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 children of school age ................................................................................... ... 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 culture 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 effects 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 developments 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 vitality, which could be directed to more useful activities, even the same physical exercises, but in the correct execution, 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" generally reflects 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 characteristics 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, and therefore 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 characteristic of a person (and motor abilities based on them), along with the formation of a wide fund of motor skills and abilities 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 laws 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 weighty 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: control and evaluation of the actions of those involved, 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 clarity (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 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 school-age children 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 old, 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 dexterity, 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, 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, therefore, good posture largely depend. For example, in a standing position, feet shoulder-width apart, hands on the belt, tilt your head forward, to the sides, turn left and right. 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 on two legs with forward progress) 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 abdominal and pelvic muscles.

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 a 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 beginning 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 fitness, 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 on the floor. 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 using 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 superiority of the results of the children in the experimental groups over the results of the children in 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 exercise lesson 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 the 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 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; the quintuple jump for boys is 705.5±46.8 cm, for girls it is 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.

findings

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-related 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 in 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 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 broadest 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 capabilities 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.

BIBLIOGRAPHY

1. Andryushchenko L.B. Physical education of students based on the integration of sports and health technologies. - Volgograd: VGSHA, 2001-164 p.

2. Blanin A.A. The formation of the physical qualities of preschoolers depending on their motor activity and somatotype. Abstract of the dissertation for the degree of candidate ped. Sciences. MGAFK - Malakhovka, 2000, - 21s.

3. Bolshakova I.A. Little dolphin: An unconventional method of teaching swimming to preschool children: A manual for swimming instructors, teachers of preschool institutions - M: Arkti 2005. 24 p.

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7. Matveev A.P., Melnikov S.B. Methods of FV with the basics of theory: textbook. Allowance for students ped. Institutes and students ped. schools. - M.: Enlightenment, 1991.- 191s.

8. Mashchenko M.V., Shishkina V.A. Physical culture of a preschooler. - Minsk: Urajay, 2000.- 156s.

9. Handbook of physical education teacher / Ed.-comp. G.I. Pogadaev; Foreword V.V. Kuzina, N.D. Nikandrov. - 2nd ed. revised and additional - M .: Physical culture and sport, 2000. - 496 p.

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Technological map of the lesson in physical culture. Educational:

To acquaint students with the features of the technique for performing tasks of circular training;

Learn to work in turns, complete tasks correctly and on time;

To promote the development of basic physical qualities: agility, speed, endurance.

Developing:

Develop the ability to plan, control and evaluate their motor actions;

To form the ability of students to interact with peers in gaming activities.

Educational:

Raise interest in independent physical exercises and circuit training;

To form the ability to show discipline, diligence and perseverance in achieving the goal.

Planned results

Subject:

1) A set of general developmental exercises.

2) Know and be able to play outdoor games.

3) Be able to perform important (previously acquired) skills and abilities in outdoor games

Formed UUD:

Personal

Regulatory

Communicative

cognitive

Basic concepts

Circuit training.

Intersubject communications

Mathematics, life safety

Equipment

Bench, volleyballs and basketballs (2 each), stuffed ball (1 kg)

Lesson progress Tasks:

Arrange a class for work, get to know each other.

Motivate students for learning activities.

To update the importance of the ability to perform gymnastic exercises.

1Construction. Greetings.

2Setting the objectives of the lesson

Guys, tell me, what do you do in physical education classes?

Why do we do sports at all?

As you know, people who go in for sports develop some qualities, what are these qualities? Which ones do you already know about? (Physical qualities of a person: speed, agility, strength, flexibility and endurance)

Tell me, how can we develop such a quality as flexibility or dexterity in a physical education lesson?

Well done, I see that you know a lot about productive work in the classroom, so I suggest you move on to practice.

Today we will continue to develop physical qualities. And first you need to warm up well.

The objectives of our lesson

We will develop motor qualities such as: agility, endurance and strength through circuit training and outdoor games.

3. Combat exercises

Turns:

Right! Left! Around!

Left. Bypassing the hall for a guiding step march!

4 Warm up in circles

Walking on toes

Walking on heels

Walking on the outside of the foot

Light running in a circle, 2-3 circles.

Dorsal forward 1 circle

Side steps

Right side, left side.

Running with acceleration, (diagonally)

Walking in a circle with breathing exercises.

Formation in 4 lines

rebuilding

ORU complex:

jerking hands

I.p. - stand, arms bent at the elbows in front of the chest, palms down

1-2 - hand jerks

3-4- jerking hands with a turn. (6-8 times)

Circular hand movements.

I. p. - stand, hands to shoulders.

1 - 2 - circular movements forward;

3 - 4 - circular movements back. (6-8 times)

Tilts forward, backward, left, right

I.p. - stand legs apart, hands on the belt.

1-tilt forward;

2- tilt back;

3-tilt to the left;

4-tilt to the right. (6-8 times)

forward bends

I.p. - legs apart, hands on the belt.

1-tilt forward, without bending your legs, touch the floor with your hands

3- tilt forward;

4- I.p. (6-8 times)

Body turns

I.p.-stand legs apart, hands on the belt.

1- turn the body to the right

3- turn the body to the left

4-I.p. (6-8 times)

I.p.-stand legs apart, arms to the sides

1-max right, cotton under it;

3-max left, clap under it

4- I.p. (6-8 times)

Forward lunges

1 - deep lunge right forward

2-3-two springy squats,

4-push right in I.p.

Also from the other leg (6-8 times)

Lunges right-left

I. p. - about. s., hands on the belt.

1- 2-3 lunge to the right;

Also from the other leg (6-8 times)

Squats

Girls (10 times)

Boys (15 times)

Jumping in place

I.p.-stand, arms bent at the elbows (10 times)

Teachers greet, teachers listen.

Execution of commands: "On the spot, step by step, march!" 1.2.3.

“In place, STOP! 1-2"

Children move in a circle, complete tasks

Keep your distance.

Hands on the belt, keep your back straight

Hands behind the head, shoulders turned

Hands on the belt, keep your back straight

Perform a run on the joint venture. Behind the teacher

They are built in 1 line.

Count on 1, 2, 3, 4. The first numbers are in place, the second numbers are 2 steps forward and the third numbers are 4 steps forward, the fourth numbers are 7 steps forward. Line up in four lines (I count steps up to 1-6). On outstretched arms to the left, open. open up

The back is straight.

Arms bent at the elbows

Do not bend the leg to which the tilt is performed.

Do not bend your legs when leaning forward.

Follow your breath

Keep your leg straight.

Inhale.Exhale. Keep your back straight and balanced.

Do not lift your heels off the floor.

Perform squats in a half squat.

Perform an exercise

Follow

simplest norms

speech etiquette:

greet,

saying goodbye,

thank.

Control of one's own activity, distribution of the load and organization of recovery in the process of performing exercises;

Main part

Organize and explain the work at the stations, achieve the exact execution of exercises.

