Organization of physical education of students. The habit of self-study

1.6 Occupation exercise at the place of residence

Physical exercises at the place of residence should be aimed at ensuring optimal physical activity of children. They are carried out in the form of morning hygienic gymnastics, walks, exercises and outdoor games.

1.6.1 Morning exercises

Morning exercises are one of the most effective forms of physical education for schoolchildren. Properly organized daily morning exercises are very helpful in solving health problems, contribute to the optimal activation of nervous processes and, therefore, create a good working mood, ensure readiness for work. Systematic exercise after sleep stimulates the development of muscles, especially those groups that are "responsible" for correct posture, develop the respiratory and circulatory organs, and improve metabolism. Taking air baths during and after these exercises water procedures hardens the body. If a child starts his day with morning exercises, this will also contribute to the upbringing of organization, discipline, punctuality, there will be interest and a habit of doing physical exercises in everyday life.

If possible, morning exercises are best done outdoors - in the garden, in the yard or on the balcony. The most appropriate clothing in warm weather is shorts or shorts and a T-shirt, in cool weather - a training suit.

Exercises in the complex of morning exercises are usually composed in the following sequence: walking or walking in place, combined with deep breathing, stretching exercises, body turns, arm movements, torso tilts, squats, a combination of leg and arm movements, jumping in place, walking in place, arm movements with coordinated deep breathing.

The basic rules for doing morning exercises are as follows:

1. The use of clothing for training that promotes hardening of the body and is comfortable when performing exercises (panties, T-shirt, training suit).

2. Ensuring sanitary and hygienic conditions at the places of employment.

3. Maintaining correct posture when doing exercises.

4. Correct coordination of breathing with movements.

5. Gradual increase in the intensity of the exercises at the beginning of classes and its decrease at the end of them.

6. Compliance with the rules of hardening during morning exercises (air baths) and after its completion (water procedures).

The complex of morning exercises for students should consist of 6-8 exercises. One complex is performed for two to three weeks.

In order for children to do morning exercises every day, a well-thought-out system of stimulation, assistance, control from the school and family is necessary. One of the effective methods that stimulate the performance of morning exercises is homework, which involves the implementation of a set of morning exercises with the help of parents.

Approximate set of morning exercises

I. Walking on the spot with proper posture, energetic movements of the arms and legs, deep breathing for 15-20 seconds.

II. I. p. - legs apart. 1-2 - arches forward arms up, bend, stretch; 3-4 - and. n. Run 5-6 times.

III. I. p. - hands on the belt. 1 - bend forward bending; 2 - i. P.; 3 - tilt back, arms to the sides; 4 - and. n. Run 4-5 times.

IV. I. p. - o. With. I-2 - squat, support on the entire foot, arms forward; 3-4 - and. n. Run 6-8 times.

V. I. p. - legs apart, hands on the belt. 1 - turn the body to the right, right hand to the side, palm up; 2nd. P.; 3- the same in the other direction; 4 - and. n. Run 4-6 times.

VI. I. p. - hands on the belt 1 - jumping legs apart; 2 - jump legs together. Run 8-10 times.

VII. Walking in place with high leg raises combined with deep breathing. 10-15 s.

1.6.2 Walks and outdoor games

In order to maximize the benefits of these walks, it is first of all necessary to form in the children themselves right attitude to them. A study of the daily routine of students shows that many of them spend much less time outdoors than provided for by hygiene standards. But in its total budget allocated for various forms of motor activity (morning exercises, physical education minutes, lessons physical education, “health hour”, classes in extended day groups and other activities) the largest part is devoted to walks, games, exercises and outdoor activities.

1.6.3 Hardening of the child's body

Hardening of the child's body - the systematic use of special events and procedures that develop the body's readiness to adapt to environmental conditions and increase resistance to colds. The means of hardening are the sun, air, water.

When hardening, the following rules must be observed:

1. To form a desire to strengthen your body and thereby ensure mental attitude contributing to success. A significant role in this is played by the personal example of parents.

2. Ensure systematic procedures. Hardening, begun in childhood, should continue throughout life.

3. Gradually increase the exposure time of air, water, sun rays, gradually reduce the temperature of the water, gradually increase the surface of the body, on which the hardening agents act.

4. Take into account individual characteristics and monitor the body's reaction to procedures.

5. Combine the influence of various means of hardening: the sun, air, water and motor activity.

6. Organize everything so that the child gets satisfaction from the hardening process itself.

7. Take into account the climatic conditions of a particular region.

Room temperature control is one of the most effective methods of hardening. To provide a hardening effect on the body temperature regime the room should be pulsating, i.e. the temperature in it should not be constant and fluctuate within certain limits. For younger schoolchildren, the optimal amplitude of fluctuations is 5-7 ° C (for adults -10-12 ° C). Such a temperature fluctuation not only contributes to hardening, but also has a positive effect on performance. The pulsating temperature in the rooms is ensured by regular airing them at all times of the year (in any weather).

Proper use of the heat-shielding properties of clothing is also an important condition for hardening. Excessively warm clothing does not affect the improvement of the physiological mechanisms of thermoregulation and does not contribute to hardening, and excessively light clothing can lead to hypothermia. When choosing clothes, one must correctly treat its merits, giving preference not so much to aesthetic qualities as to basic, hygienic ones.

Air baths are the simplest and most affordable method of hardening. The effect of air on the body depends on its temperature, humidity, speed of movement and cleanliness. It is regulated by a decrease or increase in the thermal protection of clothing and the duration of exposure to air.

The use of air baths requires compliance with certain rules: they are recommended to be used no later than an hour before meals and no earlier than 1.5 hours after it; combine with motor activity (walking, outdoor games, etc.); choose a place protected from harsh winds for this; ensure control over the child's well-being (redness of the skin and sweating indicate overheating, hypothermia - the appearance of "goosebumps", blue lips, chills).

In warm weather, air baths are taken outdoors in a shaded place. It is advisable to combine them with morning exercises. Start at a temperature of +20... +22°C. The duration of the baths at first should not exceed 15 minutes, then it is gradually increased to 1 hour. Depending on the air temperature, the baths are warm (from + 20 to + 30 ° C), cool (from +15 to + 20 ° C) and cold ( from +6 to +14 °С).

water procedures. Tempering a child with water should be done carefully and consistently, because its thermal conductivity is 30 times greater than that of air. Water procedures, along with hardening, have a positive effect on metabolism, the activity of the nervous system, and skin function.

Hardening of the nasopharynx involves gargling with cool, and then cold water, wiping the neck.

Pouring feet with water begins at a temperature of 27-28 ° C. Then, every 10 days, its temperature is reduced by 1-2 ° C and brought to a level not lower than 10 ° C. Water is poured on lower part shins and feet. The duration of one dousing procedure is 25-30 s. It is better to do it in the evening, no later than an hour before bedtime. After the procedure, the feet are wiped dry.

Foot baths (immersion of the feet in a bucket or basin of water) begin at a water temperature of 28-30 ° C and every 10 days reduce it by 1-2 °, bringing it to 13-15 °. The duration of the first baths is no more than 1 minute. At the end of the cycle, it is brought to 5 minutes. During the procedure, it is recommended to do small movements fingers and feet. After the bath, the feet are thoroughly wiped.

Contrast foot baths are a very strong hardening agent. Hot water (38-40°C) is poured into one bucket (basin), cold water (30-32°C) is poured into the second. First, the legs are dipped in hot water for 1.5-2 minutes, then in cold water for 5-10 seconds. Do this 4-5 times. Every 10 days, the temperature of cold water is reduced by 1-2° and brought to 12-15° C. The temperature of hot water remains constant all the time. The duration of immersion of the legs into it also does not change. And the duration of immersion of the legs in cold water is gradually increased to 20 s. This procedure is performed shortly before sleep.

Walking barefoot is the simplest and most effective means of hardening. It is useful to walk on dew, after rain, on water. In addition, walking barefoot, in particular on sand, on fallen leaves, helps prevent flat feet by strengthening the muscles that support the longitudinal and transverse arch of the foot.

rubdown do terry towel dipped in water; first - arms, then successively legs, chest, abdomen, back. These parts of the body are wiped separately, after which they are thoroughly wiped. The direction of movement is from the periphery to the center. Sponging of younger schoolchildren begins in summer, using water at a temperature of 26-28 ° C, in winter - at 30-32 ° C, bringing it up to 16-18 and 20-22 ° C, respectively. Wiping is recommended after charging.

Dousing the body can be done in the shower or from a watering can, a jug. It is not recommended to pour over the head. For younger schoolchildren, they start in summer with a water temperature of at least 28 ° C, in winter - at least 30 and bring it up to 18 and 20 ° C, respectively. Reduce the temperature of the water in the same way as with other procedures.

Swimming in open water is carried out in specially designated areas. This is one of the most pleasant and effective water procedures. In addition, there is an opportunity for parents to teach their children to swim. When bathing, the child's body is simultaneously affected by the sun, air and water.

Children should be explained the rules of bathing: you can go into the water only with the permission of the elders. You can not swim beyond the protective marks, dive in deep places, enter the water sweaty, indulge in it. You can enter the water no earlier than 1 hour after eating. It is necessary to prevent hypothermia of the body.

Bathing is usually combined with sunbathing.

Sunbathing. Moderate doses of solar radiation improve metabolism, have a positive effect on blood composition, enhance the activity of the excretory organs, kill pathogenic microbes on the skin, and increase its protective functions.

solar irradiation especially useful for children, as it prevents rickets. Under the influence of ultraviolet rays, anti-rachitic vitamin D is formed in the subcutaneous tissue, and other vitamins, such as A, C, E, are also activated.

However, prolonged exposure to sunlight leads to general weakness, deterioration of attention and memory, loss of appetite, restless sleep. There are even headaches, vomiting, loss of consciousness, skin burns

In Ukraine, in the summer in the northern part of the republic, the best time for sunbathing is from 8 to 12 and from 16 to 18 hours, and in the south - from 8 to 11 and from 17 to 19 hours. On the first day, you can sunbathe for up to 5 minutes. In the following days, the time is gradually increased and adjusted to 30-40 minutes. A white panama should be worn on the head.

The knowledge gained through research, covering the diverse aspects of the physical education of the child and especially the formation of his motor skills. Thus, the theory of physical education of children before school age, knowing the patterns of child development, highlighting and substantiating all the most essential, contributes to the improvement of the entire system of physical education. (Keneman A. ...

The health of children is an important matter, but only a few truly use the possibilities of physical culture for this. And the parents themselves, for the most part, self-critically evaluate their participation in the physical education of their children, referring to a number of reasons that prevent them from showing themselves more worthily. Indeed, some parents do not have sufficient physical training. Observations show...

The need to expand physical culture and sports work, to improve its organization at the place of residence and study is one of the actual problems physical education at school. Of great importance here is the formation of a desire for physical self-improvement among schoolchildren.
In the main directions of the reform of the general education school, the question of the need to organize daily physical education classes for all students in the classroom and after school hours was reflected. The solution to this problem largely depends on the ability of students to use the means of physical culture to improve their health, maintain high performance, and self-study skills.

