Physical training of a 10 year old child. Physical fitness exercises for children at home. General physical training classes. Their construction

The idea of ​​introducing comprehensive physical training for people has come from ancient times. It has long been known that this is the best way to develop the basic physical abilities of a person, without disturbing the harmony in the activities of organs and all systems of the body as a whole. For example, the development of strength should occur in unity with the development of speed, agility and endurance. Only thanks to such coherence does the mastery of vital skills occur.

Why is general physical training needed?

General physical fitness is undoubtedly a beneficial effect on the psychological and physical health of the child. And systematic training can have a beneficial effect on the behavior and emotional state of the student.

Who needs general physical training?

• with frequent colds;
• for postural disorders;
• with excessive hyperactivity of the child.

Help children calm down and focus on a specific hobby. At the same time, both the child and the parents will feel more comfortable and confident with each other.

How and where is general physical training carried out?

There are special clubs for general physical training, which operate at schools or in special sports complexes. Training in such circles is carried out in order to:

• improve health and strengthen athletes;
• develop a comprehensive outlook;
• acquire instructor skills and master the ability to independently engage in sports;
• to form the moral and volitional qualities of a citizen.

Any student who has successfully passed a medical examination is allowed to participate in such clubs.

General physical training can influence the development of the following qualities in a person:

• you were fast;
• dexterity;
• strength;
• flexibility;
• endurance.

You can carry out general physical training for children even at home, as it includes very accessible exercises. Classes are welcome sporting events in the fresh air, especially in spring and autumn.

Such physical activity can keep muscles in good shape all the time, improve the functioning of the musculoskeletal system, the work internal organs and systems, the mental and emotional state of the child.

In addition, a set of program activities is aimed at developing personal qualities schoolchildren, manifestation of the ability to be independent in solving many problems and easy digestibility of the school curriculum.

An important aspect when supervising a physical education club is to interest the child in the circle leader. After all, only an experienced specialist will be able to find an individual approach to the child and develop his interest in the activity, thereby favorably influencing his physical and mental health.

General physical training group

There are many sports sections for general physical training for children; it would be very difficult to list them all. With such a variety of choices, it’s not easy to pick just one. If you want to engage in several sports at once, you can turn your attention to a general physical training club.

General physical training program

The general physical training program in the circle is very similar to the program and methods that children study in secondary schools. It is designed for one year when visiting the circle one hour a week.

Plan of training sessions

Since the general physical training program is, first of all, various independent types of motor activity, which differ in the nature of implementation and volume of loads, it is necessary to take into account the individual characteristics of a particular child. The head of the circle must approach this issue quite seriously and carefully study the data of his future students in order to avoid negative consequences in the future.

The general physical training section involves the following steps for drawing up an individual lesson plan. The first meeting of a coach with a future student is First stage in studying the child and drawing up a lesson plan. The head of the circle personally communicates with the child and his parents, learns about the preferred types of sports activity.

An important role is played by a medical examination of children and a conversation with a doctor about each individual child. During this conversation, it is already possible to more clearly define the boundaries of the load for children. Already in the first lessons, observing the circle members, one can clearly identify strong and weak sides children, choose certain individual plans classes. The final result may be the results of control exercises, which should be carried out upon admission and at the end of each month.
But even after this, it is worth paying attention to each child, assessing their reaction to the proposed load, in order to avoid overstraining the children.

Main stages of work

• First communication with the child and parents.
• Results of the child's medical examination.
• Pedagogical observations in the first lessons.
• Results of control exercises.
• Systematic assessment of student response to pressure.

Coach Responsibilities

But not only the work program for general physical training is the responsibility of the teacher. The coach must teach the children proper nutrition and daily routine, if necessary, help draw them up, help develop the child’s skills in relation to sportswear and shoes, personal hygiene, make sure that children study and follow safety precautions and monitor their health, reporting changes in a timely manner.

Selection of tools and methods for practical training

When drawing up a lesson plan, the coach must not only take into account the educational side of the process, but also instill in children an interest in different types sports load. Each activity should be exciting, it should keep children occupied; this task will be easy to cope with if the activity combines several sports (orienteering, athletics, volleyball, table tennis). The general physical training group involves systematic sports competitions- this will qualitatively increase children’s interest in sports and help them develop leadership qualities.

Should be considered:

• individual characteristics of each child;
• medical indications;
• the age of each group of children;
• various sports tasks;
• interest in winning.

If you take into account all the above factors, then the activity in the circle will be interesting and entertaining for every child.

General physical training classes. Their construction

The duration of the academic year is nine months (September - May). Throughout this time, general physical training classes are conducted.
There are several types of general physical fitness groups. Thus, in groups with initial preparation, classes throughout the entire academic year do not have any distinctions and proceed as a single process. This feature is associated with the absence of any participation in competitions at any level. The activities of such groups consist of holding a large number of internal relay races, passing basic standards and various sports entertainment. The intensity of classes remains high regardless of the changing seasons. Particular emphasis is placed on conducting classes outdoors.

Planning according to general physical training

Planning is based on two main characteristics of loads:

1. Low intensity, low volume exercise.
2. High intensity, high volume exercise.

In each of them, the results are individual according to general physical fitness. The club is designed for individual exercise options for children of different physical abilities.

Another type is In this version, the construction of classes takes into account the following types of exercises:

1. To develop dexterity. These are complex coordination exercises.
2. Strength exercises. They are used in parallel with exercises to develop flexibility, and endurance training techniques are also included.

So, general physical training is a subject of which a game must be a mandatory element. It can be either active or sporty. Games are used for emotional upliftment in the group, increasing the level of speed, strength, and agility. Moreover, depending on the specific task assigned, the set and sequence of exercises changes, which affects the final result.

