EXPLANATORY NOTE

Special Medical Group.

It includes studentshaving such deviations in the state of health, which arecontraindication to increased physical activity.

Schoolchildren, for health reasons, assigned to the SMG, are exempted from physical exercises according to the secondary school program, from participation in competitions, and from fulfilling educational standards.

Program material is selected not by biological age, but solely on the basis of the level of physicalhealth, and recommendations specified in the PMPK route sheet.

At school, along with diseases such as diseases of the digestive system, impaired posture, myopia, etc., children with cerebral palsy and bronchial asthma are trained, who are engaged in a special medical group and require special attention when compiling educational material and dosing physical activity. For them, methodological recommendations for mastering the physical culture and health program were additionally drawn up.

The work program for students assigned to a special medical group for health reasons has been prepared taking into account the Mandatory minimum content of education in the field of physical education and the Minimum requirements for the quality of training school students in physical education.

The work program is based on the curriculum:

Physical culture grades 1 - 11: Programs for students of a special medical group of educational institutions / Ed. - comp. A. P. Matveev, T. V. Petrova, L. V. Kaverkina. – M.: Bustard, 2004.

This program is designed for 35 hours in the 5th grade.

In accordance with the Concept of the structure and content of education in the field of physical culture, the subject of schooling is motor activity with a general developmental focus. In the process of mastering this activity, schoolchildren improve not only their physical nature, but also the mental sphere actively develops, consciousness and thinking, creativity and independence are formed.

Work program on physical culture for school students assigned to a special medical group for health reasons solves the following tasks:

strengthening health, promoting proper physical development and hardening of the body;

increasing the functional level of organs and systems weakened by the disease;

increase in physical and mental performance;

formation of correct posture and its correction;

rational breathing training;

mastering the basic motor skills necessary to overcome the stiffness of movements in certain diseases;

education of moral and volitional qualities.

improving applied vital skills and abilities in walking, running, jumping, climbing, throwing and swimming, enriching motor experience with physical exercises from gymnastics, athletics, skiing and outdoor games;

increasing physical fitness and developing basic physical qualities: strength, speed, endurance, coordination and flexibility;

training in complexes of physical exercises with a health-improving and corrective orientation, the simplest ways to control physical activity and the functional state of the body during physical education classes;

formation of general ideas about physical culture, its importance in human life, health promotion, physical development and physical fitness, development of interest in independent physical exercises, including morning exercises, physical exercises and outdoor games;

creation of conditions for the involvement of students with various disabilities in the state of health to participate in the physical culture, health and sports life of the school.

The main principles of the program implementation:

focus on enhancing the health-improving effect of the pedagogical process, achieved by including in the content of the program materials on a variety of health-improving systems and sets of exercises used in the school day, as well as in active recreation and leisure;

variability, guiding the teacher to selectively include educational material in the content of the lessons, taking into account the nature and specifics of the disease of schoolchildren, the characteristics of their individual physical development and preparedness, as well as the material and technical equipment of the educational process (gym, school sports grounds, stadium.);

didactic rules “from simple to complex”, “from mastered to unmastered” and “from known to unknown”, which set the parameters for selecting and planning program material, mastering it by students in unity with the formation of the foundations of independent activity;

achievement of interdisciplinary connections that ensure the education of a holistic worldview of students in the field of physical culture, a comprehensive disclosure of the relationship and interdependence of the studied phenomena and processes.

Structure and content

The work program includes four sections:

1. "Fundamentals of knowledge about physical culture" - includes knowledge about nature (medical and biological foundations of activity), knowledge about a person (psychological and pedagogical foundations of activity); the technique of performing certain motor actions, the importance of physical exercises on the functional capabilities of the body, refereeing issues.

2. "Methods of activity" in its educational content correlates with ideas about the objectivity of motor activity and is reflected in the corresponding methods of its organization: planning and regulation of activity.