In our city, the network of sports facilities is steadily expanding, the number of qualified personnel is increasing. However, the involvement of students only in specially organized sections, groups is not enough to cover the absolute majority of schoolchildren with systematic physical exercises. Therefore, teaching students the ability to engage in physical exercises is of great importance. This is the reason for the allocation of the section “Skills and abilities of independent studies” in the physical education program for grades 5–11, which contributes to the intensification of work on the introduction of physical culture and sports into the life of schoolchildren, increasing the motor activity of students.

It should be noted that teaching these skills and abilities not only contributes to the introduction of physical culture into everyday life, but also develops the qualities of independence among young people. It is indisputable that people who have developed independence from childhood (meaning the quality of their personality) are more decisive in various life situations, do not wait for prompting from the outside, and are able to defend their opinion, their own position. This directly applies to this topic - the ability to independently engage in physical exercises.

Human activity exists in the form of action or purpose of actions. According to psychologist S.L. Rubinshtein, an arbitrary action of a person is the realization of a goal, and before acting, one must realize the goal for which the action is being taken.

However, no matter how important the goal is, the awareness of the goal alone is not enough. In order to implement it, it is necessary to take into account the conditions in which the action must be improved.

Solving intermediate tasks of self-control

Activity is understood as a set of actions united by a common goal and performing a certain social function. A prerequisite for any activity is the existence of a need. It is the needs that guide and regulate specific activities. One of the main tasks of physical education at school is the formation of the need for personal physical improvement among schoolchildren.

Achieving this goal is possible only by solving a number of intermediate tasks:

– educating schoolchildren of a sustainable interest in physical culture;
- the formation of their skills and abilities for independent studies;
- to promote the introduction of physical education in the daily routine.

The first step on this path is the interest of students. And in practical work It is important for the teacher, when dealing with a contingent of students of different ages, to distinguish between direct interest (interest in the process of activity itself) and indirect interest (interest in the results of activity).

The younger schoolchild is not much concerned about how his today's exercises will affect his tomorrow's well-being, condition. For him, the main thing is to receive momentary satisfaction of his needs. Therefore, in elementary school, the emotional coloring of exercises and their figurative explanation are of great importance. The teacher should gradually, gradually instill in the children the skills and abilities that students will subsequently consciously apply to achieve more distant goals. This property of the psyche of primary school students determines the limitations in teaching them independent physical education lessons.

For primary school, there are types of classes that contain only elements of independence. For example, homework: the teacher specifically indicates which exercises, how many times, at what time, how to do it. It remains for the student to follow these recommendations and do homework assignments (repetition of exercises is an element of independence).

Before younger students, it is necessary to set such goals, the achievement of which is possible in a relatively short period of time. The goals set should be emotionally colored, their achievement should bring tangible, concrete results. When studying complex motor elements, they should be divided into several simpler ones. Then the activity of students, supported by visible shifts, will be more productive.

It should also be borne in mind that any task assigned to the student should acquire personal meaning for him. He should be interested in the results of his work and, most importantly, see these results not in the distant future, but now, today.

The main thing in cultivating the habit of self-study in students is a clear explanation, explanation, bringing to the consciousness of students that you need to work long and hard to get tangible results.

So, in order to prepare students for independent physical exercises, it is necessary to give them a fairly wide range of knowledge, to form skills and abilities, not limited to the content of the educational material of the program. First of all, students must master the motor skills that they will use during self-study.

First of all, these are general developmental exercises. They are the content of morning exercises, dynamic pauses during the preparation of lessons, are included in the content of independent classes for the development of basic motor qualities.

Second, strong walking and running skills. They begin and end with them every self-study. It is important that students know how to walk and run correctly, change the speed and pace of movement, stride length, repulsion force in exercises, skills and abilities in exercises related to hangs and stops. This is primarily pull-ups in the hang, flips at close range, rope and pole climbing.

Preparing students for self-study should begin with a clear, laconic instruction to students about the goals and objectives of specific self-study, gradual arming with knowledge about the system of self-training, instilling the need for technical and organizational skills. From the very first lessons, students must be required to comply with the dosage of time and load.

Another important point is the children's development of the simplest methods of self-control over the reaction of their body to the load. But the task of developing the skills and abilities of independent studies in schoolchildren will not be effectively solved if the children are oriented only to the result of their activity. It is important that the teacher, with the help of assessments, various types of moral encouragement, transfer students from focusing only on the result to focusing on the process, the way of activity.

What exactly should the teacher's activity include in preparing for the work of teaching schoolchildren the skills and abilities of self-study?

First, it is necessary to determine what to teach students. What is meant? Take, for example, the program for the 4th grade, it says: “Performing morning exercises. Control over the amplitude and speed of movements. In this regard, the teacher needs to clearly imagine what knowledge and skills the student must have in order to fulfill the requirements of the program.

Secondly, the teacher needs to decide at what time of the lesson it is more convenient to give students the information they need, when to teach the skills and abilities of independent study.

Thirdly, it is very important to outline ways of step-by-step control over the development of the material "Skills and abilities of independent studies" by students.

Approximately according to the same scheme, the activities of the teacher should proceed in the implementation of this section. First, students should be given the knowledge necessary to independently perform specific exercises, convince the children of the significance, importance and usefulness of these activities. Then it is necessary to bring to students knowledge about the process of independent activity.

A few words must be said about the independent exercise. In order to independently perform exercises, such as morning exercises, or to develop physical qualities, the student must be able to control his movements. This presents a certain difficulty: in the absence of external control, evaluation, he must be guided by his own sensations, mainly by a muscular feeling, which Sechenov rightly called "dark muscular feeling." If the children are not specially taught this, they experience great difficulties in distinguishing between spatial, temporal and dynamic parameters of movement. How to teach them this?

First of all, students should pay attention to the assessment of such provisions, that is, when the student has completed the exercise, the teacher should not rush to evaluate the correctness of the performance himself, he should be asked to do this by the student (thus focusing on this issue).

You can teach to think when doing exercises, you can independently select exercises by giving schoolchildren tasks appropriate for their age. For example, schoolchildren make tilts by touching - you should ask the guys what types of tilts they know (tilts to the sides, back, tilts with different positions of the hands), teach schoolchildren to select similar, typical exercises, develop creativity, critical attitude. After all, independence is close to two personality traits: criticality and creativity.

It is important not only to teach students to reproduce any movements on their own, but also to acquaint them with the basic provisions, the rules of self-study. Only then, in accordance with the conditions in which they will study, will they be able to choose the right exercises, plan their knowledge.

Determining the complexity of a task, the teacher must take into account the individual characteristics of students, their inclinations, so that, on the one hand, the task is feasible, accessible to them, and on the other hand, it has a certain difficulty that requires a certain amount of effort to overcome.

Organization of independent activity

Very important points are issues of organizing independent activities. They are also multifaceted: from the elementary - the organization of self-study when performing morning exercises ( hygiene conditions, security measures, preparation of inventory, etc.) - to such as organizing the conditions of the selected means, methods of implementation. You need to start learning this from simple elements, for example, when organizing the conditions for conducting educational and extracurricular activities, systematically involve students in helping. Moreover, to use them not as simple performers, but to consult with them on various issues.

Independence is always creativity to some extent. From these positions, independent activity differs in level creativity:

- there are types of independent activities, when it is enough for the student to reproduce what the teacher showed him or told about; the simplest, lowest level;
- the second level of independent activity - when the student uses the well-known, well-known, mastered in other situations, different from the usual ones, in a different environment;
- the third (highest) level of creativity lies in the fact that on the basis of knowledge, previous experience, the student finds other ways to complete the task, invents other means that ultimately lead to the same goal.

At the same time, direct training in the skills and abilities of self-study is not the only way to develop the habit of physical education. The achievement of this goal is facilitated by techniques that ensure the conscious assimilation of knowledge, skills and abilities in physical education classes, increase interest in physical exercises, cultivate the habit of active recreation, as well as the development of self-esteem of movements in schoolchildren, taking into account the individual characteristics of students when determining physical education homework assignments for them. .

The methods and techniques that contribute to the formation of a habit among schoolchildren to regularly engage in physical exercises include, in particular, methods of persuasion - conversations, lectures, information, explanations, etc. Using these methods, the teacher forms socially significant motives for the emergence of a habit of physical education , develops interest in them, equips students with the necessary theoretical knowledge in the field of physical culture and sports. A conversation, for example, can perform both educational and educational functions, when the student receives certain information, replenishes his knowledge, and gets acquainted with certain requirements.

The conversation helps to convince students of the need to cultivate positive personality traits. Setting a perspective strengthens the method of persuasion, specifies the goal of acquiring knowledge and skills, the discussion activates them for self-improvement.

Along with the methods of persuasion, an important role in the formation of the habit of physical culture is played by practical methods - demonstration, demonstration, instruction, testing of knowledge and skills, counseling, example, correction and stimulation of students' activities (encouragement and censure).

The above methods must be applied when communicating theoretical information - about the sections of the program in physical culture, when teaching motor actions.

The teacher, guided by the purpose and objectives of the lesson, must build his work in next sequence: explanation, proof, demonstration, practical exercises with obligatory instruction on dosage, tempo, rhythm of performance. Depending on the age of the students, the sequence of work may vary.

Conducting an introductory conversation, the teacher should briefly talk about the main educational and educational tasks of physical culture. For example, when explaining the content of the “Test Program of the Mayor of Moscow”, one should reveal its meaning, show the importance of fulfilling all the norms of the program. Using the example method, schoolchildren should be told more often about the sports paths of outstanding champions, champions of the Olympic Games, the world and Europe.

First of all, schoolchildren need to arouse interest in the very process of physical education. Therefore, the lessons should be carried out in such a way that they leave a deep imprint in the minds of adolescents, bring satisfaction and be emotionally attractive, which creates favorable opportunities for increasing volitional tensions when overcoming difficulties during physical education. It should be noted that the purposeful work on the physical improvement of schoolchildren, which is carried out mainly by the teacher in the classroom, also includes elements of student independence, mainly homework or periodic additional classes in order to prepare for the delivery of any standards.

However, due to the fact that equipping children with knowledge, the formation of appropriate skills and abilities, without which independent studies are impossible, is an important condition for the introduction of physical culture into everyday life, a special section is allocated in the program to focus on these issues. In it, taking into account the age and real possibilities of schoolchildren, material is given, for the study of which it is necessary to make a lot of effort in developing the skills and abilities of independent studies in children.

For example, the development of the quality of endurance is predetermined by the presence of training standards in running 500-1000 meters already from the 1st grade. Naturally, the teacher in the classroom teaches schoolchildren to maintain a certain speed of running, to distribute forces over a distance, to breathe correctly, and gives specific homework assignments. During all the years of study, he develops endurance in schoolchildren, and along with this, students gradually receive information about techniques, methods of influencing this quality, they form certain skills and abilities.

Harmonious physical development, education of the main physical qualities should be carried out with primary school. However, the implementation of exercises for the development of physical qualities requires a fairly accurate dosage of physical activity and control over the reaction of the body.

Now let's move on to the content of self-study, what exercises can (and should) be recommended to students for self-study.

But first you need to find out the difference between self-study and homework. Giving assignments at home, the teacher tells the students what exercises to do, how many times to repeat them, with what intensity, sequence, for what period (week, month or more) the task is calculated. In addition, the teacher tells the students under what conditions the given exercises should be performed and how to create these conditions. After a specified time, the teacher checks the quality of mastering the exercises and, taking this into account, gives other tasks.

