Methodological development in physical education on the topic: Safety in athletics lessons. Athletics - what is the “queen of sports” Athletics training at school

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Athletics is one of the main sports in the system of physical education for schoolchildren. Conducting physical education lessons in the Athletics section of the curriculum helps achieve the main goal of education: strengthening the physical health of children, forming a full-fledged strong and healthy younger generation.

Athletics - a sport that combines natural physical exercises for humans: walking, running, jumping, throwing. The variety of athletics exercises and ample opportunities to vary the load in walking, running, jumping, throwing make it possible to successfully use these exercises for children and adolescents of different ages and varying degrees of physical fitness. When performing athletics exercises, a significant number of human muscles are involved in the work, the activity of the cardiovascular, respiratory and other body systems is enhanced. In the process of conducting athletics lessons, conditioning (speed, strength, endurance, flexibility) and coordination abilities are developed. Results in athletics have a strict quantitative measurement, which ensures their objectivity and the possibility of being used as criteria for the level of physical development of schoolchildren. It is also important that many exercises do not require special expensive equipment and can be performed on simple platforms and on rough terrain.

Athletics running - a natural way of transportation. This is the most common form of physical exercise and is included in other areas of the curriculum. A significant number of running varieties are an organic part of various types of athletics. When running, to a greater extent than when walking, high demands are placed on the performance of the entire body, since almost all muscle groups of the body are involved in the work, the activity of the cardiovascular, respiratory and other systems is enhanced, and metabolism increases significantly. By changing the distance length and speed running, you can dose the load, influence the development of endurance, speed and other qualities of those involved in accordance with their capabilities. Running at higher speeds places greater demands on students, especially their cardiovascular and respiratory systems, and is an excellent means of developing endurance. Running at a very high speed is used to develop strength and speed. In the process of running, volitional qualities are developed, the ability to calculate one’s strength, overcome obstacles, and navigate the terrain is acquired. Of all types of athletics, running is the most accessible physical exercise. In athletics competitions, various types of running and relay races occupy a leading place. They always arouse great interest among viewers and therefore are one of the best means of promoting physical culture.

Athletics is part of the state physical education system. According to the curriculum, the Athletics section includes lesson topics such as sprint running, long-distance running, relay running, and cross-country training.

Sprinting - a cyclic event that requires the manifestation of speed (sprint), speed endurance, special endurance. Sprint according to the curriculum is carried out at a distance of 30, 60, 100 m.

Short-distance running (sprint) is conventionally divided into four phases: beginning of the run (start), starting run-up, running along the distance, finishing. Start of running - start. According to the curriculum in the Athletics section in sprints, low and high starts are taught, which allows you to start running faster and develop maximum speed in a short period. For a quick exit from the start, starting blocks are used, which provide solid support for repulsion. At the command “Start!” The runner stands in front of the blocks, crouches and places his hands in front of the starting line. At the command “Attention!” The runner slightly straightens his legs, separates the knee behind the standing leg from the track, and slightly transfers his body weight to his hands. Hearing the starting signal, the runner instantly rushes forward. This movement begins with a vigorous push with the legs and a quick swing of the arms. Correct and rapid execution of the first steps from the start depends on pushing the body at an acute angle to the track, as well as on the strength and speed of the runner’s movements. Simultaneously with the increase in speed and decrease in the magnitude of acceleration, the tilt of the body decreases, and the running technique gradually approaches the technique of distance running. The transition to distance running ends at 25-40 meters. The running speed in the starting acceleration increases due to lengthening of steps and slightly due to an increase in tempo. Vigorous hand movements back and forth are of great importance. By the time the highest speed is reached, the runner's torso is slightly tilted forward. During the running step, the amount of inclination changes. When running along a distance at a relatively constant speed, each athlete develops characteristic ratios of the length and frequency of steps that determine the running speed. The finishing segment is approximately 20 m at a distance of 100 m. At this moment, the highest degree of fatigue sets in and the athlete has to exert considerable effort to maintain the accumulated running speed until the finish. This is achieved by maintaining running technique, range of motion and increasing the width of running steps. When crossing the finish line, the athlete at the last step can tilt his torso forward while simultaneously moving his arms back.

When teaching sprint running technique, it is necessary to create the correct understanding among students about running technique and individual phases of running. Only after this can you gradually increase the intensity of the training tasks, while it is necessary to monitor the correct technique for performing them.

