Innovative technologies in the work of a physical education teacher. Innovative technologies at the modern physical culture lesson
The specificity of the subject allows the use of a variety of forms of organization of activities using health-saving technologies. The health-saving program "Little House - Great Health" has been developed and has been successfully implemented for 3 years. The results of the work of this program are viewed both in the educational process and in extracurricular activities.
In the classroom, students should be motivated for a positive result and a friendly attitude towards each other. Such an effect can be achieved only with the complex use of the entire arsenal of teaching methods and tools, the most effective of which are the imitation method, the project method, the gaming method, the regulated exercise method, the methods of analysis, comparison, and the competitive method.
In class with seniors special place is given to strength and general physical training, which consists in increasing physical capabilities human body. This means that in the youthful organism, under the influence of a constant increase in the load, a process of adaptability occurs, i.e. tuning of all functional systems of the body to work in the maximum mode. The lesson is designed in such a way that at high density it is emotionally saturated and contains game elements. Students receive this physical activity, which they are able to withstand without harm to health. This result is achieved as a result of using the entire arsenal of methods: the maximum effort method, the dynamic effort method, the “shock” method. At the end of the lesson, the children receive homework for mastering the technique of movements, the development of motor qualities, control over its implementation is carried out at the end of the study of the module. In the lessons, students learn the correct, in the full sense of the "cultural" execution of movements, which affects not only the physical, but also personal development student.
In the lessons, a circuit training method is used, which is based on three methods:
- 1. Continuous flow, which consists in executing tasks one after another, with a small time interval. This method contributes to the complex development of motor qualities.
- 2. Flow-interval is based on a short-term (20-40 s) performance of exercises that are simple in technique with minimal rest, which contributes to the development of general strength endurance.
- 3. Intensive-interval is used with an increase in the level of physical fitness.
Together with the students, a complex of general physical training circuit training method. The students showed a keen interest in systematic physical education. It became not indifferent to them how many times they would pull themselves up on the crossbar, how many times they would do the lift with a coup, how long they would hold the corner in the hang on the crossbar, how many times they would do push-ups. They constantly have rivalry between themselves, groups, they began to live in a competitive movement.
In physical education classes, young men acquire not only technical skills, but also the skills of an organizer. To this end, the guys independently prepare a weekly review of sports news in the city, region, country, world and issue the Sports News newsletter, develop sets of general developmental exercises for warming up, build individual trajectory learning. The children are brought up those qualities that characterize their attitude to work: purposefulness, diligence, conscientiousness, perseverance, independence, ingenuity. Mandatory specific volitional qualities: determination and courage, endurance and self-control, perseverance and perseverance that they need in the future labor activity and promote career growth.
In the classroom and extracurricular activities, conditions are provided for a gradual transition from collective-distributive forms learning activities to its individual forms, based on independent work students and the transition to self-regulation and self-correction. For this purpose, Portfolio technology is used, adapted to the discipline being taught.
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innovativetechnologyon thelessonsphysicalculture
Tarasenko Sergey Vladimirovich
Teacher physical culture
The topic of innovations in the pedagogical activity of physical education teachers is very relevant today. Unfortunately, the number of students exempted from physical education is increasing. And most see no interest in this subject. Therefore, it is becoming increasingly important for teachers to introduce new methods of classes, assessments in their lessons in order to interest students.
And in order to achieve this, I use the following innovative technologies in physical education lessons:
1. Health-saving technologies
I give an important place in my work to health-saving technologies, the purpose of which is to provide the student with the opportunity to maintain health during the period of study at school, to form in him the necessary knowledge, skills and abilities in a healthy lifestyle, to teach him how to use the knowledge gained in everyday life.
Health-saving educational technologies are the most significant of all technologies in terms of the degree of impact on the health of students, as they are based on age characteristics. cognitive activity children, the optimal combination of motor and static loads, learning in small groups, the use of visualization and a combination of various forms of providing information.
Health-saving technologies used in my lessons:
1. alternation species activities. A variety of forms of lesson organization, the alternation of mental and physical activity of students is one of the ways to increase the effectiveness of the lesson. I alternate between theory and practice.
2. Favorable friendly situation on the lesson. The lesson should be educational and interesting. At the lesson, I always pay attention to the physical and psychological condition children, I look at how they perceive the tasks of the teacher, how they evaluate his work. I make demands and comments only in a friendly manner.