Independent tasks schematically represent the following. A specific goal is set for the student, for example, to fulfill the standard in pull-ups. The student must choose the means himself, plan training, provide himself with appropriate conditions, independently control his condition, load, change in preparedness at each lesson, and analyze his activities at intervals determined by him. The teacher can recommend to the student exemplary sets of exercises for self-study, but the student must choose from these complexes what is necessary, taking into account his individual characteristics.

When performing complexes in self-study, students should build classes according to the following scheme. At the beginning of the lesson, preparations are underway for the implementation of the complex - general developmental exercises such as a warm-up: hand movements with a gradually increasing amplitude, inclinations and circular motions torso, squats and alternating leg swings forward, sideways, backwards, slow running or jumping in place, walking in place. Each warm-up exercise is performed 6-8 times. If there are particularly difficult exercises in the complex, you should specially prepare for them. In the main part of the lesson, it is advisable to plan the following sequence: exercises for the development of speed, flexibility, agility, strength and endurance. At the end of classes, it is imperative to provide for exercises that contribute to the gradual restructuring of the systems and functions of the body from intense activity to a calm state.

Orienting schoolchildren to independent physical education classes, it is necessary to recommend that they do it at least twice a week. The duration depends on the content and intensity of the training (but not more than one and a half to two hours). Gradually moving from specific homework to more and more general tasks, the teacher should create conditions for students so that difficulties do not cool their desire to study. For this, apply various options. For example, use a gym for your own purposes. Thus, he can advise schoolchildren, helping them resolve their doubts and correct mistakes. Another option is to unite the guys in small groups, when there is a leader - a qualified athlete, a public instructor.

Physical education teacher V.A. Zinchenko introduces homework among students in grades 1–6, and starting from grade 7, independent physical exercises. He developed a system of tasks: common for boys and girls (the same exercises, but different loads); common only for young men; common only for girls; individual - depending on preparedness.

Students perform exercises common to all on a daily basis, including them in exercises, in physical culture breaks between preparing homework in other subjects, and in independent training sessions. Students are offered a list of exercises from which they choose 3-5 exercises for each day at their own discretion.

Individual tasks are directed, as a rule, to prepare for the delivery of educational standards, to eliminate the backlog in the development of motor qualities. Therefore, in each specific case they are planned specifically for certain periods of time.

General tasks are calculated for a month. After repeating them during this time, they are updated, the load changes. At the end of each quarter, the effectiveness of independent studies is determined - the indicators of the motor fitness of each student are compared with the specially developed requirements for students of this school, which are reflected in the tables.

A.K. Ataev advises to include exercises that strengthen the main muscle groups, develop manual dexterity, flexibility and other qualities that form the correct posture, and help prepare for the development of complex motor skills in class, in self-study for the purpose of physical improvement. A training session should include 2-3 series of 4-8 exercises each. You need to do 2-3 times a week.

The efficiency of completing tasks is significantly increased with collective exercises. In this case, the emotionality of classes increases, students have the opportunity to receive urgent information from their comrades. In addition, group activities have a beneficial effect on shy, insecure students who find it difficult to train regularly on their own.

It is impossible to ignore such a favorable time for self-study as the summer holidays. Practice shows that if schoolchildren passively spend their summer holidays, their results, reflecting their readiness, significantly decrease, despite an increase in height and weight. Therefore, it is very important to convince the children of the need for summer classes for them.

The content of such classes should be general developmental exercises such as charging. But due to the fact that in the summer the daily routine of schoolchildren is not saturated with various obligatory tasks, as during the school year, it is possible to increase the number of repetitions of exercises and diversify them. Each student needs to at least maintain his level of development of strength, endurance, systematically performing the appropriate exercises.

To maintain speed, running speed, dexterity, it is necessary to convince boys and girls of the advantage of active recreation, recommend them to play sports: football, volleyball, basketball, badminton, tennis, handball. One of the leading didactic principles on which physical culture and sports classes (including independent ones) are built is the gradual increase in loads and the regularity of their implementation. With excessive load, there will be no increase in fitness, but fatigue will accumulate. This state can be determined by subjective indicators. With fatigue, as a rule, a feeling of fatigue is noted, working capacity decreases, and the quality of movement performance deteriorates.

In order to prevent unwanted bad influence self-study, it is advisable to use self-control methods. Self-control is a systematic independent observation of a schoolchild involved in physical exercises and sports for changes in his health, physical development and physical fitness. It is important to explain the importance of self-control during independent physical exercises to schoolchildren and parents, to interest them, to involve them in this important means of educating purposefulness and diligence, a responsible attitude to one's health.

As indicators of self-control, as a rule, subjective and objective signs of a change in the functional state of the body under the influence of physical activity are used.

As subjective indicators of self-control, well-being, degree of fatigue, mood, sleep, appetite are most often used, and objective indicators are heart rate, body weight dynamics, hand strength, etc. Self-control indicators should be entered in a special diary.

Accounting for the content of the load and the mode of training, analysis of the dynamics of results and the growth of fitness in comparison with self-control data will help the teacher assess the correctness of the training session regimen, timely eliminate the negative impact of excessive loads, and the student himself to be convinced of the effectiveness of classes and their beneficial effect on physical development and health .

Thus, self-control, regular and properly organized, can be of great help to the teacher in educating healthy and well-physically developed students.

G.A. GUSKOVA,
school number 761,
Moscow

Whether we like it or not, we cannot stop the rapid pace of life; ever-increasing demands on the depth and quality of knowledge and experience of each person, a decrease in movements and the associated impairment natural image life will naturally affect our children. The better health and good physical data we equip our children in infancy, the better they will later adapt to new social conditions. Caring for the formation of the child's motor skills, for achieving the required level of dexterity, speed, strength and other qualities are the primary task of the mother and father even before the child enters school. Teachers should strive to make the parents of each student the adherents of physical culture, their accomplices. To successfully involve all students in physical exercises, it is necessary, first of all, to convince parents of the health-improving role of physical culture, to show them that the range of tasks of physical education also includes the formation of habits for work, in particular educational work.

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FAMILY AND SCHOOL IN THE PHYSICAL EDUCATION OF SCHOOLCHILDREN

Physical education teacher

MKOU Repyevskaya secondary school

M.Yu.Romanova

Introduction …………………………………………………………………………………….. 3 pages

1. Cooperation between school and family in raising children ………………….. 6 p.

2. Forms of work of teachers of physical culture with

Parents …………………………………………………………………………………... 8 p.

3.Functions of parents in the organization of physical

Raising children ………………………………………………………………………….. 11 p.

4. Joint sports activities of children and parents ……………………….. 13 p.

5. Attracting a child to sports and organization

Sports activities …………………………………………………………………….. 17 p.

5.1. When to start exercising……………………………………………….. 17 p.

5.2. When and how much to do…………………………………………………. 17 p.

5.3. How to get your child interested in physical education…….. 20 p.

5.4. What and how to do ……………………………………………………………. 22 p.

5.5. How to ensure the safety of classes ………………………………. 28 pages

5.6. How to prepare a place and equipment for classes ……………… 30 p.

5.7 . How to dress for classes ……………………………………………………. 31 pages

6. Physical education of children in the family …………………………………….. 32 p.

6.1. Daily routine ………………………………………………………………………….. 33 p.

6.2. Dream ………………………………………………………………………………………. 35 pages

6.3. Balanced diet ………………………………………………………. 36 pages

6.4. Study ………………………………………………………………………………….. 38 p.

6.5. Physical labor ……………………………………………………………….. 38 p.

6.6. Fulfillment of hygiene requirements in the family …………….. 39 p.

7. Physical exercise at the place of residence…….. 40 p.

7.1. Morning exercises ………………………………………………………… 40 pages

7.2. Walk and outdoor games in the open air ………… 42 pp.

7.3. Hardening of the child's body …………………………………….. 43 pp.

8. Conclusion ………………………………………………………………………………. 44 pages

9. References …………………………………………………………………….. 46 p.

Introduction

Physical education of children in the family is a very important problem in the upbringing of children. Today, probably, there is no person on earth who would remain indifferent to sports. Sport is an expression of our strength, glory and achievements.

Everyone understands the role of sports, but adults themselves sometimes for some reason remain on the sidelines. One lacks patience, the other lacks time, the third lacks organization. This is especially important for parents. Children carefully study their parents. Children have no one to follow an example in sports.

Do you know what is the most disturbing disease of the century? .. Hypodynamia. Inactivity! It is for these and many other reasons that physical culture is a way of life for a person, all people, regardless of age, should be involved in it. But it is better to start from early childhood. This is not even a wish, but a necessity in modern times.

Movement is the main manifestation of life and at the same time a means of harmonious development of the personality. In infancy, the level of development of motor reflexes is an indicator of general health and development; the activity of the child's movements is used to judge the development of other aspects of the personality - in particular, the psyche. And since movements develop and improve in accordance with environmental conditions, the degree of motor development of the child largely depends on the parents. All parents want their child to grow up healthy, strong and strong, but they often forget that good physical data is primarily due to the physical activity of the child, that in addition to the movement of a certain height and weight, he must be dexterous, mobile and hardy. The results of recent research confirm that in a highly civilized society, much more attention will need to be paid to the physical development of a person, since there are fewer and fewer incentives for natural movement. People live in economically built apartments, the pace of modern life forces them to often use public transport, receive information using advanced means (radio, television) - all this requires good health. Studying and sedentary work determine the need for motor compensation - with the help of physical education and sports, games, outdoor activities. In this regard, our younger generation is obliged to learn in a timely manner and to fully use the beneficial effects of physical exercise - as a vital necessity, as opposed to the so-called "diseases of civilization".

Physical education - component intellectual, moral and aesthetic education of the child. While blaming absent-mindedness, disorder, and disobedience in a child, we demand that exercises be repeated during lessons until the child succeeds in performing them correctly. Parents should communicate with the child as if in the form of a game, while always taking into account the age of the child, his capabilities. During classes, mainly those exercises are valued that the child performs with joy, without pressure from adults, unaware that he obeys their desires. By conducting the experiment already mentioned, we managed to interest even very difficult, naughty and somewhat lagging behind in the development of speech children. A gentle, consistent manner in dealing with a child requires great patience and self-control from parents. Quarrels and disputes should not arise that could turn the child away from studies and thereby deprive him of the beneficial effects of physical education.

So, it is necessary to educate sports inclinations from early childhood. It is very important to sharpen the feeling of “muscular joy” in the child, as the great Russian physiologist I.P. called him. Pavlov - a feeling of pleasure experienced a healthy person during muscular work. Every person has this feeling from birth. But a long sedentary lifestyle can lead to its almost complete extinction. Do not miss the time - this is the main thing that parents need to know in this regard.

Thus, classes, among other things, help develop important personality traits: perseverance in achieving goals, perseverance; positive results these activities are beneficial for the mental state of a teenager

Cooperation between school and family in the upbringing of children.

Unfortunately, according to scientific research, today no more than 20% of parents are interested in the physical education of children. Therefore, teachers should strive to make the parents of each student the adherents of physical culture, their accomplices. To successfully involve all students in physical exercises, it is necessary, first of all, to convince parents of the health-improving role of physical culture, to show them that the range of tasks of physical education also includes the formation of habits for work, in particular educational work.

