on the emotional state of children, help strengthen the will, develop courage, independence.
The game actions formed in the classroom can be transferred under the influence of the educator into the independent play of children, which helps to increase the motor activity of children in role-playing games.
When conducting physical education classes, the teacher constantly remembers that it is impossible to disrupt the course of the game. Monitoring the quality of movements, evaluating the activities of children - all this is carried out through the role, on behalf of the game character, through an imaginary situation. The teacher and children play together. Preoccupation with the game helps to see in the line drawn in chalk, a real obstacle, in the gymnastic bench - a large hillock, behind which you can hide from the evil wolf.
When some experience has been gained, children already show more independence in physical education classes, they can, at the reminder of the teacher, choose an object for exercises and outdoor games and actively work with it.
The characteristic features of such classes are: a pronounced didactic orientation; the leading role of the educator; strict regulation of children's activities and dosing of physical activity; constant composition of those involved and their age homogeneity.
Requirements for classes: each previous one should be connected with the next and make up a system of classes; it is important to ensure optimal physical activity of children. Classes should be appropriate for the age and level of preparedness of children. They need to use sports and health equipment and musical accompaniment.
Thus, plot physical education classes allow you to independently find the best ways to perform basic movements, general developmental exercises, contribute to the development of physical qualities, the development of creativity, and mental processes.
Efficiency and effectiveness of the experience
Story-playing classes open up wide opportunities for working with children, create favorable conditions for improving basic movements, contribute to the mental and physical development of a preschooler, stimulate physical activity, regulate it, thus ensuring the harmonious development of the child, and contribute to the development of versatile abilities of children.
The use of plot lessons in my work has shown its effectiveness:
Increased functional and adaptive capabilities of the body;
Stabilized static endurance;
There was a synchronous interaction between movement and speech;
There was an interest and a need for systematic physical exercises;
Children began to memorize the sequence of actions;
There was a speed of reaction to verbal instructions.
Conclusions and perspectives
It is also quite obvious that, thanks to the plot, it is easier for a child to comprehend and perform movements. And it is the plot lessons that to a large extent contribute to the interpenetration of teaching moments into a single process. I also consider an important advantage of plot-type classes to be that, by and large, they allow avoiding, minimizing the mechanical assimilation of movement techniques, memorizing by children only “hard stereotypes” of movements that deprive children of the opportunity to “design” new options by supplementing, complicating constituent elements.
It is valuable that the periods of "rigid stereotypes" in the plot lessons are relatively short-lived, and during the transition to creative activities, these patterns are still quite plastic, which makes it easier for children to change them voluntarily. And already at the stage of learning, the plot is the semantic side, which facilitates the development of the movement, and helps to reduce the time it takes to learn it. In further work on the movement, children are not afraid to deviate from the patterns they have learned and come up with own options movements.
We widely use the surrounding world and nature, literature, music, works of fine arts as sources for the birth of motor samples. Quite simple and accessible plots are selected to practice this or that movement.
The plot of the lesson is closely related to the tasks of teaching movements and gives the lesson the features of dramatization, brings it closer to role-playing game, which, according to L.S. Vygotsky, is "the root of any children's creativity."
Narrative physical education classes help ensure that each child is constantly trained positive emotions, feelings, experiences, imagination. Satisfaction of the child with the product of his own activity leads to the formation in him of the need to repeat positive experiences of joy from the result, which provides him with the opportunity to exercise important personal mechanisms that lead to changes in the development of the child. The plot “tells” about any specific events with the participation of interacting characters that are well known to children makes the activities exciting and interesting. Their content allows you to conduct classes on the emotionally positive contact of the teacher with the children, satisfies the child's needs for knowledge, activity, communication with peers, encourages the child to creative activity, self-expression, relieves stiffness, emotional stress.
From practice I can say that the work systematically carried out by me in this direction, effective, the results confirm this. Improved coordination of movements creative activity increased self-esteem and self-confidence. These positive changes in physical and intellectual development children allows us to talk about the effectiveness of this experience. Plot classes create feelings of joy, freedom of movement, evoke a joyful response to music, and communicate a brighter perception of life.