Explanatory note

According to modern scientific views on the problem physical education children and youth, there is a process of reorientation from the knowledge and skills acquired only to the spiritual and physical development personality, to its self-determination in society; from mastering ready-made samples to receiving physical education, namely mastering physical education as a natural type of human activity and as a result of the physical education of children with motivation to choose physical education and sports activities.

The basis of the program additional education“General physical training” included the main sections of the physical education program secondary school. The program is recommended for additional classes with children 7-17 years old educational institutions all types and types.

Training for students under the program “General physical training”

carried out in three age stages:

Stage 1 - students 7-10 years old,

Stage 2 - students 11-14 years old,

Stage 3 - students aged 14-17 years.

To implement this program, an additional education teacher

selects educational material in accordance with the age and gender characteristics of students, material and technical equipment and methodological support educational process. Content educational material determinedin accordance with the educational, recreational and educational goals of the classes.

Classes are held three times a week for 2 academic hours.

1. Purpose of the program:

promoting the comprehensive development of the personality of students through their mastery of the fundamentals of physical education with a general developmental focus, ensuring the rights and opportunities of students to meet their needs in motor activity.

Tasks . The program is aimed at solving the main problemsphysical education:

Formation of a holistic understanding of the spiritual and physical

Human development in society;

Development physical qualities and the abilities of those involved;

Formation of knowledge about physical education activities, its cultural, historical,

Psychological, pedagogical and medical-biological foundations;

Improving skills in basic motor actions, forming

Skills for their integrated use in gaming, competitive

Activities and independent physical exercises;

Acquiring knowledge and skills in performing physical exercises related to

With health promotion and fatigue prevention, body correction

And formation correct posture;

Expanding the functional capabilities of body systems, increasing its

Adaptive properties through the directed development of basic physical

Qualities and abilities;

Formation of applied skills for organizing leisure activities

Activities;

Promoting the development of personal qualities: willpower, courage, perseverance,

Discipline, independence, sense of responsibility, etc.;

Instilling organizational skills.

2.PROMING

SYLLABUS

for students aged 7-17 years

Stage 1 of the program

for students 7-10 years old

Goal of stage 1 of the program:

Motivation of younger pupils for general physical exercise

Preparation to improve health and improve performance.

Objectives of the 1st stage of the program:

1. students' mastery of physical exercises from sections of the state program for physical education. Study of technical elements athletics, volleyball, basketball, gymnastics, table tennis, ski training etc.;
2. improvement of posture, prevention of flat feet;
3. development coordination abilities, movement in time, space. Differentiation of time and power parameters of movements (balance, rhythm, speed and accuracy of response to signals, coordination of movements, orientation in space). Development of conditioning abilities (endurance, flexibility, speed, speed-strength qualities);
4. formation of ideas about the main types of sports, the use of sports equipment and equipment;
5. compliance with safety rules during classes and competitions;
6. education of personal qualities in the process of physical exercise: discipline, friendly attitude towards comrades, honesty,

Responsiveness, courage during physical exercises,

Promoting the development of mental processes during motor activity.

EXEMPLARY

Stage 1 CURRICULUM

for students 7-10 years old

STAGE 1 OF THE PROGRAM

for students 7-10 years old

At the first stage of the program, attention is paid to developing knowledge about personal hygiene, daily routine, and the effect of physical exercise on health. Joining independent studies physical exercises, outdoor games, using them in free time based on the formation of interests in certain types of physical activity and identifying a predisposition to certain sports,

At this stage, training in the techniques of various sports begins.Attention is paid to the development of basic physical qualities: coordination, speed, speed-strength, endurance, flexibility.

1 section. BASICS OF KNOWLEDGE.

Human health and physical development. Human structure. Body position in space (stands, sits, hangs, supports). Basic forms of movements (rotational, acyclic, cyclic). Respiratory function, of cardio-vascular system. The role of vision and hearing in movements and locomotion. The influence of physical exercise, hardening procedures, personal hygiene and daily routine on health promotion. Physical qualities and their connection with physical development. The meaning of muscle tension and relaxation. Rules for the formation of posture. Emotions and their regulation during physical exercise. Techniques for measuring pulse (heart rate before, during and after exercise). Concepts about sports equipment, inventory. Rules of conduct for students. Safety precautions in classes and competitions. (See instructions #1 in the appendix). Competition rules.

Section 2 GENERAL PHYSICAL AND SPECIAL TRAINING.

Gymnastics. Formations and changes: from one line to two and back; from a column one at a time to a column of two, three.

General developmental exercises without objects, with objects (large and small balls, jump ropes, gymnastic sticks).

Exercises on a gymnastic wall, gymnastic bench.

Acrobatic exercises.Grouping. Rifles. Roll forward. Back somersault. Shoulder stand. "Bridge". Turning from the "bridge". Handstand. Flip to the side.

Athletics . Walking is normal and with changes in the positions of the arms, torso, and legs. Running is straight, uniform, with acceleration, with changes in direction and pace of movement, with overcoming obstacles. Run in a column of two or three people. Running exercises. High and low start. Starting acceleration. Short distance running 10.15,...,30, 60 m. Slow running up to 10 minutes. Cross300-500-1000 m. Relay race.

Throwing. Throwing a tennis ball at a target and at a distance from a place, with a 3-step run-up at a distance.

Jumping exercises. Running long jump using the “bent legs” method. High jump from a straight run, using the “stepping over” method. Jumping on two legs, on one leg, from foot to foot, from a place, from a height. Jumping rope.

Overcoming lanes of 5-6 obstaclesby jumping and running.

Outdoor games . Games for attention: “Forbidden movement”, “What has changed”, “Guess whose voice”, “Owl”.

