Coursework development of strength abilities in high school students in physical education lessons. Development of strength qualities at the lesson of physical exercises "Development of speed strength qualities at the lessons of physical
Currently, millions of people are involved in active physical exercise, participate in sports competitions.
Sports of the highest achievements are developing at a rapid pace, mass physical culture is spreading even more widely,
various forms physical activity people (including jogging, fitness, swimming, hiking, etc.)
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Development of speed-strength abilities at physical culture lessons.
Currently, millions of people are involved in active physical exercise, participate in sports competitions. Sports of the highest achievements are developing at a rapid pace, mass physical culture is spreading even more widely, various forms of physical activity of people (including jogging, fitness, swimming, tourism, etc.)
All this confirms that in our days physical culture and sports acquire such a special significance that they have probably never had in the history of mankind. Physical culture significantly affects various aspects of people's lives - their work, social relations, education, military service, and as a result, the need of society for physical exercises increases.
At the present stage, there are many systems to meet this social need. One of these systems is school system physical education.
Significance in the formation of the student's personality is attached to physical education. An essential aspect of physical education is the process of development of motor qualities. One of the main tasks of the school is to teach children the qualitative manifestation of the motor inclinations that they are endowed with from birth. Movement control becomes possible under the influence of normative functional loads associated with motor activity.
Often, physical education teachers do not attach of great importance purposeful development of physical qualities, focusing only on teaching certain skills and abilities that students should master during their studies at school.
The importance of sports and physical culture for the harmonious, comprehensive development of the individual in our time can hardly be overestimated. Sports like component physical culture is an important tool physical education. In turn, physical education is a part of general education and is aimed at strengthening health, the harmonious development of the body. This is one of the indicators of the state of physical culture in society.
The principle of comprehensive, harmonious development of the personality requires the observance of the unity and interconnection of the various aspects of education. Practice shows that sports achievements are available only to comprehensively and physically harmoniously developed people.
Regular classes physical culture and sports improve the physique, the figure becomes slim and beautiful, movements acquire expressiveness and plasticity. It is also important that those who go in for physical culture and sports increase self-confidence, strengthen willpower, which helps to achieve their life goals.
The means of developing strength abilities in general are various general developmental strength exercises that are simple in structure, among which three main types can be distinguished:
Exercises with external resistance (exercises with weights, on simulators, exercises with partner resistance, exercises with resistance external environment: running uphill, on sand, in water, etc.)
Exercises with overcoming one's own body (gymnastic strength exercises: flexion-extension of the arms in the lying position, on the uneven bars, in the hang; athletics jumping exercises, etc.)
Isometric exercises (exercises of a static nature).
As the main means of developing speed-strength abilities, exercises are used that are characterized by a high power of muscle contractions. In other words, for them such a ratio of power and speed characteristics of movements is typical, in which a significant force is manifested in the shortest possible time. This kind of exercise is called speed-strength. These exercises differ from strength exercises by increased speed and, therefore, the use of less significant weights. Among them there are many exercises performed without weights.
Compulsory methodical condition with the development of high-speed power qualities is to perform each repetition with the most important result, that is, the intensity coefficient during execution should be as close as possible to the first result.
The choice of means by which speed-strength abilities are developed, and indeed power abilities, depends on the methods. The most common methods for developing speed-strength abilities include the following:
Method of dynamic forces. The essence of the method is to create the maximum power voltage by means of working with unlimited weights at maximum speed. At the same time, exercises are performed with full amplitude; this method is used during the development of rapid strength, i.e. ability to display great strength in conditions of rapid movements.
- "shock" method provides for the performance of special exercises with instantaneous overcoming of the impact load, which are aimed at increasing the power of efforts associated with the most complete mobilization of the reactive properties of the muscles, for example, jumping from elevations 45-75 cm high, followed by an instant jump up or a long jump . After a preliminary rapid stretch, a more powerful muscle contraction is observed. The value of their resistance is given by the mass of their own body and the height of the fall.
The game method provides for the development of speed-strength abilities in game activities, where game situations force people to show great strength in the shortest possible time intervals.
The competitive method is used in the form of various training competitions. The effectiveness of this method is very high, since the competitors are given the opportunity to fight each other on equal grounds, with an emotional upsurge, showing the maximum strong-willed efforts.
Methods of a strictly regulated exercise include: methods of repeated exercise and methods of variable (variable) exercise with varying speed and weight weights according to a given program in specially created conditions.
Thus, the correct and harmonious physical development of a person can be ensured only under the condition of versatile physical training. However, we must not forget that when forming physical culture, it is necessary to take into account that the spiritual and physical principles in human development constitute an inseparable whole.
Physical culture and sports contribute to the restoration and strengthening of overall performance, improve performance nervous system increase mental performance. Physical education creates the best conditions for mental performance and promotes the development of the intellect, stimulates the development of the need and abilities for self-knowledge and self-education.
Literature:
1. Deschle, S.A. Development of strength abilities in students of grades 1-3 [text]// Physical culture at school.- M.: physical culture and sport, 1982.-№4-p.21-23.
2. Gupsalovsky, A.A. Development of motor qualities in schoolchildren [text] / A.A. Gupsalovsky. - Minsk, 1978.-88s.
3. Lyubomirsky, L.E. Movement control in children and adolescents [text] / L.E. Lubomirsky.-M.: Pedagogy, 1970.-96s.
4. Antropova M.V. The performance of students and its dynamics in the process of educational and labor activity[text] / M.V. Antropova. M., Enlightenment, 1968.-251s.
5. Godik, M.A. Sports metrology [text] / M.A. Godik.- M.: Physical culture and sport, 1988.-191s.
6. Antropova M.V. Hygiene of children and adolescents [text] / M.V. Antropova. -M.: Medecina.1977.-334p.
The exercises below are designed to develop jumping ability, and in which students must show speed-strength qualities. It is advisable to carry out these exercises in March after skiing lessons when the lessons are doubled, as well as in September and April at athletics lessons. They help young men pass training standards in high and long jumps.
This set of exercises was developed by personal trainer Dmitry Yashankin http://besmart.net/user/10000443.html and helps to increase the efficiency of the training process several times.
1. Jumping out of the starting position while standing with the foot on a support (gymnastic bench). 6 series of 20 jumps: 3 series on the left and 3 on the right leg. In the XI grade, young men can perform an exercise with weights - dumbbells weighing 5 kg or 10 kg discs from the bar.
2. Multiple jumps from foot to foot, starting with a push of both. 6-8 series of 18m.
3. Multiple jumps (imitating a kangaroo) on both legs. 6-8 series of 18 m. Pay attention to the full extension of the legs after repulsion.
4. Multiple jumps moving forward on one leg with pulling the thigh and lower leg of the other leg up. 6 series of 12-14 meters.
5. Multiple jumps up from the stop crouching and from a deep squat. 6 episodes x 20 times.
6. Multiple kettlebell jumps while standing on two parallel gymnastic benches. Do not allow the “twitching” of the kettlebell with your hands, keep your torso straight. Boys of the 10th grade jump out with a weight of 16 kg, 4 series of 10-12 times; boys of the 11th grade - with a kettlebell 24 kg, 4 series of 10-15 times.
7. Jumping with a barbell on the shoulders: in a run; simultaneously on both legs. Young men of the X class - barbell weight 20-25 kg, 4 series of 10-12 jumps. Junior class XI - bar weight 30-35 kg, 6 series of 15 jumps.
C. Relay "Wheelbarrow" (Fig. 2). The boys are divided into two teams. In each team, the participants, in turn, are divided into pairs, equal in strength and weight. The first numbers on line A take the position of the support lying, legs apart. The second numbers take them by the legs (ankles) and lift them to the height of the belt. The first number plays the role of a "car", the second - carrying it.
At the signal of the teacher, the second numbers accompany the “wheelbarrows” moving on their hands to line B. As soon as the first numbers touch line B with their hands, they change roles with the second numbers, which become “wheelbarrows”, and return in the indicated way to line A, where they pass relay race to another pair of young men.
Options:
a) the first numbers ("cars") move on the hands, rearranging them one by one;
b) students - "wheelbarrows" advance, pushing off simultaneously with both hands, performing jumps on their hands.
9. Multiple jumps over stretched across
gum hall (Fig. 3). The height of the stretched elastic band is from 40 to 50 cm.
Option 1; standing on the side of the gum - jumping on both moving forward.
Option 2: an elastic band between the legs - jumping forward (connect the knees and feet above the elastic band, landing - legs apart), pull the knees to the chest.
Dosage during execution: having overcome three elastic bands, step back - rest 20 seconds, then 2 more series with a rest of 20-40 seconds; having overcome three elastic bands, step back and, without resting, again “jump” three elastic bands - rest 2 minutes, the same, but without rest, perform three series in a row - rest 4 minutes. On each elastic band, make at least 10-12 jumps.
Option 3: jumping in the "step over" method on the right and left sides of the rubber band moving forward, alternately pushing off with the right and left legs. The height of the elastic is 70-90 cm. Pay attention to the fact that the jumps are performed mainly due to the swing, and not only due to the push.
Federal State Budgetary Educational Institution of Higher Education
"Shadrinsk State Pedagogical University"
Department of Additional Education
The development of strength abilities in high school students in physical education lessons
Final certification work
by program professional retraining
"Physical Culture"
Executor:Yushkova Natalia Nikolaevna
Vlasov Nikolay Vladimirovich
Shadrinsk 2017
Introduction________________________________________________________________page 3
1. Theoretical and methodological foundations for the development of strength abilities in children school age ____________________________________________ page 5
1.1 Definitions, types and characteristics of power abilities ______ p.5
1.2 Means of developing strength abilities ______________________ p.8
1.3 Methods for developing strength abilities _____________________ p.12
1.4 Methods for developing strength abilities _______________________ p.16
1.5 Methodology for developing the strength of children of senior school age _____ p.20
2. Experimental substantiation of the effectiveness of the implementation of the methodology for the development of strength, based on control exercises for children of senior school age ___________________________________________ p. 28
2.1 Organization of the study __________________________________ p.28
2.2 Morphological and functional changes in the physical development of senior school age during the study _______________p.36
2.3 Dynamics of strength qualities of children of senior school age under the influence of physical exercises ________________ p. 39
Conclusion __________________________________________________page 43
List of sources used _____________________________p.45
Annex 1 _______________________________________________p. 48
Annex 2________________________________________________ p.50
Introduction
Relevance. The problem of developing muscle strength in children of senior school age is currently of particular interest in connection with pronounced changes in environmental (unfavorable environment), economic (falling living standards of the population) and social conditions of society. The above factors should also include neglect of the health of the schoolchildren themselves, who abuse alcohol and smoking, which resulted in the loss of the latter's interest in physical education. More and more clearly there is a tendency of physical degradation of the younger generation. Adolescents of the 2000s in terms of muscle strength and endurance are 10-18% inferior to their peers of the 80s. According to T.Yu. Krutsevich (2007), the desire for walks with friends, just active recreation, is noticeably reduced. At the same time, such a hobby as working on a computer and computer games appeared, which was not there before. These factors create the prerequisites for the development of deviations in the state of health in students: postural disorders, vision disorders, increased blood pressure, accumulation of excess body weight, which in turn predisposes to various diseases of the cardiovascular, respiratory systems, and metabolic disorders.
According to O. Sukharev (2004), during the period of schooling, a lack of physical activity leads to a deterioration in the cardiovascular system, a decrease in VC due to excessive body weight due to an increase in blood cholesterol. The school curriculum increases the load on the child's body: the need for assimilation and processing of various information increases, and, consequently, the body's stay in static postures increases, the visual apparatus is overstrained. Due to low mobility, a disease such as physical inactivity occurs, which leads to a decrease in physical capabilities. As a result, the sickness of children increases in all age groups, and during schooling, the health of students deteriorates by 4-5 times.