Develop the ability to plan, control and evaluate their motor actions.

Circuit training

Tasks are completed in 30 seconds. 30 seconds rest and move clockwise to the next station.

Station #1

I.P. - standing next to the bench - stepping alternately with the left / right feet on the bench - get off the bench and return to I.P.

Station #2

Throwing a basketball with the right/left hand

Station #3

I.P. - lying on the chest, hands behind the head, fingers in the lock.

Raise the torso, arms and straight legs and return to I.P.

Station #4

Throwing and catching the ball against the wall

Station #5

shuttle run

Station#6

I.P. - lying on your back, hands behind your head, fingers in the castle, legs bent at the knees

Body lifting.

Station #7

1kg medicine ball squat, arms forward

Station #8

Exercise with dumbbells left and right hand alternately

Station #9

Station #10

I.P. - emphasis lying. Flexion - extension of the arms. (push-up)

2). Outdoor games

"Hunters and Ducks".

They are divided into 2 teams. One team is the hunters and the other is the ducks. Ducks stand inside the circle, and the hunters behind the circle. On the Start command, the hunters try to hit the ducks with the ball.

"Crows and Sparrows".

Participants are divided into two teams and become each other's backs. One team is "Sparrows", the other is "Crows". At the command of the driver "Sparrows!" the team must rush to catch up with the crow team, and at the command "Crows!" - vice versa.

Restoration of breathing. Building in one line.

Listen to the teacher how to do the tasks correctly at each station

Perform tasks at stations. keep their distance.

Building a group in a column one by one. 2 students immediately start the projectile.

They play games.

the ability to perform exercises correctly; ability to recognize and name exercises;

Be able to perform important skills and abilities in outdoor games

Be able to complete tasks on the teacher's signal

organization of independent activity in competitive conditions, taking into account the requirements of its safety, safety of inventory and equipment

Personal: active involvement in communication and interaction with peers on the principles of respect and goodwill, mutual assistance and empathy

correct performance of motor actions, their use in games and activities,

mutual help and empathy

organization of independent activity in competitive conditions

Final part

Restore, reduce emotional and physical stress.

Summarize the lesson.

1.Sedentary attention game "Traffic light"

Yellow circle - you clap your hands,

red - you stand still,

green - everyone is marching in place.

2. Summing up the lesson, grading

3. Analysis of the formation of UUD

What have we learned

What did they develop?

Thank you for the lesson!

They play a sedentary game.

Restore breathing. They line up in one line. Carefully follow and complete tasks

Carefully follow and complete tasks

Follow

simplest norms

speech etiquette:

Methodist:_________________ Teacher:__________________

Technological map of the lesson in physical culture.

Educational:

To acquaint students with the features of the technique for performing tasks of circular training;

Learn to work in turns, complete tasks correctly and on time;

To promote the development of basic physical qualities: agility, speed, endurance.

Developing:

Develop the ability to plan, control and evaluate their motor actions;

To form the ability of students to interact with peers in gaming activities.

Educational:

Raise interest in independent physical exercises and circuit training;

To form the ability to show discipline, diligence and perseverance in achieving the goal.

Planned results

Subject:

1) A set of general developmental exercises.

2) Know and be able to play outdoor games.

3) Be able to perform important (previously acquired) skills and abilities in outdoor games

Formed UUD:

Personal

Regulatory

Communicative

cognitive

Basic concepts

Circuit training.

Intersubject communications

Mathematics, life safety

Equipment

Bench, volleyballs and basketballs (2 each), stuffed ball (1 kg)

During the classes

Tasks:

Arrange a class for work, get to know each other.

Motivate students for learning activities.

To update the importance of the ability to perform gymnastic exercises.

1Construction. Greetings.

2Setting the objectives of the lesson

Guys, tell me, what do you do in physical education classes?

Why do we do sports at all?
As you know, people who go in for sports develop some qualities, what are these qualities? Which ones do you already know about? (Physical qualities of a person: speed, agility, strength, flexibility and endurance)

Tell me, how can we develop such a quality as flexibility or dexterity in a physical education lesson?

Well done, I see that you know a lot about productive work in the classroom, so I suggest you move on to practice.

Today we will continue to develop physical qualities. And first you need to warm up well.

The objectives of our lesson

We will develop motor qualities such as: agility, endurance and strength through circuit training and outdoor games.

3. Combat exercises

Turns:

Right! Left! Around!

Right

Left. Bypassing the hall for a guiding step march!

4 Warm up in circles

Walking on toes

Walking on heels

Walking on the outside of the foot

Run:

Light running in a circle, 2-3 circles.

Dorsal forward 1 circle

Side steps

Right side, left side.

Running with acceleration, (diagonally)

Walking in a circle with breathing exercises.

Formation in 4 lines

rebuilding

ORU complex:

jerking hands

I.p. - stand, arms bent at the elbows in front of the chest, palms down

1-2 - hand jerks

3-4- jerking hands with a turn.(6-8 times)

Circular hand movements.

I. p. - stand, hands to shoulders.

1 - 2 - circular movements forward;

3 - 4 - circular movements back.(6-8 times)

Tilts forward, backward, left, right

I.p. - stand legs apart, hands on the belt.

1-tilt forward;

2- tilt back;

3-tilt to the left;

4-tilt to the right.(6-8 times)

forward bends

I.p. - legs apart, hands on the belt.

1-tilt forward, without bending your legs, touch the floor with your hands

2- I.p.

3- tilt forward;

4- I.p.(6-8 times)

Body turns

I.p.-stand legs apart, hands on the belt.

1- turn the body to the right

2- I.p.

3- turn the body to the left

4-I.p. (6-8 times)

Mahi

I.p.-stand legs apart, arms to the sides

1-max right, cotton under it;

2-I.p.

3-max left, clap under it

4- I.p.(6-8 times)

Forward lunges

I.p. - O.s.

1 - deep lunge right forward

2-3-two springy squats,

4-push right in I.p.

Also on the other leg(6-8 times)

Lunges right-left

I. p. - about. s., hands on the belt.

1– 2-3 lunge to the right;

4 - I.p

Also on the other leg(6-8 times)

Squats

Girls (10 times)

Boys (15 times)

Jumping in place

I.p.-stand, arms bent at the elbows(10 times)

Teachers greet, teachers listen.

Execution of commands: "On the spot, step by step, march!" 1.2.3.

Left!

“In place, STOP! 1-2"

Children move in a circle, complete tasks

Keep your distance.

Hands on the belt, keep your back straight

Hands behind the head, shoulders turned

Hands on the belt, keep your back straight

Perform a run on the joint venture. Behind the teacher

They are built in 1 line.

Count on 1, 2, 3, 4. The first numbers are in place, the second numbers are 2 steps forward and the third numbers are 4 steps forward, the fourth numbers are 7 steps forward. Line up in four lines (I count steps up to 1-6). On outstretched arms to the left, open. open up

The back is straight.