To ensure the effectiveness of physical education, parents should know what kind of educational influence on children is carried out in the classroom and outside of school hours. Such knowledge is necessary to maintain continuity and ensure a unified pedagogical line in making demands on the child. Indeed, in the complex of educational activities, each element must clearly fulfill its functions. Otherwise, the system will not work. Between the family and the school there should be a created atmosphere of business, companionship. After all, we are talking about joining efforts in solving one goal. At the same time, the conditions, possibilities of the family and school should be taken into account.

Motor actions are mainly taught by the school. For a health-improving and hardening effect on the body, the formation of posture, the education of hygienic habits, the family has the best conditions. A mother does not teach her child the technique of jumping, but her educational influence does not stop even when the child is sitting at dinner, playing or resting. Work on posture, culture of postures and manners (gait, gestures, facial expressions) takes place in parallel with teaching children to communicate with people, to treat them with respect.

Forms of work of teachers of physical culture

With parents.

1. Teacher's speeches at the school-wide parent meeting (no more than two or three times a year). There are parents of students of different age groups here, so they have different questions. Therefore, the presentation materials should be equally interesting for everyone. These speeches may touch upon the role of the family in the physical education of children, the means of physical education in the family, the tasks that students face in connection with the season, the stage of the school, changes in curricula, etc. On these issues, not only the speeches of the teacher, but also the doctors of the sports dispensary, the children's clinic are desirable. All lectures, reports, conversations should end with practical advice.

2. Parent conferences are recommended to be held once a year. They are aimed at solving not individual issues, as is the case at the meeting, but designed to show the existing practice of physical education, the experience of specific families. At the same time, professional analysis and evaluation of the successes achieved are of great importance. Concentrating the attention of parents on topical issues of physical culture and ways of their practical implementation in families, the conference promotes public recognition and dissemination of the best practices of the best families, encourages parents to actively educational activities. At conferences, slide films, photomontages, and sometimes short films with comments from specialists, doctors, and parents are shown. It is also advisable to use demonstration performances of children.

3. Throughout the year, three or four classes for parents are held in each class, taking into account the age and individual characteristics of the children, as well as the level of preparedness of the students. This is an integral part of the work plan of the class teacher with parents. The teacher of physical culture takes an active part in drawing up plans and their implementation. He attends classes and advises class teachers. Issues of a rational daily routine and healthy rest for children, morning exercises and hardening of the body, as well as ways to cultivate love for work are discussed. Of great importance is the personal example of parents, in particular the general physical exercises on weekends. In the classroom, it is advised to promote the experience of the best families of the class, to organize the exchange of their experience on the issues of physical education of children. At the end of any school year, teachers inform parents about the content of the assignments received by children for the period summer holidays, and methods for their implementation.

4. An effective form of work is the organization of the participation of parents in family team competitions. Favorable conditions are being created not only for the comprehensive physical development and health promotion of all participants, but also for cultivating the right relationships in the family (between younger and older children, boys and girls, parents and children). Thus, the general participation of parents and children in wrestling creates an atmosphere of freedom, mutual respect, stimulates systematic physical education. The basis of family competitions is relay races and team games with alternate actions of participants, where the results of each family member are summed up and, thus, affect the distribution of places. This increases responsibility and encourages to prepare for the next starts.

These competitions can be part of a sports and art festival, health days, or self-study during the holidays.

5. Open lessons for parents can be of great benefit, as well as the attendance of lessons by parents of underachieving and weakly achieving students. These lessons clearly show what exercises should be performed at home, what methodological techniques can be used. Each father and mother have the opportunity to independently assess the level of physical fitness of their child and his peers, to draw appropriate conclusions.

6. The speeches of doctors and teachers at enterprises and at places of residence will help to equip parents with knowledge and practical skills. Here you can also organize permanent consultation centers, arrange evenings of questions and answers, meetings with interesting people who promote physical culture and sports as a means of healing and preventing diseases. An effective form of dissemination of relevant knowledge among parents are thematic exhibitions. They clearly show the benefits of physical exercise, popularize the methodology of self-study. Exhibition topics can be varied, for example, "Children's posture and methods of its formation." Drawings and diagrams can show the types of postural disorders and explain the causes of their occurrence, talk about the possible negative consequences of postural disorders (nearsightedness, impaired body proportions, deviations in the functioning of organs and systems), and preventive measures.

However, one formal, meaningless event can cross out all the work, call into question the authority of the teacher of physical education and the authority of the subject.

The functions of parents in the organization of physical

Raising children.

The functions of parents in the organization of physical education of children can be grouped as follows:

1) creation of the necessary material and technical conditions for studying at home;

2) monitoring and facilitating children's compliance with the daily routine, personal hygiene rules, tempering, morning exercises and homework;

3) direct participation in competitions of family teams, health days, sports and art evenings, sports and art holidays, games, entertainment, walks;

4) organization of competitions and games in playgrounds at the place of residence and at school;

5) performance of duties of public coaches and judges.

Successful solution of the problems of physical education of students is possible only under the condition of common, coordinated actions of the school and the family (at the same time, the family is not only father and mother, but also grandfather and grandmother, brother and sister). The school teaches children to perform physical exercises, gives knowledge, instructs, consults. Improvement and hardening of children, formation of posture, development of motor and education of moral and volitional qualities by means of physical culture are carried out by the school and the family together. Concerning the formation in children of the habit of wisely free time hygiene habits, where the family plays the main role. The conditional distribution of responsibilities indicates that neither a school without a family, nor a family without a school will be able to successfully temper the younger generation.

Joint sports activities of children and parents.

Unfortunately, we have to note another paradox: although parents consider caring for the improvement of children's health to be an important matter, only a few truly use the possibilities of physical culture for this. It must be said that the parents themselves, for the most part, self-critically evaluate their participation in the physical education of children, referring to a number of reasons that prevent them from showing themselves in this field more worthily. Indeed, some parents do not have sufficient physical training. However, not all shortcomings fit into the column "we did not pass this, they did not ask us to do this." Much has been passed and asked. Observations show that parents are usually active and inventive in creating good living conditions, in making sure that their children are beautifully dressed, tasty and well fed. All this is good. The only bad thing is that they often calm down on this, believing that the good health of the child will already be automatically ensured. But in reality, it turns out that excessive comfort and abundant nutrition with an insufficiently active motor regime often give rise to everyday laziness, weaken their health, reduce their efficiency, and lead to obesity. This, after all, is not about some complicated things - about the alphabet. In physical education, such an alphabet is the formation of physical and hygienic skills. The skills of a clear study and sleep regimen, the rational use of free time, morning exercises, water procedures - all this turns over time into self-evident principles for organizing every day. It would be very useful, of course, to check and help with homework in physical education. After all, unlike assignments in other subjects, they can be individual: if it doesn’t work out in class, then at home you can learn somersault and learn to pull yourself up. And how teenagers need the “sports” help of adults! They need the attention of adults in big and small, simple and complex. Next, what will the student do on the street? So that walking time does not pass in empty, and even unsafe activities, at least the following is necessary: to help the child master at least 3-4 of the most simple, well-known games that he could start with his peers. Teach him the most important motor skills so that he can find something to do at any time of the year. Provide him with the necessary physical education equipment. Do not forget to ask how his free time went. All this separately seems to be small worries, but necessary worries.

The choice of goal is very important: adults should know what to do specifically at a given time of the year, in relation to the capabilities of a teenager, then physical education is more successful.

The following circumstance is also significant: joint activities, common sports interests give parents the opportunity to get to know the child better, create and strengthen the atmosphere in the family mutual attention and business community, which is so necessary for solving any educational problems.

Working together has been proven to bring the following benefits:

Awaken parents' interest in the level of "motor maturity" of children and promote the development of motor skills in children in accordance with their age and abilities;

They allow to usefully spend the free time that the mother or father devotes to the child, serve for mutual enrichment, and contribute to the comprehensive development of the child. It's great if parents teach something to the child, help him and, in addition, they themselves participate in school competitions. Sports interests in such a family become permanent. How much will the school win if it undertakes to hold such joint sports events! Even if it is not necessarily a competition, let it be just a sports holiday. Let us recall the spirit of folk amusements, entertainment, the main thing in them is not the desire for superiority, but the opportunity to take part, try your hand, enjoy the movement, the game. We habitually complain about the fact that children sit up in front of the TV. We ourselves need to try to overcome the omnivorousness of the audience, and teach children this. Then free time for walks, outdoor games, sports entertainment, there will be no late, violating the regime of sitting at the TV. The point is not, of course, to "distract" a teenager from the TV. We will try to make him our assistant. It provides extensive teleinformation on physical culture and sports. You can always and should borrow a lot from the programs for your family: interesting exercises, games, contests, relay races. There are undoubted benefits from many other sports programs: sports holidays, olympiads, competitions - they expand sports erudition, arouse interest in physical culture.

And if parents try to at least partially compensate for motor passivity by arranging a physical culture break during breaks in football or hockey matches: go for a run near the house, “count” the steps in their stairwell, jump with a rope, then it will be very good application to the TV show.

That is, the joint exercise of the child with his parents in sports is one of the main aspects of education.

Attracting a child to sports and organizing sports activities.

When to start exercising?

Begin to engage with the child from the very first days of his life. Take care of the delicate tissues of the baby, armed with thorough knowledge, detailed in the special literature. The main period of occupation of parents with children is the age from 2 to 6 years. But even after 6 years, one should not stop studying in the family, although at this age there are other opportunities for the physical development of the child - at school, a sports society and cultural and educational institutions, where the child studies under the guidance of a specialist.

When and how much to do?

The opportunity to include in the daily routine joint activities of one of the parents with the child almost always exists. It is necessary to give the child at least a few minutes every day. Try to determine the optimal time of the day for classes in your family's regimen and then stick to it. First of all, the principle of systematicity should be observed so that the child gradually gets used to the classes, so that they become a daily need for him. The duration of the lessons of the parents with the child is different: it depends on the age of the child, on the limit of free time of the parents, on the time of day, and also on what the child does before or after the lesson (if the child is tired after a long walk or the walk is yet to be, the duration of the lesson will be less than after rest).

Morning exercises have the advantage that immediately after sleep, the muscles of the body “warm up”, blood circulation in the tissues improves. While charging, it is better to use easy and already familiar exercises, since there is usually not enough time and patience to learn new, more complex exercises. The duration of the morning classes is no more than 10 minutes.

Before lunch, be sure to give the child the opportunity to take a walk in the fresh air. If you have time, you can spend a 15-20-minute, more intense lesson during these hours, including exercises for large muscle groups.

After dinner, rest is needed; a preschool child should sleep or at least lie quietly for at least 2 hours. After sleep, short invigorating exercises and longer ones - if possible in the open air - are useful.

Classes in the afternoon should give the child more time to master a variety of movements with objects and to exercise on various equipment - preferably in the company of peers.

At the same time, it is convenient to conduct a longer training session with one of the parents (about 20 minutes).

Exercising before dinner is the most common form of joint activities, as parents are usually at home and at least one of them can take care of the child. During this period, there is time for learning acrobatic exercises, playing games and improving the results achieved. The duration of classes with children under 6 years old is 20-30 minutes, with six-year-olds - up to 45 minutes.