3. "Physical improvement" is focused on improving the health of schoolchildren, their harmonious physical development and comprehensive motor and physical fitness. This section includes: complexes of health-improving and corrective gymnastics; the study of motor actions during the passage of individual sections of the curriculum (gymnastics with the basics of acrobatics, athletics, cross-country skiing, outdoor and sports games); exercises for the development of basic physical qualities, the development of sets of exercises in therapeutic physical culture, aimed at a specific disease; study of complexes of morning exercises.

4. "Requirements for the quality of mastering the program material" includes checking the preparedness of students in the main positions of the program.Complexes of exercises from exercise therapy are developed in accordance with the recommendations of the doctor and the route sheet, taking into account the individual state of health and the nature of the course of the disease.

Requirements for the quality of mastering the program material

As a result of mastering the program material on physical culture, students of special medical groups shouldhave ideas:

about safety precautions when performing exercises;

on the connection of physical exercises with the promotion of health and increasing the physical fitness of a person;

about ways to change the direction and speed of movement;

about daily routine and personal hygiene;

about the rules for compiling complexes of morning exercises;

on the rules of conduct in physical education classes;

on the rules for preparing places for independent physical culture and health-improving classes;

about the technique of performing physical exercises;

about the significance of the exercise for the development of motor qualities;

on the rules of refereeing sports and outdoor games;

about the rules of self-control over the state of the body during physical activity.

Be able to:

perform complexes of morning exercises and physical exercises;

perform sets of exercises (with and without objects) that have a direct effect on the formation of correct posture;

perform sets of exercises for the local development of individual muscle groups;

perform exercises to prevent flat feet;

perform sets of breathing exercises;

perform a set of exercises for the prevention of visual impairment;

independently conduct outdoor games;

know movement in walking, running, jumping in different ways;

know the drills.

Curriculum for middle and senior level.

mobile games and

sport games

Game rules, refereeing

Gymnastics

Execution technique

ski training

Execution technique

Development of motor abilities

During the lessons

Exercise therapy using health-saving techniques.

Total

Educational and thematic lesson plan with children classified according to

state of health to a special medical group.

p.p.

Content

Number of hours on the topic

Athletics. Varieties of walking. Walking on markings.

High start technique. Execution of commands: "To start", "Attention", "March".

Standing long jump.. Throwing a ball at a target from 3 - 4 meters from 4 - 6 meters (crouching, standing, sitting).Execution technique.

Mobile and sports games Throwing the ball into the ring.

Medicine ball exercises. Passing the ball in pairs.

Outdoor games.

Exercises with balls (rolling, passing, throwing, dribbling).

Exercises with balls (dribbling, passing in pairs, rolls, wall throws).

exercise therapy.

Corrective gymnastics for posture. Exercises to strengthen the abdominal muscles using.

Corrective gymnastics for the prevention of flat feet. Pilates.

Corrective gymnastics to strengthen the muscles of the back and abdominals. Exercises for the development of fine motor skills.

A set of breathing exercises.

Strengthening the muscles of the upper and lower extremities using massage elements.

Exercises with carpal expander.

Stretching.

Corrective gymnastics for posture.

Strengthening the muscles of the back and abdominals with the use of.

Corrective gymnastics for the prevention of flat feet.

Psychogymnastics.

Sujok therapy. Massage.

Gymnastics. Safety in the classroom, theoretical information.

Exercises with gymnastic sticks.

Exercises with stuffed balls, weight 200-500g Games

ski training Turns: stepping on the spot on a gentle slope due to the movements of the torso.

Walking skiing.

Alternate two-step skiing

Outdoor games. Exercises with volleyballs.

Exercise with basketballs.

Volleyball and basketball throws.

exercise therapy.

Corrective gymnastics for posture.

Su Jok self-massage therapy.

Corrective gymnastics for the prevention of flat feet.

Corrective gymnastics for posture.

Exercises to strengthen the abdominal muscles

Corrective gymnastics for the prevention of flat feet.

Pilates.

Corrective gymnastics for posture.

Exercises for the development of fine motor skills.

Corrective gymnastics for posture.

Children's yoga.

Corrective gymnastics for the prevention of flat feet.