Arms bent at the elbows

Do not bend the leg to which the tilt is performed.

Do not bend your legs when leaning forward.

Follow your breath

Keep your leg straight.

Inhale.Exhale. Keep your back straight and balanced.

Do not lift your heels off the floor.

Perform squats in a half squat.

Perform an exercise

P, K.:

Follow

simplest norms

speech etiquette:

greet,

saying goodbye,

thank.

R., K.:

Control of one's own activity, distribution of the load and organization of recovery in the process of performing exercises;

5-7 min

Main part

Tasks

Organize and explain the work at the stations, achieve the exact execution of exercises.

Develop the ability to plan, control and evaluate their motor actions.

Circuit training

Tasks are completed in 30 seconds. 30 seconds rest and move clockwise to the next station.

Station #1

I.P. - standing next to the bench - stepping alternately with the left / right feet on the bench - get off the bench and return to I.P.

Station #2

Throwing a basketball with the right/left hand

Station #3

I.P. - lying on the chest, hands behind the head, fingers in the lock.

Raise the torso, arms and straight legs and return to I.P.

Station #4

Throwing and catching the ball against the wall

Station #5

shuttle run

Station#6

I.P. - lying on your back, hands behind your head, fingers in the lock, legs bent at the knees

Body lifting.

Station #7

1kg medicine ball squat, arms forward

Station #8

Exercise with dumbbells left and right hand alternately

Station #9

Lunges

Station #10

I.P. - emphasis lying. Flexion - extension of the arms. (push-up)

2). Outdoor games

"Hunters and Ducks".

They are divided into 2 teams. One team is the hunters and the other is the ducks. Ducks stand inside the circle, and the hunters behind the circle. On the Start command, the hunters try to hit the ducks with the ball.

"Crows and Sparrows".

Participants are divided into two teams and become each other's backs. One team is "Sparrows", the other is "Crows". At the command of the driver "Sparrows!" the team must rush to catch up with the crow team, and at the command "Crows!" - vice versa.

Restoration of breathing. Building in one line.

Listen to the teacher how to do the tasks correctly at each station

Perform tasks at stations. keep their distance.

Building a group in a column one by one. 2 students immediately start the projectile.

They play games.

the ability to perform exercises correctly; ability to recognize and name exercises;

Be able to perform important skills and abilities in outdoor games

Be able to complete tasks on the teacher's signal

R:

organization of independent activity in competitive conditions, taking into account the requirements of its safety, safety of inventory and equipment

L:

Personal: active involvement in communication and interaction with peers on the principles of respect and goodwill, mutual assistance and empathy

P, L:

correct performance of motor actions, their use in games and activities,

mutual help and empathy

R:

organization of independent activity in competitive conditions

30-35

Min.

Final part

Tasks

Restore, reduce emotional and physical stress.

Summarize the lesson.

1.Sedentary attention game "Traffic light"

Yellow circle - you clap your hands,

red - you stand still,

green - everyone is marching in place.

2. Summing up the lesson, grading

3. Analysis of the formation of UUD

- What have we learned

- What did they develop?

Thank you for the lesson!

They play a sedentary game.

Restore breathing. They line up in one line. Carefully follow and complete tasks

Carefully follow and complete tasks

L:

Follow

simplest norms

speech etiquette:

3-5 min.

Methodist:_________________ Teacher:__________________

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Introduction

Chapter I. Theoretical foundations of the study of the development of speed-power abilities

1.1. The concept of speed-strength abilities

1.2. Physiological characteristics of speed-strength qualities

1.3. Periods of development of speed-strength qualities

1.4. Means and methods of education of physical qualities

1.5. Physical exercise? the main means of educating speed-strength qualities

1.6.Methodology for the development of speed-strength abilities of schoolchildren

Chapter II. Practical bases for the study of the development of speed-strength qualities through the method of conjugated influence

2.1. Organization of the study

Conclusion

Literature

Applications

Introduction

In Russia today, 28% of healthy and 72% of sick children are born. If we talk about high school students, then by the time they finish school, only 10% of them are healthy. The phenomenon of accelerated physical development in the middle of the 20th century was replaced in the 21st century by a slowdown in the physical development of children. Junior and middle school age provides an excellent opportunity to purposefully develop various physical qualities, including speed-strength abilities. With the help of speed-strength exercises, you can increase muscle elasticity, increase active muscle mass, reduce excess adipose tissue, strengthen and strengthen connective and supporting tissues, improve posture and figure. That is why a special place in the development of motor abilities of schoolchildren is occupied by speed-strength qualities, the high level of development of which plays an important role in achieving high results in many sports.

The relevance of this problem served as the basis for choosing the topic of the final qualification work: "Development of speed-strength qualities in physical education lessons through the method of conjugate influence."

The object is the process of development of speed-strength abilities in primary school students.

The subject is the method of using the means and methods of physical education of speed-strength abilities.

The purpose of the work is to determine the effectiveness of the means of the method of conjugate influence at the lessons of physical culture.

To achieve this goal, it is necessary to solve the following tasks:

1. to analyze the scientific and methodological literature on the development of speed-strength qualities.

2. to analyze the means and methods for children of primary school age.

3. To identify the most effective means and methods for the development of speed-strength abilities in children of primary school age.

The final qualifying work consists of an introduction, two chapters, a conclusion, a list of references and applications.

The first chapter reveals the concept of speed-strength abilities, physiological characteristics of speed-strength qualities, periods of development of speed-strength qualities, means and methods of educating physical qualities, physical exercise? the main means of educating speed-strength qualities, a method for developing the speed-strength abilities of younger schoolchildren. The second chapter is devoted to the description of the organization of the study and its results.

Chapter 1

1.1 The concept of speed-strength abilities

Performing any movement or maintaining any posture of the human body is due to the work of the muscles. The magnitude of the effort developed in this case is usually called muscle strength. Muscular strength is the ability of a person to overcome external resistance or counteract it due to muscle tension. One of the most significant moments that determine muscle strength is the mode of muscle work. In the process of performing motor actions, muscles can show strength: myometric mode, for example, when their length decreases (overcoming, i.e. bench press lying on a horizontal bench); squatting with a barbell on the shoulders); polyometric mode, for example, i.e. isometric mode, for example, holding outstretched arms with dumbbells in an inclination without changing their length (static, forward); when changing both the length and muscle tension (mixed mode, for example, lifting, forcefully pointing at the rings, lowering the arms to the sides at point-blank range ( "cross") and holding in the "cross"). The first two modes are characteristic of dynamic, the third - for static, the fourth - for static-dynamic muscle work. In any mode of muscle work, strength can be manifested slowly and quickly. This is the nature of their work. The following types of strength abilities are distinguished: self-strength abilities, and their combination with other DS (speed-strength and strength endurance, and strength agility).