Games with running elements: “Crucian carp and pike”, “Cones, acorns

WORKING PROGRAMM

sports section

"General physical preparation"

Sinitsina E.A.

physical education teacher

EXPLANATORY NOTE:

Relevance (novelty) of the program.

Goals and objectives of the program.

Forms and methods of organizing classes.

Requirements for the training session.

Psychological, physiological and physical characteristics of middle school children.

Organization of educational and training activities.

Material and technical base for the implementation of the program.

Expected results.

Analysis of results.

Testing and measuring materials.

Group GNP-1 (first year of study)

Group GNP-2 (second year of study)

Group GNP-3 (third year of training)

DISTRIBUTION OF EDUCATIONAL AND TRAINING TIME ON DIFFERENT TYPES OF PROGRAM MATERIAL

CALENDAR AND THEMATIC PLANNING FOR STUDENTS OF GNP -1 (first year of study)

BIBLIOGRAPHY

APPLICATIONS

EXPLANATORY NOTE

This general physical training program is compiled in accordance with the Law Russian Federation“On Education” dated July 10, 1992. No. 3266-1, as amended by federal laws dated January 13, 1996. No. 12-FZ, dated 11/16/97. No. 144-FZ, 07.20.2000 No. 102-FZ, dated 08.07.2000 No. 122-FZ, dated 02.13.2002 No. 20-FZ, Model regulations on a general educational institution for additional education of children (Decree of the Government of the Russian Federation dated 03.07.95. No. 233), regulatory documents of the Ministry of General and vocational education of the Russian Federation and the State Committee of the Russian Federation for Physical Culture, Sports and Tourism, which regulate the activities of institutions of additional education for children with a sports orientation.

The work program has been developed for implementation in primary schools. Topics and sections are selected taking into account the available material base and local climatic conditions.

Relevance This program lies in the fact that the priority task of the Russian state is the worldwide support of physical culture and mass sports, as an important basis for the improvement of the nation.

The concept of “health” is not only the absence of diseases and physical defects, but also a state of complete physical, mental and social well-being of a person. Therefore, the health of a student is a criterion for the quality of modern education.

Due to the deterioration of children's health, protecting and promoting the health of children and adolescents is one of the main directions in the school's activities.

The reasons for the deterioration of children's health are:

Inconsistency of the system of teaching children with hygienic standards;

Overload curricula;

Deterioration of the environmental situation;

Insufficient or unbalanced nutrition;

Stressful influences;

Spread of unhealthy habits.

In this regard, it is necessary to organize the educational process at school, taking into account the psychological comfort and value of each individual personality, the individual psychophysical characteristics of students, to provide an opportunity for creative activity and personal self-realization, it is necessary to include, along with pedagogical, medical and preventive activities. If all this is taken into account, the health of students will be preserved, skills and a positive attitude towards a healthy lifestyle will be formed.

General physical fitness is not a sport, but you can’t do without it in any sport. Therefore, for a child whom every sensible parent would like to introduce to sports, general physical fitness is the foundation.

General physical training is a system of physical exercises aimed at developing all physical qualities - endurance, strength, agility, flexibility, speed in their harmonious combination.

General physical fitness is a way of developing or maintaining physical qualities, that is, the internal, physiological, biochemical level.

Novelty program is that it was compiled in support of the main work program in physical education for students in grades 5-8 of general education institutions. Also, the novelty of this program lies in the fact that it traces an in-depth study of various types of sports training using special exercises for the development of coordination abilities, strength, strength endurance, running endurance, running speed, mastering the technique of motor actions and tactical techniques in gaming activities.

An important condition implementation of this program is to maintain its educational orientation.

Purpose is to master the skills and abilities to use means and methods of motor activity in a variety of forms. Achieving this goal is ensured by solving the following tasks:

1. Educational:

Technical and tactics sports games, athletics, gymnastics with elements of acrobatics;

Training in simple organizational skills, necessary concepts and theoretical information on physical culture and sports;

2. Educational:

Developing the habit of physical education and sports, both collectively and independently.

3. Wellness:

Expanding motor experience through mastering motor actions;

Promoting health, physical development and increasing the performance of students;

Education of individual mental traits and characteristics in communication and collective interaction by means and methods of team-game activities;

Creating ideas about individual physical capabilities, adaptive properties of the body and ways to improve them in order to improve health;

Training in the basics of physiology and hygiene, physical education, injury prevention, body correction.

In accordance with the socio-economic needs of modern society and its further development, the goal of physical education in a general education institution is to promote the comprehensive development of the individual. The focus on comprehensive personal development presupposes that students master the basics of physical education, the components of which are: good health, good physical development, optimal level of motor abilities, knowledge and skills in the field of physical education; motives and mastered methods (skills) to carry out physical education and recreational and sports activities.

FORMS AND METHODS OF ORGANIZING CLASSES

Classes are conducted on the basis of general methodological principles. Visualization methods are used (demonstration of exercises, demonstration of visual aids), gaming and competitive ones. When studying general developmental exercises, complexes and games, the demonstration should be holistic and exemplary, and the explanation should be elementary and simple.

Forms of classes:

Group and individual forms of classes - theoretical, practical, combined. The combined form is used more often and includes a theoretical part: conversation, instruction, viewing illustrations - and a practical part: general physical training and games;

Classes health-improving orientation;

Holidays;

Competitions;

Relay races;

Hometasks.

Methods and techniques of the educational process:

Information and educational (conversations, demonstration);

Creative (educational games);

Methods of control and self-control (self-analysis, testing, conversations).