Stretching.

Corrective gymnastics for posture.

Psychogymnastics.

Corrective gymnastics for the prevention of flat feet.

Su Jok self-massage therapy.

Corrective gymnastics for posture.

Breathing exercises according to the method of A. N. Strelnikova.

Organization of the educational process

Classes in a special medical group are built on the basis of generally accepted principles: comprehensiveness, consciousness, gradualness, repetition. An individual approach to those involved and a systematic impact are important. SMG students, as a rule, are inactive, shy, uncoordinated, easily vulnerable, afraid of ridicule.The lesson consists of four parts and lasts 45 minutes.

Introduction (2-3 minutes). Breathing exercises, monitoring the heart rate.

Preparatory part (10-15 minutes). The task of the preparatory part of the lesson is to prepare the body for the main task. When performing general developmental exercises, special attention should be paid to the depth and uniformity of breathing. In this part of the lesson, you should not give a lot of new exercises and intense loads. In order to maintain sufficient muscle load and prevent student fatigue, the principle of "dispersion" of the load should be used. Special breathing exercises allow you to reduce the degree of functional stress of the body.

Main part (15-20 minutes). Provides for the study of new, repetition and consolidation of the material covered. The main task is being solved: the education of basic physical qualities, the development and improvement of motor skills and abilities. It is very important to avoid fatigue during the repetition of "monotonous" movements. To do this, it is necessary to "disperse" the load on different muscle groups. New exercises are recommended. Exercises that require precision in execution are easier to master at the beginning of the lesson. Stretching exercises should alternate with breathing and relaxation exercises. Games that increase the emotional load are best done at the end of the main part of the lesson.

Final part (10-15 minutes). Includes breathing and relaxation exercises. The main task is to bring the body of students into a relatively calm state, relieve nervous excitement, restore breathing and heart rate.

In the final part of the lesson, it is recommended to include exercises for those muscle groups that were not involved in the lesson, as well as exercises for attention and the formation of correct posture. It is necessary to sum up the results of the lesson, focus the attention of students on their successes and be sure to set home exercises in accordance with medical recommendations for the profile of the disease.

Literature

1. Mandatory minimum content of primary general education(Order of the Ministry of Education of the Russian Federation dated May 19, 1998 No. 1235).

2. Mandatory minimum content of basic general education

3. Mandatory minimum content of secondary (complete) general education(Order of the Ministry of Education of the Russian Federation dated May 19, 1998 No. 1236).

4. Requirements for the level of training of primary school students, graduates of basic and secondary (complete) schools in physical education.

5. Exemplary programs in the discipline "Physical culture" for elementary, basic and secondary schools (A.P. Matveev and others).

6. Letter of the Ministry of Education of the Russian Federation dated October 31, 2003 No. 13-51-263 / 13 “On the assessment and certification of students assigned to a special medical group for physical education for health reasons.”

7. A. P. Matveev, T. V. Petrova, L. V. Kaverkina “Program for students of a special medical group of educational institutions” - M .: Bustard, 2004.

8. M. D. Ripa; VK. Velitchenko; S.S. Volkov "Physical training with schoolchildren assigned to a special medical group." – M.; Enlightenment, 1988

9. N.N. Efimenko, B.V. Sermeev “The content and methodology of physical education with children suffering from cerebral palsy” - M .: Soviet sport, 1991. - 56 p.