3. Dosage assignments. The main thing when doing exercises is not to overload students.
4. Individual an approach to to each to kid. Children are very different, but the teacher should make his lessons interesting. To do this, I propose to create a situation of success for each student.
5. Lessons on the fresh air. It is known that children are very susceptible to colds, so one of my tasks is to increase the resistance of the child's body to such diseases. Hardening of the body becomes an effective remedy against colds. I rely on natural hardening factors. Outdoor lessons include cross country running, ski training, football.
6. Educational orientation lessons. The educational effect of physical education lessons is also achieved due to the possibilities of an individually differentiated approach to the development of the qualities of each student and the formation value attitude to your health. My motto is: "There are no capable and incapable, but there are hardworking and lazy in physical education."
In my lessons I provide:
Strict dosed physical activity, taking into account physical development all students, their health groups;
Strict control of the temperature regime, ventilation of the room;
Checking and monitoring the condition of sports equipment and inventory, their timely repair and repair, keeping them clean;
Control over interchangeable sports uniforms;
The use of special exercises for the prevention and correction of posture, eyes, the use of breathing exercises.
2. Personally - oriented technology
In my work I pay a lot of attention to the development of practical skills necessary in different physical situations, the conscious, active attitude of students to physical education lessons, while explaining the importance of regular and systematic physical exercises. To achieve the effectiveness of the lesson, I focus on a personal approach to students, on creating a situation in which the student is aimed at creative search and self-determination.
Student-centered learning technology helps to create a creative atmosphere in the classroom, as well as creates the necessary conditions for the development of individual abilities of children.
In order to activate the thinking of students and form an interest in physical culture, I use problem-based learning. For students to develop objective evaluation I use the technology of self-assessment, where students determine their mark on the completed task, on the topic they have mastered. During self-assessment, an analysis of the results of activities is carried out and personality traits are not evaluated.
In the process of teaching physical culture, I try to encourage students to be independent in solving tasks, skillfully relying on previously studied program material. In the classroom I pay attention to individual work with students.
The essence of the technology I work with is person-oriented the nature of education, an individual approach to each child in the organization of physical education classes, in the formation of a conscious need for physical culture and health and sports creative activity. This means that an individual educational trajectory has been created for each student, which takes into account the individual body type, physical fitness, health status, as well as the characteristics mental development. Knowing the features of the physical development of children, I build physical education classes on the individualization and differentiation of education. I offer the children exercises of varying degrees of complexity, the possibility of gradually mastering the necessary skills and abilities is provided.
In the process of learning activities, I introduce different types of lessons, forms of their conduct, I use frontal, group, individual forms of work in a complex way. I use a variety of teaching methods and techniques. Along with combined lessons, I conduct non-standard lessons using elements of a modern lesson: game lessons, competition lessons, competition lessons.
3. Information and communication technologies
health-saving technology lesson physical
ICTs make it possible to organize the educational process on a new, more high level to provide a more complete assimilation of educational material. This helps me in solving another problem - to awaken the interest of schoolchildren in the formation of a healthy lifestyle.
Physical education lessons include a large amount of theoretical material, for which a minimum number of hours are allocated, so the use of electronic presentations allows me to effectively solve this problem.
Many explanations of the technique of performing the movements being learned, historical documents and events, biography of athletes, coverage of theoretical issues in various areas cannot be shown to students, so it is necessary to use different kinds visibility.
For example, the use of ICT using intersubject communications in the process of teaching physical education helps me prepare interesting lessons, and students more fully and deeply comprehend the material being studied. At the theory lesson in the 6th grade on the topic: “History of the Olympic Games”, there is a connection with a number of subjects. Target this lesson- create general idea about the Olympic Games, to promote an aesthetic attitude towards art, to cultivate a sense of patriotism. Since the lesson is planned using ICT, students can see everything I talk about. Theoretical material is perceived better when there is also a visual perception of information. When talking about the history of the origin of physical culture or the Olympic Games, I ask the guys to remember the history of the Ancient World.
Also, students are already sufficiently prepared to create presentations, and from time to time, homework includes making presentations on various and interesting topics.
4. Technology of differentiated physical education
A differentiated physical education is understood as a purposeful physical formation of a person through the development of his individual abilities. TSPE is a way to implement the content of differentiated physical education through a system of means, methods and organizational forms, providing effective achievement goals of education. The content of the TDFO is the totality pedagogical technologies differentiated training in motor actions, the development of physical qualities, the formation of knowledge, methodological skills, educational process management technologies that ensure the achievement of physical perfection.