Physical education lesson is the main form of organizing athletics at school. It consists of three parts: preparatory, main and final. The purpose of the preparatory part is to include all the functional systems of the student’s body into work through effective physical exercises with minimal time spent. The exercises of the preparatory part of the lesson must correspond to the objectives of the lesson. In an athletics lesson, this could be race walking, slow running, running exercises, various jumps, accelerations. Preparatory exercises are used for the type of athletics that students will do in the main part of the lesson. In the main part, one of the objectives of the lesson is to learn new material. First, new movements (elements) of a particular type of athletics technique are learned. Consolidation and improvement of previously learned skills is carried out in the middle and end of the main part of the lesson. Exercises requiring the manifestation of speed, speed-strength qualities, fine coordination and dexterity are performed at the beginning of the main part of the lesson, and exercises related to strength and endurance are performed at the end. The composition of all exercises in the main part of the lesson should be such that they have a diverse impact. To maintain emotional tone and consolidate the material covered in the lesson, it is recommended to complete the main part with outdoor games, including athletics movements learned in the lesson. The final part of the lesson is intended to bring functional state of the body to normal activity. To reduce stimulation of the cardiovascular, respiratory, and nervous systems, and relieve muscle tension, slow running, various types of walking, relaxation exercises, correct posture, and attention are used. In conclusion, the lesson is summed up, grades are given, and homework is given.

Athletics is an integral part of the physical education system. It absorbs not only the valuable centuries-old experience of preparing a person for life, mastering the physical and mental abilities inherent in him by nature, but, no less important, also the experience of developing the moral qualities of the individual manifested in the process of physical education, thanks to the variety of forms and methods. Impossible even present the “Russian education system” and “Athletics” as separate components. There is not just an inseparable connection between them, these two concepts are so closely intertwined that it can no longer be otherwise. This is how it should be, those qualities that a person acquires in the process of his development naturally are the most important. And for a physical education teacher, all that remains is to take all the best in theory and put it into practice in physical education lessons.

1.2 Athletics at school

At this point, work should be carried out on the selection, recruitment and initial training of young track and field athletes. It is very important to notice in time and begin initial preparation. Currently, this work is carried out by physical education teachers and one person from the sports committee. This state of affairs is unacceptable. In order to solve this problem more clearly, a working group of professional specialists should be organized annually on a paid basis.

In schools where there are more than a thousand students and there are minimal facilities, it is necessary to consider the possibility of introducing an athletics section. The coaching and teaching group tests students according to pre-prepared annual monitoring programs, selects and recruits gifted children in three or more age groups, prepares for upcoming competitions at training sessions in athletics, and represents the school’s national team at city events. In addition, each school must keep annual records of:

· number of schoolchildren involved in sports sections and stimulate their growth

· quality of physical training, displaying the average result for tests and competitions

school records in athletics

· ten best school athletes

All processed information should be posted on a stand in a beautiful format.

In parallel, the athletics coach is working on the preparation and participation of the school team in city competitions.

The result of high-quality work at this stage of preparation can be a specific result at the city sports competition for students. Here you can see not only how the work was carried out during the year, but also outline the group of applicants. The best indicator of a job well done will be the school’s training of a graduate with the first sports category in the chosen form of athletics, and a number of athletes with the second category will be good.

1.3 Athletics in colleges and universities of the city

The next logical stage in the training of masters is further education at a higher educational institution. The main task of this link in the chain of continuous training of highly qualified specialists is to provide the student with all the necessary theoretical knowledge and practical skills for the successful development of not only purely sporting qualities, but also patriotic ones. After all, we must not forget that sport is not only about pumping up the muscles of human biorobots for the sake of the mercantile interests of a group of thieving “leaders,” but also as a powerful means of developing a person as an individual. A person always strives for self-development of creativity, for the sake of improving general well-being, for the sake of harmony with nature. And this should not be forgotten during this time period of preparation.

Of course, as in schools, it is necessary to keep records of the number of students, records, hold internal competitions annually, etc. At the same time, monitor the participation of the best athletes not only in city competitions, but also regional, Russian, etc.

Athletics is an integral part of physical culture and has all its inherent functions. Unites natural human movements.

It is presented:

1. In sports.

2. In the system of physical education and monitoring the level of physical fitness of various segments of the population.

3. In recreation and organization of leisure time for the population.

4. In the rehabilitation of the population by means of physical culture.

In schools, secondary educational institutions and the armed forces, athletics are represented in various forms.

Athletics as a natural-empirical basis for the theory and methodology of physical education and sports (historical aspect). Athletics was the empirical basis of the theory of sports training and the theory of physical education. This is due to the historical factor, wide distribution in the world, the ability to accurately dose training work and take into account the load received by the athlete and the objectivity of recording work parameters and load.