Speed-strength abilities are manifested in motor actions, in which, along with significant muscle strength, initial speed of movements is required (long and high jumps from a stop and run, throwing projectiles, etc.). At the same time, the more significant the external burden (for example, when pushing the shot or performing a snatch of a kettlebell of a sufficiently large weight), the greater the role played by the power component, and with less weight (for example, when throwing a small ball), the importance of the speed component increases. Speed-strength abilities include: fast strength, which is characterized by unlimited muscle tension, manifested in exercises that are performed at a significant speed that does not reach the limit value;? explosive power? the ability in the course of performing a motor action to achieve maximum strength indicators in the shortest possible time (for example, when starting in sprinting, jumping, throwing, etc.).

In the case of overcoming work, resistance forces are understood as forces directed against movement (bench press from the chest); with inferior work - acting in the direction of travel (lowering the barbell to the chest). Overcoming and yielding modes are united by the concept of "dynamic" mode. Three main forms of power abilities can be distinguished:

1. Self-power ability to display maximum strength. Maximum strength is the highest force that the neuromuscular system can develop with an arbitrary maximum muscle contraction. It defines movements in sports in which significant resistance has to be overcome (weightlifting, track and field throwing, wrestling, etc.).

2. Speed-strength - the ability of the neuromuscular system to overcome resistance with a high speed of muscle contractions. Speed-strength abilities are of a certain importance for achievements in many movements, because. form the basis of the speed of sprinters and the ability to "jerk" acceleration in team sports.

3. Strength endurance - the body's ability to resist fatigue during strength work. Strength endurance is characterized by a combination of relatively high strength abilities with significant endurance and determines achievements in sports in which it is necessary to overcome great resistance for a long time (rowing, cycling, cross-country skiing, etc.). In addition, strength endurance is of considerable importance in sports that include predominantly acyclic movements that place high demands on both strength and endurance (downhill, martial arts, most sports games).

These types of strength abilities are the main ones, however, they do not exhaust the whole variety of manifestations of strength by a person. An important variety is "explosive strength" - the ability to display large amounts of force in the shortest time. Indicators of "explosive strength" depend on the degree of intermuscular and intramuscular coordination, as well as on the own reactivity of the muscles, i.e. nervous processes. So, trained athletes show a greater amount of strength in a shorter period of time than beginners.

Self-strength abilities are mainly manifested in static modes and slow (press) movements. To compare the strength of people of different weights, they usually use the concept of the so-called relative strength, which is understood as the amount of force per 1 kg of its own weight. The strength that a person shows in any movement, evaluated without regard to his own weight, is sometimes called absolute strength. Absolute force can be characterized, for example, by dynamometer readings, by the maximum weight of the lifted bar.

In the types of physical activities associated with the movement of one's body, relative strength is of primary importance. The increase in relative strength may be due to a change in own weight. In one case, an increase in strength is accompanied by a stabilization or even a drop in one's own weight. Due to the appropriate mode of life and nutrition, conditions are created for increasing relative strength. However, this path (growth in strength with a simultaneous drop in weight) is far from always possible. It is effective in individuals who have fatty deposits or excess water content in body tissues. The second way is to increase strength with a simultaneous increase in muscle mass. With functional muscle hypertrophy, strength always grows faster than body weight. The indicators of absolute and relative strength, shown in the static mode of muscle work, are closely related to the indicators of slow dynamic strength. The presence of great strength does not indicate the ability to quickly manifest it. Speed-strength abilities are manifested in actions where, in addition to strength, high speed of movement is required. The development of speed-strength abilities is carried out by using unlimited weights with a maximum number of repetitions, requiring the maximum mobilization of strength capabilities. For this purpose, unlimited weights are applied with the installation at the maximum possible speed of the movements performed. How is a type of speed-strength effort distinguished by another depreciation force? the ability to complete a movement as quickly as possible when it is carried out at maximum speed (for example, stopping after accelerating)

1.2 Physiological characteristics of speed-strength qualities

Maximum power is the result of an optimal combination of strength and speed. Power is manifested in many sports exercises: in throwing, jumping, sprinting. The higher the power an athlete develops, the more speed he can communicate to the projectile or his own body, because. the final speed of the projectile (body) is determined by the force and speed of the applied impact. Power can be increased by increasing the strength or speed of muscle contraction, or both. Typically, the greatest increase in power is achieved by increasing muscle strength. Power component of power (dynamic force). Muscle strength measured under conditions of dynamic muscle work, concentric or eccentric contraction, is referred to as dynamic strength. It is determined by the acceleration (a) reported to the mass (m) during concentric muscle contraction, or by deceleration, acceleration with the opposite sign, mass movement during eccentric muscle contraction. Such a definition is based on a physical law, according to which F = m x a. At the same time, the manifested muscle strength depends on the amount of the mass being moved: within certain limits, with an increase in the mass of the moved body, the strength indicators increase; further increase in mass is not accompanied by an increase in dynamic force.

One of the varieties of muscle strength is the so-called explosive strength, which characterizes the ability to quickly manifest muscle strength. It largely determines, for example, the height of a jump up, with straight legs, or a long jump from a place, and the displacement speed in short stretches of running at the highest possible speed. As indicators of explosive strength, force gradients are used, i.e. the rate of its increase, which is defined as the ratio of the maximum force shown to the time it is reached, or as the time to reach some selected level of muscle strength (absolute gradient) or half of the maximum strength, or some other part of it (relative strength gradient). The strength gradient is higher in speed-strength athletes than in non-athletes or endurance athletes. The differences in absolute force gradients are especially significant. Explosive strength indicators are little dependent on the maximum arbitrary isometric strength. So, isometric exercises, increasing static strength, slightly change the explosive strength, determined by the strength gradient indicators or by the jumping ability indicators. Therefore, the physiological mechanisms responsible for explosive strength are different from the mechanisms responsible for static strength. Among the coordinating factors, an important role in the manifestation of explosive strength is played by the nature of the impulses of the motor neurons of active muscles - the frequency of their impulses at the beginning of the discharge and the synchronization of the impulses of different motor neurons. The higher the initial frequency of motoneuron firing, the faster muscle strength increases. In the manifestation of explosive strength, a very important role is played by the speed contractile properties of muscles, which largely depend on the composition, i.e. ratio of fast and slow fibers. Fast fibers make up the bulk of muscle fibers in highly skilled representatives of speed-strength sports. .