Essence TDFO is in teaching with a holistic method followed by differentiation (selecting the details of the technique and dividing them according to complexity) and then integrating these parts in different ways, depending on the level of technical preparedness of the students, in order to better perform the exercise.
Training in motor actions provides for the possibility of choosing operations to solve certain motor tasks. In this case, each trainee can master a motor action in the composition of operations he prefers, which will become the basis for the formation of his individual, most effective, style of activity. So, for example, when fixing the educational material, I conditionally divide the children in the class into groups, depending on their preparedness. I give one group preparatory or lead-up exercises under light conditions, another group - complicated lead-up exercises, the third - the action as a whole, but in a lighter version, etc. Students of strong groups, within the class, master educational material on average, two lessons faster than average and weak students, therefore, training in motor action ends for them with the implementation of the studied exercise in competitive conditions, and students of weak and medium groups continue to perform the exercise in parts or repeat it many times under standard conditions.
I always conduct individual work with students who fail to perform one or another motor action. These children receive individual tasks, both in the classroom and for homework. In the final part of the lesson, the class unites, all students perform the same exercises, play.
When evaluating physical fitness, I take into account both the maximum result and the increase in the result. And individual achievements are of priority. When setting a mark in physical culture, I take into account theoretical knowledge, and the technique of performing a motor action, and diligence, and the ability to carry out sports and recreational activities. I widely use encouragement methods, verbal approval. Some children need to be convinced of their own abilities, reassured, encouraged; others - to restrain from excessive zeal; the third - to interest. All this forms in schoolchildren positive attitude to the execution of tasks, creates the basis for social activity.
Temporarily released children and students referred for health reasons to a special medical group are present at the lessons: they help in the preparation of equipment, judging, get acquainted with theoretical information, with the technique of performing motor actions. For students assigned to a special medical group for health reasons, classes are held separately, outside of school hours, they perform the exercises recommended by the doctor.
A comprehensive study of the schoolchild, a comparison of various data allows me to identify the reasons for the lagging behind in children, to establish the main of these reasons and to carry out pedagogical impact based on the method of differentiated learning.
5. Performance innovative technologies
As a result of the use of the above technologies in improving the efficiency and quality of a physical education lesson in modern conditions succeeds:
To reveal the comprehensive abilities of students;
Increase children's interest and enthusiasm for the subject;
Teach students to be more self-confident;
To teach students to try to use the acquired knowledge in various situations;
To improve the quality of students' knowledge;
Students become winners and prize-winners of Olympiads in physical culture.
Health-saving technologies, personality-oriented technology, information and communication technologies, technology of differentiated physical education - all these are the most important features of my modern physical education lesson.
List of used literature
1. Balsevich V.K. Physical culture for everyone and for everyone. M.: FiS, 1988. 208 p.
2. Krylova N.B. Cultural studies of education. M.: public education, 2000, p. 43-65.
3. Lazarev V.S. the concept of the pedagogical and innovative system of the school / V.S. Lazarev // Rural school. 2003. No. 1.
4. Slastyonin V.A. Pedagogy / V.A. Slastyonin. Moscow: School-Press, 2000
5. Andrews D.K. The role of educational innovations in promoting a healthy lifestyle in the twenty-first century // Teor. and pract. physical cult. 1993, No. 1.
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Report on the topic:
"Innovative activity of a teacher of physical culture»
Completed by: Tatosh Natalya Aleksandrovna - teacher of physical education, school No. 4, Aksai, Burlinsky district, West Kazakhstan region
Introduction
Today you can not find a single sphere human activity not related to physical culture, since physical culture and sports are generally recognized material and spiritual values of society as a whole and of each person individually.
Not by chance everything last years more and more people talk about physical culture not only as an independent social phenomenon, but also as a stable quality of personality. Historically, physical culture has developed primarily under the influence of the practical needs of society in the full physical preparation of the younger generation and the adult population for work. At the same time, as the systems of education and upbringing developed, physical culture became the basic factor in the formation of motor skills and abilities.
Innovation, or innovation, is characteristic of any professional activity human and therefore naturally become the subject of study, analysis and implementation. Innovation does not happen by itself, it is the result of scientific research, advanced pedagogical experience individual teachers and entire teams. This process cannot be spontaneous, it needs to be managed. The terms "innovations in education" and "pedagogical innovations", used as synonyms, were scientifically substantiated and introduced into categorical apparatus pedagogy.