Activation of cognitive and motor activity of students at physical education lessons
1. The activity of students in physical education lessons, the factors that determine it
1.1 Types of student activity in a physical education lesson
Nature of student activity. The activity shown by students during classes is divided into cognitive and motor. Cognitive activity is associated with the manifestation of attention by students, their perception of educational material, with the comprehension of information, with its memorization and reproduction. Motor activity is associated with the direct performance of physical exercises. Both in cognitive and motor activity, first of all, mental activity, and the latter is reflected in motor activity, as I.M. Sechenov. Taking care of increasing the activity of students in the classroom, it is important to manage this activity, subordinate it to pedagogical tasks, i.e. to stimulate the organized activity of students, to build a lesson in such a way that students do not have time to be unorganized activity. The more space is occupied by the first type of activity, the higher the organization of the lesson. With poor organization of the lesson, more than half of the movements made by students do not coincide with the objectives of the lesson. Schoolchildren's organized activity determines the motor density of a physical education lesson Achieving a high motor density of a lesson should not be an end in itself for a physical education teacher. First, it is necessary to proceed from the objectives of the lesson; increasing the motor activity of schoolchildren should not go to the detriment of their cognitive activity. Secondly, it is necessary to take into account the limited physical abilities of schoolchildren, the need for them to rest periods after a series of physical exercises. Factors that determine the activity of students in the lesson of physical culture.Based on the dual nature of human activity - social and biological - and the factors that determine the educational activity of schoolchildren in a physical education lesson, can be divided into the same groups. Social factors include: features of the organization of students' activities in the lesson by the teacher, assessment of the student's activities in the lesson by the teacher and comrades, students' satisfaction with the lessons, their interest in physical culture and the purpose of physical education. First of all, the need for movements should be attributed to biological factors. The degree of student activity in the lesson is determined by a combination of these factors, however, different factors may be leading for different students. This creates an ambiguous picture of the manifestation of educational activity by schoolchildren, in which the teacher of physical culture needs to understand each specific case separately in order to manage the activity of schoolchildren. Only then can one find out what caused the passivity of one student and the high activity of another. It is important to know the direction of the student's activity, what goals it pursues: selfish or collectivistic, social or antisocial. Otherwise, taking care of increasing activity and cultivating diligence in this way, as one of the positive qualities of a person, one can involuntarily contribute to the development of other, already negative qualities of a person. In the next subsection, we will consider the interest of students in physical education lessons. 1.2 Interest in physical culture as a factor in increasing the activity of students in a physical education lesson
Interest is a conscious selective positive attitude towards something that encourages a person to be active in order to know the object of interest to him. Interest is characterized by breadth, depth, stability, motivation, reality. The interests of students in the lesson of physical education are different. This is the desire to improve health, form posture, this is the desire to develop motor and volitional qualities. The interests of boys and girls are different, girls most often think about a beautiful figure, flexibility, grace of movements and gait, less often about the development of speed, endurance, strength. Boys want to develop strength, endurance, speed, dexterity. The importance of the attractive aspects of physical culture also changes with age. If younger students show interest in motor activity in general, then teenagers are engaged in physical exercises for some specific purpose. High school students in the first place are motives associated with their life hymns, i.e. with preparing yourself for a specific professional activity. Taking into account the specific reasons for the manifestation of interest in physical culture by schoolchildren, a teacher of physical culture should build his work on agitation and promotion of physical culture, on the formation of interest in his subject as a whole, regardless of the material being passed. However, schoolchildren also show a differentiated interest in various program material. In elementary grades, boys tend to prefer sports games, and girls - mobile. All other exercises in the curriculum in these classes are equally liked by students. From the fourth grade, interests begin to differentiate more and more. About a third of girls prefer gymnastics and acrobatics and at the same time do not like general developmental exercises. Some sixth-graders do not like gymnastics and prefer athletics. All schoolchildren of this age have an increased interest in sports games, especially basketball, relay races in the form of competitions. This can be explained by the changes occurring in the properties of neurodynamics caused by the onset of puberty: an increase in the process of excitation and an increase in the speed of its course. In the upper grades, the interests of schoolchildren remain approximately the same, but their differentiation deepens. Starting from grade IX, a sharp decline in interest in difficult and competitive exercises is noticeable. This can be explained by several reasons. Firstly, due to the growth of self-awareness, older students begin to take care of their prestige and are sensitive to failures that may occur during competitions. Secondly, as shown in a number of studies, from junior to senior grades, a positive attitude towards a physical education lesson is weakening. This is especially noticeable in groups of schoolchildren with an average and low level of physical activity. The number of schoolchildren who want to go in for physical culture is also decreasing. free time. On the one hand, this is due to the increasing diversity of interests of older students, and on the other hand, an increase in inhibition according to the “internal” balance after puberty, indicating a decrease in the need for physical activity. This is especially pronounced in girls. Interest in physical culture is also preserved by older students, if they have a goal of physical exercise. However, it is necessary that this goal be maintained for a long period. Therefore, the task of a physical education teacher is to form a sense of purpose among schoolchildren, i.e. striving to achieve a long-term goal. Purposefulness arises only if the goal is significant for the student, meets his motives and interests, and is considered achievable by him. The reality of achieving the goal creates the perspective of the individual. Perspective gives goals a particularly strong motivating character. But the perspective must be continuous, with particular goals constantly increasing in difficulty. Therefore, it is obligatory for the teacher to set near, intermediate and distant goals. The immediate goals may be: learning some element of a complex exercise, performing an endurance and strength exercise a certain number of times, etc. As intermediate goals can be: preparation for admission to the Youth Sports School mastering the exercise. Ultimate distant goals: development of quality to a certain level, fulfillment of discharge standards, mastering the ability to swim, etc. Maintaining and sometimes forming the interest and purposefulness of schoolchildren in the field of physical culture depends on the correct setting of goals. In some cases, the interests and purposefulness of schoolchildren involved in sports may conflict with the tasks of physical education of these schoolchildren in physical education lessons. In this sense, schoolchildren with the highest level of development of interest in physical culture (with a narrow interest in practicing only one sport and a disdainful attitude to physical education) are no less difficult for a physical education teacher than students with the lowest levels of interest in physical culture - lack of interest in general or the presence of only a contemplative interest (the interest of a fan), but without the desire to engage in physical culture itself. In this regard, the average level of development of interest (the presence of a general interest in physical education among schoolchildren) is the most favorable for a physical education teacher. Maintaining interest and purposefulness among schoolchildren largely depends on whether they experience satisfaction in a physical education lesson, and whether they develop satisfaction with physical education classes. To clarify the attitude of students to physical education lessons, you can use the program of a specific sociological study. 1.3 Satisfaction of schoolchildren with physical education classes at school and factors that determine it