During training, these fibers undergo more significant hypertrophy than slow ones. Therefore, in athletes of speed-strength sports, fast fibers make up the bulk of the muscles, or otherwise occupy a much larger area in a cross section, compared to representatives of other sports, especially those that require the manifestation of mainly endurance. The speed component of power. According to Newton's second law, the greater the force (force) applied to a mass, the greater the speed at which the mass moves. Thus, the strength of muscle contraction affects the speed of movement: the greater the force, the faster the movement. The speed of sprinting depends on two factors: the amount of acceleration (run-up speed) and maximum speed. The first factor determines how fast an athlete can increase running speed. This factor is most important for short distances (10 - 15m) in running for team sports, where the fastest possible movement of the body from one position to another is required. For longer distances, the maximum running speed is more important than the amount of acceleration. If an athlete has a high level of both forms of speed manifestation, this gives him a great advantage in sprint distances. These two running speed factors are not closely related to each other. Some athletes have a slow acceleration, but they have a high maximum speed, while others, on the contrary, have a fast acceleration and a relatively low maximum speed. One of the important mechanisms for increasing the speed component of power is an increase in the speed contractile properties of muscles, another is an improvement in the coordination of muscle work. The speed contractile properties of muscles largely depend on the ratio of fast and slow muscle fibers in outstanding representatives of speed-strength sports, especially sprinters, the percentage of fast muscle fibers is much higher than in non-athletes, and even more so than in outstanding endurance athletes . Inside the calves, muscle coordination also contributes to an increase in the speed of movement (power), since with the coordinated work of the muscles, their efforts cooperate, overcoming external resistance at a faster speed. In particular, with good muscle coordination, the contractile force of one muscle, or group of muscles, better corresponds to the peak speed created by the previous effort of another muscle, or group of muscles.

The speed and degree of relaxation of the antagonist muscles can be an important factor influencing the speed of movement. If it is required to increase the speed of movement, it is necessary to perform specific movements in the training sessions, the same as in the competitive drill at a speed equal to or greater than that used in the training drill. Energy characteristics of speed-strength exercises. From an energy point of view, all speed-strength exercises are anaerobic. Their maximum duration is less than 1-2 minutes. For the energy characteristics of these exercises, 2 main indicators are used: anaerobic power and maximum anaerobic capacity (ability).

Maximum anaerobic power. The maximum work power for a given person can be maintained for only a few seconds. The work of such power is carried out almost exclusively due to the energy of the anaerobic breakdown of muscle phosphagens - ATP. Therefore, the reserves of these substances and especially the rate of their energy utilization determine the maximum anaerobic power. Short sprints and jumps are exercises whose results depend on maximum anaerobic power.

Maximum anaerobic capacity. Most widely, to assess the maximum anaerobic capacity, the value of the maximum oxygen debt is used - the largest oxygen debt that is detected after work of a maximum duration of 1 to 3 m. This is due to the fact that the largest part of the excess amount of oxygen consumed after work is used to restore stocks ATP, CNF and glycogen, which were consumed in anaerobic processes during work. Factors such as blood catecholamine levels, elevated body temperature, and increased oxygen consumption, part of the contracting heart and respiratory muscles, may also be responsible for the increased rate of oxygen consumption during recovery from hard work.

Therefore, there is only a modest relationship between maximum debt and maximum anaerobic capacity. On average, the values ​​of the maximum oxygen debt in athletes are higher than in non-athletes, and in men they amount to 10.5 liters. (140 ml / kg of body weight), and in women - 5.9 liters (95 ml / kg of body weight). In non-athletes, they are (respectively) 5 liters (68 ml / kg of body weight) and 3.1 liters. (50 ml/kg of body weight). For outstanding representatives of speed-strength sports, the maximum oxygen debt can reach 20 liters. The amount of oxygen debt is very variable and can be used to accurately represent the result. By the value of the alactacid (fast) fraction of oxygen debt, one can judge that part of the anaerobic (phosphagenic) capacity, which provides very short-term exercises of a speed-strength nature. The typical maximum value of the "phosphagenic fraction" of oxygen debt is about 100 cal/kg of body weight, or 1.5-2 liters. oxygen. As a result of training of a speed-strength nature, it can increase by 1.5-2 times.

The largest (slow) fraction of oxygen debt after work of a limiting duration of several tens of seconds is associated with anaerobic glycolysis, i.e. with the formation of lactic acid in the process of performing a speed-strength exercise, and therefore as a lactic acid oxygen debt. This part of the oxygen debt is used to eliminate lactic acid from the body by oxidizing it to CO2 and H2O and resynthesising it to glycogen. The maximum capacity of the lactic acid component of anaerobic energy in young untrained men is 200 cal/kg of body weight, which corresponds to a maximum concentration of lactic acid in the blood of about 120% (13 mol/l). in representatives of speed-strength sports, the maximum concentration of lactic acid in the blood can reach 250-300 mg%, which corresponds to a maximum lactic acid (glycolytic) capacity of 400-500 cal/kg of body weight. Such a high lactic acid capacity is due to a number of reasons. First of all, athletes are able to develop a higher work power and maintain it for a longer time than untrained people. This, in particular, ensures the inclusion in the work of a large muscle mass, including fast muscle fibers, which are characterized by a high glycolytic capacity. The increased content of such fibers in the muscles of athletes - representatives of speed-strength sports - is one of the factors that provide high glycolytic power and capacity. In addition, during training sessions, especially with the use of anaerobic power repetitive interval exercises, mechanisms seem to develop that allow athletes to “tolerate” a higher concentration of lactic acid and, accordingly, lower values ​​in the blood and other body fluids, maintaining a high sports performance.

Strength and speed-strength training cause certain biochemical changes in the trained muscles. Although the content of ATP and CRF in them is somewhat higher than in untrained \by 20-30% \, it does not have a great energy value. A more significant increase in the activity of enzymes that determine the rate of turnover (cleavage and resynthesis) of phosphogens (ATP, ADP, AMP, KrF), in particular myokenosis and creatine phosphokinosis.

1.3 Periods of development of speed-strength qualities

In the process of individual development of a person (ontogenesis) there is an uneven increase in physical qualities. In addition, it has been established that in certain age stages, some physical qualities not only do not undergo qualitative changes (development) in the training process, but even their level may decrease. Hence it is clear that during these periods of ontogenesis, the training effects on the upbringing of physical qualities must be strictly differentiated. Those age limits at which the body of a young athlete is most sensitive to the pedagogical influences of a coach are called “sensitive” periods. The periods of stabilization or decrease in the level of physical qualities are called "critical". According to scientists, the effectiveness of managing the process of improving motor abilities in the course of sports training will be much higher if the accents of pedagogical influences coincide with the features of a particular period of ontogenesis. So, the main physical qualities should be subjected to purposeful education in the following age periods: coordination abilities - the largest increase from 5 to 10 years; speed - development occurs from 7 to 16 years, the highest growth rate at 16-17 years; strength - development occurs from 12 to 18 years old, the highest growth rate at 16-17 years old; speed-strength qualities - development occurs from 9 to 18 years old, the highest growth rate is at 14-16 years old; flexibility - development occurs in separate periods from 9 to 10 years old, 13-14 years old, 15-16 years old (boys), 7-8 years old, 9-10 years old, 11-12 years old, 14-17 years old (girls); endurance - development occurs from preschool age to 30 years, and to loads of moderate intensity - and older, the most intensive increases are observed from 14 to 20 years.