Unfortunately, the number of students exempted from physical education is increasing. And most do not see interest in this subject. Therefore, it is becoming increasingly important for teachers to introduce new methods of classes, assessments into their lessons in order to interest students. That is why the topic of innovations in the pedagogical activity of physical education teachers is relevant today.
Object of study: innovations in the activities of a physical education teacher.
Subject of study: innovative activity of a physical education teacher.
Purpose of the study: reveal content innovation activities in physical education.
Research objectives:
1) analyze the literature and reveal the essence of the concept of "innovative activity" in education;
2) characterize the innovative activity of physical culture.
Research methods. The study used analysis and generalization of data from special literature, methods of comparison.
Chapter 1. Innovative activity in pedagogy.
1.1. The concept of innovative activity in pedagogy.
The concept of "innovation" appeared relatively recently and is now firmly established in pedagogical use.
Only in recent times Several definitions appeared, similar in meaning, but differing in their “shades”:
the process of improvement by introducing any innovations;
the act of introducing something new: something newly introduced;
a new idea, method or device;
successful use of new ideas;
a change that creates new aspects in the activity;
creative idea that was implemented;
innovation, transformation in the economic, technical, social, pedagogical and other fields, associated with new ideas, inventions, discoveries.
Synonyms for the concept of "innovation" are the words "innovation", "discovery", "invention". And although they differ in meaning, in any case, all these concepts are associated with the result - creative activity, creativity. At the same time, according to experts, if creativity means putting forward new ideas, then the hallmark of innovation is its implementation in practice.
The main difference between the word "innovation" and other concepts is that it allows you to create additional value associated with implementation. In this approach, an innovation is not an innovation until it has been successfully implemented and produced results.
Innovation can refer to both radical and gradual changes in processes, “products” of labor, strategies for organizing activities (innovative activity).
Thus, innovations are considered from different points of view - in "connection" with technologies, economic development, political issues, changes in pedagogical process etc. Accordingly, in scientific literature There are a variety of approaches to this topic.
Nevertheless, something in common can be distinguished: innovation is usually understood as the introduction of something new and uniquely useful, effective (for example, the introduction of new mechanisms, methods, techniques, products, services).
Innovations are connected with the spiritual needs of man, social and political transformation, new phenomena public life.
Their appearance testifies to the growing need of society for a new quality of life, a new quality of education.
Innovation processes include everything related to best practices, numerous organizational changes in the field of public education, achievements of scientific thought and their implementation in practice. The educational process, which occupies a central place in pedagogy, can be considered as innovative, because its purpose is to transfer to students new knowledge for them, the formation of new personality traits. If we had effective methods study and evaluation innovation processes, then this would allow them to be regulated, enhance practical benefits and increase focus.
1.2. Influence of innovative activity on the work of a teacher.
Innovative activity is a factor in the development of teachers' creativity. In the qualification characteristics of teachers of the highest and first qualification categories, one of the main conditions is a creative attitude to pedagogical activity, participation in the development and implementation of new projects that contribute to the improvement of the educational process.
The form of qualification tests is increasingly becoming the protection of creative works and copyright projects. Participation in research helps the creative growth of the teacher and improves his qualifications. Experienced teachers practical work systematize and generalize it, competently organize the testing of ideas and evaluation of results.
Not only and not so much the certification process activated the teacher's desire for new knowledge, advanced training, but, above all, the desire for self-expression, self-realization in solving problems. pedagogical problems, using the possibility of self-awareness creative personality, awareness of involvement in an important professional business in close cooperation with colleagues.
It was innovative activity that aroused the keen interest of teachers in creativity, including a favorable innovative environment, which included:
creation of a favorable regime at all levels of management, expressed in the demand for the initiative and creativity of teachers, the definition of forms of support and practical assistance to them;
formation of personnel scientific potential capable of providing support for emerging and developing programs and experiments;
creation of a management infrastructure specializing in the management of innovation activities at all levels;
the formation of support services, the main task of which is the formation of a social order for innovation, providing an expert assessment of the significance and prospects of projects being developed, tracking the results of innovative activities of individual teachers, creative groups, whole teaching staff, municipal administrative structures;
creation of a system of information and methodological support at all levels that meets the needs of teachers, including replication of the results of activities, holding scientific and practical conferences, etc.;
creation of supporting educational institutions, municipal educational authorities, in advance of moving to work in the development mode;
creation of temporary research teams within the framework of an educational institution, the municipal education system;
ensuring the development curricula, programs of the regional component of the content of education and its methodological support;
creating an atmosphere of social significance of innovative processes, ensuring that children and parents are informed about the ongoing changes in the field of education.