REQUIREMENTS FOR THE EDUCATIONAL TRAINING LESSON

Each educational and training lesson has a clear target orientation, specific and clear pedagogical tasks that determine the content of the lesson, the choice of methods, means of teaching and education, and ways of organizing students. At each lesson, as a rule, a set of interrelated tasks is solved: educational, health-improving and educational. Health-improving and educational tasks run through the entire process of physical education and are solved in every lesson.

Each training session is a link in the system of educational and training process, linked in a logical sequence, built one after another and aimed at mastering the educational material of a specific topic. In turn, the topics are coordinated with each other, the volume of educational material is determined taking into account the stage of learning motor actions, positive and negative transfer, and students’ preparedness.

The most important requirement of the educational and training session is to ensure a differentiated and individual approach to students, taking into account their state of health, gender, physical development, motor readiness, characteristics of the development of mental properties and qualities, and compliance with hygiene standards.

Basis for planning training sessions is material on mastering motor skills.

When planning the material for the program, the climatic and geographical features of the region and the state of the institution’s material and technical base are taken into account. In close connection with the planning of material on the development of motor abilities, all components of the load are planned: volume of work, intensity, duration and nature of rest, number of repetitions of exercises. The workload increases gradually and in waves.

PSYCHOLOGICAL, PHYSIOLOGICAL AND PHYSICAL FEATURES OF THE DEVELOPMENT OF MIDDLE SCHOOL AGE CHILDREN

Peculiarities educational activities children are determined by their age physiological, psychological and physical features.

At this age, puberty occurs. The activity of the endocrine glands, in particular the sex glands, increases. Secondary sexual characteristics appear. The teenager’s body exhibits greater fatigue due to dramatic changes in it.

Attention is voluntary, selective. A teenager can focus on interesting material for a long time.

Memorization in concepts, directly related to comprehension, analysis and systematization of information, comes to the fore.

Adolescence is characterized by critical thinking. Students of this age are characterized by greater demands on the information provided: “a teenager intensively demands evidence.” The ability for abstract thinking improves.

The expression of emotions in teenagers is often quite violent. Anger is especially strong. This age is quite characterized by stubbornness, selfishness, withdrawal into oneself, the severity of emotions, and conflicts with others. These manifestations allowed teachers and psychologists to talk about the crisis of adolescence. Crisis phenomena are often associated with the formation of a holistic identity - the process of self-determination (E. Erickson, J. Marcia). The formation of identity requires a person to rethink his connections with others, his place among other people.

IN adolescence intensive moral and social formation of personality occurs. The process of formation of moral ideals and moral convictions is underway. They often have an unstable, contradictory character.

The communication of teenagers with adults differs significantly from the communication of younger schoolchildren. Teenagers often do not consider adults as possible partners for free communication; they perceive adults as a source of organization and support for their lives, and the organizational function of adults is perceived by adolescents most often as only restrictive and regulating. The number of questions addressed to teachers is reduced. The questions asked relate, first of all, to the organization and content of the life activities of adolescents in cases in which they cannot do without the relevant information and instructions from adults. The number of ethical issues is reduced. Compared to the previous age, the authority of the teacher as a bearer of social norms and a possible assistant in solving complex life problems is significantly reduced.

Organizing the educational activities of adolescents is the most important and difficult task. A middle school student is quite capable of understanding the arguments of a teacher or parent and agreeing with reasonable arguments. However, due to the peculiarities of thinking characteristic of this age, a teenager will no longer be satisfied with the process of communicating information in a ready-made, complete form. He will want to check their reliability, to make sure that his judgments are correct. Disputes with teachers, parents, and friends are a characteristic feature of this age. Their important role is that they allow you to exchange opinions on a topic, check the truth of your views and generally accepted views, and express yourself.

Teenagers should be encouraged to compare, find common and distinctive features, highlight the main thing, establish cause-and-effect relationships, and draw conclusions. It is also important to encourage independent thinking and the student expressing his own point of view.

Features of attention determine a particularly careful approach to the selection of material content when organizing educational activities. For a teenager, interesting, fascinating information that stimulates his imagination and makes him think will be of great importance. But slight excitability, interest in the unusual and bright, often become the reason for an involuntary switch of attention.

A good effect is achieved by periodically changing types of activities.

It is necessary to focus the attention of adolescents on the connection between acquired knowledge and practical life.

Features of physical development of children of middle school age

In adolescence, the growth rate of the skeleton increases significantly to 7-10 cm, body weight - up to 4.5-9 kg per year. Boys lag behind girls in the rate of weight and length growth by 1-2 years. The ossification process is not yet complete. Body length increases mainly due to the growth of the torso. Muscle fibers, while developing, do not keep pace with the growth of tubular bones in length. The state of muscle tension and body proportions change. After 13-14 years of age, muscle mass increases faster in boys than in girls. By the age of 14-15 the structure muscle fibers approaches morphological maturity.

The heart grows rapidly, growing organs and tissues place increased demands on it, and its innervation increases. The growth of blood vessels lags behind the growth rate of the heart, so blood pressure rises, the rhythm of cardiac activity is disturbed, and fatigue quickly sets in. Blood flow is obstructed, shortness of breath often occurs, and a feeling of tightness in the heart area appears.

Morphological structure chest restricts the movement of the ribs, therefore breathing is frequent and shallow, although the lungs grow and breathing improves. The vital capacity of the lungs increases, and the type of breathing is finally formed: for boys - abdominal, for girls - thoracic.

Gender differences between boys and girls affect body size and functional capabilities of the body. Girls, compared to boys, develop a relatively long body, short legs, massive pelvic girdle. All this reduces their ability to run, jump, and throw compared to boys. Muscles shoulder girdle are less developed than boys, and this affects the results in throwing, pulling, pushing, climbing, but they are better at rhythmic and plastic movements, balance exercises and accuracy of movements.