The general task in the process of long-term education of strength as a physical quality in children of school age is to develop it comprehensively and provide the possibility of high manifestations in various types of motor activity (sports, labor).
Considering the urgency of the problem,purpose of work is a theoretical substantiation and practical assessment of the methodology for developing the strength abilities of older students.
Object of study is the process of physical education of children of senior school age in the field of development of strength abilities.
Subject research - Methods of development of strength in the physical education of children of senior school age.
The purpose of the study is achieved by setting the followingtasks :
1. Define the concept of "strength" and "types of power abilities" in the physical education of schoolchildren.
2. Consider the means and methods for developing the strength abilities of older students.
3. Conduct a study of the influence of strength physical exercises on the body of older schoolchildren and draw conclusions within the framework of the task of the study.
1. Theoretical and methodological foundations for the development of strength abilities in schoolchildren
1.1 Strength as a physical quality and its types
Under force is understood as the ability of a person to overcome external resistance or counteract it due to muscular efforts.
Strength as a motor quality, this is the ability of a person to overcome resistance or counteract it with the help of muscle tension.
muscular strength is the maximum force developed by the muscle.
reduction (with decreasing length) andisometric tension (muscle tension without contraction and movement in the joints). The results of the exerted effort are different depending on the mode in which the muscles work. In the process of performing sports or professional techniques and actions, a person can lift, lower or hold heavy loads. The muscles that provide these movements work in different modes. If, overcoming any resistance, the muscles contract and shorten, then their work is calledovercoming (concentric ).
Muscles that oppose any resistance can, when stressed, lengthen, for example, holding a very heavy load. In this case, their work is calledinferior (eccentric ).
Overcoming and yielding dynamic .
Muscle contraction under constant tension or external load is calledisotonic . With isotonic muscle contraction, not only the magnitude of its shortening, but also the speed depends on the load applied: the lower the load, the greater the speed of its shortening. This mode of muscle work takes place in strength exercises with overcoming external weights (barbells, kettlebells, dumbbells, weights on a block device). Exercises with a barbell or other similar projectile are of little use for developmenthigh-speed (dynamic) force. Exercises with these shells are used mainly for the developmentmaximum strength and extensions muscle mass , performed evenly at a slow and medium pace.
The mode of muscle work on simulators of special designs, when working on which not the amount of weight is set, but the speed of movement of body links is calledisokinetic. At the same time, the muscles have the ability to work with optimal load along the entire trajectory of movement.
Performing movements, a person very often shows strength without changing the length of the muscles. This mode of operation is calledisometric , or static at which the muscles show their maximum strength. The isometric mode of muscle work turns out to be the most unfavorable due to the fact that the excitation of nerve centers that experience a very high load is quickly replaced by an inhibitory protective process, and tense muscles, squeezing blood vessels, interfere with normal blood supply, and performance drops rapidly.
Thus, strength is a quality that a person encounters daily, which must be developed for normal life.
1.2 The structure of human power abilities
Force abilities - this is a complex of various manifestations of a person in a certain motor activity, which are based on the concept of "strength".
Power abilities are manifested not by themselves, but through any motor activity. At the same time, various factors influence the manifestation of power abilities, the contribution of which in each case varies depending on: specific motor actions and the conditions for their implementation, the type of power abilities, age, gender and individual characteristics of a person. Among them are:
1) proper muscle;
2) central nervous;
3) personal-psychic;
4) biomechanical;
5) biochemical;
6) physiological factors;
7) various environmental conditions in which motor activity is carried out.
To actually muscular factors include: the contractile properties of muscles, which depend on the ratio of white (relatively fast twitching) and red (relatively slow twitching) muscle fibers; activity of muscle contraction enzymes; power of mechanisms of anaerobic energy supply of muscular work; physiological diameter and muscle mass; quality of intermuscular coordination.
essence central nervous factors consists in the intensity (frequency) of effector impulses sent to the muscles, in the coordination of their contractions and relaxations, and in the trophic influence of the central nervous system on their functions.
From personal-psychic factors depends on the readiness of a person to the manifestation of muscle effort. They include motivational and volitional components, as well as emotional processes that contribute to the manifestation of maximum or intense and prolonged muscle tension.
A certain influence on the manifestation of power abilities is exerted bybiomechanical (the location of the body and its parts in space, the strength of the links of the musculoskeletal system, the magnitude of the moved masses),biochemical (hormonal) andphysiological (features of the functioning of peripheral and central circulation, respiration) factors.
There are actually power abilities and their combination with other physical abilities:
speed-strength
strength endurance
power agility
are characterized by non-limiting muscle tensions, manifested with the necessary, often maximum power in exercises performed at a significant speed, but not reaching, as a rule, the limiting value.
They are manifested in motor actions, in which, along with significant muscle strength, speed of movements is also required (for example, repulsion in long and high jumps from a place and from a run, the final effort when throwing sports equipment, etc.).
1) fast power;
2) explosive power;
3) starting strength;
4) accelerating force.
Fast strength characterized by unlimited muscle tension, manifested in exercises performed at a significant speed that does not reach the limit value (for example, with a low start for short distances, in track and field jumps and throws).
Explosive power characterized by two components: starting force and accelerating force (Yu.V. Verkhoshansky, 1977).
starting strength is a measure of the muscle's ability to rapid development working effort at the initial moment of their tension.
Accelerating force - the ability of muscles to quickly build up the working force in the conditions of their contraction that has begun.
Specific types of strength abilities include strength endurance and strength agility.
Strength Endurance - this is the ability to withstand fatigue caused by relatively prolonged muscle tension of a significant magnitude. Depending on the mode of muscle work, they are isolatedstatic and dynamic strength endurance.Dynamic power endurance characteristic of cyclic and acyclic activity, andstatic strength endurance typical for activities associated with maintaining working tension in a certain position.
Force Agility manifests itself where there is a changeable nature of the mode of operation of the muscles, changing and unforeseen situations of activity (rugby, wrestling, bandy). It can be defined as "the ability to accurately differentiate muscle efforts of various sizes in conditions of unforeseen situations and mixed modes of muscle work" (Zh.K. Kholodov, 1981) .
degree of development proper strength abilities distinguish between absolute and relative strength.
Relative strength - this is the force shown by a person in terms of 1 kg of its own weight. It is expressed as the ratio of maximum force to the mass of the human body.
The research results suggest that the level of a person's absolute strength is largely determined by environmental factors (training, self-study). At the same time, indicators of relative strength are to a greater extent influenced by the genotype.
The most favorable periods for the development of strength in boys are considered to be from 13 to 18 years of age, and for girls - from 11 to 16 years, which largely corresponds to the proportion of muscle mass to total body weight (by the age of 10-11 it is approximately 23%, to 14-15 years old - 33%, and by 17-18 years old - 45%). It should be noted that in these periods of time, power abilities are most amenable to targeted influences. When developing strength, one should take into account the morphological and functional capabilities of a growing organism.
1.3 Means of developing strength abilities
The means of developing strength are physical exercises with increased weight (resistance), which purposefully stimulate an increase in the degree of muscle tension. Such means are called power. They are conditionally divided into basic and additional (Table 1.3.1.).
Tab. 1.3.1. Means of education of strength abilities
FIXED ASSETSADDITIONAL FEATURES
Exercises with body weight
Exercises using the external environment
Using improvised means
Exercises using general type training devices
Exercises with counteraction of a partner
Ryvkovo - braking exercises
Ryvkovo - braking exercises with weights
Isometric exercises
Isometric exercises using sports equipment
fixed assets
1. Exercises with the weight of external objects : barbells with a set of discs of different weights, collapsible dumbbells, kettlebells, stuffed balls, partner's weight.
2. Exercises weighted with your own body weight :
exercises in which muscle tension is created due to the weight of one's own body (pulling up in the hang, push-ups in the emphasis, maintaining balance in the emphasis, in the hang);
exercises in which your own weight is aggravated by the weight of external objects (for example, special belts, cuffs);
exercises in which the own weight is reduced due to the use of additional support;
percussion exercises, in which the own weight increases due to the inertia of a free-falling body (for example, jumping from an elevation of 25-70 cm or more with an instant subsequent jump up).
3. Exercises using general type training devices (for example, power bench, power station, Universal complex).
4. Jerk-braking exercises . Their peculiarity lies in the rapid change in tension during the work of synergistic and antagonist muscles during local and regional exercises with and without additional weights.
5. Static exercises in isometric mode (isometric exercises):
in which muscle tension is created due to volitional efforts using external objects (various stops, holding, maintaining, counteracting);
in which muscle tension is created due to volitional efforts without the use of external objects in self-resistance.
Additional funds.
1. Exercises using the external environment.
2. Exercises using the resistance of elastic objects.
3. Using improvised means.
4. Exercises with partner opposition.
5. Isometric exercises using sports equipment.
Strength exercises are selected depending on the nature of the tasks of strength education. So, for a special strength training of a swimmer, an exercise with elastic devices is better than with weights such as dumbbells. In rugby, it is better for offensive line players to use resistance drills.
Strength exercises can occupy the entire main part of the lesson, if the education of strength is his the main task. In other cases, strength exercises are performed at the end of the main part of the session, but not after endurance exercises. Strength exercises go well with stretching and relaxation exercises.
The frequency of strength training should be up to three times a week.
When using strength exercises, the amount of weight is dosed either by the weight of the lifted load, expressed as a percentage of the maximum value, or by the number of possible repetitions in one approach, which is denoted by the term repeated maximum (RM).
Summing up, we can say that in order to develop strength, you need to use different means, depending on what kind of strength the athlete develops.
1.4 Methods for developing strength abilities
By their nature, all exercises are divided into three main groups:general, regional and local effects on muscle groups. To the exercisesgeneral impacts include those in which at least 2/3 of the total muscle volume is involved in the work,regional - from 1/3 to 2/3, local - less than 1/3 of all muscles.
The direction of the impact of strength exercises is mainly determined by their following components:
· look and character exercises;
· the magnitude of the burden or resistance;
· number of repetitions exercises;
· speed of execution of predetermining or inferior movements;
· pace and rest intervals between sets.
The development of strength abilities occurs when performing exercises with a high degree of muscle tension.
These include:
exercises with external resistance (with a barbell, dumbbells, weights, expanders, on simulators, running uphill, on sand, etc.),
exercises with overcoming the weight of one’s own body (pull-ups, leg raises in the hang, jumps on one and two legs, jumps into the “depth” followed by pushing up),
isometric exercises (holding the load, straightening the legs, resting your shoulders on the crossbar, etc.).
Methods for developing strength abilities belong to the group of standard exercise methods, specifically, to repeated methods.
For the development of self-power abilities, the following are used:
The maximum effort method
Repetitive effort method
Isometric effort method.
For the development of speed-strength abilities, the following are used:
Method of dynamic forces.
"Impact" method.
Max effort method
The maximum effort method isto increase maximum strength without a significant increase in muscle mass.
Exercises are performed with near-limit weights (90-100% of the maximum for this athlete).
In the approach 1-5 repetitions; in one lesson 3-5 approaches with a rest between them 4-6 minutes (until recovery),
Repetitive effort method
The method of repeated efforts (method "to failure") servesto simultaneously increase strength and increase muscle mass.
Weighting is 40-80% of the maximum.
In the approach 4-15 or more repetitions; for one lesson 3-6 approaches with a rest between them 2-5 minutes (until incomplete recovery). 2-3 series of approaches can be used.
There are three main options for this method:
the exercise is performed in one approach “to failure”, and the number of approaches is not “to failure”;
the exercise is performed in several approaches “to failure”, and the number of approaches is not “to failure”;
the exercise is performed in each approach "to failure" and the number of approaches "to failure".