The allocation of work with personnel as the main link in the development of innovative activity also contributes to the development of creativity.
1.3. Development of innovative activity.
One of necessary conditions implementation of the principle of development of innovative activity - a set of measures that stimulate the innovative activity of teachers:
material support, expressed in partial financing of projects, salary increments, material incentives in case of a competitive selection of a project;
moral support: public recognition of the problems stated in the innovative project; the possibility of self-awareness as a creative person involved in an important professional cause in collaboration with colleagues; the possibility of publishing the results of innovative activities;
professional support: individually oriented assistance, the opportunity to study at targeted courses, participation in round tables, organizational and activity games; special attention to innovation in the certification for qualification categories.
One of the important areas of work on the management of innovation processes was individually oriented assistance to teachers and assistance to teams in solving typical problems of organizing creative work. Among these problems, it is necessary to identify the main ones and outline ways to solve them.
Lack is enough complete information requires targeted actions to ensure it: the creation of information support structures in management, the expansion of publishing activities based on the results of innovative processes, the organization of information releases and information and methodological banks, the holding of scientific and practical conferences, changes in curricula and advanced training programs for personnel.
Formal acceptance of the principles and declared strategy of the project, selection of a project in a “young”, prestigious direction. The solution to this problem is provided by expert advisory assistance in the design (special study of priorities in the form of tactical and strategic achievements, control and diagnostic procedures, their manifestations, the use of various forms of project consideration - defense, individual interview, presentation, etc.).
The discrepancy between the opinions of the project participants is reduced after collective discussions, modeling of activity processes, acquaintance with educational approaches, conceptual, theoretical and practical and methodological innovations, stimulation of joint multi-level, interdisciplinary applications.
Resistance to innovation by managers and individual employees of pedagogical teams decreases with the organization of a collective and individual work to change thinking, develop a new vision and position in the course of advanced training and active group work (interactive seminar, discussion, focus group, collective form of advanced training). The change in the situation is facilitated by the inclusion of an indicator of the susceptibility of innovations as a qualification requirement for the heads of educational institutions and teachers of the highest qualification category with the development of appropriate qualification tests for certification.
Chapter Conclusion
innovative pedagogical activity is a complex dynamic process, the central figure of which is the teacher.
In scientific research, there are different approaches to the innovation process and its derivatives.
Formation of teacher's innovative readiness provides for:
Conscious analysis of professional activity based on motives and dispositions;
Problematization and conflictization of pedagogical reality;
Critical attitude to pedagogical standards;
Reflection and construction of a system of meanings;
Openness to the environment and professional innovations;
Creatively transformative attitude to the world;
Striving for self-realization.
Chapter II
2.1. Innovations in the student assessment system.
Today, in physical education, it is mainly teachers who propose the introduction of a new principle for evaluating the activities of students. For theoretical and technological innovative transformations in physical education, monitoring of the quality of physical education plays a significant role. . During the monitoring process, the following indicators were analyzed:
level of knowledge, skills and abilities;
attitude to health and physical culture of the individual.
The system for assessing the quality of physical education is innovative. To achieve full academic performance, attendance and increase activity in physical education lessons, a rating (point) assessment system is used. Its essence boils down to the following: the doctrine of certain period(per month, per semester, academic year) scores in aggregate a certain number of points corresponding to one or another assessment of his activities. Such an approach to assessment really allows assessment to play a stimulating role, to adequately assimilate the requirements for students. Based on the developed criteria, students themselves can objectively evaluate their achievements. Teaching students self-assessment and mutual assessment is an important condition for their preparation. As the main criterion for the final assessment of progress in the discipline, the attendance of classes focused primarily on the individual pace of development of motor abilities, and not on the implementation of average educational standards, was chosen.
Also, progress in the discipline is determined by the completeness of the acquired theoretical knowledge, efficiency in the classroom, participation in sports life.
2.2. Innovations in the lessons of physical culture.
The specificity of the subject allows the use of a variety of forms of organization of activities using health-saving technologies. The health-saving program "Little House - Great Health" has been developed and has been successfully implemented for 3 years. The results of this program are seen both in the educational process and in extracurricular activities.