Functional status nervous system is under the enhanced influence of the endocrine glands. Teenagers are characterized by increased irritability, fast fatiguability, sleep disorder. Teenagers are very sensitive to unfair decisions and actions. External reactions are inadequate in strength and character to the stimuli that cause them.

Boys often overestimate their motor abilities, try to figure everything out on their own, and do everything on their own. Girls are less confident in their abilities.

Teenagers are very sensitive to adults’ assessments, react sharply to any infringement of their dignity, and do not tolerate teaching, especially prolonged ones.

When organizing physical education at this age, excessive loads on the musculoskeletal, joint-ligamentous and muscular systems are undesirable. They can provoke a delay in the growth of tubular bones in length and accelerate the ossification process. Flexibility exercises require preliminary preparatory exercises that warm up muscles and ligaments, and exercises to relax the involved muscle groups. Do not perform movements too abruptly. Continue to pay attention to correct posture. Alternate exercises that place significant stress on the heart with breathing exercises. Long-term intense loads are poorly tolerated, so, for example, it is recommended to alternate intense running with walking.

It is necessary to widely use special breathing exercises in order to deepen breathing. Learn to breathe deeply, rhythmically, without sudden changes in tempo.

It is not recommended to combine boys and girls into one group. The same exercises for boys and girls are performed with different dosages and under different conditions simplified for girls. The load is dosed taking into account the individual data of each student. For girls it is recommended to use different kinds aerobics and exercises performed to music.

ORGANIZATION OF EDUCATION AND TRAINING ACTIVITIES

The age of children for whom the general physical training program is designed is 11-15 years.

The working hours per week are 5 hours, the number of training groups is 15 people (at all stages of training in general physical training groups). The age for starting classes in groups GNP-1 students is 11-12 years old, GNP-2 students are 13-14 years old, GNP-3 students are 14-15 years old. Classes are held 3 times a week.

MATERIAL AND TECHNICAL BASE

TO IMPLEMENT THE PROGRAM

Location:

Playground;

Class (for theoretical studies);

Gym.

Inventory:

Volleyballs;

Basketballs;

Skittles or towns;

Jump ropes;

Tennis balls;

Small balls;

Gymnastic wall;

Gymnastic benches;

Volleyball net;

Shields with baskets;

Stopwatch;

This program is implemented on the basis of the Kotovskaya boarding school

EXPECTED RESULTS

Personal results Students mastering the content of the section program are the following skills:

- actively engage in communication and interaction with peers on the principles of respect and goodwill, mutual assistance and empathy;

- manifest positive traits personality and manage your emotions in various (non-standard) situations and conditions;

— show discipline, hard work and perseverance in achieving your goals;

- provide selfless assistance to your peers, find a common language and common interests with them.

Meta-subject results(cognitive, regulatory, communicative UUD)

— characterize phenomena (actions and deeds), give them an objective assessment based on acquired knowledge and existing experience;

- find errors when performing educational tasks, select ways to correct them;

- communicate and interact with peers on the principles of mutual respect and mutual assistance, friendship and tolerance;

— organize independent activities taking into account the requirements of its safety, safety of inventory and equipment, organization of the place of study;

- plan your own activities, distribute the load and rest during its implementation;

- analyze and objectively evaluate the results of your own work, find opportunities and ways to improve them;

- see the beauty of movements, highlight and justify aesthetic features in human movements and movements;

- evaluate the beauty of physique and posture, compare them with reference samples;

- manage emotions when communicating with peers and adults, maintain composure, restraint, and prudence;

- technically correctly perform motor actions from basic sports, use them in gaming and competitive activities.

Subject results

— present classes in the section as a means of promoting health, physical development and physical training of a person;

- provide all possible assistance and moral support to peers when performing educational tasks, kindly and respectfully explain errors and how to eliminate them;

— organize and conduct outdoor games and elements of competitions with peers, carry out their objective judging;

— handle inventory and equipment carefully, comply with safety requirements for venues;

— organize and conduct physical education classes with different target orientations, select physical exercises for them and perform them with a given load dosage;

— characterize physical activity by heart rate, regulate its intensity during classes to develop physical qualities;

— interact with peers according to the rules of outdoor games and competitions;

— explain in an accessible form the rules (techniques) for performing motor actions, analyze and find errors, and correct them effectively;

- serve drill teams, keep count when performing general developmental exercises;

- find distinctive features in the performance of motor actions by different students, highlight distinctive features and elements;

- perform acrobatic and gymnastic combinations at a high technical level, characterize the signs of technical performance;

— perform technical actions from basic sports, apply them in gaming and competitive activities;

ANALYSIS OF RESULTS

mastering the program is carried out in the following ways:

current control of knowledge in the process of oral questioning;

current monitoring of skills and abilities in the process of monitoring individual work;

thematic control of skills and abilities after studying topics;

mutual control;

self-control;

final control of skills and abilities;

health monitoring: number of acute diseases per year, indicators of physical development, health group.

CONTROL AND MEASUREMENT MATERIALS

Basic requirements for the level of preparedness

Testing physical fitness allows, with the help of control exercises (tests) - standardized in content, form and conditions for performing motor actions - to determine the level of development of individual physical qualities, i.e. level of physical fitness of those involved.

Listed below control exercises(tests) are very revealing; on their basis, appropriate conclusions are drawn and, if necessary, adjustments are made to training process. For example, if the level of physical fitness of students does not increase or becomes lower, then it is necessary to reconsider the content, methods of training, and physical activity.

(Motor activity methods)

Gymnastic exercises

Gymnastic exercises are one of the main parts of the content of physical education classes. The program material includes the simplest types of formations and formations, a large range of general developmental exercises without objects and with various objects, exercises in climbing and climbing, in balance, simple acrobatic and dance exercises and exercises on gymnastic apparatus.