The method of repeated efforts has become widespread, as it promotes muscle hypertrophy, avoids injuries, and reduces straining. This method is of particular importance in the training of beginner athletes due to the fact that the development of their strength is almost independent of the amount of weight, if it exceeds 35-40% of the maximum.
Isometric effort method
The isometric effort method servesto increase maximum strength in poses corresponding to the competitive exercise.
The developed effort is 40-50% of the maximum. Voltage duration - 5-10 s; in one session, the exercise is performed 3-5 times with rest intervals of 30-60 s.
Complexes of several isometric exercises can be used. A combination of isometric and dynamic exercises is advisable.
Dynamic force method
Serves mainly to increase the "explosive" strength.
Weighting is up to 30% of the maximum. In the approach 15-25 repetitions at the fastest pace; for one lesson 3-6 approaches with a rest between them 4-6 minutes. 2-3 series of approaches can be used.
"Impact" method
Serves mainly to improve the "reactive" ability.
When using, for example, jumps into the "depth" from a height of 50-80 cm, the dynamic weight of one's own body acts as a burden.
In a series of 8-10 jumps; for one lesson 2-3 series with a rest between them 6-8 minutes.
The "shock" method requires special preliminary preparation, and it should be used no more than 1-2 times a week.
1.5 Methods for developing the strength of children of senior school age
The development and improvement of strength abilities, as well as other physical qualities of a person, is organized and carried out according to a methodology that includes a set offunds , methods and methodological techniques .
The development of the strength of these muscle groups should be given the most attention in the process of general physical training. For this, specially selectedstrength local exercises combined with broader impact exercises. These requirements are mainly met by those strength exercises that are selected as control exercises for assessing the strength preparedness of military personnel, law enforcement officers, students of schools, technical schools, students of higher educational institutions.
This section describes the methodology of strength training for children of senior school age of various fitness levels.
For research purposes, I
A.V. Karasev’s technique was chosen, which consists of a set of exercises for various muscle groups.
Exercises on the high (boys) and low (girls) crossbar, for the muscles of the shoulder girdle, pectoral, latissimus dorsi, arm flexors.
1. Pull-up grip from above;
2. Pulling up with a grip from below;
3. Pulling up with a different grip;
4. Pulling up with a wide grip;
5. Pulling up with a wide grip on the head;
6. Pulling up with a delay in hanging on bent arms for 2-5 seconds;
7. Pulling up on one arm.
Exercises for the shoulder girdle, back and abdominals.
1. Raising straight or bent legs to the crossbar;
2. Raising the legs to the crossbar alternately to the right and left side;
3. Lifting a straight body to the crossbar;
4. Rise with a coup.
Exercises for the muscles of the shoulder girdle, back and extensors of the arms (boys).
1. Lifting by force alternately on the right and left hands;
2. Lifting by force on two hands with a regular and deep grip.
Exercises on parallel bars (boys).
Exercises for the muscles of the shoulder girdle, pectoral, latissimus dorsi, arm extensors.
1. Flexion and extension of the arms in emphasis;
2. Flexion and extension of the arms in swing:
1) on the swing back, bend your arms, on the swing forward - straighten;
2) on the swing forward, bend your arms, on the swing back - straighten;
3) alternate flexion and extension of the arms on the swing forward and backward;
3. Flexion and extension of the arms with the grip of the poles from the inside.
Flexion-extension of arms in emphasis (girls) .
The higher the emphasis, the easier it is to do the exercise. At the beginning of classes, the exercise should be performed at a fast pace - it is much easier and less stress on the muscles of the shoulder girdle.
Exercises for the muscles of the shoulder girdle, back and abdominals (boys) .
1. Raising the legs to the "corner" position;
2. Breeding and bringing the legs into the "corner" position;
3. "Angle" in emphasis, hold 5 - 8 seconds.
In the supine position, straight leg raises (alternately, girls.)
Raising the body in a sitting position (girls)
This technique was selected for children of senior school age. This is due to the completion of the period of the second childhood, the deployment transition period and the onset of adolescence in a growing body, significant changes occur in the length, weight, composition and proportions of the body, in the functioning of various organs and systems.
continues in bone tissueossification process , which mostly ends in adolescence. The incomplete process of ossification of the spine can lead to various injuries in adolescents and young men under heavy loads. Finally, the process of ossification of the skeleton is completed by the age of 25.
Particularly notable is"pubertal growth spurt" - a sharp increase in body length, mainly due to the rapid growth of tubular bones. At the same time, the limbs are unusually extended in a teenager, but the growth of the chest lags behind. In adolescence, the transverse dimensions of the body increase, its individual features are established, and harmonious proportions are achieved.
Harmonious development is observed in 80-90% of schoolchildren:
· body weight up to 14 years changes slowly. From the age of 14-15, its rapid increase begins, which is accompanied by a rapid increase in heart mass. The weight of muscle mass reaches 32% of body weight by the age of 15, and by the age of 17-18 - the adult level (44%);
At the age of 8-18 years, the length and thickness of muscle fibers change significantly. There is a maturation of fast fatigued glycolytic muscle fibers (type II-b) and with the end of the transition periodan individual type of ratio of slow and fast fibers in skeletal muscles is established;
The gradual and gradual strengthening of bones, ligaments and muscle mass in a teenager makes it necessary to constantly monitor the formation of his correct posture and the development of the muscular corset, avoid prolonged use of asymmetrical postures and unilateral exercises, excessive weights. An incorrect ratio of the tone of symmetrical muscles leads to asymmetry of the shoulders and shoulder blades, stoop, etc.functional disorders of posture. In middle school age, posture disorders occur in 20-30% of cases, curvature of the spine - in 1-10% of cases. In girls and girls, the posture is more straight than the posture of boys and boys.
The maturation of the musculoskeletal system and central regulatory mechanisms ensures the development of the most important qualitative characteristics of motor activity. For middle and high school age, there aresensitive periods of development of strength, speed, agility and endurance
The level of physical development of the body and the qualities of motor activity depend on the stage of puberty. The higher the stage of puberty in a teenager, the higher his physical abilities and athletic achievements.
In order to develop strength abilities, various methods are used that affect the process of development and improvement of this quality in different ways.
Conclusions on the first section
In this section, based on the analysis scientific literature, periodicals and dictionaries, the essence of the concept of "force" is clarified. The specificity of the concepts under consideration is highlighted, which lies in the fact that the force, as a motor quality, this is the ability of a person to overcome resistance or counteract it with the help of muscle tension. As for power abilities, this is a complex of various manifestations of a person in a certain motor activity, which are based on the concept of "strength".
One of the most significant moments that determine muscle strength is the mode of muscle work. With the existence of only two muscle reactions to irritation -reduction with decreasing length andisometric tension muscles without contraction and movement in the joints. If, overcoming any resistance, the muscles contract and shorten, then their work is calledovercoming (concentric ). Muscles that resist any kind of resistance can, when stressed, lengthen, for example. In this case, their work is calledinferior (eccentric ). Overcoming and yielding modes of muscle work are united by the name dynamic .
static force characterized by two of its manifestations:
1) with muscle tension due to active volitional efforts of a person (active static force);
2) when attempting external forces or under the influence of a person's own weight, forcibly stretch a tense muscle (passive static force).
Speed-strength abilities are characterized by non-limiting muscle tensions, manifested with the necessary, often maximum power in exercises performed at a significant speed, but usually not reaching the limit value.
Speed-strength abilities include:
1) fast power;
2) explosive power;
3) starting strength;
4) accelerating force.
The following types of force are also distinguished:
· strength endurance - this is the ability to withstand fatigue caused by relatively prolonged muscle tension of a significant magnitude.
· power agility manifests itself where there is a changeable nature of the mode of operation of the muscles, changing and unforeseen situations of activity.
In physical education and sports training for evaluationdegree of development strength abilities distinguish between absolute and relative strength.
Absolute Power - this is the maximum force shown by a person in any movement, regardless of the mass of his body.
Relative strength - This is the force shown by a person in terms of 1 kg of its own weight.
fixed assets which develop strength abilities:
1. Exercises with the weight of external objects;
2. Exercises, weighed down by the weight of your own body;
3. Exercises using general type training devices;
4. Jerk-braking exercises;
5. Static exercises in isometric mode.
Additional funds:
1. Exercises using the external environment (running and jumping on loose sand, running and jumping up stairs, running against the wind);
2. Exercises using the resistance of elastic objects (expanders, rubber bands, elastic balls.);
3. Exercises with counteraction of a partner.
Thus, abilities are developed with the help of physical exercises by various methods, such as the maximum effort method, the repeated effort method, the "shock" method, the isometric method.
2. Experimental substantiation of the effectiveness of the implementation of the methodology of strength development, based on control exercises for children of senior school age
2.1 Organization of the study
The study involved 16 practically healthy schoolchildren aged 15-16 years old, studying in the 9th grade at the Orthodox Gymnasium in the city of Tyumen.
The research that made up the content of this work was carried out from October to December 2016-2017 academic year inclusive.
Prior to inclusion in the study, schoolchildren were randomly divided into the main (4 boys and 4 girls) and control (4 boys and 4 girls) groups, which were comparable in age and gender.
The students of the control group were engaged in the traditional educational program during normal driving.
The students of the main group were trained according to the proposed method. Classes included three physical education lessons per week.
Exercises were used to perform at home with their preliminary learning in the classroom and subsequent regular verification of performance.
In accordance with the goals and objectives set, this study was carried out in three stages.
At the initial stage, an analysis was carried out scientifically - methodical literature, the methodology was refined experimental studies, features of the implementation of methods and assessment of the state of the subjects. The level of physical development was determined, as well as the level of physical fitness of children.
At the initial and final stages of the study, with the help of control tests, a comprehensive assessment of the physical fitness and physical development of schoolchildren of this age was carried out.
Body length, body weight, chest volume on inhalation, chest volume on exhalation, waist volume were used as the studied indicators.
Standing height was measured with a stadiometer. Body weight is determined by weighing on electronic scales. The volume of the chest and waist were determined using a special medical meter.
The level of physical fitness was determined by us using the following tests: pull-ups (boys hanging on the bar, girls hanging on the low bar); exercises for the abdominal muscles (from a supine position, legs bent at the knees, hands behind the head, raising the body and lowering to the starting position in 30 seconds); flexion and extension of the arms in the lying position; squats for 1 min., (Table 2.1.1.).
The implementation of a properly organized methodology of classes can significantly improve the health of students, change in a positive way the attitude of schoolchildren to physical education and sports.
Table 2.1.1. Normative tests (tests) of the All-Russian physical culture and sports complex "Ready for Labor and Defense" (TRP).
The exercise program for the development of strength abilities of children of senior school age also includes:1. Conversations and meetings with subject teachers - an explanation of the goals and objectives of self-study in the strength training of schoolchildren.
2. Educational and explanatory work with students involved in:
a) explanation and learning of exercises within the framework of independent physical training;
b) micro-competitions in one of the tests at planned lessons;
c) new individual settings for self-study, taking into account the somatic type of each student and the results of micro-competitions.
Exercise program Karaseva A.V. Classes should begin with a thorough warm-up of all muscle groups. The optimal time between the end of the warm-up and the start of the training load is about 15 minutes (5 to 20 minutes). The end of the warm-up, in most cases, is considered the beginning of sweating associated with an increase in body temperature.
Complex No. 1 used in the first month of training.