10 E.I. Akhudeev, S.S. Galeev "Lessons of physical culture in a special medical group". Moscow: Higher School, 1986

Appendix 1

Regulations on the special medical group for physical culture

I. General provisions.

1.1 A special medical group (hereinafter referred to as the "SMG") was created in the municipal educational institution, secondary school No. 114 in Perm
1.2 The purpose of organizing the JMG:
promoting the physical development of students with deviations in the state of health of a permanent or temporary nature, requiring a significant limitation of physical activity.
Physical education classes instill in children and adolescents a steady interest in sports, a desire to improve health, and form healthy lifestyle skills.
1.3 SMG is organized for students in grades 1-11. Children with minor deviations in the state of health (in accordance with the list of indications for the appointment of a medical group) and admitted to the performance of educational work are accepted.
1.4 Work in the SMG is aimed at:
- health promotion, improvement of physical development, hardening of the body;
- expanding the range of functionality of the main physiological systems of the body responsible for energy supply;
- increasing the body's defenses and its resistance;
- development of basic motor skills and qualities;
- education of moral and volitional qualities and interest in regular independent physical education;
- explaining the importance of a healthy lifestyle, the principles of hygiene, the correct regime of work and rest, rational nutrition, exposure to air;
- prevention of maladaptation of students in the conditions of a general education institution.

P. Organization and functioning of the SMG.

2.1 Completion of the SMG for the upcoming academic year is carried out on the basis of taking into account the state of health, indicators of physical fitness and functional research on the conclusion of a doctor, is issued by order of the director of the educational institution before September 1.
2.2 The maximum occupancy of groups is 2-3 people.
2.3 Groups are made up of students in parallel classes, or by morbidity.
2.4 Medical examination of students assigned to the medical group for health reasons is carried out three times a year (a quarter).
2.5 Based on the state of health, the results of functional research methods, data on adaptation to physical activity, the development of motor skills and abilities, children are transferred to the appropriate medical group. The transfer is carried out on the basis of the district doctor and is issued by order of the director.

III. Organization of the educational process in the SHG.

3.1 The educational process in the SHG is regulated by the schedule of classes.
3.2 Classes in the SMG are held according to the schedule as for the whole class, 1 hour per week. 3.3 Attendance at the classes of students of the SMG is mandatory.
3.4 Responsibility for attending students of the SHG classes rests with the teacher who leads the class in the group, as well as the class teacher, and is controlled by the Deputy Director for OWRM.
3.5 Students assigned to a special medical group for health reasons are certified based on the results of fulfilling the requirements of the SHG training programs.
3.6 The formation of skills in educational activities, the development of general educational programs are recorded in an individual journal.

Annex 2

M methodological recommendations on contraindications to exercise.

Special Medical Group (SMG).

In SMG excluded from the program:

Rope climbing;

Acrobatics;

Pull-ups, push-ups;

Static exercises with prolonged breath holding;

Limited walking and running distance;

Exercises for strength, speed, endurance;

Jumping (depending on diseases).

1 group for all - corrective exercises.

Group 2 - breathing exercises.

The program is age independent. The assessment is made according to the following criteria: individual approach, attendance, growth of indicators. theoretical knowledge.

Cardiovascular and respiratory systems.

Contraindications:

Breath-holding and straining exercises;

Exercises associated with a sharp acceleration of the pace, with static tension.

Shown:

The entire section of outdoor switchgear, walking, dosed running;

All basic exercises are dynamic, mainly ORU for the upper limbs;

In breathing exercises, the emphasis is on exhalation (exhalation lengthening).

The musculoskeletal system.

Indications: corrective exercises, necessarily static (count up to 10), breathing exercises.

Contraindications : running, jumping, twisting exercises.

Kidney diseases.

Indications:everything that is in the program, but reduce physical activity.

Contraindications : jumping, hypothermia, with nephroptosis - emphasis on the abdominal muscles.

Diseases of the gastrointestinal tract.

shown: ORU for all muscle groups, relaxation exercises, breathing exercises, dosed running, walking.

Contraindications : restriction of jumps (especially with an ulcer), with low acidity - exercises for the abdominal muscles, static exercises for the legs; with increased acidity, you can not perform exercises for the abdominal press and lower extremities.

Nervous system.

Shown:everything according to the program.

Contraindications I: balance exercises, apparatus exercises that cause nervous tension.

Vision.

Shown: jumping, exercises with straining, power and static tension.

Endocrine diseases.

Shown: dosed walking, running, outdoor switchgear. For obesity - weight training, exercise bike, etc.

Contraindications: restriction in jumping, with obesity - a large number of repetitions.