Great importance is attached to general developmental exercises without objects. With their help, you can successfully solve a wide variety of problems and, above all, educational ones. By performing these exercises as instructed by the teacher and then independently, students gain an understanding of the diverse world of movements, which, especially at first, is new or unusual for them. It is novelty and unusualness that are the undoubted signs by which they can be classified as exercises that promote the development of various coordination abilities. The number of general developmental exercises is virtually limitless. When choosing them for each lesson, you should go from simpler, mastered ones to more complex ones. A lesson should include from 3-4 to 7-8 such exercises. By spending approximately 3-6 minutes in each lesson on general developmental exercises without objects, after just a few months of regular classes you can significantly improve students’ real kinesthetic perceptions and ideas about speed, rhythm, tempo, amplitude and degree of muscle effort. The teacher must constantly pay attention to the correct (i.e., adequate and accurate), as well as timely (for example, counting or music) implementation of general developmental exercises. Each lesson should include new general developmental exercises or their variants, since repeated repetition of the same exercises will not give the desired effect and will be uninteresting to students.

One of essential means comprehensive development of coordination abilities are general developmental exercises with objects: small and big balls, sticks, flags, ribbon, hoop. There can be an unlimited number of exercises and combinations with objects. The teacher must remember that exercises with objects must contain elements of novelty. If familiar exercises are used for this purpose, they should be performed when individual characteristics of movement (spatial, temporal, strength) or the entire form of habitual motor action change. Among exercises with objects, the greatest attention should be paid to exercises with large and small balls.

In the future, training in gymnastic exercises is enriched, expanded and deepened. Exercises in formations and formations, general developmental exercises without objects and with objects ( medicine balls, sticks, hoops, skipping ropes, clubs, ribbons), acrobatic exercises, vaults, hanging and supporting exercises on various gymnastic apparatus.

After mastering individual elements gymnastic exercises It is recommended to perform in combinations, varying the combinations, sequence and number of exercises included in simple combinations.

When completing construction and reconstruction tasks, it is not recommended to spend a lot of time on their implementation; it is advisable to carry them out more often in a playful way. Particular importance should be attached to maintaining correct posture, accuracy of initial and final positions, movements of the body and limbs.

The gymnastic exercises included in the program of the GNP-3 group are aimed primarily at developing strength, power and speed endurance of various muscle groups. In this regard, they are distinguished by a greater selective focus. The program material also includes a large set of exercises that influence the development of various coordination abilities and flexibility.

The great variety and the possibility of strictly directed influence make gymnastic exercises an indispensable means and method for developing coordination (rhythm, balance, differentiation of spatial, temporal and power parameters of movements, orientation in space, coordination of movements) and conditioning abilities (strength of the arms, legs, torso, strength endurance, flexibility).

Outdoor games

Outdoor games are an indispensable means of solving a complex of interrelated problems of educating a student’s personality, developing his various motor abilities and improving his skills. Outdoor games are aimed at developing creativity, imagination, attention, fostering initiative, independence of action, and developing the ability to follow the rules of social order. Achieving these goals depends to a greater extent on skillful organization and compliance with methodological requirements for conducting rather than on the actual content of the games.

The variety of motor actions included in outdoor games has a complex effect on improving coordination and conditioning abilities (ability to react, navigate in space and time, rearrange motor actions, speed and speed-strength abilities, etc.).

With the help of games, the foundations of gaming activity are laid, aimed at improving, first of all, natural movements (walking, running, jumping, throwing), basic gaming skills (catching the ball, passing, throwing, hitting the ball) and technical and tactical interactions (choosing a place , interaction with a partner, team and opponent) necessary for further mastery of sports games.

As a result of training, students should get acquainted with many games, which will allow them to develop an interest in gaming activities, the ability to independently select and play them with friends in their free time.

Required terms the structure of classes on outdoor games (especially with balls) is a clear organization and reasonable discipline, based on strict compliance with the commands, instructions and orders of the teacher; ensuring continuity when mastering new exercises; strict adherence to didactic principles. After mastering the basic version of the game, it is recommended to vary the conditions, number of participants, equipment, time of the game, etc.

Athletics exercises

Running, jumping and throwing, being natural types of movements, occupy one of the main places in physical education. Using these exercises, the teacher solves two problems. Firstly, it promotes the development of the fundamentals of rational movement techniques. Secondly, it enriches the child’s motor experience, using all kinds of exercise options and conditions for their implementation. As a result, students acquire the basics of short and long running skills. long distances, long and high jumps from a place and from a run, throwing at a target and at a distance. Running, jumping and throwing are characterized by great variability in execution and application in different conditions.

After mastering the basics of athletics exercises in running, jumping and throwing, systematic training begins sprint running, running for medium and long distances, running long and high jumps, throwing.

This material promotes the further development and improvement, first of all, of conditioning (speed, speed-strength, flexibility and endurance) and coordination abilities (reactions, differentiation of temporal, spatial and power parameters of movements, orientation in space, sense of rhythm). The main point in teaching athletics exercises is to master the coordination of the movements of the run-up with push-off and the run-up with the release of the projectile. After stable execution of the motor actions being learned, it is necessary to diversify the performance conditions, the running distance in throwing and jumping, the weight and shape of throwing projectiles, methods of overcoming natural and artificial obstacles, etc. to ensure application and further development of coordination and conditioning abilities.

It should be noted that the same exercise can be used both for teaching motor skills and for developing coordination and conditioning abilities. Their predominant impact on skills or abilities is determined only by their methodological orientation.