1. Push-ups on the uneven bars (boys), from the floor (gym shop, girls): the number of repetitions is 8 - 15 times;
2. Pulling up on a high (boys) and low (girls) crossbar with an overhand grip: the number of repetitions is 5 - 10 times;
3. raising the legs to the crossbar (boys): the number of repetitions is 8 - 15 times;
4. in the supine position, hands rest on the floor, raising straight legs (girls): the number of repetitions is 10 - 14 times;
5. pulling up on a high (boys) and low (girls) crossbar with a grip from below: the number of repetitions is 5 - 10 times;
6. push-ups on the uneven bars (boys), from the gymnastic bench (girls): the number of repetitions is 8 - 15 times;
7. raising the legs to the crossbar (boys): the number of repetitions is 5 - 8 times;
8. in the supine position, hands rest on the floor, raising straight legs (girls): the number of repetitions is 8 - 10 times;
9. pull-ups on a high (boys) and low (girls) crossbar with a wide grip: the number of repetitions is 4-8 times;
10. raising straight legs lying with your stomach on an inclined gymnastic bench: the number of repetitions is 10 - 20 times;
11. jumping up, pushing off with one foot from the bench alternately with one or the other foot: the number of repetitions is 5 - 10;
12. flexion and extension of the torso, sitting across the bench with fixed legs: the number of repetitions is 10-15 times.
Do 3-5 minutes between exercises. It is useful to fill this gap outdoor activities or stretching exercises.
Set of exercises No. 2, used in the second month of training:
1. pulling up with a wide grip from above with touching the crossbar with the back of the head (boys): 2 sets of 5 - 15 times;
2. pull-ups on and low bar with an overhand grip (girls): 2 sets of 10-15 times;
3. jumping up, pushing from the bench alternately with one foot: 2 sets of 10-20 times;
4. push-ups on the uneven bars (boys): 1 - 2 sets of 8 - 15 times;
5. push-ups in emphasis from the floor (girls): 1 - 2 sets of 12 - 15 times;
6. pull up on high bar grip from below (boys): 1 - 2 sets of 5 - 10 times;
7. pull-ups on and low bar with a grip from below (girls): 2 sets of 10-15 times;
8. lifting straight legs to the crossbar (boys): 2 - 4 sets of 8 - 10 times;
9. lifting the torso into a sitting position from a lying position, with bent knees (girls): 2 - 4 sets of 10 - 12 times
10. extension of the body, lying face down across the bench: 2 - 4 sets of 10 - 15 times.
Do 2-3 minutes between exercises. It is useful to fill this gap with active rest or muscle stretching exercises.
A set of exercises No. 3 for developing strength in the 3rd month of training:
1. lifting with a coup on the crossbar (boys): 2 - 4 sets of 3 - 10 times;
2. pull-ups on and low bar with an overhand grip (girls): 2-4 sets of 15-18 reps;
3. flexion and extension of the arms (push-ups) in emphasis on the uneven bars (boys): 2 - 4 sets of 8 - 15 times;
4. push-ups in emphasis from the floor (feet on the gymnastic bench, (girls): 1 - 2 sets of 10 - 12 times;
5. pull-ups on the bar with a grip from below (boys): 2 - 4 sets of 5 - 15 times;
6. pull-ups on and low bar with a grip from below (girls): 2 - 4 sets of 15 - 18 times;
7. pull-ups on the crossbar with an overhand grip (boys): 2 - 4 sets of 5 - 10 times;
8. squats on one leg: 2 - 4 sets of 5 - 10 times;
9. Breeding and adduction of the legs in the "corner" position in emphasis on the uneven bars (boys): 2 sets of 5 - 15 times;
10., raising straight legs on an inclined gymnastic bench (45 about , girls): 2 - 4 sets of 15 - 18 times after the last repetition in the approach, keep the legs at an angle of 45 for as long as possible about ;
11. lifting straight legs to the crossbar: 2 - 4 sets of 8 - 10 times;
12. lifting the torso into a gray position from a lying position through a gymnastic bench, (girls): 2 - 4 sets of 12 - 15 times
13. extension of the body, lying face down: 2 - 4 sets of 10 - 15 times.
Between exercises, pause until recovery. It is useful to fill this gap with active rest or muscle stretching exercises.
At the end of the training, the remaining time is used for outdoor or sports games, in order to relax the muscles and resume students' working capacity. On the considered examples, the role of the effectiveness of the implementation of the methodology for the development of strength in children of senior school age has been proved.
2.2 Morphofunctional changes in the physical development of senior school age during the study
Analysis of the statistical parameters of the main anthropometric indicators allows us to judge the features of the physical development of older students. At the initial stage of the study, it was found that linear height (cm), body weight (kg), chest volume (cm), and waist circumference (cm) of schoolchildren in the control and main groups practically did not differ from age norms (Table 2.2.4 .).
Table 2.2.4. Indicators of physical development of young men of the main and control groups
Research stages
First stage
Height (cm)
Main
177±1.53
177±1.53
>0,05
Control
172±1.53
172±1.53
>0,05
Body weight (kg)
Main
72.4±2.45
73.2±1.47
>0,05
Control
63.2±1.64
63±1.48
>0,05
inspiratory chest volume (cm)
Main
95.6±1.23
96.6±1.23
>0,05
Control
88.8±0.87
89±1
>0,05
expiratory chest volume (cm)
Main
87.8±1.34
89±1.24
>0,05
Control
81.4±0.72
81.6±0.69
>0,05
Waist (cm)
Main
84.2±0.95
84.6±0.79
>0,05
Control
80.6±0.76
80±0.68
>0,05
The analysis of individual values of physical development showed that the data corresponds to the physiological norm. For a more comfortable observation of the development of the physiological and strength qualities of students, as well as to increase the students' interest in introspection and self-development, a health diary was developed (Appendix 2).
There were no statistically significant results in the boys of the main and control groups, because the study period was not long. But the table shows that the guys in the main group have positive tendencies to changes in body proportions.
Table 2.2.5. Indicators of physical development of girls of the main and control groups
IndicatorsGroups: Main; control
Research stages
R Assessing the reliability of differences
First stage
The final stage
Height (cm)
Main
167±1.76
167±1.76
>0,05
Control
166.8±1.75
166.8±1.75
>0,05
Body weight (kg)
Main
52.6±1.38
51.4±1.08
>0,05
Control
52±1.37
52.8±1.12
>0,05
Inspiratory chest volume (cm)
Main
84.4±0.47
85.6±0.36
>0,05
Control
82.2±0.46
82.4±1.35
>0,05
Exhaled chest volume (cm)
Main
77.8±0.51
78.8±0.51
>0,05
Control
74.8±0.51
74.6±0.42
>0,05
Waist (cm)
Main
62.2±0.81
61.2±0.72
>0,05
Control
62±1
62.4±1.01
>0,05
An analysis of the results obtained for girls indicates that the development of students corresponds to the age norm.
There were no significant results in the development of the girls of the main and control groups, because the study period was not long. But there are positive trends for change.
Thus, it can be argued that the proposed method of Karasev A.V., used in the main group, had a positive impact on the level of physical development of children, as evidenced by the data obtained.
2.3 Dynamics of development of strength qualities of children of senior school age under the influence of physical exercises
At the initial stage of the study of the main and control groups of young men, a test was conducted, which included control exercises (pulling up on the crossbar; exercises for the abdominal muscles from a supine position for 1 minute; bending the arms in a lying position; squatting for 30 seconds. ) with the help of which the level of physical fitness of students was determined (table 2.3.1.).
Table 2.3.1. Indicators of the physical fitness test in young men aged 15-16.
IndicatorsGroups
Research stages
R Assessing the reliability of differences
Elementary
Final
Pull-ups on the bar, number of times
Main
10±0.86
16.5±0.92
<0,01
Control
10.12±0.95
11.87 ± 0.87
>0,05
R
>0,05
<0,01
Lifting the body in the supine position for 1 minute, number of times
Main
26±0.92
35.25±0.95
<0,01
Control
26.5±0.82
27.37±0.65
>0,05
R
>0,05
<0,01
Flexion and extension of the arms in the lying position
Main
32.5±0.94
38.37 ± 0.86
<0,01
Control
30.5±0.68
32±0.98
>0,05
R
>0,05
<0,01
Squat for 30 seconds. number of times
Main
21.25±0.88
26.12 ± 0.78
<0,01
Control
23.5±0.98
27.12 ± 0.74
>0,05
R
>0,05
<0,01
Table 2.3.3. Indicators of the physical fitness test in girls 15-16 years old.
When comparing the results obtained at the initial stage with the standard indicators that are inherent in this age group, it is noticeable that the physical fitness of boys and girls at the initial stage is at an average, but insufficient level of development of strength abilities.After 3 months of the study, similar tests were performed. The indicators of the main group were improvement and tangible changes in the development of the strength abilities of schoolchildren. It can also be said that physical fitness under the influence of physical exercises approached a high level of development, but did not reach it, since the study was conducted for 3 months, and this time is not enough for a significant development of strength.
But since the shifts in the development of strength occurred, it can be evidenced that the proposed method of Karasev A.V., used in the main group, had a positive impact on the level of physical fitness of children.
Control tests were also carried out in the control group of boys and girls, unfortunately, in this group, the indicators of physical fitness did not change much and remained at the average level of strength development.
Conclusions on the second section
In the course of the study, it was found that under the influence of physical exercises there were some changes in the physical development of students. At the initial stage of the study, anthropometric studies of the development of boys and girls of the control and main groups were carried out, after which we found that the physical development of children is at the same level and corresponds to their age level. Since the study was conducted for 3 months, then under the influence of physical culture events that were used in the main group, there were no significant changes in the anthropometry of schoolchildren. But at the final stage of the study, we revealed a positive trend towards improving the physical development of boys and girls.
These indicators indicate that the method of Karasev A.V., which we have chosen for the study, has a positive effect on the comprehensive development of the body of children of senior school age. In my opinion, the data obtained indicate an improvement in physical and anthropometric indicators under the influence of sports and mass events.
Also, a significant (p0.01) improvement in the development of strength abilities was recorded in the main group of schoolchildren. In the course of my research, I found that as a result of physical activity, the study group experienced an improvement in physical development, as well as physical fitness.
Unfortunately, during the survey of schoolchildren in the control group, no significant changes were observed. The conducted research confirmed the insufficient development of the strength abilities of students. This is directly related to the fact that the modern educational program does not pay enough attention to the development of strength abilities, which negatively affects not only the health of modern schoolchildren, but also the health of the entire nation. I believe it is necessary to expand the development of the strength of schoolchildren through extracurricular activities. Particular importance should be given to the formation of a culture of physical health of children, namely the development of interest in sports, motivating students to take care of their health by means of physical culture. In my opinion, the modern general education system needs to create conditions for schoolchildren to engage in physical education and sports outside of school hours: organizing sports sections, providing opportunities for self-training in the gym, arranging school sports grounds, and building sports campuses. At the same time, the choice of forms and types of classes should belong to the students themselves.
Conclusion
The traditional "sedentary" rhythm of life of today's schoolchildren is characterized by reduced physical activity (lack of exercise), so the formation of a mindset for physical education is an important aspect of educating students. The most effective time for the development of strength abilities is the senior school period.
In our work, we studied the scientific and methodological literature, which gave us the opportunity to determine that strength is the ability of a person to overcome resistance or counteract it with the help of muscle tension. There are two types of strength: static and dynamic, from which two modes of muscle work follow: yielding and overcoming. To assess power abilities, absolute and relative strengths are distinguished.
Strength abilities are developed with the help of physical exercises by various methods, such as the maximum effort method, the repeated effort method, the "shock" method, the isometric method.
Conducting the study, we examined the features of the development of strength abilities in schoolchildren of the older age group, gave a comparative assessment of the physical condition of children. The study of scientific and methodological literature and the analysis of the results of the study revealed that modern high school students generally have poor physical fitness and a low level of physical development, which contributed to the choice of methods for developing strength among the subjects Karasyova A.V.