After dinner, it is not recommended to engage in physical education with children: intense motor activity after eating is harmful, and besides, after exercise, children find it difficult to fall asleep.

Be sure to use every opportunity to move with your child in the fresh air - most often it is provided on weekends.

For the normal development of the child, daily exposure to fresh air is very important. An interesting fact is that while the child is in infancy, parents conscientiously comply with this requirement, but when children grow up, parents often forget about it. The child needs active movements in the air, and in any weather. If a child can spend the whole day outdoors in the summer, this is especially beneficial for his physical development. In some children's institutions, children play, eat and sleep outdoors. As a result, they get sick less and move more.

For the normal physical development of a healthy child, it is not enough just to accompany the mother to the store for shopping, to rush after her along the busiest streets of the city; a necessary requirement for him is the ability to run freely. Parents tend to be in a hurry and often don't realize that the child has to run all the time to keep up with their pace. Thus, his body receives an excessive load. During long hikes, parents also overestimate children's strength. It is much more useful for a child to just run around, play - in this case, he himself controls the degree of fatigue.

How to get your child interested in physical education?

A healthy child does not need to be forced to do physical education - he himself needs to move and willingly performs more and more new tasks. In no case should you force the child to perform a particular movement or turn classes into a boring lesson. Preschoolers do not yet feel the need to learn in the literal sense of the word. In this regard, training should take place in the form of a game - then the child will be in a great mood all the time. Gradually involve the child in all new types of play and fun, systematically repeating them so that the child consolidates the learned movements..

It’s great if you encourage a child with praise, be surprised at how strong, dexterous, strong he is, how much he can do, that he himself will show.

A demonstration of his skills in front of the rest of the family or his peers will also help arouse the child's interest in classes. So gradually the child develops self-confidence and the desire to learn further, mastering new, more complex movements and games.

If the child does not want to study, analyze the reasons for this negative attitude to classes in order to create more favorable conditions in the future. Some obese children do not like to study because it is difficult for them to move, they are prone to laziness. Such children should be treated with the help of a diet and every effort should be made to involve them in classes so that they do not lag behind in motor development. In addition to praise, they can also be encouraged by a convincing explanation why physical education is so necessary.

Children love to play. They are happy to learn new, especially complex exercises; they themselves want to work out with one of the parents, it is better to complete the exercise, because they know that their parents will appreciate their skills according to their merits. A healthy ambition should be awakened in the preschooler.

What and how to do

First of all, an adult must know exactly what exercise he wants to learn with a child, how he will perform it and what he wants to achieve with this. Each exercise and each outdoor game has its own task, goal, meaning; in this regard, they are divided into several groups.

To the first group includes exercises aimed at developing the correct posture, right position head, shoulders, other parts of the body. Exercises of this kind are called wellness; It is these movements that contribute to proper physical development. When performing these exercises, it is necessary to pay special attention to their correct implementation in order to achieve the required straightening of the back, stretching the corresponding muscles. Parents, first of all, should demonstrate the exercises to the child, and then help the child master the new movement. When performing any exercise in this group, help and unobtrusive supervision from the parents is required so that individual postures and positions are correct.

To the second group includes exercises containing elements of acrobatics. They are aimed at developing dexterity, flexibility and quick reaction and are performed with insurance. To ensure complete safety when performing these movements, adults must be very careful and attentive.

Since parents are interested in developing courage in a child, the ability to overcome fear caused by an unusual body position or rapid change poses, you should patiently teach him to navigate in unusual positions until he overcomes fear and repeats acrobatic exercises with joy.

To the third group include outdoor games that use walking, running, jumping, climbing and throwing. In order for these natural movements to be attractive to children, they are combined with a game with simple rules.

Thus, the child learns to follow certain rules, discipline, as well as the ability to concentrate. It is necessary to teach the same and the ability to lose. To conduct games, a team is needed: the child plays with his parents or with older brothers and sisters.

IN fourth groupincludes exercises using various objects, shells in the fresh air or indoors. This includes, for example, walking on an elevated and inclined plane, climbing a ladder and a gymnastic wall, crawling under various obstacles, jumping over obstacles. Here it is necessary to observe the principle of gradually increasing the requirements for children. The ingenuity of parents is especially important, which will help, under normal conditions, to make for children various interesting obstacles for climbing, jumping and swinging, which would enrich the child's range of motion. It is advisable to prepare a fascinating obstacle course for the child in the apartment every day so that he can practice dexterity, speed of reaction, and consolidate various movements on it. In nature, such paths can be easily built using ropes, boards.

Children overcome the obstacle course on their own, trying to do it as best as possible. In these exercises, it is not so much the accuracy of execution that is important, but the quick adaptation to unusual conditions. The children liked this type of exercise the most.

fifth group make up musical and rhythmic exercises that bring up grace in children, the conscious execution of movements and the combination of movements with the rhythm of poems, songs, music. The child first learns to listen to music and understand its character, and then easily combines movement with music. Parents should be able to sing a children's song, play a simple melody in the right rhythm on musical instrument. If a child can emphasize the rhythm andthe nature of music, as if getting used to it, he receives great advantages for further learning to play a musical instrument, dance, and sing. The ability to listen to music is useful at any age.

Systematic exercise in any sport develops muscle strength, endurance, speed and agility.

However, the "weight" of these qualities in different sports is different. That is why, in order to practice this or that kind of sport, preliminary advice from a sports teacher and a doctor is necessary. At the same time, the state of health and the nature of the physical development of the student are taken into account, as well as possible impact on the development of his body training sessions.

Some sports can be recommended for younger students, namely those that develop dexterity, flexibility and coordination of movements, provide for a uniform and moderate load on the largest possible muscle group of the body, for example: figure skating, rhythmic gymnastics, swimming, etc.

Occupations by those sports that are associated with exercises of a speed-strength nature of low intensity and duration (long jumps, slalom) or with training in which rather intense exercises of a strength nature alternate with pauses (volleyball, water polo), you can start from 10 -11 years.

From the age of 12-13, it is usually allowed to start preparatory classes in almost all sports, which not only develop speed, agility, but also include endurance and strength exercises (cycling, rowing, shot put, etc.)

Classes that require large power loads (weightlifting, boxing) should be started from the age of 14-15.

And one more note: sports should be conducted under the guidance of a coach.

It is impossible to imagine physical education and sports without competition. But sports competitions for teenagers are not only physical, but also a great emotional burden. And too high a load on the nervous and endocrine systems can lead to unwanted, even severe breakdowns. That is why special instructions strictly regulate the age at which teenagers can participate in competitions of various sizes.

But how, then, to make the right choice, what kind of sport will your child go in for? There are relatively few lucky people who manage to make the right choice right away. Most guys go through a difficult time of hesitation, hope and disappointment. It is not easy for a teenager to make an informed choice. But this does not mean at all that they should decide for him, guided solely by their own sympathies and tastes. Sometimes parents give in to a purely random desire of a teenager. It is necessary to consult with a specialist, to what extent this desire corresponds to the personal data of this athlete. It is good to involve a school physical education teacher in such a discussion, who, like no one else, knows your child and can appreciate his athletic abilities. And the parents themselves, in order to act as a competent adviser, need to become a little bit “specialists”.

In any case, a minimum of sports knowledge will not harm them at all. Of course, it is difficult to accurately predict the possibilities of a future athlete. And therefore, the desire of the child himself must be taken into account, first of all. Passionate desire sometimes able to awaken abilities. In general, we must always remember that emotions in sports play a great stimulating role. And yet, given the physical development of the child, it is possible to predict in which sport he can excel. One of the most elementary criteria for children's sports orientation is height. The most convenient in this respect are the guys of average height, in principle, the paths to all sports are open to them. It is better for short people to focus on sports that have weight categories: boxing, acrobatics, etc.

A significant role in the choice of sports is played by the mass of a person. Here, however, it is most difficult to predict anything for several years ahead.

And yet: if a boy or girl has a “wide bone” and, as they say, are inclined to be overweight, it would be very difficult for them to succeed in such sports as gymnastics, figure skating.

But the most important criterion of sports orientation is the characteristic of motor features. The child is capable of running very fast, but without getting tired - he will always find something to his liking in athletics. Reaction is also important.

In a word, the opportunities for introducing children to sports are great. They will grow from year to year. The duty of parents is to use these opportunities for the benefit of educating a comprehensively developed person.

How to ensure the safety of classes

Every movement that you perform with your child must be correctly chosen and well executed, the possibility of any damage to health must be completely excluded. Of course, it is very important to provide security, insurance and assistance to the child, but at the same time, excessive timidity is also unjustified, which prevents the child from becoming independent. Pay attention to the basic safety rules that should be followed when raising a child's courage.

1. When lifting a child, never hold him only by the hands - always by the entire forearm, since the bones and muscles of the wrist are not yet strong enough. It is safest to support the child by the hips. When performing acrobatic exercises, the positions of the hands of an adult are very important, protecting the spine from incorrect bending and the head from an unsuccessful turn or impact. All of these grips should be based on a thorough knowledge of your child's capabilities.

2. Learn a new exercise slowly and constantly support the child so that he feels a sense of confidence.

With further repetition, you can speed up the pace of the exercise and gradually eliminate all assistance to the child so that he completes this exercise on his own as soon as possible. Keep him safe at all times.

3. Teach your child to be attentive in class so that he takes care of his own safety. Strive to prevent the recklessness and negligence of the child.

4. Long-term retention of difficult postures in early age unacceptable. It is better to repeat the exercise several times.

5. Hang only on the hands in preschool age dangerous because it puts excessive stress on the joints and the entire shoulder girdle.

6. When teaching climbing, do not allow the child to climb above the level at which you can reach him.

7. Never use the most dangerous exercises for competition. Always do them slowly and with concentration.

8. Avoid exercises in which the child bends excessively in the lumbar region, since most children just need to straighten this part of the spine.

How to prepare a place and equipment for classes

Any movement activates the child's breathing, increases oxygen consumption. In this regard, preference should be given to outdoor activities, including in winter, when the exercise increases blood oxygen supply and clean air can be inhaled. Only rain and wind can interfere with outdoor activities. The room where you work with your child should always be well ventilated, be sure to open a window or window. Sufficient space should be provided for acrobatic exercises and games.

Make sure that children do not run or jump on pavement and concrete: the arch of the foot in preschoolers is still developing and therefore requires an elastic lining. Paths in a park or field are well suited for jogging.

An active interest in physical exercises is awakened in children by a variety of toys and objects that are available in the house. The child needs to be given the opportunity to roll something, throw it, take objects of various sizes, shapes and colors, climb safely, climb stairs, swing. In this regard, remember: the better you teach your child to enjoy the movement and being in nature and the less you spoil him with comfort, which gives rise only to inactivity and laziness, the better you prepare him for an independent life.

How to dress for class

Clothing for physical education should be such that it does not impede movement and provide as much air as possible to the skin of the body.

At home and in the summer outside, children can practice in shorts and barefoot, in cooler times - in tracksuit and soft shoes.

Special clothing is required for winter activities. It is better to put two light sweaters on your child than a breathable jumpsuit. Upon returning from sledding or skiing, the child must be changed into dry clothes, change shoes and warm with a warm drink.