Throughout human history, physical exercise has been widely used to prepare people to perform their social functions. The life of an ancient man depended on the ability to run quickly, change accurately and far, and jump far and high.

Athletics is characterized by a wide variety of competitive exercises and a significant number of different methods and options for their implementation.

For a clear classification of athletics exercises, they are combined into 5 groups according to the essence of the exercises, each of which has its own types and varieties:

1. Race walking.

2. Running. Short distance, medium distance, long distance, marathon, hurdles, relay.

3. Jumping. In height, in length, triple, with a pole.

4. Throwing. Shot put, javelin, discus, hammer throw.

5. All-around. Eventing, heptathlon, decathlon.

According to the target settings, where the determining factors are:

a) the speed of movement of the athlete.

b) the range and altitude of the athlete’s flight.

c) flight range of a sports projectile.

According to the qualities that determine the effectiveness of exercises:

a) speed-strength types;

b) species associated with the manifestation of endurance.

By the nature of motor actions: cyclic, acyclic, complex. Athletics is called the “Queen of Sports” because its program in all major competitions (including the Olympic Games) is the most extensive in terms of the number of awarded sets awarded.

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

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Introduction

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

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

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

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

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

The main principles of the lesson are:

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

· thoughtful and rational selection of educational material;

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

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

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

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

· use individual and group forms of classes;

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Sequence of educational tasks in lower grades:

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

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

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

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

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

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

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

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

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

1.1 Athletics lesson structure

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

1.1.1 Preparatory part of the lesson

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

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

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

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

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

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

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

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

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

The content of the preparatory part includes:

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

Various options for walking and running;

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

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

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

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

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

c) only for display;

d) only by explanation.

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

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

clapping hands;

· performing exercises with eyes closed;

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

· performing exercises at different paces;

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

· performing the same exercise from different starting positions.

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

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

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

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

· Do the exercises in pairs.

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

· Perform exercises in motion.

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

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

· choose the right place to display exercises;

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

· briefly and accurately name the exercises shown;

· give commands correctly, timely and loudly enough;

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

· achieve precise and synchronized execution of exercises;

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

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

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

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

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

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

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

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

standing long jump, standing triple jump, etc.

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

1.1.2 Main part of the lesson

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

The main part of the lesson includes:

· learning new motor actions;

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

· development of physical qualities;

· education of moral, intellectual and volitional qualities;

· formation of special knowledge .

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

· general training;

· leading ones, consisting of imitation and special ones;

· basic (complete implementation of exercises).

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

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

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

1.1.3 The final part of the lesson

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

3. The selection of the load is purposeful.

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

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

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

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

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

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

3. Logistics support for athletics lessons

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

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

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

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

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

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

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

athletics physical lesson

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Annex 1

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

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

Physical education at school

General training is aimed at the average student. The School Athletics program involves mastering basic motor skills based on the physical capabilities of the average student in terms of development and health. In the course of general training, the student receives the level of physical condition necessary for a normal life and the diversified development of ordinary physical skills.

Sports training involves improvement in one type of physical fitness.

This also applies to athletics at school.

In fact, athletics activities accompany the child from early childhood. Already in kindergarten, during physical education classes, children learn to run, jump, and compete in these exercises. Running, jumping, throwing objects over a distance are present in many children's outdoor games.

Athletics is the basis of physical education.

In our country, athletics constitute the main part of the school physical education program. And this is no coincidence, since these exercises develop the body most evenly and harmoniously. Athletics exercise systems have a healing effect for the entire body as a whole. In addition to muscle activity, they develop the cardiovascular system, breathing, vestibular apparatus, and reaction. All muscle groups are improved, even loads bring pleasure during the lesson.

Athletics lessons at school foster team spirit and a sense of collectivism. In later life, the skills acquired in athletics lessons will be useful in work life and in army life.

In addition to physical training, the child develops perseverance, willpower, and strengthens character.

The popularity of athletics as a sport is explained by the fact that it is based on natural forms of movement for humans - running, jumping, throwing, walking. This can be done by the most physically unprepared people. These classes do not require special equipment or premises; they are available to everyone.
Athletics at school include these exercises.

Forms of physical education classes at school

The structure of classes may be different:

Sections– extracurricular training to prepare for competitions or classes with weak students. Class time is three times longer than an academic lesson, the load is concentrated on one main exercise.
Independent studies are carried out both within the walls of the school and outside it. Individual exercises are practiced or the teacher's homework is completed.
Workout are held in specialized sections operating from youth sports schools to educational institutions. The main goal is to prepare for competitions in a specific exercise.
Competitions - final form, which involves demonstrating the acquired skills and abilities.