Athletics exercises are recommended to be carried out primarily in a playful and competitive form, which should bring joy and pleasure to children. Systematic implementation of these exercises allows students to master the simplest forms of competitions and rules, and a competent, objective assessment of their achievements is an incentive for further improvement of results. All this together contributes to the formation of moral and volitional qualities of the child’s personality, such as discipline, confidence, endurance, honesty, a sense of camaraderie and collectivism.

Sport games

In terms of its impact, sports play is the most comprehensive and universal means of child development.

Specially selected game exercises performed individually, in groups, teams, outdoor games and tasks with a ball create unlimited opportunities for the development of primarily coordination (orientation in space, speed of reaction and restructuring of motor actions, accuracy of differentiation and assessment of spatial, temporal and power parameters of movements , the ability to coordinate individual movements into integral combinations) and conditioning abilities (strength, endurance, speed), as well as all possible combinations of these groups of abilities.

At the same time, the material on sports games has a multifaceted impact on the development of the student’s mental processes (perception, attention, memory, thinking, imagination, etc.), the education of moral and volitional qualities, which is created by the need to comply with the rules and conditions of game exercises and the game itself, the coordination of individual, group and team interactions of partners and rivals.

In educational groups, it is necessary to strive to teach children to coordinate individual and simple team technical and tactical interactions (with and without the ball) in attack and defense, starting with the use of outdoor games selected for this purpose (such as “Fight for the ball”, “Ball for the captain” ) and special, gradually more complex game exercises (forms).

Game exercises and forms of classes create favorable conditions for independently completing tasks with a ball, putting into practice an individual and differentiated approach to students with significant individual differences (abilities). In this regard, special care should be given to children with poor gaming skills, actively including them in various types of gaming activities.

Among the ways to organize students in the classroom, it is advisable to more often use the method circuit training, including exercises with the ball at stations, aimed at developing specific coordination and conditioning abilities, improving basic techniques.

Game material is an excellent means and method of shaping the needs, interests and emotions of students. In this regard, teaching game material promotes independent practice of sports games.

Group GNP-1 (first year of study)

Tasks:

Promotion of health, improvement of posture, prevention of flat feet; promoting harmonious physical development; developing resistance to adverse conditions external environment; - mastering the school of movements;

Development of coordination (accuracy of reproduction and differentiation of spatial, temporal and power parameters of movements, balance, rhythm, speed and accuracy of response to signals, coordination of movements, orientation in space) and conditioning (speed, speed-strength, endurance and flexibility) abilities;

Introducing independent physical exercises, outdoor games, using them in free time based on the formation of interests in certain types of physical activity and identifying a predisposition to certain sports;

Developing discipline, a friendly attitude towards comrades, honesty, responsiveness, courage during physical exercises; promoting the development of mental processes (idea, memory, thinking, etc.) during motor activity.

Distinctive feature training sessions in the training group GNP-1, is the emphasis on solving educational problems: mastering the school of movements, forming basic knowledge about the basics of physical culture and a healthy lifestyle. These tasks must be solved in close connection with the development, first of all, of various coordination and conditioning abilities. The result of solving the educational tasks of the lesson should be the developed ability and interest of students to independently engage in physical exercises, outdoor games and use them in their free time. During classes, the teacher must determine the student’s predisposition to certain sports and facilitate the start of these sports.

At each lesson, the teacher should pay great attention to instilling in young athletes such moral and volitional qualities as discipline, a friendly attitude towards comrades, honesty, responsiveness, courage during physical exercises, as well as promoting the development of mental processes (idea, memory, thinking and etc.).

The organization and methodology of conducting classes in the GNP-1 group largely depend on the age characteristics of the students. When teaching motor actions, preference should be given to a holistic method, focusing on mastering the school of movements. When conducting classes, it is especially important to correctly name the exercises, demonstrate them accurately, and correct mistakes in a timely manner.

Learning motor actions and developing the physical abilities of students of this age are closely related. The same exercise can be used both to teach a motor skill and to develop coordination and conditioning abilities. Their predominant impact on the formation of a motor skill or on the development of motor ability is determined only by their methodological orientation. A skillful combination in the classroom of the development of coordination and conditioning abilities with the teaching of motor skills is a distinctive feature of a well-organized pedagogical process.

Speaking about the features of learning movements and developing physical abilities at primary school age, we should highlight the problem of the optimal relationship between the method of standard-repetitive and variable (variable) exercises. As students begin to confidently perform mastered motor actions, the standard-repetitive exercise method should give way to the variable exercise method, which at primary school age should be combined with the widespread use of game and accessible competitive methods.

School age is a favorable period for the development of all coordination and conditioning abilities. However, special attention at this age should be paid to the comprehensive development of coordination, speed (reactions and frequency of movements), endurance to moderate loads, and speed-strength abilities.

To achieve optimal general and motor density of the lesson, it is necessary to widely use non-standard equipment, technical means training, available simulators.

A distinctive feature of schoolchildren is their great desire, interest, cognitive activity, and high emotionality during classes. Therefore, in the classroom, clear organization, reasonable discipline, based on strict adherence to the commands, instructions and orders of the teacher, must be combined with providing them with a certain freedom and independence of action, tasks that stimulate creativity and initiative.

Group GNP-2 (second year of study)

Tasks:

Promoting harmonious physical development, strengthening the skills of correct posture and resistance to adverse environmental conditions, fostering value orientations healthy image life and personal hygiene habits;

Teaching the basics of basic types of motor actions; further development of coordination (orientation in space, rearrangement of motor actions, speed and accuracy of response to signals, coordination of movements, rhythm, balance, accuracy of reproduction and differentiation of basic parameters of movements) and conditioning abilities (speed-strength, speed, endurance, strength and flexibility) ;

One of the most important tasks of classes at this stage of training is to ensure further comprehensive development of coordination abilities (orientation in space, speed of restructuring of motor actions, speed and accuracy of motor reactions, coordination of movements, rhythm, balance, accuracy of reproduction and differentiation of power, time and spatial parameters of movements ) and conditioning (speed-strength, speed, endurance, strength, flexibility) abilities, as well as a combination of these abilities.