Physicians have a golden principle, rooted in hoary antiquity, to the times of Hippocrates: when treating, first of all - do no harm! This principle should also be leading in relation to sports..

Thus, it is very important not only to introduce the child to sports, but to organize these activities: observe the daily routine, ensure the safety of classes (it is better to do them with a trainer), the right clothes, exercises that will suit the physical development of your child, etc.

Physical education of children in the family.

As already mentioned, in order for physical education lessons to be effective, parents must be included in this work. It is necessary to systematically discuss the issue of organizing physical education lessons at parent-teacher meetings, moreover, at those that are preceded by open physical education lessons.

If the first part of the parent meeting is a physical education lesson, in which children, in the presence of their parents, perform the proposed morning exercises, play outdoor games that require speed, dexterity, and quick wits, then parents will know better what their shortcomings are. After all, the fact that parents can see and objectively assess the physical development of their children's motor abilities in comparison with others, has a positive effect on their attitude to physical education. In addition, in the second part of the meeting, the teacher should try to analyze the physical fitness of each child and give advice to parents on how to properly compose the student’s daily routine, form the correct posture, and develop motor abilities. The doctor, who must also be present at such meetings, will inform the parents of the data of the medical examination of their children, answer their questions about the organization of rational nutrition, hardening of the body, and the prevention of diseases.

Thanks to such meetings, parents involuntarily come to the conclusion that in the rehabilitation and hardening of their children, the formation of posture, the development of motor and moral-volitional qualities in the process of physical education, the school and the family have approximately the same opportunities. Moreover, the family has even more opportunities than the school to develop the habit of reasonable leisure time and to instill in them hygiene habits. It is precisely this conditional distribution of responsibilities that such meetings are pushing towards that suggests that neither a school without a family, nor a family without a school can successfully solve the problems of physical education of students. In addition, a truly massive development of physical culture among schoolchildren is possible only where parents are active participants in the work of physical education of children.

Daily regime

The great physiologist I.P. Pavlov said more than once that nothing facilitates the work of the nerve cells of the brain so much as a certain routine of life. Such a specific routine, daily routine is extremely important for students. Everything has its time in the daily routine, otherwise the work will not go well, it will not benefit.

If the correct alternation of various types of activity is not established, if the duration of night sleep is insufficient, if there is little time for outdoor recreation - all this leads to the fact that the nervous system is quickly exhausted. The result is a decrease in the student's working capacity. That is why the family, as well as the school, must pay serious attention to the organization of the time of wakefulness and sleep of students.

A good rest, and then the strict implementation of the daily routine will save the little student from headaches, lethargy, constant feeling fatigue. He will again be attentive, diligent and doing well.

Properly organizing a student's daily routine is:

provide him with adequate sleep with a strictly established time for getting up and resting for bed;

provide regular meals;

set a specific time for preparing lessons;

set aside time for outdoor recreation, creative activities, free activities and helping the family.

Of course, it is difficult to teach a child to follow all the points of the regime; but if you persevere, it will be easier and easier for him to do this - habit begins to play its role, and the child will understand that the regimen helps to live.

Dream

Sleep frees the nervous system from overwork and overstrain, restores the efficiency of the nerve cells of the brain and prepares the nervous system for the upcoming work.

Chronic sleep deprivation adversely affects general state, leads to overwork, nervousness, reduces the body's resistance to diseases, delays physical development.

For schoolchildren of the age of six, the duration of night sleep should be 10 hours, and the mandatory daytime sleep should be 2 hours in the first half of the academic year and 1 hour 30 minutes in the second. In order for children to sleep well, they need to be taught to go to bed and wake up at the same time every day. Dinner should be no later than an hour before going to bed. Half an hour before bedtime, it is recommended to stop strenuous activities, games, watching television. This time is used for putting shoes and clothes in order, as well as for evening dress. The fullness of sleep is determined by a calm environment, clean air, comfortable posture and bed.

Balanced diet.

Rational nutrition is the same condition for the normal development of the child, like sleep. The younger a person is, the more important nutrition is for him: it is a source of substances necessary not only for energy supply, but also for the growth of the body.

Improper nutrition of children affects their overall development, is often the main cause of various diseases, which in turn negatively affects appetite, impairs the absorption of food.

The most common violation in the diet of students is malnutrition in the morning. It is allowed, as a rule, due to non-compliance with the general regime of the day: children go to bed late and get up late, as a result of which they do not do morning exercises, they are nervous, afraid of being late for school, and therefore eat hastily. In addition, a systematic violation of the regimen inevitably causes loss of appetite.

Young students are recommended five meals a day - breakfast, lunch, lunch, afternoon tea, dinner. Between meals, it is not recommended to give children fruits, berries, treats. They should be served at the table only as a third course.

Food should contain the required amount of proteins, fats, carbohydrates, vitamins and minerals.

Most of all, the child's body requires proteins: they are the main material for tissue growth. Complete proteins are found in animal products: meat, fish, eggs, dairy products.

Carbohydrates and fats are the main sources of energy for the body. The student's diet should include fats of both animal and vegetable origin. A lot of carbohydrates contain vegetable and cereal dishes, fruits, berries, flour and confectionery products, sugar.

Vitamins are an essential component of good nutrition. An insufficient amount of them in food weakens the body and leads to various diseases. Vitamins A and P are rich in milk and butter. Vegetables and fruits contain a lot of vitamin C and B vitamins.

In spring, even vegetables and fruits contain less vitamins than in summer and autumn. Given this, in the spring, children should also be given vitamin preparations.

Minerals (salts of calcium, potassium, phosphorus, iron and other elements) are necessary for normal metabolism in the body, for the growth of tissues (especially bones), for the function of blood circulation. There are many of these substances in vegetables, fruits, berries and dairy products.

The diet of a schoolchild should consist of a variety of tasty and balanced dishes in terms of the content of the necessary components. IP Pavlov said that the food that a person eats with appetite is the most useful. Studies

For the normal physical development of children, maintaining their health, ensuring high academic performance, compliance with hygienic requirements for the organization of the educational process is of great importance. The most important of them are the adequacy of the area, proper lighting and appropriate coloring of the classrooms, the correspondence of the desks to the height of the children, conditions that exclude excessive noise. Sitting at a desk, children should not slouch, bow their heads low, tilt their bodies to the side. Special attention should be given to this issue in the first year of study, since the formed habit of sitting incorrectly at a desk is difficult to correct at a table. The wrong posture causes myopia, stoop, curvature of the spine to the side (scoliosis), deformation chest and other undesirable consequences.

Physical work

The physical labor of students as an obligatory component of their day regimen should include, on the one hand, rest (active), and on the other hand, the formation of the necessary skills and habits, the education of industriousness. Basically it is self-service work, household cleaning premises, cleaning clothes and shoes, caring for flowers, helping in the kitchen, etc. But these children can already be attached to socially useful work - to equipment playgrounds and caring for them, preparing places for sledding, skiing, etc.

It is clear that when defining a task for children, it is necessary to take into account their capabilities and dose the load accordingly. With optimal physical activity, correctly organized labor brings true moral satisfaction to children, and therefore achieves the educational goal.

Fulfillment of hygiene requirements in the family.

Fulfillment of hygiene requirements in the family is also a matter of particular importance. First of all, the child must be made to understand that fresh air, cleanliness and order in the apartment are exclusively importance for the health of all family members, and therefore he must, must take an active part in cleaning the premises, keep it clean and tidy. This should become a habit for him too. In addition, it must be taught constantly to keep your body clean, wash your face properly, brush your teeth, bathe in a timely manner, cut off your nails, etc. It is especially important to instill in children the conscious habit of diligently washing their hands with soap and water before each meal.

Physical exercise at the place of residence.

morning exercises

Morning exercises are one of the most effective forms of physical education for schoolchildren. Properly organized daily morning exercises are very helpful in solving health problems, contribute to the optimal activation of nervous processes and, therefore, create a good working mood, ensure readiness for work. Systematic exercise after sleep stimulates the development of muscles, especially those groups that are "responsible" for correct posture, develop the respiratory and circulatory organs, and improve metabolism. Taking air baths during these exercises and conducting water procedures after them hardens the body. If a child starts his day with morning exercises, this will also contribute to the upbringing of organization, discipline, punctuality, there will be interest and a habit of doing physical exercises in everyday life.

The basic rules for doing morning exercises are as follows:

The use of clothing for training that promotes hardening of the body and is comfortable when performing exercises (panties, T-shirt, training suit).

Ensuring sanitary and hygienic conditions at the places of employment.

Maintaining correct posture while exercising.

Correct coordination of breathing with movements.

Gradually increase the intensity of exercise at the beginning of classes and reduce it at the end of them.

Compliance with the rules of hardening during morning exercises (air baths) and after its completion (water procedures).

The complex of morning exercises for students should consist of 6-8 exercises. One complex is performed for two to three weeks.

Walks and outdoor games.

Walks and outdoor games in the open air, held at the place of residence on ordinary days, should last at least 3.5-4 hours, and on weekends and during holidays - much more time: the stay of children in the air in combination with physical activity contributes to hardening body, increase resistance to diseases, improves appetite, positively affects the activity of the nervous system, mental performance, sleep. In order to maximize the benefits of these walks, first of all, it is necessary to form the correct attitude towards them in the children themselves. A study of the daily routine of students shows that many of them spend much less time outdoors than provided for by hygiene standards. But in its total budget, allocated to various forms of motor activity (morning exercises, physical education minutes, physical education lessons, “health hour”, classes in extended day groups and other activities), the largest part is allocated to walks, games, exercises and entertainment on air.Hardening of the child's body.

When hardening, the following rules must be observed:

To form a desire to strengthen your body and thereby ensure a psychological attitude conducive to success. A significant role in this is played by the personal example of parents.

Ensure systematic procedures. Hardening, begun in childhood, should continue throughout life.

Gradually increase the time of exposure to air, water, sunlight, gradually reduce the temperature of the water, gradually increase the surface of the body, which is affected by hardening agents.

Take into account individual characteristics and monitor the body's reaction to procedures.

Combine the influence of various means of hardening: sun, air, water and physical activity.

Organize everything so that the child gets satisfaction from the hardening process itself.

Take into account the climatic conditions of a particular region.

Conclusion.

Recently, much attention has been paid to the issues of raising children in the family: books, television, the Internet give advice to parents, urge, inform and warn. But less important is the physical education of the child.

It has been proven that the joint activities of parents with children bring the following positive results:

Awaken parents' interest in the level of "motor maturity" of children and promote the development of motor skills in children in accordance with their age and abilities;

Deepen the relationship between parents and children;

They provide an opportunity to do physical education in a short period of time not only for a child, but also for an adult: the parent shows the child certain exercises and performs most of them with him;

They allow to usefully spend the free time that the mother or father devotes to the child, serve for mutual enrichment, and contribute to the comprehensive development of the child.

I would like to hope that parents will awaken interest in the harmonious development of the child's personality, so that they themselves are actively engaged in physical education and thus contribute to strengthening relationships in the family, fostering love and respect for children for their parents. Science has proven that joint physical exercises of parents with a child are a source of joy, enrich and heal family life.

Naturally, not every kid will become a champion, but everyone must grow up strong and healthy. When people talk about happiness, they first of all wish each other health. So let the children be healthy and happy. This means that we will all be healthy and happy.