Satisfaction characterizes the attitude, moreover, generalized and stable, to something; in particular - to the lessons of physical culture as an educational process. In contrast, satisfaction is an emotional experience from some one-time event. It is possible, for example, to be satisfied with the way the physical education teacher conducted the lesson today, but in general not be satisfied with the lessons as a learning process, since it does not meet the needs and achieve the goals set by the students. From what has been said, it becomes obvious that satisfaction and satisfaction are different concepts, although without student satisfaction with particular moments of the lesson it is difficult to count on general satisfaction with the process of physical education in the classroom. In addition to satisfaction with the lessons, students also have an attitude towards physical culture as an academic subject, which is characterized, on the one hand, by an understanding of the significance of this subject, and, on the other hand, by the expectation that this subject can satisfy their interests, needs for physical activity. The attitude towards physical culture among schoolchildren as a subject and as a lesson in the absolute majority does not coincide: throughout the entire period of schooling, the majority of students have a high level of attitude towards physical culture as a subject, and the attitude to the lesson from lower grades for older students, a significant part of the students decreases. The main reason for the drop in satisfaction with lessons is the lack of emotionality of the lesson, lack of interest in the exercises performed, low (for boys) or excessive (for some girls) physical activity, poor organization of the lesson (this factor is especially significant for girls). Characteristically, these same factors also lead to satisfaction with the lessons. Consequently, the whole point is what is the skill of the teacher of physical culture, his attitude to his work. Among other factors influencing the satisfaction of schoolchildren with physical education lessons, we can name the conditions of the lesson, as well as the relationship with the physical education teacher, the results achieved by students. The latter are evaluated differently by students depending on the purpose for which they go to physical education lessons. Students with a negative attitude towards physical culture as a subject most often (especially in the lower grades) go to classes in order to get grades and avoid trouble. Students with a positive attitude towards physical culture as a subject most often go to classes to develop motor skills (this motive is especially common in boys) and to improve their physique (this motive is more typical for girls, especially in middle and high school). In high school, many students, both boys and girls, go to physical education classes to move. This motive is somewhat more common among schoolchildren with a positive attitude towards physical culture as a subject. The same relationship of motives for attending physical education lessons was found with satisfaction or dissatisfaction with these lessons. Those who are dissatisfied often go to classes for the sake of grades and avoiding trouble, while those who are satisfied go to classes for the sake of their physical improvement. Schoolchildren's motives for attending physical education lessons affect the learning activity of students in the classroom, although it should be noted that the latter largely depends on the satisfaction of schoolchildren with physical education lessons. In general, there is certainly a connection between the age-related decrease in satisfaction with physical education lessons and physical activity shown by students in the lessons, and, obviously, mutually. Motor activity at physical education lessons is most of all reduced in girls. Their satisfaction with physical education lessons also decreases to a greater extent. However, since motor activity is determined not only by psychological and pedagogical factors, but also by biological ones, for example, an increase in girls' passive body weight during puberty, the development of internal inhibition, which reduces the motor "charge" of girls. The decrease in physical condition makes the girls reconsider their attitude to the content of the lesson, to those physical exercises that are included in the program. Hence, the satisfaction with the lessons and the physical activity shown in them can also change. Attitude towards physical education lessons also affects their attendance: those who are dissatisfied more often miss lessons without a good reason. All this together leads to the fact that the dissatisfied have more satisfactory marks and fewer excellent and good marks than the satisfied ones. Thus, the end result of training, which is reflected in the grades, suffers. Therefore, the task of a physical education teacher is to monitor the satisfaction of students with lessons, to use all pedagogical means and forms of conducting classes so that it does not decrease. Consideration should be given to student leadership style. The authoritarian style of the teacher is not accepted by most students, especially girls. It is better to use democratic style. Satisfaction with the content of the lesson depends on its emotionality. In the lower grades, this experience of positive emotions (the joy of entertainment at a physical education lesson, from the movements experienced in the game of excitement) is more pronounced than in the upper grades. In the upper grades, schoolchildren experience weak emotional satisfaction, which, obviously, has a particularly negative effect on the attitude of girls to the lesson (boys are more focused on results) exercises are physical development, so the emotional side of the lesson is in the background for them. The assessment of satisfaction and dissatisfaction cannot be approached unequivocally: if there is satisfaction, then this stimulates the activity of the student, and if there is dissatisfaction, then it reduces the activity. It all depends on the specific person, the goals that she sets for herself, and the conditions in which the person finds herself. Satisfaction can also lead to a decrease in activity due to the student's complacency, "resting on his laurels." On the other hand, dissatisfaction with the achieved level of physical development, sports results can stimulate activity, force the student to be persistent. True, this stimulation will stop as soon as the student feels hopelessness in achieving the goal. Obviously, the physical education teacher should attach the most serious importance to the satisfaction of students with their relationship with him: after all, the student’s attitude to the subject “physical culture” and the awakening of interest in physical culture and sports in general depend on this (since the physical education teacher is an authorized representative in the eyes of the student of this spheres of social activity), and the authority of the teacher in the eyes of the student. According to E.N. Pisannikova, schoolchildren who are satisfied with their relationship with a physical education teacher look at the teacher differently compared to schoolchildren who are dissatisfied with these relationships. The latter are more often (and in the middle classes - all) are dissatisfied with the teacher's remarks in the lesson, they believe that he leads only authoritatively, too strict (more often - in the middle classes). They are less likely to note such qualities of a teacher as restraint and calmness, love for children, for sports. In high school, about half of the boys and a quarter of girls who are not satisfied with their relationship with a physical education teacher do not see any positive qualities in a teacher at all. It is clear that with such an attitude towards him, there is nothing to expect from schoolchildren to show high activity in a physical education lesson. Biological factors also play a significant role in the attitude of schoolchildren to physical culture, the role of which we will consider below. 1.4 Biological factors in the cognitive and motor activity of schoolchildren and their role