Program requirements for athletics at school

During the years of study in a comprehensive school, a child goes through all stages of formation and maturation. These are the most important and productive years for personality development. At each age stage, a special program of physical development is provided. Load distribution is provided as follows:

Athletics 1st grade – 14 hours

Students in first grade should be able to:

Run on a flat track at the highest speed for 60 meters,
Run evenly without stopping for 10 minutes
In running and jumping, go through a course with 3-5 obstacles
Jump in height from a running start in a straight line and from the side.
Throw objects at a target with your right hand

Athletics 2nd grade – 16 hours

The types of exercises remain the same, the technique of their execution is worked out

Athletics 3rd grade – 12 hours

In third grade, students develop endurance and exercises become more complex.

Accelerated running, 100 meter run, average 500-1000 meter run.

Throwing (included in the lesson on athletics) is carried out with both hands at a distance, at a target, at a speed of impact.

The 4th grade athletics lesson summarizes the skills acquired in primary school.

Walking involves simultaneous movement of the arms and requires sufficiently developed coordination of movements when walking over objects or on a narrow bench.

Running involves alternating with walking at a distance of up to 3 km. Schoolchildren must be able to run at an acceleration of 60 m from a low start. To develop endurance and strength, running 100 and 300 meters is used.

The “Athletics 4th grade” program consists of 10 hours of classes.

The accuracy of landing in jumps of 50-100 cm is practiced. This exercise is done according to visual references. For example, jumping in drawn circles or hoops placed at a certain distance.

Throwing and throwing objects involves performing the exercise at speed from different positions.

In the outdoor games of the “Athletics 4th grade” program, objects are used that must be hit the target or accurately passed to a partner. These are balls, sticks, hoops.

5-9 grades – 11 o’clock

In grades 10 and 11, the teacher independently regulates the loads and types of sports activities.

Features of athletics lessons in primary school

In elementary school classes, students are introduced to the correct ways to walk, run, throw, and jump.

All exercises and skills are practiced in a playful and competitive form, such as relay races and themed games.

It is important to remember that athletics in primary school are game forms of developing basic exercises.

Walking in different ways on heels, toes, lunges, etc. - imitation of animals
Run sideways, with jumps, with accelerations, with small obstacles, in a circle, in a snake, on a bench.
Jumping in place, in motion, over obstacles. Learn to do the exercise on one leg or two. Jumping rope.

The teacher is provided with a large selection of outdoor games in which the exercises provided for in the program are practiced. Athletics in elementary school devotes significant lesson time to group games - “Tag”, “Tails”, “Third is the odd one out”, “Hunters and Ducks” and many others.

Athletics in middle and high schools

Athletics in 5th grade involves the beginning of mastering skills and exercises outside of the game. This is the development and correct execution of the basic elements of running, jumping and throwing.

5th grade athletics

In middle classes, students learn:

Run at an average pace for 15-20 minutes without stopping. This trains endurance and develops the respiratory system.
Long jump with bent legs with a running start of 10-15 steps
Running high jump with your leg over the barrier
Throw the ball at a distance and hit the target

Students master the accuracy of the run-up in performing various exercises - high and long jumps, throwing.

The program "Athletics 6th grade" aims to develop students' coordination, speed, collective action skills, and endurance.

In one of the lessons, you can focus on practicing accurate passing of a tennis ball while running as a preparatory exercise for lapta. This game teaches you to act together.

Athletics 7th grade

In the seventh grade, schoolchildren must meet or focus on certain standards in high and long jumps, short-distance running speed, and ball throwing distance. These exercises are practiced in lessons according to the 7th grade program. Physical education and athletics are best suited at this age and are especially necessary for the prevention of physical inactivity.

Athletics grade 8 provides for more complex exercises. The teacher introduces schoolchildren to more complex types of Fosbury flop jumps and diversifies the types of objects for throwing.

Athletics 9th grade prepares students to participate in competitions in athletics. This is a classic quadathlon - endurance running, 60-meter speed distance, running long or high jumps and throwing a rubber ball.

Athletics 10th grade is all about practicing the skills acquired in previous grades. Running in a relay race, in jumping - the desire for performance.

In the graduating classes, schoolchildren reach a sufficient level of physical development to be able to engage in intense workloads in physical education lessons and in extracurricular activities.

Athletics 11th grade. In the senior year, practicing athletics exercises takes less time than before.