In the GNP-2 group, during the second year of study, it is necessary to gradually increase the requirements for the speed and rationality of performing the studied motor actions, and, finally, for resourcefulness when performing exercises in changing conditions.

In this regard, the teacher must skillfully move from standard-repetition methods to variable exercise, game and competitive methods.

In turn, at this period of children’s lives, the development of coordination abilities must be organically linked with the development of speed, speed-strength abilities, as well as endurance and flexibility.

To do this, general and specially developing coordination exercises must be constantly used in classes and alternated with exercises that affect the specified conditioning abilities.

Group GNP-3 (third year of training)

Tasks:

Promoting harmonious physical development, developing the ability to use physical exercise, hygienic factors and environmental conditions to improve health;

Solving motor experience through mastering new motor actions and developing the skills to use them in conditions of varying complexity;

Further development of conditioning (strength, speed-strength, endurance, speed and flexibility) and coordination abilities (speed, rearrangement of motor actions, coordination, ability to voluntarily relax muscles, vestibular stability, etc.);

Reinforcing the need for regular physical exercise and favorite view sports.

In the training group GNP-3, further enrichment of motor experience continues, increasing the coordination basis by mastering new, even more complex motor actions and developing the ability to use them in conditions of varying complexity.

In close connection with the consolidation and improvement of motor skills (techniques and tactics), work is carried out on the diversified development of conditioning (strength, speed-strength, endurance, speed, flexibility) and coordination abilities (speed of restructuring and coordination of motor actions, abilities for voluntary muscle relaxation, vestibular stability), as well as a combination of these abilities.

Work is being deepened to strengthen children's need for regular physical exercise, the formation of adequate self-esteem in them, emphasis is placed on the education of such moral and volitional qualities of the individual as self-awareness, worldview, collectivism, determination, endurance, self-control, as well as on the development of mental processes and training in the basics of self-regulation.

The purpose of using these methodological approaches is to foster in students a desire for self-knowledge, strengthening motivation and developing cognitive interest in physical exercise.

To simultaneously consolidate and improve motor skills (techniques) and develop the corresponding coordination and conditioning abilities, specially preparatory exercises should be repeated many times, purposefully and more often changing individual parameters of movements or their combinations, the conditions for performing these exercises, gradually increasing the intensity and volume physical activity. For these purposes, it is recommended to make wider use of various methodological techniques related to the method of variable (alternating) exercise, game and competitive. In this way, the diversified development of various motor abilities is achieved and a connection between the development of abilities and in-depth technical and tactical improvement is ensured.

Students are able to consciously control their movements, can simultaneously perceive complex actions, and are more organized, focused, and have depth and accuracy of thinking. Therefore, in classes with them, it is recommended to use much more widely the so-called specialized tools, methods and methodological techniques: visual aids, diagrams, models revealing the features of the biomechanics of movements, video recording, method of “ideomotor” exercise; means and techniques of duplication, orientation and selective demonstration; techniques and conditions for directed “feeling” of movements, methods of urgent information.

The work uses all known methods of organizing classes: frontal, group and individual. However, it is recommended to use the method of individual tasks, additional exercises, tasks for mastering motor actions, developing physical abilities, taking into account body type, inclinations, physical and technical and tactical readiness. To accurately monitor individual exercise tolerance, it is recommended to use well-known circuit training options more widely.

Going through educational material (studying educational topic) must be carried out in a logical sequence, in a system of interrelated activities. At the same time, the teacher must correctly link the topics to each other, determine the volume of educational material for each lesson, take into account the stage of learning motor action, conduct training in accordance with the positive transfer of motor skills, the level of technical and physical preparedness of the student.

Calendar and thematic planning for students of GNP-1

(first year of study)

Calendar and thematic planning for students of GNP-2

(second year of study)

Distribution of educational and training time

for various types of program material

Bibliography:

When drawing up the work program, the following regulatory documents and literature were used:

1. The concept of modernization of Russian education for the period until 2010. Order of the Government of the Russian Federation dated August 30, 2002, Xa1507-r;

2. Letter of the Ministry of Education of the Russian Federation dated October 31, 2003 No. 13-51-263/13 “On the assessment and certification of students classified as special medical group for physical education classes.

3. Children's outdoor games. / Compiled by V.I. Grishkov. - Novosibirsk: Novosibirsk Book Publishing House, 1992.

4. Strakovskaya V.L. 300 outdoor games for the health of children from 1 year to 14 years. - M.: New school, 1994

6. Glazyrina L.D., Lopatik T.A. Methods of teaching physical education: 1-4 grades: Method. manual and program.- M.: Humanit. ed. VLADOS Center, 2002.-208 p.- (B-teacher primary school).

7. Stepanova O.A. Play and recreational work in primary school: Toolkit for primary school teachers, after-school teachers, additional education teachers and parents. Series “Game Technologies” - M.: TC Sfera, 2003. - 144 p.

8. Lyakh V.I., Zdanevich A.A. Comprehensive program of physical education for students in grades I - XI, Moscow, “Prosveshchenie”, 2011.

9. Zheleznyak Yu.D., Portnov Yu.M. Sports games: technique, tactics, teaching methods, M.: Publishing Center "Academy", 2002.

10. Antonova Yu. A. The best sport games for children and parents, Moscow, 2006.

11. Balyasnoy L.K., Sorokina T.V. Education of schoolchildren during extracurricular time, Moscow, “Enlightenment”, 1980.