Although the degree of activity of schoolchildren in a physical education lesson is determined primarily by social factors, however, the role of a biological factor should not be underestimated - a person's need for physical activity, which in different people expressed to varying degrees. Therefore, it is possible to create the same strength of social motive in students and still get different activity in different students. These differences will be determined by the different "charge" of students for the manifestation of activity. It is shown that a high level of physical activity during the day and at a physical education lesson is associated with the predominance of excitation in terms of the "internal" balance and with a strong nervous system, low level motor activity is associated with the predominance of inhibition according to the "internal" balance and with a low strength of the nervous system. Since the typological features of the manifestation of the properties of the nervous system are innate, there is reason to say that the differences between people in the need for movements also have an innate basis, and not just a social one. In addition, the combination of the strength of the nervous system with the predominance of excitation according to the “internal” balance is the neurodynamic basis for the manifestation of high tolerance in the event of fatigue. Consequently, on the one hand, people with these typological features of the nervous system need to move more to satisfy the need for motor activity, and on the other hand, they can endure more, be persistent even when the need is already satisfied, and more than that - when fatigue sets in. Hence the greater efficiency of such persons in dynamic and static work, and the greater volume of work performed academic work leads to great success. It is no accident, therefore, that the best progress in mastering motor skills and developing motor qualities was found in individuals with excellent typological features, especially with the predominance of excitation in terms of "internal" balance. It is typical that a great need for motor activity is manifested when performing any type of muscular work, when passing through any program material at physical education lessons. This emphasizes the non-specific nature of the need for motor activity. The approach of a physical education teacher to students with different needs for motor activity should be individual, as well as their assessment of the diligence shown by students in the lesson. The greater activity of one student compared to another does not mean that he is more conscious of his duties in the lesson, that he is more responsible. He just needs more range of motion to satisfy his need for physical activity. For students with a low need for motor activity, such an organization of their work is required in which they would feel the constant attention of the teacher and comrades, constant control over their actions and successes. Good results are obtained by pairing a highly active student with a low-active student. The first controls and supports the second. The foregoing applies only to the first, although the most significant, characteristic of activity - its energy potential, the student's "charge" for activity. Another characteristic of activity is also important - a tendency to a certain type of activity. This quality characteristic activity, indicating its selectivity, is also associated with the properties of the nervous system. So, people with mobility of nervous processes, with a strong nervous system are prone to a variety of activities that require quick and unexpected decisions, they are ready to take risks. People with opposite psychological characteristics - the inertia of nervous processes and a weak nervous system - do not tolerate great psychological stress, therefore they prefer calm, measured, even monotonous activities. From here, students may show a different interest in gymnastics, basketball, swimming and other sections of the curriculum. Depending on the material being passed, the activity of students may be, therefore, either greater or less. 2. Ways to increase the educational activity of schoolchildren in physical education lessons
2.1 Creating a positive emotional background in the lesson physical education lesson satisfaction The emotional background is an important factor lesson. It arises from the moment students expect a physical education lesson and exists throughout its entire duration. At the same time, the emotional mood can change during the lesson, depending on the well-being of students, their interest in the exercise, in connection with the assessment of their activities. The censure of a physical education teacher, expressed in a rude form, reduces the activity of students in the lesson. A teacher’s mistake is, for example, a reproach to a student expressed in the following way: “Look, you did everything right, only you can’t do anything.” Here, the failure of the student is opposed to the success of the whole class, and the censure makes him rejected for the whole class: the student then becomes the "ugly duckling" for the class. Significantly reduce the activity of students and the ridicule of comrades, and this is especially noticeable in the middle classes. High school students are less focused on the evaluation of their activities by others, so they are more relaxed about the ridicule of classmates. But for high school students, the “achievable results” factor is very significant. The constant concern of the teacher of physical culture is the creation and maintenance of a joyful mood of schoolchildren in the lesson. Filling the life of schoolchildren with joyful experiences, the teacher expands the ability to manage the pedagogical process. However, the joy in the lesson is not only and not so much fun, but the joy of work, teaching. K.D. Ushinsky wrote that in the lesson "seriousness should reign, allowing a joke, but not turning the whole thing into a joke ...". A physical education lesson becomes joyful for schoolchildren when they move, and do not sit, freezing, on benches, when they see the results of their work. Moreover, at first it is not very important what will cause the joyful experiences of the student - educational work or the situation of the lesson. run, laugh, play. A young and inexperienced teacher is afraid of joy in the classroom and does not allow himself to joke, believing that after a smile, schoolchildren are not able to work seriously. He keeps the kids tight. And sometimes in fear. However, this does not instill in schoolchildren a love for a physical education lesson. An experienced teacher achieves more even without rigor, because he knows that with positive attitude students, caused by joy, it is easier to create a serious mood in the lesson. Joy in the classroom does not need to be specially and strained to invent. You cannot force it into the soul of a child. In order for a schoolchild to form a positive attitude towards physical education lessons, it is necessary that joyful experiences in the lesson arise in schoolchildren many times. The lesson itself is fraught with many potential opportunities for this. As already mentioned, the more mature the students, the more the main source of joy in the lesson should be the process of learning, overcoming difficulties, acquiring something new, developing one's abilities and personality traits. However, there are a number of other factors that increase the emotionality of the lesson and cause joy among schoolchildren. 1.