In the classroom, students should be motivated for a positive result and a friendly attitude towards each other. Such an effect can be achieved only with the complex use of the entire arsenal of teaching methods and tools, the most effective of which are the imitation method, the project method, the gaming method, the regulated exercise method, the methods of analysis, comparison, and the competitive method.
In the classes with senior classes, a special place is given to strength and general physical training, which consists in increasing the physical capabilities of the human body. This means that in the youthful organism, under the influence of a constant increase in the load, a process of adaptability occurs, i.e. tuning of all functional systems of the body to work in the maximum mode. The lesson is designed in such a way that at high density it is emotionally saturated and contains game elements. Pupils receive such physical activity that they are able to withstand without harm to health. This result is achieved as a result of using the entire arsenal of methods: the maximum effort method, the dynamic effort method, the “shock” method. At the end of the lesson, the children receive homework to master the technique of movements, the development of motor qualities, control over its implementation is carried out at the end of the study of the module. In the lessons, students learn the correct, in the full sense of the "cultural" performance of movements, which affects not only the actual physical, but also the personal development of the student.
In the lessons, a circuit training method is used, which is based on three methods:
Continuous-stream, which consists in executing tasks one after another, with a small interval of time. This method contributes to the complex development of motor qualities.
The flow-interval is based on a short-term (20-40 s) performance of exercises that are simple in technique with minimal rest, which contributes to the development of general strength endurance.
Intensive-interval is used with an increase in the level of physical fitness.
Together with the students, a complex of general physical training was developed by the method of circular training. The students showed a keen interest in systematic physical education. It became not indifferent to them how many times they would pull themselves up on the crossbar, how many times they would do the lift with a coup, how long they would hold the corner in the hang on the crossbar, how many times they would do push-ups. They constantly have rivalry between themselves, groups, they began to live in a competitive movement.
In physical education classes, young men acquire not only technical skills, but also the skills of an organizer. To this end, the guys independently prepare a review of sports news for the week in the city, region, country, world and issue the Sports News newsletter, develop sets of general developmental warm-up exercises, and build an individual learning trajectory. The children are brought up those qualities that characterize their attitude to work: purposefulness, diligence, conscientiousness, perseverance, independence, ingenuity. Mandatory specific volitional qualities also develop: determination and courage, endurance and self-control, perseverance and perseverance, which are necessary for them in their future work activity and contribute to career growth.
In the classroom and extracurricular activities, conditions are provided for a gradual transition from collective-distributive forms of educational activity to its individual forms, based on the independent work of students and the transition to self-regulation and self-correction. For this purpose, portfolio technology is used, adapted to the discipline being taught.
Conclusion
Innovations, or innovations, are characteristic of any professional activity of a person, and therefore they become the subject of study, analysis and implementation. Innovation comes from scientific research, analysis and generalization of advanced pedagogical experience.
As a rule, innovations arise as a result of attempts to solve a traditional problem in a new way, as a result of a long process of accumulating and comprehending facts, when a new quality is born that carries an innovative meaning. Most modern innovations are in continuity with historical experience and have analogues in the past. This gives grounds to assert that the innovation process is a motivated, purposeful and conscious process of creating, mastering, using and disseminating modern (or modernized) ideas (theories, methods, technologies, etc.), relevant and adapted to given conditions and meeting certain criteria. It is aimed at improving the quality of the system into which innovation is introduced, and involves stimulating its participants and changing their views from the position of innovation.
At the heart of innovative educational processes There are two major problems of pedagogy:
The problem of studying pedagogical experience;
The problem of bringing to practice.
The result of innovative processes in education is the use of innovations, both theoretical and practical, as well as those that are formed at the intersection of theory and practice. Moreover, innovation in the education system involves the introduction of a new goal of education; development of new content, new methods and forms of education and upbringing, introduction and dissemination of existing ones pedagogical systems; development of new school management technologies, its development; school as an experimental site; a situation where the school has a fundamentally new educational orientation and carries out the renewal of education and upbringing, which are of a systemic nature, affecting the goals, content, methods, forms and other components of the education system.
Innovations in the system of physical education of students is a functional necessity for teachers of educational institutions.
Bibliography
Balsevich V.K. Physical culture for everyone and for everyone. - M.: FiS, 1988. - 208 p.
Krylova N.B. Cultural studies of education. - M.: Public education, 2000, p. 43-65
Lazarev V.S. the concept of the pedagogical and innovative system of the school / V.S. Lazarev // Rural school. - 2003. - No. 1.