Introduction into the practice of the educational process of the school of physical exercises according to the method of Karasev A.V. allowed to improve the development of strength abilities of children. Under the influence of physical culture and recreational activities, the physical fitness of the boys and girls of the main group has changed for the better, which indicates an improvement and tangible changes in the physical fitness of the subjects. In the control group, there were changes, but not significant due to the fact that the school curriculum does not devote enough time to developing strength.
The study showed that one of the promising ways to solve the problem is the organization of independent physical education classes. Almost all surveyed schoolchildren and physical education teachers (78%) speak positively about independent strength training in school sections of general physical training or at home. Thus, the main significance of the applied methodology is the need to apply it in secondary schools for the development of the strength of children of senior school age.
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Attachment 1
TRP norms for schoolchildren aged 16-17 (grades 10 and 11)
- bronze badge
- silver badge
golden badge
Types of tests (tests)
Age 16-17 years old
Youths
girls
Mandatory tests (tests)
100m run (sec.)
14,6
14,3
13,8
18,0
17,6
16,3
2 km run (min., sec.)
9.20
8.50
7.50
11.50
11.20
9.50
or 3 km (min., sec.)
15.10
14.40
13.10
Pull-ups from the hang on the high bar (number of times)
or kettlebell snatch (number of times)
or pull-ups from the hang while lying on a low bar (number of times)
or flexion and extension of the arms resting on the floor (number of times)
Tilt forward from a standing position with straight legs on a gymnastic bench (cm)
Tests (tests) of choice
Running long jump (cm)
or long jump from a place with a push with two legs (cm)
185
6.
Raising the torso from a supine position (number of times 1 min.)
30
40
50
20
30
40
7.
Throwing a sports projectile weighing 700 g (m)
27
32
38
or weighing 500 g (m)
13
17
21
8.
Cross-country skiing for 3 km (min., sec.)
19.15
18.45
17.30
or 5 km (min., sec.)
25.40
25.00
23.40
or 3K Cross Country Cross Country*
Without regard to time
or 5K Cross Country Cross Country*
Without regard to time
9.
Swimming 50m (min., sec.)
Excluding
0.41
Excluding
1.10
10.
Shooting from an air rifle from a sitting or standing position with elbows resting on a table or rack, distance - 10 m (points)
15
20
25
15
20
25
or from an electronic weapon from a sitting or standing position with elbows resting on a table or rack, distance - 10 m (points)
18
25
30
18
25
30
11.
Hiking trip with a test of tourist skills
Hiking trip with a test of tourist skills for a distance of 10 km
Number of types of tests of species (tests) in the age group
11
11
11
11
11
11
Number of tests (tests) that must be completed to obtain the insignia of the Complex **
6
7
8
6
7
8
* For snowless areas of the country
** When fulfilling the standards for obtaining the insignia of the Complex, tests (tests) for strength, speed, flexibility and endurance are required.
Appendix 2
Lung capacity
Volume on inhalation - volume on exhalation
Schoolchildren Jr.: 3-5cm; Pupils average: 5-7cm;
Heart rate (in min)
in 15 sec.
8-10 years old - 88 bpm;
10-12 years old - 80 bpm;
12-15 years old - 75 beats / min.;
15-50 years - 70 bpm; under load = 220 - age.
Speed-power:
Press (per min)
number of times with min
see TRP standards
Push-ups (min)
number of times with min
see TRP standards
Run 30 m
number of times with min
see TRP standards
Power:
Pistol
number of times
see TRP standards
Press
number of times
see TRP standards
Push ups
number of times
see TRP standards
Squats
number of times
see TRP standards
Lower Press
number of times
see TRP standards
pull up
number of times
see TRP standards
muscle strength
number of times
formula
Flexibility:
Bridge
in cm
individually
Twine p/l
in cm
individually
Cord
in cm
individually
Lean forward
in cm
individually
DEVELOPMENT OF SPEED-STRENGTH QUALITIES IN CHILDREN 7-9 YEARS OLD IN PHYSICAL EDUCATION LESSONS IN THE SYSTEM OF PHYSICAL EDUCATION OF CHILDREN OF PRIMARY SCHOOL AGE OF A COMPREHENSIVE SCHOOL
Introduction………………………………………………………………3
1. The concept of the system of physical education……………………………………………………………..... 6
1.1. The concept of the system of physical education, its goals and objectives……………………………………………………………….....6
1.2. Socio-pedagogical principles of the system of physical
education…………………………………………………………….9
1.3. Socio-pedagogical significance and tasks of physical
education of school -age children ……………………………………………………… ... 15
1.4. Features of physical education of children of primary school
age……………………………………………………………...18
1.5. Forms of organization of physical education of younger children
school age………………………………………………..…………… 21
1.6. Methods of physical education of children of primary school
age………………………………………………………………22
2. Experimental substantiation of the technology for the development of speed-strength qualities in children aged 7-9 years……………………………………………………………………………………….27
Conclusion…………………………………………………………..32
References…………………………………………………………..34
INTRODUCTION
Physical education is an integral part of human life. It occupies a rather important place in the study and work of people. Physical exercises play a significant role in the working capacity of members of society, which is why knowledge and skills in physical education should be laid down already in elementary school. School age is the most favorable period for the development of all motor qualities. However, in certain age periods, the rates of natural progress in changing motor abilities are not the same: the response of the child's body to physical activity is different at different stages of growth and development. It gives a greater and long-lasting effect in certain periods, which are called sensitive or sensitive. During these periods, the body's susceptibility to selectively directed environmental influences increases.
A special place in the development of motor abilities is occupied by speed-strength qualities, the high level of development of which plays an important role both in mastering a number of complex and responsible professions and in achieving high results in many sports. The data of scientific and methodological literature and sports practice prove that the development of speed-strength qualities in mature years is a complex and ineffective process, while primary school age creates favorable prerequisites for this, including in relation to training influences aimed at on the development of running coordination and, in general, on the development of physical qualities that determine the formation of the ability to a high degree of concentration of efforts in different phases of running for speed, in jumping and throwing, in sports and outdoor games, in martial arts, etc. opinions in favor of the need for the maximum possible use of these favorable periods for the development of certain physical qualities and coordination abilities, as well as for the balanced development of the child's physical potential.
Meanwhile, the existing school curriculum does not provide for such a purposeful orientation towards the use of sensitive periods for the stimulated development of motor functions of a younger student and does not offer evidence-based technologies for the pedagogical solution of this problem. The analysis of the scientific and methodological literature allows us to state that very little attention is paid to the scientific development of the methodology for the formation of the physical training of children and their kinesiological potential. At the same time, there are a number of works that reveal the methodology of directed physical education of schoolchildren, including those of younger age, but without its close relationship with physical development.
In this regard, there is an urgent need for a study aimed at developing a short modular training technology for the intensive development of speed-strength qualities manifested in running and jumping movements, using which it would be possible to ensure the rapid pace of development of these physical qualities in a favorable period of individual age evolution. child. An integral part of the methodology of teaching physical culture is a system of knowledge on conducting physical exercises. Without knowledge of the methods of doing physical exercises, it is impossible to clearly and correctly perform them, and therefore the effect of performing these exercises will decrease, if not completely disappear. Improper performance of physical education only leads to the loss of excess energy, and therefore vital activity, which could be directed to more useful activities, even the same physical exercises, but in the correct performance, or other useful things.
The development of a technique for doing physical exercises should be carried out by highly professional specialists in the field of physical culture, since an incorrect technique can lead to more serious consequences, even injuries.
The relevance of research. Improving the system of physical education of children of primary school age is largely determined by the level of scientific validity of the methods of physical training of children of this age. If we take into account that the motor activity of children is both a condition and a stimulating factor in the development of intellectual, emotional and other spheres, then the need for intensive scientific development of issues of physical education of children of primary school age becomes obvious.
Object of study- children 7-9 years old attending school educational institutions.
Subject of study- the level and dynamics of the development of physical qualities of children 7-9 years old, taking into account the individual typological characteristics of the body for further improvement of the process of physical education of schoolchildren.
Purpose of the study- scientific and methodological substantiation of physical education of children of primary school age.
Research objectives:
to reveal the concept of the system of physical education, its goals and objectives;
to study the socio-pedagogical principles of the system of physical education;
determine the meaning and tasks of physical education of schoolchildren;
to explore the features, forms of organization and methods of physical education of children of primary school age.
Hypothesis. In the work, we proceeded from the assumption that the physical education of primary school children will significantly improve the health and physical data of schoolchildren and will increase the level of children's academic performance.
THE CONCEPT OF THE SYSTEM OF PHYSICAL EDUCATION
1.1. The concept of the system of physical education, its goals and objectives
The concept of "system of physical education" reflects in general a historically defined type of social practice of physical education, i.e., an expediently ordered set of its initial foundations and forms of organization, depending on the conditions of a particular social formation. Together with the provisions defining it, the system of physical education is characterized by:
The ideological foundations expressed in its social goals, principles and other starting ideas, which are dictated by the needs of the whole society or the interests of individual classes and are ultimately determined by the fundamental social relations typical of a given social formation;
Theoretical and methodological foundations, which in a developed form represent a holistic concept that determines scientific and practical knowledge about the patterns, rules, means and methods of physical education;
Program and normative bases, i.e. program material, selected and systematized according to the target settings and the adopted concept, and standards established as criteria for physical fitness, which should be achieved as a result of physical education;
The way all these initial foundations are institutionalized and implemented in the activities of organizations and institutions that directly carry out and control physical education in society.
From this it is not difficult to conclude that the system of physical education is characterized not so much by individual phenomena of the practice of physical education, but by its general orderliness, and, consequently, by what initial system-forming foundations ensure its orderliness, organization and purposefulness within a specific social formation. Depending on the conditions of its development, the system of physical education can be relatively elementary or highly developed, have a limited or wide scope, and the organizational power of the system depends primarily on the degree of participation of the state and leading social forces in its formation and functioning. The official system of physical education in a society divided into antagonistic classes cannot, in essence, meet the needs of all members of society; it covers mainly that part of the social practice of physical education, which is under the direct control of state and public organizations created by the ruling class. Socialist society is creating a system of physical education of a fundamentally new type, which is part of the communist nationwide system of all-round education.
Health-improving, educational and upbringing tasks are carried out in the process of physical education. Among the health-improving tasks, a special place is occupied by protecting the life and strengthening the health of children, and comprehensive physical development, improving body functions, increasing activity and overall performance.
In addition, it is important to improve the overall performance of children, taking into account the developmental features of the child's body, to improve the activity of the central nervous system, as well as to improve the motor analyzer and sensory organs.
Educational tasks provide for the formation of motor skills and abilities in children, the development of physical qualities; the role of physical exercises in his life, ways to strengthen his own health. Due to the plasticity of the nervous system in children, motor skills are formed relatively easily. Most of them (running, walking, skiing, cycling, etc.) are used by children in everyday life as a means of transportation. Motor skills facilitate communication with the environment and contribute to its cognition. Proper exercise effectively affects the development of muscles, ligaments, joints, and the skeletal system. The motor skills formed in children of primary school age form the basis for their further improvement at school and allow them to achieve high results in sports in the future. In the process of forming motor skills in children, the ability to easily master more complex movements and various types of activities that include these movements (labor operations) is developed. The volume of motor skills according to age data is in the program. In addition, children should be taught to play sports (towns, table tennis) and perform elements of sports games (basketball, hockey, football, etc.). The acquired knowledge allows children to engage in physical exercises more consciously and more fully, to independently use the means of physical education at school and in the family.
Educational tasks are aimed at the versatile development of children (mental, moral, aesthetic, labor), the formation of their interest and need for systematic physical exercises. The system of physical education in school institutions is built taking into account the age and psychological characteristics of children.