The atmosphere of the lesson and the behavior of the teacher significantly affect his emotionality. The aesthetics of the hall tracksuits students and teachers, the aesthetics of the behavior adopted in the lesson, the teacher himself, glowing with joy and infecting students with it - all this is of no small importance. The composure of the teacher, the brevity and clarity of his commands and remarks, the vivacity of the tone of his speech (not turning into a shout) set the students in a major and businesslike mood. At the same time, not every increased emotionality of the teacher is useful for the lesson. Excessive excitement of the teacher, his fussiness, noisiness will lead to an increase in the unorganized activity of students. It is not necessary to pour endless jokes at the lesson, amusing and entertaining children, but it is necessary that strictness is interspersed with smiles, grief is erased by the general emphasis on the joy of success. 2.
Use of game and competitive methods. It is better to plan the performance of exercises in a competitive form at the end of the lesson and in no case before learning the technique of exercises, since the emotional excitement that arises in schoolchildren in the process of competition with comrades, having inertia, will prevent concentration of attention on the technique of movements, and the movements themselves will make impulsive , sharp. To increase the organized activity of schoolchildren in the classroom, you can arrange competitions between groups of students in the discipline. In this competition, points are awarded not just for obedience, but for the activity shown, creativity, for success achieved through organization and diligence in performing physical exercises. This technique is effective, however, only in the lower and middle grades. In high school, a proposal for discipline competition is coldly received. This is understandable: the activities of high school students are more meaningful, purposeful, and less dependent on emotions. The game is a familiar form of activity for schoolchildren, especially younger ones, because before school they were engaged only in this type of activity. For a child, a game is not only entertainment, it is a way to introduce him to the world of adults, a way to fulfill certain social roles in an imaginary situation, a means of developing his mental and physical qualities and abilities, a means of forming communication skills. As noted by L.S. Vygotsky, the child's play is a role in the development, in the future of the child, it is a school of will (since there are rules of the game that limit the child's voluntarism), it is not only imitative activity, but also creative, developing imagination, abstract thinking. Hence, the use of the game method in physical education lessons, along with increasing the emotionality of the lesson and attaching importance to physical activity, also has a great didactic value. 3.
A variety of means and methods used by the teacher in the classroom. More P.F. Lesgaft, speaking about the methodology of physical exercises, emphasized that "any monotonous activity tires, oppresses a young person and kills any independence in him." It has now been established that monotonous physical activity leads to the development of unfavorable mental states - monotony and mental satiety. The first is characterized by a decrease in mental activity, loss of interest in activities and the development of boredom, weakening of attention. The second, on the contrary, is characterized by an increase in mental arousal, the appearance of aversion to activity, irritability, and anger. Therefore, the teacher must diversify the means and methods of conducting the lesson - use frontal, group and circular methods of conducting classes, use various exercises that change partly from lesson to lesson to develop qualities, conduct classes in the air, etc. . Musical accompaniment in the classroom. Good results in increasing the emotionality of the lesson gives the use of sound recording. The musical accompaniment of walking, running and general developmental exercises in the introductory part of the lesson should not begin immediately, but after two or three repetitions of the exercise. Starting from the third lesson, students can perform exercises to music on their own, without the teacher's commands, guided only by the rhythm of the music and recorded signals. At the same time, the teacher gets the opportunity to monitor the students more closely, correcting their mistakes. The different emotional reactions of a person to different types of music were known to the ancient Greeks. This difference necessitates the selection of a specific music program to stimulate muscle performance. Music influences a person as a rhythmic stimulus and as an emotional stimulus. Therefore, it has a positive effect if physical exercises are performed in the rhythm of music (for this, you need to select rhythmic music for the lesson). The correct setting of tasks in the lesson is also of considerable importance. The importance of this method of activating cognitive activity for students will be considered in the next subsection. 2.2 Correct setting of tasks in the lesson
Often, the activity of students in the lesson is reduced due to the fact that the teacher makes mistakes when setting the task. L.V. Vishneva highlights the most typical of them: ) The task that the teacher sets for the students is significant for him, and not for them. For example, a teacher says to schoolchildren: “Today we are improving dribbling” or “Today we are working on test exercises.” ) The teacher sets a specific task: to learn to throw. Students do not understand such a task well, which leads to the formation of a non-specific idea about the exercise. Therefore, schoolchildren often do not know what exactly they did in the lesson, what they developed, what they should have achieved. ) The teacher sets unattractive tasks for students. And a specific statement of the problem may not lead to desired result, if it does not attract the student, is not related to any of his needs. It is necessary that the task be included in an activity that is significant for the student, leading to the achievement of the desired goal by the student. For example, the teacher announces that at the end of the lesson there will be a basketball game between boys and girls, and only those balls that will follow after correctly completed passes will be counted. In this case, students have an incentive to perform the exercise in passing the ball to a partner correctly. ) The teacher sets the students a task that is unattainable within one or two lessons. IN In this case, the student gets the impression that his efforts are in vain. Therefore, he will either reduce his activity, or direct it to the implementation of those exercises that he likes best or that he does better, from the performance of which he experiences momentary satisfaction. The main goal of the lesson for such a student is not to gain knowledge, but to form skills and development qualities, but getting pleasure from the physical activity he performs. In this case, although learning occurs, it is not purposeful, but incidental. Random learning is less effective, since students do not comprehend the characteristics of movements, but discover them by chance, through “trial and error”. As shown by educators, learning by "trial and error" requires a lot of repetition. In addition, giving the meaning of "how to do it in order to achieve the goal", it does not give knowledge and understanding of "why it should be done this way". Consequently, with this method of learning, schoolchildren show little cognitive activity. In addition to tasks, you should carefully consider the optimal workload of students in a physical education lesson. .3 Optimal student workload in class