Cerebral palsy

Shown: muscle stretching exercisesendurance exercises, lifting on a small plane, strength exercises.

Contraindications: push jumps, deep jumps

Appendix 3

M methodological recommendations for the organization of special medical groups

Contraindications to certain types of exercises for various diseases

Bronchial asthma

With maximum breath holding

The cardiovascular system

Bronchial asthma

With a sharp acceleration

Respiratory system

Bronchial asthma

With maximum static stress

The cardiovascular system

cerebral palsy

Jump jumps, deep jumps

kidney disease

organs of vision

Rachiocampsis

Digestive organs

Balance exercises on an elevated support

Nervous System Disorders

cerebral palsy

Exercises for the abdominal muscles

Digestive organs

Acrobatic exercises with increased difficulty

organs of vision

Rachiocampsis

cerebral palsy

Bronchial asthma

Limited game time

Nervous disorders

Bronchial asthma

Appendix 4

Approximate set of exercises

for SHG students with posture disorders

Posture is the relaxed habitual posture of a person in an upright position. With correct posture, a person without active tension holds the torso and head straight, the shoulders are deployed and slightly lowered, the shoulder blades are brought to the spine, the levels of the shoulder girdle, the lower corners of the shoulder blades, the pelvic bones and the triangles of the waist are symmetrical, the stomach is tucked up, the hip and knee joints are straightened, there are no deformations of the lower limbs.

Posture defects include slouching, round back, flat back and round arched back. With posture defects, the shoulder girdle and the lower corners of the shoulder blades are located at different levels. One of the waist triangles is flattened.

With a stooped back, a slightly sinking back, some increase in thoracic kyphosis.

With a round back, the shoulders hang forward, the chest is narrowed, the stomach is slightly protruded.

With a round-arched back, a uniform thoracolumbar kyphosis turns into a lower lumbar lordosis, the body is slightly thrown back.

The development of muscular-articular feeling has a great influence on the upbringing of posture. With the acquisition of this quality, the child more easily determines the difference between the correct and incorrect position of the body in space. Exercises that help develop muscle-joint feeling are as follows:

1. Exercises in the vertical plane:

a) children, having taken the correct position at the vertical plane under the control of the teacher, move away from it and, maintaining the correct posture, return to it, touching the same points - shoulder blades, buttocks, heels;

b) squats, sliding your back along a vertical plane, while the larger the surface of the body is in contact with the plane, the more perfectly the muscular feeling develops;

c) correct posture in front of a mirror. Visual control helps to reduce the asymmetry of body parts, bring the deviated body to the midline and establish the parallel lines of the shoulder girdle of the body.

2. Holding various objects on the head (provided that the correct posture is maintained) in combination with balance exercises on a wide, and then on a narrow area of ​​\u200b\u200bsupport.

To correct posture, children need to show perseverance, so it is necessary to inspire children to start self-control of posture in the morning, remember about it during the day and periodically check themselves in the mirror.

Appendix 5

Approximate set of exercises for SHG students with respiratory diseases

When performing these exercises, it is necessary to alternate with breathing and relaxing exercises in order to reduce the overall load and strengthen the respiratory muscles.

Teaching rational breathing is an important and difficult task. Teaching proper breathing should be both in static positions and during movements. When expanding the chest - inhale. When squeezing - exhale. The exhalation phase is lengthened by exercises performed on exhalation through the mouth. Breathing during squats, during turns, torso bends, walking.

Complex No. 1

Breathing exercises for students

1. At the expense of 1-4 slow deep breath;

5-8 slow full exhalation.

2. At the expense of 1-3 slow deep breath;

4 rapid exhalation through the mouth.

3. At the expense of 1 quick breath through the mouth;

2-6 slow full exhalation

Repeat 4 times

4. At the expense of 1 breath in a small portion;

2 pause on exhalation;

3 breath in a small portion;

4 pause;

5 breath in a small portion;

6 pause;

7-8 full exhalation.

At the expense of 1-8 free breathing. You should start with 1-2 pauses, gradually increase to 5-6 times. Repeat 2 times.