Physical education favors the implementation of aesthetic education. In the process of performing physical exercises, one should develop the ability to perceive, experience aesthetic pleasure, understand and correctly evaluate the beauty, grace, expressiveness of movements. Children also master labor skills related to the equipment of the premises (device of a pit with sand for long jumps, pouring a skating rink, etc.).
The purpose of physical education is to develop healthy lifestyle habits in children. To solve the problems of physical education of children of primary school age, the following are used: hygiene factors, natural forces of nature, physical exercises, etc. A full-fledged physical education is achieved with the complex use of all means, since each of them affects the human body in different ways. Hygienic factors (mode of exercise, rest, nutrition, etc.) are a prerequisite for solving the problems of physical education.
They increase the effectiveness of the impact of physical exercises on the body involved. For example, physical exercise contributes better to the development of the skeletal and muscular system. Cleanliness of premises, sports equipment, clothes, shoes serve as a prevention of diseases. Hygienic factors also have independent significance: they contribute to the normal functioning of all organs and systems. For example, regular and good-quality nutrition has a positive effect on the activity of the digestive organs and ensures the timely delivery of necessary nutrients to other organs, which means it contributes to the normal growth and development of the child.
1.2. Socio-pedagogical principles of the system of physical education
In the education system, a principle is understood as a “guiding position”, “basic rule”, “attitude”. The practical significance of the principles lies in the fact that they allow us to clearly move towards the intended goal.
Principles reflecting the ideological foundations of the system of upbringing and education - general social principles of the educational strategy of society. They provide for the use of social factors to ensure the directed comprehensive harmonious development of a person and the organic connection of education with the practical life of society.
Social principles guarantee the unity of all aspects of education in the process of physical education, provide the greatest health effect, improve health and maintain good overall performance.
There are also general pedagogical principles, reflecting the main patterns of learning (principles of didactics). They are refracted in physical education in the form general methodological principles and contain a number of universal rules of methodology.
In addition, there are specific principles, "outlining a number of specific patterns of physical education, and the rules of its systemic construction arising from them"
General social principles of the educational strategy of society.
THE PRINCIPLE OF COMPREHENSIVE AND HARMONIOUS DEVELOPMENT OF THE PERSON
Any person should strive to become useful to his country and society. But this can only be done by people with comprehensively developed spiritual and physical powers. But they can become such only under the influence of certain social conditions of life, among which a special role belongs to physical education. The principle of comprehensive and harmonious development of the personality is revealed in two main provisions:
one). Ensuring the unity of all aspects of education, forming a harmoniously developed personality. In the process of physical education and related forms of using physical culture, an integrated approach is needed in solving the problems of moral, aesthetic, physical, mental and labor education. Only in this case, the highly developed physical qualities and skills of a person, his record achievements in sports, social value and deep content;
2). Ensuring broad general physical fitness. The complex use of physical culture factors is necessary for the complete general development of vital physical qualities inherent in a person (and motor abilities based on them), along with the formation of a wide fund of motor skills necessary in life. In accordance with this, in specialized forms of physical education, it is necessary to ensure the unity of general and special physical training.
THE PRINCIPLE OF RELATIONSHIP OF PHYSICAL EDUCATION WITH THE PRACTICE OF LIFE
This principle expresses the basic social regularity of physical education, its main service function is to prepare people for activity, for life. In all systems of physical education, this regularity has its own specific expression. The following concretizing provisions of the principle of connection of physical education with the practice of life can be deduced:
when solving specific tasks of physical training, other things being equal, preference should be given to those means (physical exercises) that form vital motor skills and skills of a directly labor nature;
in any form of physical activity, it is necessary to strive to ensure the acquisition of the widest possible fund of various motor skills, as well as the comprehensive development of physical abilities;
constantly and purposefully link cultural activity with the formation of an active life position of the individual on the basis of the education of diligence, patriotism and moral qualities.
PRINCIPLE OF IMPROVING PHYSICAL EDUCATION
The idea of improving human health permeates the entire system of physical education. The following provisions follow from the principle of health-improving orientation of physical education:
one). Responsibility to the state for improving the health of those involved in physical exercises. Physical culture organizations, teachers of physical education, coaches (unlike a doctor) usually deal with healthy people. They are responsible to the state not only for maintaining the health of those involved in gymnastics, sports, games and tourism, but also for its strengthening;
2). Mandatory and unity of medical and pedagogical control. Physical exercise is a means that only in conditions of proper use gives a healing effect. In this regard, it is necessary to take into account the biological characteristics of the age, gender and health of those involved in physical exercises. Systematic medical and pedagogical control requires strict consideration of these features. It should always be borne in mind that neither a teacher, even a well-trained one, nor the student himself can fully and in time notice the changes that occur in the body under the influence of physical exercises. The doctor comes to the rescue.
It can be concluded that the meaning of this principle is the obligatory achievement of the effect of strengthening and improving human health. This principle requires:
determining the specific content of the means and method of physical education, by all means proceed from their health-improving value as a mandatory criterion;
plan and regulate training loads depending on the gender, age and level of preparedness of the student;
ensure the regularity and unity of medical and pedagogical control in the process of assignments and competitions;
widely use the healing forces of nature and hygiene factors.
Thus, as follows from the above, the main purpose of the general principles of physical education is as follows:
firstly, to the creation of the most favorable conditions and opportunities for achieving the goal and solving the problems of physical education;
secondly, to the unification of the general orientation of the process of physical education (comprehensiveness, application, improvement);
thirdly, to the definition of the main ways that guarantee the achievement of positive results of physical education and ways to implement them in practice.
General methodological principles- these are the starting points that determine the general methodology of the process of physical education. The systematic impact of physical exercises on a person is successful when the method of applying physical exercises is consistent with the patterns of these effects. They reflect the main and general provisions, recommendations made from a comparison of data from a number of sciences that study different aspects of the process of physical education.
The principle of consciousness and activity
Its purpose is to form a deeply meaningful attitude, stable interest and needs for physical culture and sports activities among those involved.
Consciousness is the ability of a person to correctly understand objective patterns, understand them and carry out their activities in accordance with them. The basis of consciousness is the prediction of the results of their activities and the setting of real tasks. The creation of strong motives and lofty goals largely depends on the teacher, stimulating the steady and healthy interest of his pupils in their chosen direction or type of physical education in general. analyze your actions. Methods of achievement: verbal analysis, analysis and introspection of the actions performed.
Activity is a measure or magnitude of human activity, the degree of its inclusion in the work. Human activity is a factor that depends on consciousness. At the same time, consciousness directs and regulates activity through such categories as knowledge, motivation, needs, interests, and goals. Requirements:
1) Setting the goal and objectives of the lesson and their awareness.
2) Conscious study and development of motor actions in the pedagogical process.
3) Awareness of the ways and possibilities of applying the acquired knowledge, skills and abilities in the practice of life.
4) Education of initiative and independence.
An increase in consciousness and activity is facilitated by the use by the teacher of such techniques: monitoring and evaluating the actions of students, directing attention to the analysis of the execution of movements, teaching self-control over one's actions, illustrating tasks with the help of visual aids, using visual and auditory landmarks in teaching exercises, ideomotor training, talking on analysis of technology.
The principle of visibility
visibility means the involvement of the human senses in the process of cognition. Practical visualization occurs in visual, sound and motor forms.
visual clarity (demonstration of movements as a whole and in parts with the help of landmarks, visual aids, educational videos, etc.) helps to clarify the spatial and spatio-temporal characteristics of movements.
Sound visibility (in the form of various sound signals) is important in clarifying the temporal and rhythmic characteristics of motor acts.
Motor visibility is the most specific for physical education. Its significance is great in the development of the most complex movements, when the leading method is guiding assistance and "leading along the movement." Its peculiarity is in providing the opportunity to navigate in the dynamics of the existing internal and external forces, especially inertial and reactive ones.
The principle of accessibility and individualization
The principle of accessibility and individualization is the requirement for optimal compliance of tasks, means and methods with the capabilities of those involved. Readiness to perform tasks depends on the level of development of those involved, on their attitude - deliberate, purposeful and volitional behavior. Purpose of the principle:
1) provide conditions for development and improvement,
2) exclude negative loads and tasks.
Criteria for determining available loads and tasks:
1) objective indicators: health indicators, fitness indicators;
2) subjective indicators (sleep, appetite).
The availability of tasks, means and methods is divided into groups.
1) general features of this contingent of those involved.
2) the individual characteristics of each person.
3) group dynamics of general and individual changes in the process of physical education.
4) features of the tasks themselves, means and methods of physical education.
The assessment of their accessibility consists of assessing them as such, and comparing this assessment with the general and individual characteristics of those involved in their dynamics, since the general and individual characteristics of those involved are constantly changing. The physiological and mental state changes during one lesson, and, consequently, the degree of accessibility of a particular task and requirement.
1.3. Social and pedagogical significance and tasks of physical education of schoolchildren
Proper physical education of children is one of the leading tasks of school institutions. Good health, acquired in early school age, is the foundation of the overall development of a person. At the same time, the concept of “HEALTH” raises the role of physical culture to a completely new level: it becomes the basis for the formation of a healthy lifestyle for a person.
The theory of physical education of schoolchildren, having a single content and subject of study with the general theory of physical education, at the same time specifically studies the patterns of controlling the development of a child in the process of his upbringing and education.
The theory of physical education of schoolchildren takes into account the possibilities of the body's working capacity, emerging interests and needs, forms of visual-effective, visual-figurative and logical thinking, the originality of the predominant type of activity, in connection with the development of which major changes occur in the child's psyche and the child's transition to a new higher level is being prepared. its development. In accordance with this, the theory of physical education of children develops the content of all forms of organization of physical education and the optimal pedagogical conditions for its implementation.
Knowing and taking into account the regularities of the potential capabilities of a child of each age period, the theory of physical education provides for the requirements of a scientifically based program of the entire educational and educational complex of physical education (motor skills, physical qualities, some elementary knowledge), the assimilation of which provides children with the necessary level of physical fitness for the transition to the senior classes.
At the same time, a strict sequence is envisaged in the assimilation of the program by children, taking into account the age characteristics and capabilities of the child at each period of his life, the state of the nervous system and the whole organism as a whole.
Exceeding the requirements, accelerating the pace of children's learning, bypassing the intermediate links of the program, should be considered unacceptable, as this causes unbearable stress on the body, which is harmful to the health and neuropsychic development of children. Physical education at the same time comprehensively solves the problems of mental, moral, aesthetic and labor education. In all forms of organizing the physical education of children (classes, outdoor games, independent motor activity, and so on), the teacher's attention is directed to educating a thinking, consciously acting child to the best of his age, successfully mastering motor skills, able to navigate in the environment, actively overcome the difficulties encountered. showing a desire for creative pursuits. The theory of physical education of schoolchildren is continuously developing and enriched with new knowledge obtained as a result of research covering the diverse aspects of child upbringing. Research data, tested in mass schools, are introduced into programs, teaching aids, textbooks and practical work with children, contributing to the progress of the entire educational process. Thus, the theory of physical education of schoolchildren contributes to the improvement of the entire system of physical education.
To carry out physical education of children, this means:
1. Be able to analyze and evaluate the degree of physical health and motor development of children;
2. Formulate the tasks of physical education for a certain period (for example, for the academic year) and determine the primary ones, taking into account the characteristics of each of the children;
3. Organize the process of education in a certain system, choosing the most appropriate means, forms and methods of work in specific conditions;
4.Project the desired level of the final result, anticipating difficulties on the way to achieving the goals;
5. Compare the achieved results with the initial data and the tasks set;
6. Own self-esteem of professional skills, constantly improving it.
The system of physical education in schools is a unity of goals, objectives, means, forms and methods of work aimed at improving the health and comprehensive physical development of children. At the same time, it is a subsystem, a part of the national system of physical education, which, in addition to the above components, also includes institutions and organizations that carry out and control physical education. Each institution, depending on its specifics, has its own specific areas of work that generally meet the state and public interests. The purpose of physical education is to form the foundations of a healthy lifestyle in children.