Lubysheva L.I., Balsevich V.K. Values of physical culture in a healthy lifestyle // Mater. intl. conf. " Modern research in sports science. St. Petersburg: NIIFK, 1994
Rapatsevich, E.S. Pedagogy. Great Modern Encyclopedia / E.S. Rapatsevich. - Minsk: Modern word. - 2005.
Slastyonin V.A. Pedagogy / V.A. Slastyonin. - M.: School-Press, 2000
Tyunnikov Yu.S. Analysis of innovative activities of educational institutions: scenario, approach / Yu.S. Tyunnikov // Standards and monitoring in education. - 2004. - No. 5.
Andrews D.K. The role of educational innovations in promoting a healthy lifestyle in the twenty-first century // Teor. and pract. physical cult. 1993, No. 1.
Sections: Sports at school and children's health
Objectives of the article:
- To acquaint teachers of physical education with innovative methods of improving children's health with the help of yoga, used in practical activities.
- Strive to develop with colleagues communication skills and skills to encourage and adopt the proposed experience.
- To show that the physical education lesson of the 21st century has changed, with the help of yoga it has become interesting and is the most successful form of a comprehensive lesson for schoolchildren, which allows developing physical qualities and improving the functioning of the body of everyone and which is able to increase motivation for lessons.
My article is relevant because every year yoga penetrates deeper into our daily lives, each TV channel talks about the benefits of yoga for health promotion. Yoga is included in the programs in many fitness centers, and doctors recommend doing yoga to everyone, without restrictions on age and level of physical fitness. regular lesson physical education at school does not reflect modern fashion trends, it seems uninteresting to children - hence the low motivation for classes. One way out of this situation is the use of non-traditional types of physical education classes at school. This is yoga.
Children's yoga offers a set of classes based on hatha yoga, which creates all the conditions for competent and harmonious growth. Yoga classes are especially useful for primary and secondary school students, since it is at this age that the foundations of human health begin to be laid. Thanks to yoga, it is possible to develop good posture, flexibility, coordination of movements, in the future to avoid diseases such as scoliosis, osteochondrosis. Yoga classes can increase the body's resistance to diseases, strengthen the body.
It is also important that yoga is an excellent means for effective relaxation. Classes provide an outlet for natural children's activity, they will be especially useful for overly active and problem children who are inattentive and do not know how to concentrate. Experts have proven that those children who practice yoga regularly become more disciplined, get less tired, and learn much better. In adolescence, yoga helps to overcome self-doubt, to find mental and physical balance.
Classes will make the child not only healthy and physically developed, but will also contribute to concentration, calmness, and successful resistance to daily stress, stress at school and outside of it.
Yoga is created for children who still keep the secrets of the inner world in their memory, as well as for everyone who is eager to rediscover it.
M. Smithuyit
Yoga is the oldest Indian teaching, systematized by the sage Patanjali around the 2nd century BC. and recognized by almost all followers of yoga.
Yoga is a combination, harmony of the three principles of a person - physical, mental and spiritual.
One of constituent parts yoga is Hatha yoga. Elements of this ancient system of Indian yogis, useful for every person, have long entered our lives, and now they are also included in the lesson of physical culture.
One of better ways to help children achieve emotional harmony, so that the body, mind and spirit develop in unity, is to teach them yoga.
Regular yoga practice will help children improve:
- strength, endurance, coordination of movements, balance;
- posture, blood circulation, work of internal organs;
- behavior;
- school performance.
With regular yoga practice...
- children's relationships with parents, teachers and friends will become softer and warmer.
- hyperactive and problem children will behave more reservedly.
- constrained and shy children will gain self-confidence and will no longer shy away from socializing with peers.
- children will learn better in school.
For students from 7–13 years old, thematic lessons, stories and a variety of games are used. Children aged 14–17 are attracted to complicated poses, often invent their own combinations. They are able to stay in a state of concentration for a longer time.
Games, stories, art and music - this is what makes yoga lessons entertaining and interactive. Games without an element of competition are exciting and teach children cooperation and mutual assistance. They give children the opportunity to “let off steam”, calm down and prepare for the yoga class. A yoga lesson is an alternation of moving and calm moments.