5. At the expense of 1-2 full deep breath;

3 pause;

4 exhale a small portion;

5 pause on exhalation;

6 exhale a small portion;

7 pause on exhalation;

8 complete exhalation.

6. At the expense of 1-2 full breath;

3-6 breath holding;

7-8 full exhalation.

At the expense of 1-8 free breathing. Repeat 2 times.

Complex No. 2

Students with respiratory diseases (chronic bronchitis, bronchial asthma, etc.) are contraindicated in exercises that cause breath holding, straining.

1. Walking in place, gradually increasing the pace, sweepingly working with your hands for 1 minute.

2. I. p. - stand legs apart

Repeat 8-10 times.

3. I. p. - stand legs apart, hands in front of the chest

1-3 - hands back. 4-ip Breathing is arbitrary. Repeat 5-6 times.

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

1-2 - take your shoulders back - take a deep breath through your nose

3-4 - shoulders forward - exhale through the mouth. Repeat 5-6 times.

5. I. p. - o.s., hands on the belt.

1- rise on toes - inhale.

2 - squat - exhale.

3 - get up - inhale.

4 - and. p. - exhale.

6. I. p. - about. with.

1 - max left, arms to the sides - inhale

2 - i. p. - exhale

3 - swing right, arms to the sides - inhale

4 - i. p. - exhale.

7. I. p. - about. s., hands up

1 - tilt, arms back

2 - i. p. Count 3-4 - the same. Breathing is arbitrary.

8. Walking in place, gradually increasing the pace, sweepingly working with your hands for 1 minute.

9. I. p. - stand legs apart.

1-2 - hands up - inhale through the nose

3-4 - arms down - long exhalation.

Repeat 8-10 times. Don't hold your breath.

BIBLIOGRAPHY

1. Dubrovsky V.I. Children's cerebral palsy. - In the book: Sports medicine: Proc. for stud. higher textbook establishments. - 2nd ed., add. – M.: Humanit. ed. center VLADOS, 2002, p. 425-426.

2. Efimenko N.N., Sermeev B.V. The content and methodology of physical education with children suffering from cerebral palsy. - M .: Soviet sport, 1991. - 56 p.

3. Physical rehabilitation: Textbook for academies and institutes of physical culture / Ed. prof. S.N. Popov. - Rostov n / D: publishing house "Phoenix", 1999. - 608 p.

4. Shterengerts A.E., Belaya N.A. Massage for adults and children. - K .: Health, 1996. - 384 p.

5. Shterengerts A.E. Therapeutic exercise and massage for diseases and injuries of the nervous system in children. - K .: Health, 1989. - 187 p.

Sections: Sports at school and children's health

The author's work program on the subject "Physical Education" is intended for students in grades 1-11 of general education schools, who are included in special medical groups for medical reasons, and can be recommended for conducting physical education classes with other children with health problems.

The specificity of the program is determined by a special combination of the tasks of physical training of students using elements and certain techniques of sambo wrestling and the tasks of medical control and support of the educational training process, taking into account the typological characteristics of the child: physiometric indicators, genetic, physiological, psychological. Accounting for medical indications provides an individual approach to each student and differentiation in the choice of means, methods and organizational forms of physical education. The program implies special attention to the process of education, physical, mental and personal development of children in this category.

The program proposes a system for including technical elements and certain sambo wrestling techniques in the structure of the physical education subject for students in grades 1-11 of general education schools who, for medical reasons, are included in special medical groups or adaptive physical education groups for children with health problems.

This program guarantees the provision of an educational standard and the provision of equal opportunities and high quality physical education classes for students of both basic and special medical groups.

This work is intended for teachers of physical culture of educational institutions, centers of health and rehabilitation of children, it may be useful for students of pedagogical universities of physical education faculties.