The optimal workload of students in the classroom is ensured by a number of organizational and pedagogical measures: the elimination of unnecessary pauses, the implementation of constant monitoring of students, the maximum inclusion in educational activities of all students without exception, etc. Eliminate unnecessary pauses. You can often observe how students have to wait a long time for their turn to complete the exercise. For example, taking a low start takes only a few seconds, while waiting in line takes 2-2.5 minutes; performing an exercise on a gymnastic apparatus takes about a minute, and waiting for an approach to it takes several minutes. Such long pauses reduce not only the level of functioning of the vegetative system necessary for the performance of muscular work, but also the working mood, the mobilization readiness of students, and discourage them. There are several ways to eliminate these downtimes: providing sports equipment for the entire group of students, using non-standard equipment: additional crossbars, inclined ladders, various simulators; performance by students in pauses of preparatory and lead-up exercises; student observation of the quality of the exercise by a classmate. This increases the cognitive activity of students and makes it possible to use ideomotor, which contributes to the formation of motor skills. However, it should be borne in mind that the load on the vegetative system with such an observation is sharply reduced, therefore, the functional training of students is reduced. Continuous monitoring of students in the classroom. It is easier to activate students in a physical education lesson if they know that their actions and behavior will be evaluated. In this regard, before some lessons, it is useful for the teacher to warn students, especially those who are passive, that today the whole class or individual students will be assessed by activity, diligence, attentiveness, discipline. However, this method of student activation may have negative consequences(in the case of assessing individual students): others, knowing that they will not be assessed, may generally reduce their activity in the lesson. Maximum inclusion in the activities of all students, including those exempted by the doctor from performing physical exercises in this lesson. The released students must be present at the lesson, carefully follow what their comrades are doing in the lesson, and mentally repeat the exercises that the teacher shows. The resulting ideomotor act contributes not only to the formation of motor skills, but also develops even (to a small extent) strength and speed. sitting in another room, these indicators may deteriorate. Schoolchildren exempted from performing physical exercises should not be exempted from a physical education lesson. They should take part in it not only as observers, but also as active participants, assisting in judging, controlling the activity of individual students, acting as assistant organizers. Of particular concern is the question of what to do in a physical education lesson for schoolchildren-athletes. The discussion on this issue is usually one-sided: does a schoolboy who goes in for sports need a physical education lesson, if he is already physically developed, he knows how to do a lot of the school curriculum, and he has more loads in the classroom at a sports school - why should they increase them? At the same time, one important point is completely missed: the class lives in the school as a single complex social organism, with its own internal connections and relationships. It cannot have "favorites", "stars", otherwise the class as a collective will cease to exist. Therefore, the creation of a special schedule for schoolchildren-athletes, the non-mandatory attendance of physical education lessons by them will have negative educational consequences: these schoolchildren will respect only sports and dismissively - to physical education, to classmates who do not go in for sports. Schoolchildren-athletes should be active participants in physical education lessons, acting as assistants, organizers, judges, more experienced and skillful comrades, a kind of mentors, especially for those who do not do well in physical culture or show low activity in the lesson. As shown, pairing high and low activity students helps to increase the activity of low activity students. In schoolchildren-athletes, a teacher of physical culture should instill a sense of responsibility to his comrades for the assistance provided to them. Also, when conducting a physical education lesson, you need to pay attention to didactic principles. 2.4 Respect for didactic principles
The activity of students in the lessons of physical culture is largely determined by the observance of didactic principles by the teacher. At present, the number of didactic principles formed by teachers is steadily growing. They are divided into two groups, one of which reflects the ideological side of education (the principle of scientific character, the principle of a comprehensive orientation of education, the principle of consciousness, the principle of the connection of education with life and practice, the principle of the collective nature of education and taking into account the individual characteristics of students), and the other - procedural the technical side of education: the principle of visibility, accessibility, strength, etc. Many of these principles have been discussed in previous chapters, so this chapter will not cover all of them, and the main aspect of considering these principles will be to increase the activity of students with their help. The principle of optimal task difficulty.Material that is too complex and incomprehensible for students makes them aware of a dead end, the futility of their efforts, which naturally reduces their activity. At the same time, a simple task quickly leads to a loss of interest in it, as a result of which activity also decreases. Therefore, the task given should be optimal in terms of difficulty: feasible for students and at the same time teasing pride, forcing them to make some effort. Under this condition, the lesson can be both serious and interesting for students. Unfortunately, this principle is easier to postulate than to put into practice. Questions: what is considered simple and what is difficult, what is easy for students to do and what is difficult, are associated with finding accurate and objective criteria that have not yet been identified by teachers, psychologists, or physiologists. Therefore, in the implementation of this principle, there is a great deal of subjectivity. And yet, the teacher needs to take into account a number of points that determine the difficulty of the educational task at the lesson of physical culture. These points are both objective and subjective. 