In the process of learning motor actions, a sensitive period is considered to be 5-10 years. For more successful improvement in technical training in preschool and primary school age, it is necessary to accumulate motor potential in children as much as possible, i.e., to create basic preparedness. The criterion for such preparedness should be the amount of funds used and their versatility. Congenital functional connections and acquired ones have a special role in technical training. Consideration should be given to the genetically leading parts of the body of a young athlete, which are a strong point in the development of the body. From a pedagogical point of view, free choice is necessary at first. Otherwise, genetic predestination will be oppressed. From this it is obvious that retraining the “left-handed” to the opposite leader is inappropriate.

1.4 Means and methods of education of physical qualities

speed strength exercise

With the help of the education of physical qualities, the physical fitness of those involved is increased, which contributes to the strengthening of health and the formation of physique. Physical qualities developed with the help of sports training have the property of transfer, i.e. their higher development is transferred to all types of human activity at work, in everyday life, manifested in an increase in the efficiency of mental and physical work. Strength training. Strength (or strength abilities) is the ability of a person to overcome external resistance or counteract it through muscle tension. Strength, as a physical quality, is characterized by the degree of muscle tension or contraction. The development of strength is accompanied by thickening and the formation of new muscle fibers. By developing a mass of different muscle groups, you can change the configuration of the body (physique). The means of educating strength are: gymnastic exercises with weights (as a weight, the mass of one's own body or its individual parts is used - bending and straightening the arms in the stops, pulling up on the crossbar, tilting and straightening the body, squats, etc.); various jumps; special strength exercises with small weights (dumbbells, expanders, rubber shock absorbers); special strength exercises with heavy weights (dumbbells, barbells, etc.). The following methods of education of force are most widespread. The maximum effort method is characterized by performing exercises with the use of maximum or near maximum weights (90% of the record for this athlete).

In one series (with one approach to the projectile), 1-3 repetitions are performed. For one lesson, 5-6 series are performed. Rest between series 4-8 min. The maximum dynamic force is predominantly developed using this method. The method of repeated efforts (or the method “to failure”) provides for exercises with weights of 30-70% of the record, 4-12 repetitions in one approach, 3-6 series, rest between series - 2-4 minutes. With this method, an effective build-up of muscle mass occurs.

The dynamic effort method is associated with the use of small and medium weights - up to 30% of the record, 15-20 repetitions per approach at the maximum pace, 3-6 series, rest between series 2-4 minutes. With the help of this method, sports-strength qualities are mainly developed.

The isometric (static) method involves static maximum tension of various muscle groups lasting 4-6 s, 3-5 times is repeated with rest after each tension lasting 30-60 s. This method develops predominantly strength, which is most evident in static work. When performing strength exercises, they must be combined with exercises for flexibility and relaxation of the muscles involved in the work. Education of speed of movement (speed). The speed of movements is characterized by the time of the motor reaction, the maximum speed of one movement and the maximum frequency of movements per unit of time.

The means of educating the speed of movements include: physical exercises; performed at maximum speed; speed-strength exercises (jumping, throwing, etc.); mobile and sports games.

Two main methods of educating speed are used: repeated exercises at the fastest possible pace in conditions (overcoming individual segments of distances, running at an angle, throwing projectiles, etc.), exercises at the fastest pace in difficult conditions (lengthening the run segments, running in lifting, throwing heavier projectiles, etc.). When performing exercises for the development of speed of movements, the following requirements should be observed: repetition of exercises should be performed with near maximum or maximum intensity; the duration of the exercise should not be long, since it is impossible to maintain maximum intensity for a long time; during rest between repetitions, it is recommended to use slow walking or rest, and continue rest until breathing is restored; repeat the exercises until the speed starts to decrease; further performance of speed exercises should be stopped.

The method of conjugate influences is based on the ability to successfully solve the problem of developing the motor abilities of those involved in combination with improving the technique of playing techniques by selecting special exercises at the junction of two types of training. In relation to basketball lessons, the essence of the method of conjugated influences is also manifested in the creation of conditions for the interconnected improvement of the elements of technique and tactics of the game, physical qualities and tactical skills, technical and tactical skills and special physical conditions, establishing rationally and expediently the necessary quantitative and qualitative relationships between them. , adequate to the specifics of gaming activity. The conjugate method gives the lessons an emotional coloring, saves time and brings learning closer to the specific requirements of the game itself.

The method of conjugated influence. It is mainly used in the process of improving the learned motor actions to improve their qualitative basis, i.e. effectiveness. Its essence lies in the fact that the technique of motor action is improved in conditions that require an increase in physical effort. For example, a student in class throws a weighted spear or discus, long jumps with a weighted belt, etc. In this case, both the technique of movement and physical abilities are improved at the same time.
When applying the conjugate method, it is necessary to pay attention to the fact that the technique of motor actions is not distorted and their integral structure is not violated.

1.5 Physical exercise? the main means of educating speed-strength qualities

The main means of physical education of younger students include physical exercises, natural and hygienic factors. Physical exercises are motor actions specially organized and consciously performed in accordance with the laws and objectives of physical education.

There are various approaches to the classification of physical exercises. The most common is the classification, which is based on the historically established systems of physical education means. It includes gymnastics, games, tourism, sports. The main means of physical education are physical exercises. Physical exercise is a motor action, specially organized to solve the problems of physical education. The content of physical exercise consists of the actions included in it and those basic processes that occur in the body during the exercise, determining the magnitude of its impact. Currently, there are several classifications of physical exercises. The most acceptable is the classification of exercises according to their requirements for physical qualities.

The following types of exercises are distinguished: - speed-strength, characterized by maximum power of effort (sprinting, jumping, lifting a barbell, etc.); - requiring a predominant manifestation of endurance in movements of a cyclic nature (long-distance running, cross-country skiing, etc.); - requiring the manifestation of coordination and other abilities in a strictly regulated program of movements (acrobatic and gymnastic exercises, diving, etc.); - requiring a complex manifestation of physical qualities in conditions of variable modes of motor activity, continuous changes in situations and forms of actions (wrestling, sports games, etc.). In addition to the relatively general classification presented, there are so-called private classifications of physical exercises in individual special disciplines. So, in biomechanics, it is customary to divide exercises into static, dynamic, cyclic, acyclic, etc.; in physiology - exercises of maximum, submaximal, high and moderate power. Cyclic movements include those, all the elements that make up one cycle of which are necessarily present in the same sequence in all cycles. Each cycle of movements is closely connected with the previous and subsequent ones (walking, running, swimming). Acyclic movements do not have a continuous repetition of cycles and are stereotypically the following phases of movements that have a clear end (high or long jumps, somersaults). With non-standard movements, the nature of their implementation depends entirely on the conditions that have arisen at the moment in which they must be performed. Non-standard movements are divided into two groups: martial arts and sports games. In martial arts, the difficulty of choosing the right movement is determined by the actions of the opponent with whom the athlete is in direct contact. The degree of complexity of actions in sports games is determined by the number of participants, the size of the site, the speed of movement, the duration of the game, and its rules. Exercises are conditionally divided into basic and additional. Fixed assets:

1. Exercises with the weight of external objects: barbells with a set of discs of different weights, collapsible dumbbells, kettlebells, stuffed balls, the weight of a partner, etc.