1.4. Features of physical education of children of primary school age
Both the family and the entire teaching staff of the school must take care of the physical education of school-age children. A sports leader working with children of primary school age needs to know their physiological characteristics well. Insufficient knowledge of the characteristics of the child's body can lead to errors in the methodology of physical education and, as a result, to overloading children, causing damage to their health. The physical development of younger students differs sharply from the development of children of middle and special senior school age. Let us dwell on the physiological characteristics of children assigned to the group of primary school age. According to some indicators of development, there is no big difference between boys and girls of primary school age; up to 11-12 years, the body proportions of boys and girls are almost the same. At this age, the structure of tissues continues to form, their growth continues. The growth rate in length slows down somewhat compared to the previous period of preschool age, but body weight increases. Growth increases annually by 4-5 cm, and weight by 2-2.5 kg.
The circumference of the chest noticeably increases, its shape changes for the better, turning into a cone with its base turned upwards. As a result, the vital capacity of the lungs increases. The average vital capacity data for 7-year-old boys is 1400 ml, for 7-year-old girls - 1200 ml. The annual increase in lung capacity is, on average, 160 ml in boys and girls of this age.
However, the function of breathing is still imperfect: due to the weakness of the respiratory muscles, the breathing of a younger student is relatively rapid and superficial; in the exhaled air 2% carbon dioxide (against 4% in an adult). In other words, the respiratory apparatus of children functions less productively. Per unit volume of ventilated air, their body absorbs less oxygen (about 2%) than older children or adults (about 4%). The delay, as well as difficulty in breathing in children during muscular activity, causes a rapid decrease in blood oxygen saturation (hypoxemia). Therefore, when teaching children physical exercises, it is necessary to strictly coordinate their breathing with body movements. Teaching proper breathing during exercise is the most important task when conducting classes with a group of children of primary school age.
Throughout school childhood, the continuous development of physical qualities is carried out, as evidenced by the indicators of the general physical fitness of children. Changes in overall endurance.
At the same time, scientists argue that the maximum growth rates of physical qualities do not coincide over the years. It is necessary to take this into account when organizing purposeful work to develop the physical qualities of younger students (5).
The development of physical qualities of a schoolchild is influenced by various means and methods of physical education. An effective means of developing speed are exercises aimed at developing the ability to quickly perform movements. Children learn the exercises best at a slow pace. The teacher should ensure that the exercises are not long, monotonous. It is desirable to repeat them in different conditions with different intensity, with complications, or vice versa, with reduced requirements.
To educate children in the ability to develop the maximum pace of running, the following exercises can be used: running at a fast and slow pace; running with acceleration in a straight line, diagonally. It is useful to perform exercises at a different pace, which contributes to the development in children of the ability to apply different muscle efforts in relation to the intended pace. To develop the ability to maintain the pace of movements for some time, an effective means is running short distances: 15, 20, 30 meters. When teaching a quick start of movement, running with acceleration according to signals is used; start from different starting positions. These exercises are included in morning exercises, physical education classes, exercises, outdoor games.
For the development of agility, more complex exercises in coordination and conditions are needed: the use of unusual starting positions (running and starting position kneeling, sitting, lying down); jump from the starting position while standing with your back to the direction of movement; quick change of different positions; changes in speed or pace of movement; performance of mutually agreed actions by several participants. Exercises in which children make efforts to maintain balance can be used: spinning in place, swinging, walking on toes, etc.
Exercises for the development of strength abilities are divided into 2 groups: with resistance, which causes the weight of thrown objects and the implementation of which makes it difficult to carry out the weight of one's own body (jumping, climbing, squatting). The number of repetitions is of great importance: a small amount does not contribute to the development of strength, and too much can lead to fatigue.
It is also necessary to take into account the pace of the exercises: the higher it is, the fewer times it should be performed. In strength exercises, preference should be given to horizontal and inclined positions of the body. They unload the cardiovascular system and the spine, reduce blood pressure at the time of the exercise. It is advisable to alternate exercises with muscle tension with relaxation exercises.
For the development of endurance, exercises of a cyclic nature are most suitable (walking, running, jumping, swimming, etc.). A large number of muscle groups take part in the performance of these exercises, the moments of muscle tension and relaxation alternate well, the pace and duration of performance are regulated. (18).
At primary school age, it is important to solve the problems of educating almost all physical qualities. First of all, attention should be paid to the development of coordination abilities, in particular, to such components as a sense of balance, accuracy, rhythm, and coordination of individual movements. When mastering new movements, preference is given to the method of holistic learning. When dismembering movements, the child loses its meaning, and, consequently, interest in it. The child wants to see the result of his action immediately.(15)
1.5. Forms of organization of physical education of children of primary school age
The process of physical education of the population and the individual must be continuous (a long-term system of physical education). However, in practice it can be realized only in the form of separate relatively independent physical exercises. Physical exercises can be carried out by specialists in physical culture and sports; they can also be independent. Classes in the public education system are compulsory.
General characteristics of the forms of constructing classes.
Lesson forms of classes are among the main ones, because. in the process of their implementation, effective learning of motor actions takes place, significant developmental influences or actions are carried out that support increased fitness of the functional systems of the body and related abilities. At certain stages of the long-term process of physical education, the main ones can be competitive forms or conditioning classes of amateur forms. In combination with the main ones, other complementary ones also play a certain role in optimizing the PV process.
Additional forms of classes, as a rule, are subordinated to the tasks of the main activity (small forms) or are aimed at organizing the motor activity of those involved as a means of restoring or optimizing the functional state of the body, active recreation (games, walks, etc.). A variety of forms of classes allows you to more rationally build a long-term process of physical education, taking into account real conditions, individual and group characteristics, as well as to ensure that the forms of classes correspond to their content.
1.6. Methods of physical education of children of primary school age
Exercises for the abdominal muscles
1. Exercise "Long and short legs." I. p .: sitting on the floor (bench), legs straight together, arms point-blank behind. Bending your legs, pull them to your chest and straighten them (together and alternately). The same in the supine position.
2. I. p.: the same. Raise and lower straight legs (together and alternately). The same in the supine position.
3. Exercise "Bicycle". I. p .: lying on your back, legs straight, arms along the body. Move your legs, bending and straightening them, as when riding a bicycle (5-8 seconds). Take rest breaks.
4. I. p.: the same. Sit down and lie down (helping with your hands and without help).
5. Exercise "Scissors". I. p .: the same. Oncoming frequent movements of straight legs up and down. Take breaks while lying down.
6. I. p.: the same. Raise your legs (10-12 cm from the floor at an angle of 30 °), do not bend your knees, pull your socks off, hold it a little and lower it; perform at a slow pace. The same, hooking the toes of the feet on the hoop.
7. I. p .: legs apart, arms to the sides. Lean forward, touch your toes, straighten up. The same, from a sitting position, legs apart.
8. I. p.: the same. Tilt forward, reach with the right (left) hand to the toe of the left (right) leg, straighten up. The same from a sitting position.
9. Exercise "Pump". I. p .: feet shoulder width apart. Tilt the body to the right and left, one hand slides up to the under the muscle cavity, the second down the thigh. The same, sitting on a bench, a chair.
10.I. p.: lying on the side. Raise and lower your arm and leg. Repeat several times, then turn to the other side.
11. Exercise "Log". I.p.: lying down. Turn (roll) to the right, then to the left. Take rest breaks.
12.I. p .: kneeling, hands on the belt. Sit on the floor to the right, straighten up, to the left, straighten up (at first you can use your hands). The same, hands behind the head. The same with the ball in hand.
13.I. p .: kneeling, press the buttocks to the heels, arms up. Slowly lower your arms and torso forward until your palms and forehead touch the floor. Without raising the buttocks (they are on the heels), try to stretch your arms as far as possible, stretch your back.
14. Exercise "The cat is sleeping." I. p .: lying down. Turn on your side, bend your legs, pull them to your stomach, bend your arms, put your hands together under your head. Return to i. n. Do the same on the other side.
15. I. p.: lying on the stomach, legs closed, arms bent at the elbows, hands under the chin. Raise your head and shoulders off the floor, take your hands back, bend over. Lie down in i. P., relax.
You can offer exercises for the muscles of the neck, on which the correct position of the head and, consequently, good posture largely depend. In a sitting position, make circular movements with your head; clasping your hands “in the lock” behind the neck, take your head back with resistance with your hands.
Most of the above exercises are performed both without objects and with them. The use of hoops, balls, cubes significantly enlivens the exercises, activates the muscles of the hand. It is more interesting for children to perform them, and it is easier for an adult to control the quality of movements. Crawling, climbing, walking with a small load on the head has a good effect on posture.
Good posture should also be remembered in children's sports exercises. So, when playing table tennis, badminton, one hand is involved, a misalignment of the shoulder girdle is possible. Riding a scooter is often done with a push with one foot, which leads to a curvature of the spine. With prolonged use of a bicycle, poor selection of its size, a stoop of the back may appear, the pelvis is warped, the chest is compressed. Excessive jumps in the classics, through the rope put a lot of stress on the spine, the arches of the feet, especially if the jumps are difficult (the child has poor coordination of movements). It is absolutely necessary to follow the rules and regulations when doing sports exercises, it is advisable to combine their different types.
Children of primary school age need movements in which the abdominal muscles, shoulder girdle and hand are actively involved. When conducting exercises selected for this purpose, certain medical and pedagogical requirements must be observed.
Exercises for the efforts applied in them must certainly correspond to the age and individual capabilities of children and gradually become more difficult with age.
It is very important not to keep the child on the same effort, not to slow down his development, and by this to educate diligence, the desire to improve, to show not only muscular, but also strong-willed efforts. You should not focus on a child of average development, this harms weak children: they sometimes overstrain, exceed their real strengths, especially conscientious, diligent ones. Such an approach is no less harmful to a strong child: his development slows down and, in addition, he gets used to the easy task, and this contributes to negative manifestations: arrogance, excessive self-confidence, immodesty, etc.
Exercise repetition is important. Too little dosage does not contribute to the development of strength, training of the muscular system, and too much can lead to fatigue, overload. Therefore, exercises that cause noticeable effort (for example, pushing and throwing medicine balls, pulling up on a bench, jumping forward on two legs) are repeated fewer times and with greater intervals between repetitions than exercises with less effort, such as throwing a tennis ball , crawling on all fours, jumping in place. Strength exercises are performed measuredly, smoothly, without excessive effort. Breathing is deep, even. Exercises are done with maximum amplitude, repeated from 4-6 to 10-12 times.
It is also important to consider the pace of the exercises. The higher it is, the lower the number of repetitions and the longer the pause for rest. Pauses between repetitions must be filled in such a way that a change of working muscles is ensured. So, after throwing a stuffed ball, you can easily, step by step, slowly catch up with it; after crawling or climbing, it is good to walk at a calm rhythmic pace.
It is advisable to perform exercises with muscle tension from the initial sitting or lying positions, in which the load on the cardiovascular system is reduced, the spine is unloaded, and for girls it is of particular importance because these postures reduce the tension of the muscles of the abdomen and small pelvis.
EXAMPLE EXERCISES
1. I.p .: emphasis on the knees. Raise your right leg and left arm up, lower them. The same with the other leg and hand. Repeat 8-10 times.