I. Explanatory note.

One of the urgent tasks of the modern school is the formation of a comprehensively developed personality with a high level of general culture and capable of self-realization of physical and spiritual forces for the benefit of oneself and society. Life itself requires the introduction into the practice of the work of educational institutions of a set of measures aimed at timely provision of adequate conditions for each child to age and his psycho-physical condition for the development and formation of a full-fledged personality, including adaptive physical education. Increasing social and pedagogical significance is acquiring methods of working with children with various deviations in health. It is necessary to build a pedagogical process, knowing the state of health, physical, mental, personal characteristics of such children.

This physical education work program for students of special medical groups was developed in accordance with the Federal Laws:
"On Education in the Russian Federation" dated September 1, 2013 No. 273-FZ; and the following regulatory documents:

• Decree of the Chief State Doctor of the Russian Federation dated December 29, 2010 No. 189 “On Approval of SanPiN 2.4.2.2821-10 “Sanitary and Epidemiological Requirements for the Conditions and Organization of Education in General Educational Institutions”;
• by order of the Ministry of Education and Science of the Russian Federation dated December 28, 2010 No. 2106 “On approval of federal requirements for educational institutions in terms of protecting the health of students and pupils;
• by order of the Ministry of Education and Science of the Russian Federation dated 30.08. 2010 No. 889 “On Amendments to the Federal Basic Plan and Exemplary Plans for Educational Institutions of the Russian Federation Implementing General Education Programs;
• letter of the Ministry of Education and Science of the Russian Federation dated May 30, 2012 No. MD-583/19 on the methodological recommendations “Medical and pedagogical control over the organization of physical education classes for students with health problems”;
• letter of the Ministry of Education and Science of the Russian Federation dated October 31, 2003 No. 13-15-51-263/123 "On the assessment and certification of students assigned to a special medical group for physical education for health reasons."
• letter of the Ministry of Sports, Tourism and Youth Policy of the Russian Federation, the Ministry of Education and Science of the Russian Federation dated September 13, 2010 No. Yun-02 09 / 4912 dated September 7, 2010 No. IK-1374/19 “On guidelines for the use of sports facilities in as interschool centers for conducting school physical education lessons and extracurricular sports activities”;
• letter of the Ministry of Education and Science of the Russian Federation dated 08.10.2010 No. IK 1494/19 “On the introduction of the third hour of physical culture”;
• Federal State Educational Standard of Primary General Education of 06.10.2009 No. 373 (as amended by the Order of the Ministry of Education and Science of the Russian Federation of 31.12.2015 No. 1576);
• Federal State Educational Standard of Primary General Education of December 17, 2010 No. 1897 (as amended by the Order of the Ministry of Education and Science of the Russian Federation of December 31, 2015 No. 1577);
• Federal State Educational Standard of Primary General Education dated October 06, 2009 No. 413 (as amended by the Order of the Ministry of Education and Science of the Russian Federation dated December 31, 2015 No. 1578). compiled on the basis of the author's program. Working program “Physical culture. Grades 1-4" based on the author's program "Physical Education" B.B. Egorova, Yu.E. Peresadina(Educational system "School 2100". Approximate basic educational program.
• Book 2. Programs of individual subjects, courses for elementary school. Moscow. Balass 2011). Physical Culture. Grades 5-7 Edited M.Ya. Vilensky. Textbook for educational institutions. IN AND. Lyakh, A.A. Zdanevich. Physical Culture. 8-9 grades. Under total ed. IN AND. Lyakha IN AND. Lyakh, A.A. Zdanevich.. V. I Lyakh. A.A. Zdanevich. Physical Culture. 10-11 grades.

This program determines the content of the subject "Physical Education" for students in grades 1-11 of general education schools, who are included in special medical groups for medical reasons, and can be recommended for conducting physical education classes with other children with health problems.

Purpose of the program: develop a system for including technical elements and certain techniques of sambo wrestling in the structure of the physical education subject for students in grades 1-11 of general education schools who, for medical reasons, are included in special medical groups or adaptive physical education groups for children with health problems.

It guarantees the provision of an educational standard and the provision of equal opportunities and high quality of physical education classes for students of both basic and special medical groups. It is assumed that the program contributes to providing motivation and the need for physical education, increasing the motor activity of students with disabilities in the state of health, improving the physical education of students in educational institutions.