2. Exercises aggravated by the weight of your own body:

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 body weight is reduced by the use of additional support;

Percussion exercises, in which the own weight increases due to the inertia of a freely falling body (for example, jumping from an elevation of 25–70 cm or more with an instant subsequent jump up).

3. Exercises with the use of training devices of a general type (for example, a power bench, a power station, the "Universal" complex, etc.).

4. Jerk-braking exercises. Their peculiarity lies in the rapid change in tension during the work of synergistic and antagonist muscles. Additional funds:

1. Exercises using the external environment (running and jumping uphill, on loose sand, running against the wind, etc.)

2. Exercises using the resistance of other objects (expanders, rubber bands, elastic balls, etc.)

3. Exercises with partner opposition. Some examples of the above exercises:

Running high with lifting the hip, in a sand pit in place and with a slight advance forward at a different pace - 15-30m.

Jogging on soft ground (sawdust track, peat) at a different pace - 20-40m.

Running uphill (steepness - 20) at an average and fast pace - 15-25 m.

Jumping on two legs with a slight forward tilt - 10-30 jumps. - Jumping on one leg with forward movement - 15-30 m on each leg. - Multiple jumps over obstacles (gymnastic benches, stuffed balls, barriers) on one and two legs with an emphasis on repulsion speed -- 30-40 jumps

Throwing and catching a stuffed ball with one and two hands - 6-8 times.

Flexion and extension of the arms, in an emphasis lying down - 5-7 times for a while.

All of the above exercises, for the development of speed-strength abilities, are given in the zones of maximum and submaximal power.

Physical exercises in combination with natural hardening factors help to increase the overall resistance of the body to a number of adverse environmental influences.

1.6 Methods of development of speed-strength abilities of schoolchildren

We will reveal the features of the means and methods for the development of speed-strength abilities. In physical education programs for students of general education schools, their composition is perhaps the widest and most diverse. These are various kinds of jumps (track and field, acrobatic, support, gymnastic, etc.); throwing, pushing and throwing sports equipment and other objects; high-speed cyclic movements; most actions in outdoor and sports games, as well as martial arts, performed in a short time with high intensity (for example, jumping and speeding up in ball games and without a ball, throwing a partner in wrestling, etc.); jumping from an elevation of 15-70 cm with an instant subsequent jumping up (to develop explosive strength).

In the process of developing speed-strength abilities, preference is given to exercises performed at the highest speed, at which the correct technique of movements is maintained (the so-called “controlled speed”). The amount of external burden used for these purposes should not exceed 30-40% of the individual and maximum burden of the student. For children of primary school age, minor external weights are used or do without them at all (throwing a ball, other light objects, jumping, medicine balls up to 1 kg, etc.). The number of repetitions of speed-strength exercises in one series, depending on the preparedness of the student and the power of the developed efforts, in the lesson ranges from 6-12 repetitions. The number of series within a single lesson is 2-6. Rest between series should be 2-5 minutes. It is recommended to use speed-strength exercises (considering the limited number of classes - 2-3 per week) regularly throughout the school year and throughout the entire period of the child's schooling. The teacher should gradually increase the amount of weight used for the projectiles (for example, in elementary school, use stuffed balls weighing 1-2 kg; in the main school - 2-4 kg; in the middle school - 3-5 kg). If the weight is the mass of one's own body (various types of jumps, push-ups, pull-ups), then the amount of weight in such exercises is dosed by a change in the starting position (for example, push-ups while lying from a support of various heights, etc.). Within one lesson, speed-strength exercises are performed, as a rule, after exercises for teaching motor actions and developing coordination abilities in the first half of the main part of the lesson. Conventionally, all the exercises used to develop speed-strength qualities can be divided into three groups: the system of speed-strength training exercises is aimed at solving the main task - developing the speed of movements and strength of a certain muscle group. The solution of this problem is carried out in three directions: speed, speed-strength and power. The high-speed direction involves the use of exercises of the first group, with overcoming one's own weight, exercises performed in light conditions.

The same direction includes methods aimed at developing the speed of a motor reaction (simple and complex): a method of responding to a suddenly appearing visual or auditory signal; dissected method of performing various techniques in parts and in light conditions. The speed-strength direction aims to develop the speed of movement simultaneously with the development of the strength of a certain muscle group and involves the use of exercises of the second and third groups, where weights and resistance of external environmental conditions are used. Thus, we can conclude: speed-strength qualities increase due to an increase in strength or speed of muscle contraction or both components. Typically, the greatest increase is achieved by increasing muscle strength. For the effective development of the speed-strength abilities of younger schoolchildren, it is necessary to take into account their physiological characteristics.

In the first chapter of the final qualification work, we examined the development of speed-strength abilities in children of primary school age, and also gave a physiological characteristic of speed-strength qualities, an assessment of the periods of development of speed-strength abilities, paid attention to the main means and methods of working with students at school according to physical education. In the final, let's outline the perspective: it is necessary to conduct comprehensive studies on the development of speed-strength abilities in younger schoolchildren and to study the problem of forming a healthy lifestyle in children. There is a good relationship between a positive attitude towards physical culture and the orientation of the personality of younger students. It has been established that children who go in for physical culture outside of school and at school have more free time with music, technical creativity, reading literature, cinema, and exhibitions.

Chapter 2 Practical bases for the study of the development of speed-strength qualities through the method of conjugated influence

2.1 Organization of the study

In order to assess the level of physical fitness, we conducted testing among girls of primary school age (10-11 years old). The sample consisted of 15 people.

The experimental study was carried out in two stages. At the first stage, at the beginning of the practice, a set of motor tests was carried out to determine the level of development of the physical qualities of schoolchildren.

I used the following basic tests to calculate motor age:

1) Strength testing:

- flexion and extension of the arms, in an emphasis lying, the subject is asked to perform this test from the floor;

Raising the body, the student lies on his back, legs are bent at the knee joints by 90 °. The partner holds the legs. Hands crosswise pressed to the chest, do not come off the chest. The student raises the torso, bending it so that the elbows touch the hips, then lower to the floor, touching the floor with the shoulder blades. The number of flexions performed in 30 seconds is recorded. The exercise is performed on a gymnastic mat.

2) Testing speed-strength qualities:

- jump up from a place (according to Abalakov), the subject stands against the wall, one arm straight up and draws a line with chalk (line 1). The jump up is performed by a push simultaneously on two legs. In the jump, another line is drawn with chalk (line 2). The result is measured from Line 1 to Line 2 and is recorded in centimeters.