2. I.p.: the same as in the first exercise. Step on the palms to the right and left sides.
3. I.p.: emphasis on the knees. Leg swing, arms bent.
4. I.p.: lying on the stomach, arms bent at the elbows, palms on the floor. Straighten your arms, raise your shoulders and head (an adult counts to 4-5). Lie down, relax.
5. I.p.: lying on the stomach. Raise both hands up, clap your hands 3-5 times, lifting your shoulders off the floor. Lie down, relax.
Exercises can also be performed in pairs, connecting children approximately equal in strength, weight and body length (height).
1. I.p.: standing facing each other, holding hands. One sits down, the second stands and holds him, helping. When the first rises, the second sits down. As the exercise is mastered, squatting is performed simultaneously by two children.
2. I.p.: legs apart, facing each other, arms straight, touching with palms. Alternately bending one or the other hand, forcefully press on the partner’s palms.
3. I.p.: while standing, press your back against each other, clasp your bent arms at the elbows. Slowly sit down and stand up, tightly pressing your backs. Repeat 5 times.
4. I.p.: one sits on the floor, legs are straight, the second stands holding his legs. Lie down and sit down 8-10 times, changing places.
5. I.p.: standing facing each other, legs apart, holding a stick in lowered hands. Pull the stick towards you. The same, sitting.
6. I.p.: standing facing each other, between them on the floor are two lines or cords at a distance of 30 cm. They hold hands and pull, trying to drag the partner into the “river”.
1. I.p.: sitting cross-legged, ball in hand. Raise up, lower behind the head (bending arms), up and down again. Repeat 6-7 times.
2. I.p.: sitting legs apart, the ball at the chest on bent arms. Tilt to the toe of the right (left) leg, straightening the arms. Straighten up, the ball to the chest.
3. I.p.: sitting, the ball between the soles of the feet. Lie on your back and sit down without releasing the ball. Repeat 6-7 times.
4. I.p.: lying on your back, the ball behind your head. Roll onto your stomach and back with the ball in your hands. Alternate roll to the right and left side 3-4 times.
5. I.p.: kneeling, ball in hand. Sit to the right with the ball in your hands, straighten up. Sit to the left, straighten up. Repeat 3-4 times on each side.
6. I.p.: lying on the stomach, arms straight, the ball on the floor between the hands. Raising your head and shoulders off the floor, alternately hit the ball with your hands.
7. I.p.: sitting, legs bent, feet on the ball. Roll and roll the ball away from you, moving with your feet.
8. I.p.: ball on the floor. Get on your knees, get up.
You can also offer children such exercises: pass the stuffed ball to the right and left (standing in a circle), over your head (standing in a column), throw the ball with both hands from the chest, from behind the head, back over the head.
2. EXPERIMENTAL SUBSTANTIATION OF THE TECHNOLOGY OF DEVELOPMENT OF SPEED-STRENGTH QUALITIES IN CHILDREN 7-9 YEARS OLD
Before the start of the experiment, at the lessons of physical culture, students of the three observed classes performed test exercises of a speed-strength orientation to prepare the body of those involved for the beginning of the experiment and master the technique of test exercises.
After preliminary preparation, before the start of the experiment, a survey of students was conducted. To determine and evaluate the level of speed-strength readiness, pan-European control tests were used: long jump from a place, five jump from a place, shuttle run 10 x 5 m, throw of a stuffed ball weighing 1 kg from a sitting position on the floor, lifting the torso from a lying position back for 30 seconds.
In all classes, 3 lessons of physical culture were conducted per week by a school teacher according to the generally accepted school program of physical education. The control class was engaged completely according to the traditional method. In the experimental classes, a modular training technology was implemented, the main features of which were as follows: the participants in the experimental groups performed 2 training and 2 recovery exercises according to the circuit training method in the main part of the lesson for 10-12 minutes in the main part of the lesson. The subjects performed 3-4 series of exercises. The time for performing training and recovery exercises is 20-30 seconds, the transition to the next distance and preparation for the next exercise is 15-20 seconds (the load was self-regulated by the students). The number of training exercises included: running in jumps and throwing a stuffed ball weighing 1 kg from a starting position sitting on the floor. The number of recovery exercises included: exercises to restore breathing, exercises to stretch the muscles of the upper shoulder girdle (after throws) and the muscles of the lower extremities (after jumps). Classes under this program were held for 8 weeks.
Experimental class 1"b" (EG1) performed exercises according to the first version of the modular training technology for 20 seconds, and class 1"c" (EG2) performed exercises according to the second version of the same technology, but for 30 seconds. There were four series in total. During the exercise, the pulse briefly rose to 170-185 beats/min, which indicated a slight change in the homeostasis of the body.
The effectiveness of the chosen methodology for the development of speed-strength qualities was tested in the course of the main experiment, in which 75 students of the first grades of the comprehensive school No. 96 in Volgograd took part. The control group (n=24) was trained according to the standard school curriculum, and the experimental group (n=43) was trained according to the modular training technology in the main part of the lesson for 10-12 minutes with the duration of the training exercises in 30 seconds.
Testing was carried out at the beginning and at the end of the experiment. The tests tested at the second stage were used. The purpose of this experiment was to identify the effectiveness of the chosen methodology for the development of speed-strength qualities.
The application of the training module took place in a playful way, which was perceived by the students with great pleasure. Testing conducted by a school teacher confirms the advantage of the results of the children of the experimental groups over the results of the children of the control group. According to physical education teachers, the use of this technology diversified the lesson and increased the interest of students.
Modular training technology is a small inclusion (10-12 minutes) in the main part of the lesson of exercises aimed at developing speed-strength qualities.
Analysis of the training results showed that at the beginning of the experiment there were no differences in the level of physical fitness between the students of the control and experimental classes (p0.05). However, the increase in the indicators of speed-strength qualities of the participants in the search experiment in the second experimental group was higher than in the first experimental and control groups.
Comparing the effectiveness of the methods used in the experiment in the development of speed-strength qualities in junior schoolchildren aged 7-9 years, it should be noted that according to the results of five motor tests, all methods had a training effect on junior schoolchildren, but the increase in results in five tests among schoolchildren of experimental groups was 1.5-10 times higher than in the control group. The results of the preliminary experiment coincided with the conclusions of V.N. Platonov and V.N. Seluyanov about the insufficiency of 20 seconds of work to improve speed and strength abilities due to the low concentration of hydrogen ions in the working muscles, which are necessary to start protein synthesis.
The purpose of the main experiment was to prove the possibility of a significant increase in the rate of development of speed-strength qualities in physical education lessons in children of primary school age, with high rates of development of these qualities, due to the developed technology.
The results of the main experiment confirmed the effectiveness of the chosen technology for the development of speed-strength qualities in junior schoolchildren. The increase in most indicators during the experiment turned out to be significantly higher in the experimental group than in the control group, which is a strong argument in favor of the proposed technology. This technology allows you to develop speed-strength qualities at a younger school age at a faster pace.
The level of speed-strength readiness of children aged 7-9 after the completion of the experiment is characterized by the following indicators: long jumps for boys - 134.0±8.0 cm, for girls - 128.1±18.9 cm; lifting the torso from the supine position, in boys - 20.4±3.1 times, in girls - 21.1±3.9 times; shuttle run 10x5 meters for boys - 22.1±1.1 sec, for girls - 22.4±1.7 sec; stuffed ball throw for boys - 334.7 ± 51.7 cm, for girls - 272.0 ± 64.8 cm; quintuple jump in boys - 705.5±46.8 cm, in girls - 679.0±72.4 cm. These results are generally not inferior to similar comparable data of peers and peers of subjects from such countries as Great Britain, Slovakia and Belgium.
The experiment made it possible to once again confirm that for the development of speed-strength qualities in primary school age, it is necessary to purposefully perform special exercises for 30 seconds with a rest interval of 1 minute. For a significant development of the speed-strength qualities of junior schoolchildren, 6-8 weeks are enough, 3 lessons per week using this technology.
conclusions
1. Analysis of the scientific and methodological literature shows that many researchers note the highest rate of increase in speed-strength indicators in primary school age. At the same time, there are no data in the literature on specific technologies for the development of speed-strength qualities of younger schoolchildren. This gives grounds for the search for means, methods and forms of organization of the pedagogical process of physical education, adequate to the age characteristics of the perception by primary school students of the direction and nature of training influences in physical education lessons.
2. At the age of 7-9 years, sexual dimorphism is observed, this is confirmed by the fact that the level of speed-strength qualities of boys and girls according to all registered indicators is statistically significantly different: standing long jump (p
3. An increase in the volume of anaerobic loads by 2-3 times did not lead to an excessive increase in the intensity of the cardiovascular system. The heart rate reaches 165-185 beats per minute only for a few seconds during the modular application of speed-strength exercises.
4. Increasing the duration of performing speed-strength exercises from 20 to 30 seconds leads to a statistically greater increase in speed-strength qualities.
5. The use of modular technology, which includes the implementation of two exercises according to the method of circular training for 6-8 weeks, 3 lessons per week, allows you to significantly (1.5-10 times) increase the efficiency of the stimulated development of speed-strength qualities. The technology provides for the performance of 3-4 series of exercises for 30 seconds with rest intervals of 1 minute between exercises and series. The load is individualized by changing the rate of throws and the length of the jump.
6. The proposed pedagogical technology significantly increases the interest of students in physical exercises at the lesson of physical culture. They are fascinated by the novelty of the form of the lesson, the “maturity” and “seriousness” of their involvement in solving the problems of the lesson. The unusual content of the lesson, its richness of information contribute to a high level of activity of students and their awareness of their performance of training tasks.
7. The developed modular technology for the development of speed-strength qualities in children of primary school age can be recommended for widespread use in physical education lessons and sectional classes after school hours with subsequent consolidation by means provided by the school curriculum.
It seems promising to develop a new direction of scientific and pedagogical research - the sequence of using different training modules in the process of physical education of schoolchildren.
CONCLUSION
The above concepts give a general idea of physical education, its features, social functions and relationships with other phenomena. The combination of these concepts primarily characterizes physical education as a socio-pedagogical phenomenon. Being an integral component of education in the broad sense of the word, physical education plays a significant role in the implementation of both general pedagogical and specific educational tasks dictated by the needs of society in an expedient impact on human development, the need to prepare him for labor and other socially significant activities. The specific content of physical education is physical education and the upbringing of the physical qualities of a person. The first is carried out through training and is associated mainly with the formation of motor skills, skills and special knowledge; the second is aimed at the development of the vital properties of the human body, related to the physical qualities of a person, which underlie his motor abilities (strength, speed, endurance, etc.) and determine the overall level of physical performance in a complex.
In the process of generational change, through physical education, the rational experience accumulated by mankind in the use of motor abilities that a person potentially possesses is transferred, and the directed physical development of children is ensured to one degree or another. The general applied result of physical education, if we consider it in relation to labor and other types of practical activities of people, is physical fitness, embodied in increased efficiency, motor skills and abilities. In this regard, physical education can be defined as the process of physical preparation of a person for a full-fledged life.
Unlike other pedagogical sciences, the theory of physical education recognizes the general patterns by which the management of the physical development of a person and his physical education take place in the education system. This determines the specifics of the subject of the theory of physical education.
Summarizing scientific and practical data, the theory of physical education reveals the essence of the tasks that must be solved in the process of physical education, determines the fundamental approaches, effective means and methods for the implementation of these tasks, identifies and develops the optimal forms of building the process of physical education in relation to the main stages of human age development and the conditions of his life.
The sooner the child realizes the need for his direct familiarization with the riches of physical culture, the sooner he will form an important need that reflects a positive attitude and interest in the physical side of his life.
Thus, a reasonable choice of the content and methods of development of physical qualities is an important aspect of increasing the effectiveness of physical education.
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