Here, the program is dominated by training in group games - volleyball, basketball, where the acquired running, jumping and throwing skills are used.

INSTRUCTIONS

on labor protection for students

when conducting classes on athletics

AND FROM -02-09

1.General safety requirements:

Athletics classes are held on sports grounds and in the gym equipped for this purpose.

Students are allowed to take classes:

classified for health reasons into the main and preparatory medical groups;

have undergone safety training;

having sports shoes and a uniform that does not restrict movement and corresponds to the topic and conditions of the classes.

Shoes should have non-slip soles, fit tightly to the foot and not impede blood circulation. In strong winds, low temperatures and high humidity, clothing must be appropriate for the weather conditions.

The student must:

treat sports equipment and equipment with care and do not use it for other purposes;

do not leave sports equipment for jumping and throwing unattended, including equipment that is not currently being used in the lesson;

be careful when moving around the stadium;

know and follow these instructions.

For failure to comply with security measures, a student may not be allowed or suspended from participating in the educational process.

2. Safety requirements before starting classes

The student must:

change clothes in the locker room, put on sportswear and shoes;

remove items that pose a danger to other students (watches, dangling earrings, etc.);

remove sharp and other foreign objects from the pockets of the sports uniform;

under the guidance of the teacher, prepare the inventory and equipment necessary for conducting classes;

remove equipment that will not be used during class in a safe place;

under the guidance of the teacher, carry the equipment necessary for conducting classes to the place of classes in special devices;

do not carry shovels and rakes with their tips and teeth up to the work site;

by order of the teacher, remove foreign objects from the treadmill, jumping pit, etc.;

at the teacher’s command, stand in line for a general formation.

3. Safety requirements during classes

RUN

The student must:

during a group start for short distances, run along your own track;

while running, look at your path;

after performing running exercises, run 5-15 m by inertia so that the person running behind has the opportunity to complete the exercise;

return to the start along the outer path, when starting at a distance, do not put down steps, do not hold up your opponents with your hands;

in long-distance running, overtake those running on the right side;

when running cross-country, complete the task along the track or route designated by the teacher;

perform a warm-up run on the outermost track.

JUMPING

The sand in the landing pit should be moist, well loosened, and its surface should be flush with the surface of the runway. Before performing jumps, it is necessary to remove rakes, shovels and other foreign objects from the pit.

The jumping technique must be consistent with the curriculum and ensure that the student lands on his feet.

The student must:

place the rake with its teeth down;

do not perform jumps on uneven and slippery ground;

perform jumps when the teacher has given permission and there is no one in the pit;

perform jumps one at a time, do not cross the runway while another student is performing an attempt;

after completing the jump, quickly release the jumping hole and return to their place for the next attempt on the right or left side of the runway.

Throwing

You need to be careful when practicing throwing.

The student must:

before throwing, make sure that there is no one in the direction of the throw;

release the projectile in a manner that prevents failure;

during group throwing, stand on the left side of the thrower;

in wet weather, wipe your hands and equipment dry;

when near the throwing zone, make sure that the thrower is in the field of view, do not turn your back to him, do not cross the throwing zone by running or jumping;

after throwing, go for the projectile only with the permission of the teacher, do not throw voluntarily;

when throwing at a target, provide a safety zone when the projectile bounces off the ground.

Do not pass the projectile to each other by throwing. Do not throw the projectile in places not equipped for this purpose.

4 . Safety requirements in emergency situations

The student must:

If you are injured or feel unwell, stop classes and notify your physical education teacher;

with the help of the teacher, provide first aid to the injured person, if necessary, take him to the hospital or call an ambulance;

if a fire occurs in the gym, immediately stop the lesson, leave the place of the lesson in an organized manner, under the guidance of the teacher, through emergency exits in accordance with the evacuation plan;

by order of the teacher, notify the administration of the educational institution and report the fire to the fire department.

5. Safety requirements at the end of classes

under the guidance of the teacher, remove sports equipment to its storage areas;

leave the location of the lesson in an orderly manner;

change clothes in the locker room, take off your tracksuit and sports shoes;

wash your hands with soap.

Methodological development in physical education on the topic: Safety in athletics lessons. Athletics - what is the “queen of sports” Athletics training at school

Introduction

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

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

The main principles of the lesson are:

1.1 Athletics lesson structure

1.1.1 Preparatory part of the lesson

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

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

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

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

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

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

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

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

The content of the preparatory part includes:

1.1.2 Main part of the lesson

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

The main part of the lesson includes:

1.1.3 The final part of the lesson

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

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