3) Flexibility testing:

Leaning forward from a sitting position, the subject (without shoes) sits on the mat so that his heels approach the line, but do not touch it. The distance between the heels is 20-30cm. Feet upright. Hands forward - inward, palms down. The partner presses the knees to the floor, not allowing the legs to bend during the bends. Three slow preliminary tilts are performed (palms slide along the marked line). The fourth slope is valid, performed in 3 seconds. The result is counted at the fingertips.

4) Testing speed qualities:

- running 30 meters, running is carried out on a flat track. From the position of a high start on the command "March!" The student runs the distance. The time in seconds from the “March!” command is taken into account. until you reach the finish line.

5) Endurance testing:

- 6 minute run, endurance is measured by meters, in 6 minutes you need to run as many meters as possible.

Formulas for calculating physical. readiness:

The number of flexion and extension of the arms in an emphasis lying __O \u003d (R-NVP): NVP

Raising the torso __________________________ С \u003d (R-NVP): NVP

Jump up from a place ___________________________ P \u003d (R-NVP): NVP

Torso forward _______________________ N \u003d (R-NVP): NVP

Run 6 minutes

Running 30 meters _________________________________BS=(NVP-R):NVP

Where P is the result in the relevant tests; NVP - the standard from the table corresponding to this test, age and gender.

The general level of physical condition of the tested is calculated by the formula: OUFK = (O + C + B + N + B + BS): 6 (the result correlates with the data in the table).

Table 1

FMF assessment

2.2 Results research

The first stage of the study was carried out during 3 academic days of the 4th quarter. When preparing and conducting motor tests, psychophysiological factors, environmental factors (outdoor temperature), and rest between exercises were taken into account. It also took into account:

1) psychological attitude to achieve the highest results (before the start of each test);

2) carrying out a standard warm-up with the use of leading and preparatory exercises;

3) in each test, the arithmetic mean was calculated;

4) testing was carried out under the same conditions for each subject;

when conducting tests, the option of the presence of strangers

was excluded;

6) after the testing procedure, the relaxation method was used to restore the body.

After testing to determine the initial level of physical fitness of children of primary school age, a search was made for the most optimal means and methods that make it possible to more effectively develop speed-strength abilities. As a result, a set of recommended exercises was compiled, which was used in physical education lessons. You can see this complex in Appendix 4.

At the second stage of the study, it was decided to check the level of physical fitness after the work. At this stage, we considered:

1) the presence of motivation to achieve the highest result;

2) recovery time between attempts (it was the same);

3) the subjects performed the warm-up independently;

The test results are shown in the graphs. Testing calculations are presented in the appendix. Processing of the results is carried out using the methods of mathematical statistics. The results obtained are compared with the standards corresponding to the age and sex of the subjects. As a result, the final assessment of the development of motor quality in the subject is displayed.

Figure 1. Results of strength testing (flexion and extension of the arms in a prone position)

88% of the subjects at the first stage of the study have high indicators of strength qualities (8 people);

93% of the subjects at the second stage of the study have high indicators of strength qualities (10 people).

After testing the flexion and extension of the arms in the lying position and comparing the data obtained, it is clear that the development of strength qualities among those involved is at a high level. According to the data, it can be seen that the results of those involved in the educational process with the use of a set of exercises have become higher. This is due to the fact that the teacher selected suitable exercises for the development of strength qualities at this age.

Figure 2. Results of strength testing (lifting the trunk from a supine position)

30% of the subjects at the first stage of the study have high strength indicators;

70% of the subjects at the first stage of the study have average strength indicators;

77% of the subjects at the second stage of the study have high strength indicators;

23% of the subjects at the second stage of the study have average strength indicators.

After testing the strength, namely lifting the body from a position lying on the back, and comparing the data obtained with each other, it can be seen that the development of strength in the group of trainees at two stages is different. At the first stage of the study, high rates are much lower than those involved in the second stage of the study. This is due to the fact that the teacher selected suitable exercises for the development of strength qualities at this age.

Figure 3. Testing speed-strength qualities (jump up from a place (according to Abalakov)

10% of the subjects at the first stage of the study have average indicators of speed-strength qualities;

90% of the subjects at the first stage of the study have high rates of speed-strength qualities;

40% of the subjects at the second stage of the study have average indicators of speed-strength qualities;

60% of the subjects at the second stage of the study have high rates of speed-strength qualities.

After testing the speed-strength qualities and comparing them with each other, it is clear that the level of development of physical qualities among those involved in the first and second stages is different. This is due to the fact that the exercises for the development of speed-strength qualities were selected correctly and in the right amount.

Figure 4. Flexibility testing (forward torso from seated position)

80% of the subjects at the first stage of the study have high rates of flexibility;

20% of the subjects at the first stage of the study have average indicators of flexibility;

90% of the subjects in the second stage of the study have high rates of flexibility;

10% of the subjects in the second stage of the study have average flexibility.

After testing the flexibility and comparing the data with each other, it can be seen that the development of flexibility at the two stages of the study is at a different level. In the second phase of the study, flexibility indicators increased by 10%. This is due to the age of the subjects and the variety of exercises used by the teacher, which contributed to an increase not only in speed-strength qualities, but also in increasing flexibility.

Figure 5. Endurance testing (6 minute run)

30% of the subjects at the first stage of the study have high levels of endurance;

70% of the subjects at the first stage of the study have average endurance;

60% of the subjects in the second stage of the study have high levels of endurance;

40% of the subjects in the second stage of the study have average endurance.

After testing endurance, namely a 6-minute run, and comparing the data obtained with each other, it can be seen that the results of students in the second stage of the study are slightly, but higher than in the first. This is due to the fact that the set of exercises used also contributed to an increase in the level of endurance.

Figure 6. Testing speed qualities (running 30 meters)

60% of the subjects at the first stage of the study have high rates of speed qualities;

90% of the subjects at the second stage of the study have high rates of speed qualities.

After testing, namely, running 30 meters and comparing the data obtained, it can be seen that the development of speed qualities among those involved is at different levels. According to the data, it can be seen that those involved in the first stage have lower indicators than those in the second. This suggests that the selected set of exercises contributed to the improvement of results.

Figure 7. Assessment of the overall level of physical condition

70% of the subjects increased their level of physical condition;

20% of the subjects lowered their level of physical condition;

10% of the subjects did not change their level of physical condition.

According to the data obtained, it can be said that most of the subjects increased their level of physical condition. This is due to the fact that most of the subjects regularly attended training sessions, they were treated responsibly and with interest.

Analysis of the data obtained indicates that the results for all motor tests are stable, fairly high and correspond to the motor and physiological age of the subjects. It should be assumed that such almost stable results were due to taking into account the correct methodology for preparing younger students in the first and second stages.

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