Lesson planning:
- always start with a warm-up;
- from simple poses gradually move to complex ones, when choosing poses, take into account the physical abilities of students;
- choose energetic positions when children are lethargic and need to be energized, and relaxing positions when you want to calm them down;
- use combinations of poses from different groups (for example, poses;
- leaning forward, and then poses with a leaning back, etc.);
- constantly offer new poses so that no one gets bored;
- breathing exercises;
- end each lesson with relaxation.
Before you start learning postures (asanas), you need to do a few exercises as a warm-up to prepare the ligaments and make the joints and spine more mobile. The warm-up can be replenished and diversified with any dynamic exercises. After warming up, sit in a comfortable position, a simple crossing of the legs (sukhasana), calm your breathing, and only after that proceed with the poses. Many legends have survived to this day, in which the number of existing asanas is called. According to one - there are 84 thousand of them, according to others - 30 million.
So, we begin to learn asanas. Asana is a posture, a certain position of the body, which develops physical qualities, improves the functioning of the body. Hatha yoga says: "Free the muscle, the strength is at rest." Performing asanas can be divided into several stages:
- Rest before entering the pose.
Sounds (musical series).
Try to include in the lessons (grades 1-5) techniques that develop children's listening skills as well as their ability to concentrate. This will help those who are easily distracted and unable to sit still.
Have the children sit or lie down in a comfortable position with their eyes closed. They will enjoy the interesting sounds you make. Ask one of them, after listening to several sounds, to tell how, in his opinion, the sounds were extracted, and in what order. You can repeat the same sounds but in a different order, encouraging children to listen and remember. This exercise is good for developing memory. Use any children's tools (bells, bells, etc.), but add your own inventions too! For example: chop dry leaves, crumple paper or plastic bags, slowly pour rice into a metal container.
You can also use poses with a partner such as a tree of friendship, a sailing boat, a comet, a fish under a bridge, etc. Yoga with a partner has some advantages over private lessons yoga. Not all exercises can be performed independently and the help of a partner is invaluable. During joint work, trust arises between partners, giving each of them an additional opportunity to work out many of their qualities, both physical and emotional: to experience a sense of energy, a sense of interaction and balance, a sense of responsibility, sensitivity and gratitude to each other. All this leads to the establishment of warm, friendly relations between the partners.
Breathing exercises (pranayama).
children primary school you can offer the simplest breathing techniques, such as:
- Deflating Feathers (or Ping-Pong Balls) - Take a deep breath and, as you exhale through a straw, try moving the feather across the floor or kicking it through the air.
- Buzzing bee breathing - when the whole group does this exercise, it seems that a whole swarm of bees has woken up! Sit in the half lotus position. Take a deep breath through your nose and pinch your ears with your fingers. Slowly exhaling air, and without opening your mouth, make a strong buzzing sound, similar to the buzzing of bees (“mmm”). This exercise has a strong calming effect.
For older children, you can offer:
Breathing "ha" - it helps to get rid of stagnant air accumulated due to shallow breathing. Lie on your back, stretch your arms above your head. Take a deep slow breath. Sharply release air through your mouth with the sounds of “ha”, pressing your knees to your chest and wrapping your arms around them. Inhale slowly and stretch out on the floor again. Breathe freely for a few seconds, then repeat everything again three times.
Breathing techniques have a healing and restorative effect on the nervous system. Pranayama calms emotions, it has an extremely beneficial effect on overall well-being and health in general, as it increases the flow of oxygen into the blood and effectively removes stale air from the lungs.
We finish the yoga lesson with a relaxation pose (savasana). Children need to relax. Relaxation gives children the time and opportunity to process the impressions of the day, helps to step back from worries and take a fresh look at things. It can be the solution to many problems.
And in conclusion, by giving a “Yoga Lesson”, you will give each child the opportunity to know himself. You will open the door for him to a new wonderful world where he will find harmony with himself, those around him, a good mood and a healthy spirit.
Physical culture and sports are an integral part of modern life. For modern people many new technologies in sports are becoming commonplace. Often you do not notice how life of both athletes and ordinary citizens is unthinkable without sports innovations.
For many, the technologies described are expressed in television, constantly improving sports broadcasts. Nevertheless, this is far from all, because there is an active development of innovative computer programs and systems. They help organize workouts with greater efficiency, adjust games, and even provide the necessary psychological relief.
Innovative technologies in physical culture for the younger generation
For students of schools and other educational institutions An important section is classes in physical education. Today, innovations in physical culture are expressed in the use of non-traditional exercises and activities in training. The last one is yoga.