Bibliography

1. Berdykhova Ya.G. Mom, dad, take care of me. - M.: Physical culture and sport, 2004.

2. Children's practical psychology: Textbook / Ed. prof. T.D.Martsinkovskaya. -- M.: Gardariki, 2006.

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10. Chumakova T.K. Our family. - Minsk: Belarus, 1995.

11. Matveev A.P. Theory and methodology of physical culture. - M.: Physical culture and sport, 2006.

12. Belov R.A. Organization of work on physical culture at the place of residence. - K.: Olympus. Lit., 2004.

13. The book of the teacher of physical culture. - M.: Enlightenment, 2004.

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15. Vavilova E. N. Improving the health of children. Moscow, Education, 1986.

16. Vinogradova N. F. To the teacher about working with the family. Moscow. Education.

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18. Telenchi V. I. Hygienic bases of education of children. Moscow, Education, 1987.

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20. Kholodov Zh.K., Kuznetsov V.S. Theory and methods of F.V. and sports. Moscow.

21. Khripovskaya A. G. Mirchildhood. Moscow, Pedagogy, 1988.

The search for innovative technologies of physical education of children, adolescents and youth is constantly being conducted, but at the same time, the issues of modernizing the content of the physical education process are practically not addressed, it is not clear what needs to be done to create a scientific, technological, material, technical, program-normative and personnel base for such modernization. , creating a favorable socio-psychological climate for its implementation.

Currently, we are dealing with serious circumstances that impede the implementation of new approaches to improving the effectiveness of physical education in our country. These include:

1) the lack of a material and technical base in the country capable of providing conditions for full-fledged physical culture and sports classes in the system of mass physical education of students in educational institutions different type; 2) the lack of teaching staff who are ready without retraining or additional training work on new technologies of physical education; 3) low level information and educational culture and the corresponding needs of specialists in physical education, including managers in the field of physical education, physical culture and sports.

Overcoming these negative characteristics of the state of mass physical education, currently carried out in state educational institutions, is possible only through the creation of a fundamentally new infrastructure for the system of physical education of children, adolescents and youth.

The purpose of this study is the organization of physical education of schoolchildren at the place of residence in out-of-school institutions at the municipal level.

The study was conducted in 2004 - 2006. on the basis of general education schools, institutions of additional education and youth sports school of the Preobrazhenskoye district of the Eastern Administrative District of Moscow. A set of methods was used, such as analysis of literary sources, questionnaire survey, analysis of regulatory documents.

A questionnaire survey showed that only 29% of schoolchildren in the district are engaged in sports sections and groups. Moreover, among boys this figure is approximately 48%, and among girls - only 19%.

The most popular among boys is football - more than 15%, followed by swimming - 7.3%, martial arts - 7.1%, volleyball - 6.8%, basketball - 6.5%, etc.

For girls - aerobics - 18.2%, tennis - 14.4%, rhythmic gymnastics - 10.1%, martial arts - 7.8%, etc.

In accordance with the Decree of the Government of Moscow in 2005, Centers for Physical Culture and Sports were established in all administrative districts. the main task specialists of the Center - the organization of physical culture and sports work with the population at the place of residence. In accordance with the number of residents living in the territory of the Preobrazhenskoye district (about 70,000 people), at the rate of 1 specialist per 10,000 inhabitants, 7 rates were allocated for the organization of physical culture and sports work in the district for specialists of the Center for Physical Culture and Sports Eastern administrative district of Moscow.

Responsibility for the selection of personnel was entrusted to the administration of the Preobrazhenskoye district. The service for the organization of physical culture and sports work of the Preobrazhenskoye district council, based on the data of a questionnaire survey conducted among students from 9 educational institutions of the district, chose the main sports that will be developed in out-of-school institutions of the district, football, volleyball, boxing, kickboxing. Sports were selected taking into account the sports interests of children and adolescents of the district, as well as in accordance with the material and technical base that the district had. Specialists for the Center for Physical Culture and Sports were selected from among the trainers working in out-of-school institutions of the Preobrazhenskoye district.

Before starting work, each specialist was assigned workplace for the training process. Thus, football sections began to work on the territory of the Children's Cherkizovsky Park (a football field with artificial turf and a mini-football field), as well as on flat sports facilities in the area. With the direct participation of the district council and the State Unitary Enterprise MC "Preobrazhenskoye", a comprehensive repair of planar sports facilities intended for physical culture and sports work was carried out, with the installation of lighting masts, which made it possible to significantly increase the duration of classes in the autumn-winter period. Also, information stands with the schedule of sports sections were installed on the sports grounds. IN winter time Football classes were held in the sports hall of the State Educational Institution Secondary School No. 1080 "Ecopolis".

Recruitment in the section was carried out through the district media (TV company "Grom-media", newspapers "Preobrazhensky quarter", "Youth quarter"), as well as through meetings with students of the district as part of lecture work to promote physical culture and sports, healthy lifestyle life.

The volleyball section conducted its work on the basis of secondary school No. 1032, and in the warm season on the territory of Izmailovsky Park.

Boxing and kickboxing classes were held on the basis of the sports club "Fighting Gloves".

Each specialist of the Center for Physical Culture and Sports had his own individual schedule, which significantly increased the percentage of those involved. Each coach led 4 groups of children, adolescents and youth, 15 people each, while the duration of classes per week was at least 6 hours.

Groups were selected taking into account the age of the students, without competitive selection. A necessary condition was the absence of doctor's contraindications to sports. The age categories of children, adolescents and youth involved in football were as follows: 95/96, 93/94, 92/91, 89/90. Those involved in the football section took part in tournaments organized by the district council under the motto "Come out into the yard, let's play!", regional tournaments among children's yard teams dedicated to significant dates (Victory Day, Athlete's Day, City Day), district competitions for club prizes " Leather ball. The most gifted children were recommended for viewing at the Labor Reserves Football Sports School.

Those involved in the volleyball section were divided into 2 groups, not less than 15 people each. in each - students of grades 7-9 and 9-11, classes lasting 2 academic hours were held 3 times a week. Those involved in the senior group took part in the district sports festival "Youth Day".

Those involved in the boxing and kickboxing sections were divided into 4 groups, not less than 10 people each. in each - students aged 11-12, 13-14, 15-16, 17 and older. After six months of training, sparring fights were held monthly in the "Open Ring" format, which allowed the trainees to determine their level of preparedness. The most gifted pupils were offered training in the kickboxing sports school with further assignment of qualification categories.

In our opinion, the implementation of such an approach to the organization of physical education at the place of residence in out-of-school institutions on the basis of the type of sports activity chosen by the student will ensure the formation of an attitude towards a healthy lifestyle and will attract children, adolescents and young people to regular physical education and sports.

Literature

Akulov A.M. Sports interests of adolescents and the possibility of their implementation in the conditions of the city municipality /A.M. Akulov // Physical culture: upbringing, education, training. - 2005. - No. 2. - S. 9-11.
Balsevich V.K. Infrastructure of highly effective physical education in secondary school: methodology of design and operation /V.K. Balsevich // Physical culture: upbringing, education, training. - 2003. - No. 4. - S. 2-6.
Innovative educational technology of sportsized physical education in a general education school (ed. L.N. Progonyuk) - Surgut: Hyphen, 2001. - 212 p.
Chedov K.E. Sportsized physical education in the context of the preparation of the Olympic reserve /K.E. Chedov //Physical culture: upbringing, education, training. - 2004. - No. 3. - S. 45-46.

Open International University of Human Development “Ukraine”

Gorlovsky branch

Essay

by discipline: Theory and methods of physical education

subject: Physical education at school

Completed:

2nd year student of group FR-06

day department

faculty " Physical rehabilitation”

Yakushin Alexander Viktorovich

Plan

1Physical education in secondary school

2 Organizational structure of physical education at school

2.1 Lesson as the main form of organizing physical education classes at school

2.2 Control of physical education of students

2.3 Physical culture and health work at school

2.3.1 Gymnastics before class

2.3.2 Physical education minute and physical education break

2.4 Sports and mass work at school

1. Physical education in a secondary school

The main organizational centers of the system of physical education of students are general education schools, vocational schools and secondary specialized educational institutions.

In educational institutions, physical education is carried out in the course of training sessions, physical culture and health and sports events, which are held in accordance with the developed and approved regulations.

In order to improve physical development and physical education, it is planned to organize classes in children's and youth sports schools, pioneer camps, at the place of residence and in the family.

When assessing the importance of physical culture at school age, it is important to take into account its necessity in solving the problems of general physical education and physical development. It is necessary to proceed from the fact that physical activity is a natural need of a growing organism, an indispensable condition for physical development, strengthening health and increasing the body's resistance. adverse conditions. However, special studies of the content of general physical education, the motor regime of schoolchildren convincingly testify to the insufficient satisfaction of these needs.

The lack of meaningful motor activity (physical inactivity) inevitably leads to irreparable losses in physical development, weakening of the body's defenses and serious health problems. The experience of schools that organize well the use of physical culture means makes it possible to judge the real possibility of successfully solving the problem of physical inactivity.

Physical culture at school age is especially important for the formation of motor skills, skills necessary in life, mastering the basics of their practical use in various conditions of motor activity. In teaching motor actions at this age, it is possible to single out the stages that are favorable for the rapid and complete mastering of new motor actions. In the process of directed use of this feature, best conditions for the comprehensive development of motor qualities. Acquired at school age motor skills and skills, as well as physical, intellectual, strong-willed and other qualities become the basis for the rapid and full mastery of professional labor, military and other special motor actions, further physical improvement in adulthood. Of no less importance is the contribution of school physical education to the development of the personality of young people, the formation of their worldview and life position, moral character, intellectual and aesthetic culture, and strong-willed aspiration.

The diverse practice of using physical culture at school age is aimed at the physical improvement of the younger generation. At the same time, it should serve the purposes of ensuring a healthy lifestyle, everyday life and cultural recreation, maintaining high level performance in training sessions and the successful implementation of other activities. The whole process of achieving these goals must be associated with the comprehensive development of the individual.

2 Organizational structure of physical education at school

The educational process of physical education of students of a general education school is based on the program of physical culture in accordance with existing requirements. Programs are drawn up according to the age principle, and for vocational schools - taking into account future professional activities.

Physical culture programs for students of general education schools have the following substantive basis - an explanatory note that defines the goal, objectives, content of education, means and forms of control over the physical development of students. The main content of the lessons in physical culture - familiarization with the theory, the formation of skills and abilities, the development of physical abilities, exemplary exercises to perform at home.

Physical education classes include elements of sports such as gymnastics, Athletics, sports games, swimming, ski training, and at primary school age - outdoor games.

The program of physical culture in a general education school has a versatile focus on the means and methods of physical education. In addition to the general physical culture program, they have a health-improving, therapeutic orientation, which determines the content of classes with students of special medical groups. For students involved in sports sections and circles, programs are developed in accordance with the general and sports orientation.

In accordance with the program, lessons in physical culture, professional and applied physical training, therapeutic physical culture and training lessons are planned and organized.