1.Coordination complexity of the exercise: if innate coordination is used in the exercise, then it seems to be easier, although according to the biomechanical structure it can sometimes be attributed to complex-coordinated acts. At the same time, a combination of seemingly simple movements, but contrary to the established coordination (for example: rotation of the right forearm in one direction, and the right lower leg in the other), is difficult to perform at first. 2.The amount of physical effort expended: pull-ups on the rings - a coordination exercise is not difficult, but physically difficult, requiring a certain muscle strength .Fear of performing exercises: the performance of the same exercise on the floor and on a high log is assessed differently by students, fear increases the difficulty of performing an exercise on a high support. .Meaningfulness of the task: if the task is not fully understood by the student, then, naturally, subjectively it becomes either difficult or too easy. The principle of progression of the difficulty of educational tasks(from simple to complex, from easy to difficult). The development of the child will be carried out only if he gradually masters more and more complex concepts, skills, and conclusions. Therefore, the learning process is not just the accumulation of a sum of knowledge, but the steady complication of this knowledge, not just the accumulation of this amount of motor actions, but also the mastery of more and more complex movements. What becomes easily accessible to students quickly loses interest, and as a result of this, the activity of students decreases. In increasing the complexity and difficulty of training tasks, one must rely on the previous principle, i.e. the difficulty and complexity of tasks should be increased to the optimal limit (for a given level of preparedness of the student). In other words, the principle of progression means an increase in the optimal difficulty of learning tasks. Consciousness principle. Students should be aware of the role of physical culture in human life. They should know the consequences of physical inactivity on human health and development, the role of physical culture in preparing for a professional corpse and serving in the army, in the aesthetic and moral-volitional education of the individual. From the very first physical education classes, students should understand that a physical education lesson is the same subject at school as literature, mathematics, physics, and not the time allocated in the schedule for running. However, the importance of physical culture as an academic subject is difficult to fully reveal in the first lessons. Yes, this, obviously, does not need to be done: elementary school students, not having the needs of adults, simply will not perceive many statements of the teacher. So, the motive of health promotion will not be significant for them: they (the majority) do not complain about it anyway. Therefore, it is best for a physical education teacher to reveal the meaning of his subject unobtrusively, taking into account the level of intellectual development of students of different classes, their interests and needs. In the course of such an impact on the minds of students, it is advisable for the teacher to rely on the following principle. The principle of linking learning with life, with practice.Assimilation of educational material becomes fully conscious in the case when it acquires a certain life meaning for the student. Therefore, the teacher of physical culture must constantly connect the exercises given to students with their life experience, with their needs, cognitive interests, with preparing them for the chosen profession. In this regard, when learning a new exercise, the teacher needs to focus more on the importance of this exercise as a means of developing motor, mental, aesthetic qualities when setting a goal for students. In this case, the teacher's learning goal will more often overlap with the students' personal goals. reinforcement principle.The learning process requires compliance with one indispensable condition: the teacher must be interested in the success of the student. The physical culture teacher can implement this principle in the following ways: 1.Show with his appearance, remarks that he sees and appreciates the student's efforts; 2.Timely inform the student what he did right, and where mistakes were made: without such reinforcement, the student will not be able to form a correct idea of the success of mastering the educational material; .Encourage the student with grades, praise: this causes students to have a positive emotional experience, forms their confidence in their abilities, which ultimately enhances their activity, forms a desire to learn and a willingness to overcome difficulties. The principle of a differentiated approach to students(including the principle of individualization), Until now, the pedagogical literature postulates the principle of individualization - this is a construction of the educational process that takes into account the individual (psychological, physiological, morphological) characteristics of students for the best learning, upbringing and development. However, in practice, in most cases, teachers replace the principle of individualization with group differentiation, i.e. dividing the class into groups on some basis. Method for creating homogeneous groupsarose as a result of an attempt to overcome the shortcomings of classroom teaching. Differences in children's abilities, temperament properties, etc. were taken into account. However, this method has a number of shortcomings, sometimes insurmountable purely organizational. In order to divide students, for example, according to the properties of temperament, they must, firstly, be determined for all students. In the absence of psychological services in schools, this