Planning is one of the main components of the system of physical education of students. It is important that the teacher, when planning, fixes his main thoughts, searches, guided by the specific conditions in which he works, which includes climatic features, the availability of sports equipment, etc. Based on the physical education program, one of the main planning documents is drawn up - a schedule of passage educational material per year. In practice, various schedules are used, but the most effective is the schedule drawn up according to the principle of setting educational tasks that need to be solved in a particular class or lesson. In accordance with the schedule for the passage of educational material for the year, the teacher draws up a plan for half a year, a quarter, which is specified in the outline of the lesson.

2.1 Lesson as the main form of organization of physical education classes

The lesson is the main form of organization of physical culture classes at school. Distinctive features The lessons are as follows: the constant composition of students, the compliance of the educational material with the approved program and work plan, the exact schedule of classes, the use of various teaching methods, the leading role of the teacher.

A modern physical education lesson is divided into three parts - introductory, main and final.

The introductory part is the organized arrival of students in the hall or on the sports ground, a report, greeting and setting by the teacher of specific tasks that contribute to the psychological readiness of students to solve them.

In the main part of the lesson, theoretical information is given, movement techniques are taught, physical abilities are developed - strength, speed, endurance, dexterity, flexibility.

At the end of the lesson, special exercises, contributing to a decrease in the functioning of all body systems to the initial level, removing the increased emotionality of students, as well as preparing for organized care them from class. In addition, the teacher informs about the content homework and features of the methodology for its implementation.

Several types of lessons are used in the practice of a general education school: a lesson in physical education in general physical training and a physical education lesson of vocational training for specialized classes. The first is carried out with students assigned to the main and preparatory medical groups, and is organized in general education schools on the basis of a physical education program. The second allows you to develop the abilities and qualities necessary for future professional activity on the basis of general physical training.

First of all, physical education teachers determine professionally important abilities and qualities and select sets of exercises that develop them.

The lesson of therapeutic physical culture is conducted with students who, for health reasons, belong to a special medical group. Such classes have the following features:

In the preparatory part of the lesson, students count the pulse, perform breathing exercises, and then general developmental exercises of low, then medium intensity;

· the main part of the lesson contains complexes of special exercises of medical orientation and educational material on various sports;

· the final part corresponds to generally accepted provisions.

The educational process in special groups is divided into two periods - preparatory and basic.

The transfer of a student from a special group to a preparatory or main group is carried out after an in-depth medical examination and assessment of physical fitness.

A training lesson is the main organizational form of training with young athletes, in which part of the lesson is specified depending on the sport.

In the preparatory part of the lesson, a significant place is occupied by functional preparation for the upcoming main activity, which is achieved by performing easily dosed exercises.

The main part of the lesson is devoted to teaching the technique of movements or the development of physical abilities and is characterized by the greatest physiological load. To master the technique of movements, preparatory and special exercises are used, and for the development of physical abilities - the following exercises and in the following sequence:

Exercises aimed at developing speed and endurance are usually performed after speed exercises;

· exercises aimed at improving coordination abilities are usually performed at the beginning of the main part of the lesson;

· exercises aimed at developing flexibility usually alternate with exercises for strength and speed-strength ability.

In the final part, simple exercises with constantly decreasing intensity, drill and order exercises are performed. The pulse is counted, the teacher sums up the lessons, gives homework.

The duration of the training lesson depends on the age and sports qualifications of young athletes.

Practice shows that the effectiveness of the implementation of tasks is largely determined by a clear dosage of the training impact (duration and intensity of one exercise, a pause between exercises and the number of repetitions of the exercise).

Naturally, the content of the means, their diversity and multidirectionality will also contribute to the versatile physical training of students.

2.2 Control of physical education of students

Supervises the physical education of students, as well as the entire educational process, the director of the school. The main types of such control are as follows: comprehensive, or frontal - on all issues of the physical education system; selective - not all work is checked, but only some of its aspects; thematic - checking one question.

Such types of control are carried out by directors, their deputies, and the best teachers of the school. At the same time, they use the following methods - observation during the lesson, analysis of planning documents, conversation with the teacher and students, written (questionnaire) verification.

Control is carried out in accordance with the general plan of educational work of the school, in which a significant place is given to the educational and out-of-class organization of physical education of students.

Direct control over the physical education of schoolchildren during the lesson is carried out by the teacher of physical education. Systematic monitoring of the activities, behavior and health of those involved becomes most effective when combined with self-control.

Control over the activities of those involved should be comprehensive. It is necessary to identify interest in specific tasks, exercises, academic work, as well as the level of consciousness, responsibility, conscientiousness and passion. In the field of view should be the attitude of students to the teacher (respectful, sympathetic, indifferent, fearful, dismissive, tactless, etc.), the relationship of students (interpersonal, group), discipline, as well as attitude to their appearance, posture, demeanor performed movements, actions, deeds, environment, etc.

It is essential to control the implementation of the rules of nature protection, diligence, personal initiative, creative activity, one's actions, emotions, behavior, the ability to comprehend and evaluate the results, to make timely and correct adjustments to personal actions.

We must not lose sight of the objective and subjective difficulties that arise in the activities of those involved, strong-willed efforts to overcome them, diligence and a culture of educational work (the ability to work with concentration, accurately, expediently using efforts and time), the ability to self-control and independent problem solving, mutual control and mutual assistance. .

The teacher's control should cover the results and success of individual or group activities of students.

It is mandatory to constantly monitor the state of the organism involved. In mass physical culture practice, especially with a large number of people involved in a group, they use simple, generally accessible methods. These are observations of breathing and pulse, coloring skin, an abundance of sweating, coordination of movements, a state of attention, the nature of the reaction to unexpected stimuli, a change in working capacity. It is necessary to take into account the opinions and complaints of those involved in the requirements, loads

Since almost all of these methods of control rely on subjective assessments, caution should be exercised in the conclusions and repeatedly check the results of observations.

2.3 Physical culture and health work at school

Extra-curricular physical culture and recreational and sports activities are organized on the basis of a wide range of independent activities of schoolchildren. Preparation of a physical culture asset that could independently manage this work, its training and instilling organizational skills is the task not only of a physical education teacher, but of the entire teaching staff. Physical culture and health work with students is carried out before classes (gymnastics), during classes (physical education minute and physical pause) and between classes, at breaks (games at breaks).

2.3.1 Gymnastics before class

Teachers are responsible for attendance and exercise control. The gymnastics complex consists of 6-8 exercises and is designed for 10-15 minutes. When compiling and conducting them, the following methodological provisions are adhered to:

The exercises are given in such a sequence to activate a large number of muscle groups;

The first exercises should have a tonic effect on the entire body of students, organize them;

sets of exercises are designed for indoor and outdoor training, taking into account weather and climatic conditions;

gymnastic exercises before classes should not cause fatigue, but the load on the body must be carried out constantly;

· high school students with experience and organizational skills are involved in the conduct and organization of gymnastics before classes;

At the initial stages of teaching exercises, verbal and visual methods, and in the future only verbal;

· complexes of exercises are compiled for three age groups - junior, adolescent and youthful ages.

The gymnastics complexes before classes for students of adolescence and youth include exercises of a general physical orientation, taken from special literature, and from physical education programs.

2.3.2 Physical education minute and physical education break

Fizkultminutka is a short-term active rest aimed at improving the working capacity of students by means of physical culture. The famous teacher K. D. Ushinsky pointed out the great importance of this event. He noted that by forcing the children to stand up and sit down, turn around, raise their hands and lower them, leave the table and sit down at it again harmoniously, deftly and without noise, one can contribute not only to maintaining the health of children, but also to better assimilation of educational material. Indeed, scientific research has proven, and practice has confirmed that doing exercises during general education lessons helps to increase the number of good and excellent grades by 3.2 times and reduce bad grades by 2 times.

A physical education session is conducted in each class by a teacher, a physical organizer or a public instructor. It should neither tire nor excite children, and contain from one to three exercises (for the trunk, legs, arms, neck) performed while sitting at a desk or standing.

Physical education pause, as a rule, is practiced in paired labor lessons in school workshops or while doing homework, including in extended day groups. It is recommended to carry out it every 40-45 minutes for 10-15 minutes. It includes various exercises and games (low intensity).

Active rest between lessons, which not only reduces the feeling of fatigue, but also creates positive emotions that increase the performance of students - games at big breaks. Like other activities in the daily routine, they are age-specific. So, with students of adolescence, you can play games close to sports (“Ball in a circle”, “Potato”, “Pioneerball”, “Drive the ball”), and with students of senior school age, games that require the use of strength abilities and coordination of movements (“Elephant”, “Circle Elephant”, “Volleyball in a circle with knockout”, “Hockey on asphalt”, “Juggling a soccer ball”). Pioneer, Komsomol and sports assets of the school organize and conduct games at big breaks.

The gaming asset is obliged to familiarize students with the content of the games, the place and time of their holding, and prepare the necessary equipment and awards for the winners.

Thus, the organization and holding of sports and recreational activities in the daily regimen can significantly increase motor activity schoolchildren, solve a number of tasks of an educational and upbringing nature, improve health, create positive, joyful emotions that contribute to increased efficiency, successful assimilation of knowledge in the process of teaching general education subjects.

2.4 Sports and mass work at school

Sport is one of the main forms of organizing schoolchildren for systematic physical exercises. An integral element of sports is the educational and training process, which is carried out in accordance with the programs of sports sections.

The main tasks of sports sections in general education and vocational schools are:

comprehensive physical development, health promotion and hardening of the body of students;

development of individual physical abilities to a high level in order to achieve sports success in accordance with age and gender;

· formation in the course of employment of moral and strong-willed qualities, inculcation of skills of cultural behavior;

Improving organizational skills in mass sports and health work with students of different ages.

All students belonging to the main medical group, aged 7 to 17, are admitted to the sports sections of general physical training.

Students are assigned according to study groups depending on age: the first year of study - the preparatory group (7-8 years); the second year of study - the younger children's group (9-10 years old); third year of study - senior children's group (11-12 years old); the fourth year of study - a teenage group (13-14 years old); fifth year of study - youth group (15-17 years old). It is advisable to complete groups of students from the same class. Classes in sports sections by sports are organized in accordance with the programs. In accordance with the programs for sports, educational documentation is also being developed - a curriculum, a graphic plan (schedule for the distribution of educational material), a work plan, notes and a calendar of section competitions. Here is one of such documents (Table 1).

Sports competitions organized by the physical education council of the school are not limited to individual sports.

The practice of physical culture has accumulated vast experience in holding sports competitions at school under the names “Sportland calls you!”, “Funny starts”, “Starts of hopes”, “Small Olympic Games”, etc.

For their implementation it is necessary:

· development of the scenario, attraction of all interested persons to participate in competitions;

Creation of a solemn and festive atmosphere;

Observance of the traditional ritual of opening and closing competitions;

clear execution of the scenario and objective refereeing;

· rewarding of winners of competitions, sports asset of the school;

The duration of the competition should not exceed two hours.

Table 1. Approximate calendar of athletics section competitions for the 2005-2006 academic year for a group of students aged 13-14

Pupils of middle and senior school age participate in sports competitions, hiking trips, in the All-Union game "Eaglet".

To promote physical culture and sports in secondary schools, sports glory evenings are organized, to which leading athletes are invited. They demonstrate their athletic qualities, talk about the successes of Soviet athletes.

As a result of such health-improving and sports-mass work, students of general education schools achieve the optimal level of physical fitness.

Bibliography

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