is very difficult to do. But the main thing is that there are many properties of temperament, and it is not clear which of them should be used to divide students into groups. The division of students of the same class into groups of strong and weak in terms of the level of motor activity shown in the lesson, in contradiction to another principle - collective learning: separating strong from weak students, the former will cause arrogance, superiority over classmates, their exclusivity. This leads to a deformation of the development of the personality of both the first and second, and also interferes with the cohesion of the team in the class. Therefore, in order to avoid deformation in development, it is necessary to combine students with different physical activity in pairs, which significantly increases the activity of weak students, while for students with high activity it decreases slightly, and then only in the first lessons after the combination. The benefits of such “mentoring” of some students over others are obvious. The principle of individualizationdoes not oppose the principle of collective learning, as it reflects not individual work with the student, but taking into account the individual characteristics of the student, which can also be carried out with the group method of teaching. At the lesson of physical culture, an individual approach to students is manifested in the individualization of the pace of fulfillment of educational tasks, which is a factor in maintaining high activity of students. There are two distinct aspects to this issue. The first aspect is the individual pace of mastering the educational material. Depending on the abilities, level of preparedness, typological features of the properties of the nervous system, students master the educational material at different times. It is shown that in the early stages of the students with the mobility of the nervous processes mastering the motor exercise is more successful than the students with the inertia of the nervous processes. As a result of this, the repetitions given by the teacher are few for one student, and many for others: having mastered the educational material, they begin to study with coolness, violate discipline. The task of individualizing the pace of mastering the educational material is successfully solved using program learning: each student works with the educational material independently and proceeds to the next task as soon as he successfully completes the previous one. Depending on the progress in the same time, one student will be able to complete more tasks, and the other less. The advantage is that the first does not push the second, and the second does not slow down the learning of the first. The second aspect concerns the individualization of the load in a physical education lesson, it is not always justified that all students perform the exercises the same number of times: for some, the load seems heavy, and for others - light. At the same time, if some students are stopped, they can interfere with the continuation of the exercise by others. Therefore, it is better (when possible) for the teacher to count to ten, and the students do the exercises at a pace that is feasible for everyone. The individualization of the teacher's influence on students (encouragements or reprimands) also affects the activity of students in the lesson. Some teachers, in order to be fair in the eyes of students, try to objectively assess the successes and failures of students. An individual approach to evaluating students' actions consists in evaluating not so much the objectively achieved results as the student's efforts, taking into account his capabilities, psychological characteristics, and situation. Some students, for example, are very sensitive and vulnerable to anything that affects their self-esteem. Such students painfully endure laughter in their address, criticism, censure. Therefore, they tend to isolate it is difficult for them to communicate with friends and teachers, the competitive environment is a stress factor for them. These students set small goals for themselves, and even then with little hope of success. In order to increase the educational activity of students of such a mental warehouse, they should be encouraged more often, noticing even their insignificant successes. Criticism, and especially censure they should speak in a cautious manner, preferably without the presence of classmates. At the same time, a persistent and self-confident student, and besides, who has good data for physical education, if he does not show due diligence, can be blamed. Reprimand will cause him only the desire to prove to the teacher that he was wrong, will lead to an increase in his activity in the classroom. Individual approach requires preliminary study of the psychological characteristics of students, their physical capabilities. Only by knowing the student, the teacher of physical culture can successfully put into practice this didactic principle. Conclusion
The rational use of the methods outlined in the course work can increase the cognitive and motor activity of students in physical education lessons. First of all, this is an increase in the cognitive and motor activity of a student involved in physical culture. One of the factors for increasing activity is the manifestation of interest in physical culture. But the manifestation of interest at different age stages is different, therefore, a physical education teacher should build his work taking into account the specific reasons for the manifestation of interest by schoolchildren, have a differentiated approach to studying program material, take into account social and biological factors, students' motives, and gender. Maintaining interest and purposefulness depends on the formation of satisfaction with physical education classes, understanding the significance of the subject. It contributes to: · creating conditions for the lesson; · optimal physical activity; · emotionality of the lesson; · leadership style; · showing interest in doing the exercises; · student achievement. As a result of the work done, ways to increase educational activity in physical education lessons were determined: · creating a positive emotional background in the classroom; · variety of means and methods; · optimal workload of students in the classroom; · assessment of students' activities; · exercising control. A special place is occupied by didactic principles that ensure the success of training. Compliance with these principles largely determines the activity of students in a physical education lesson. This course work will help a young teacher to increase the learning activity of students in physical education lessons. It will give impetus to improve his teaching skills. List of sources
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