The program involves solving the following tasks:

• To develop a systematic approach to the use of sambo wrestling techniques and methods in physical education classes with students of both special medical and main groups.
• To develop a system for combining the physical training of students using elements and certain techniques of sambo wrestling and medical control and accompanying the educational training process, taking into account the typological characteristics of the child.
• Strengthening and maintaining the health of schoolchildren, enhancing the health-improving effect as a result of using elements of sambo wrestling as physical exercises designed for students who, according to medical indications, are included in special medical groups or groups of adaptive physical culture for children with health problems.
• Solving medical problems of restoration, maintaining physical condition, increasing the physical performance of schoolchildren;
• Development of physical qualities and motor abilities of students;
• Raising a caring attitude to one's health and inculcating healthy lifestyle habits in schoolchildren.

The program is based on principle health-improving orientation, which provides with the help of physical culture:

• compensate for the shortcomings of motor activity in students;
• improve the functionality of the body, increase its performance and resistance to adverse effects.

Novelty of this program is determined by a special combination of the tasks of physical training of students using elements and certain techniques of sambo wrestling and the tasks of medical control and support of the educational training process, taking into account the typological characteristics of the child: physiometric indicators, genetic, physiological, psychological.

In structure of the program, the following sections are distinguished: explanatory note, general characteristics of the subject, description of the place of the subject in the curriculum, special medical groups in the system of teaching physical culture, proposed health complexes, the content of the subject and the material and technical support of the educational culture".

The program is oriented at the first stage - to identify students' deviations in the state of health; at the second stage - to involve schoolchildren in the pedagogical process; at the third stage - on the positive impact of physical exercises on the health of the child.

Pedagogical expediency of the program consists in the fact that it helps students to reveal their physical abilities, improve their health, cultivate moral and volitional qualities, and gain some concepts from the field of anatomy, physiology, hygiene and medicine.

II. General characteristics of the subject.

The work program for "Physical Education of grades 1-11" provides for 72 hours in each class. Of these, 3 hours for the section "Knowledge of physical culture", 3 hours for the section "Methods of physical activity", 2 hours for the section "Physical and recreational activities". In the section "Physical improvement" 58 hours in grade 1, and 60 hours in grades 2-11 (first part). In the second part 34 hours.

III. Description of the place of the subject in the curriculum.

Physical education is represented by the subject "Physical Education", which is a mandatory part of the Exemplary Curriculum for Primary General Education, for the study of which 405 hours are allocated, of which - 99 hours (3 hours per week, 33 academic weeks), from grades 2 to 4 - 102 hours annually (3 hours per week, 34 teaching weeks).

At the level of basic general education of grades 5-9, and at the level of secondary general education of grades 10-11, -102 hours are allotted for study annually (3 hours per week, 34 academic weeks).

3.1 Planned subject results at the level of primary general education.

The student must be able to:

• navigate in the concepts of "Physical culture", "daily routine"; characterize the appointment of health-improving morning exercises and physical exercises;
• reveal the positive impact of recreational activities on the health of the student;
• to carry out health-improving complexes;
• measure indicators of physical development (height and body weight) and determine the degree of physical fitness (strength, endurance, agility, speed and flexibility) using test exercises.

The student must learn:

• keep a diary of self-control (starting from grade 3);
• keep records of the dynamics of the main indicators of physical development and physical fitness (starting from grade 3);

3.2 The main criteria for evaluating the activities of students of primary general education.

Main evaluation criteria

• knowledge about physical culture (differentiated survey, test);
• self-implementation of health-improving exercises and complexes.

3.3 Planned subject results at the level of basic general education.

Be able to:

• develop and compose independent classes of a health-improving, corrective orientation;
• select the load taking into account their medical indications about deviations in health;
• perform test exercises to assess the level of individual development of basic physical qualities.

Learn:

• talk and discuss the theoretical material covered;
• keep a diary, include data on monitoring the dynamics of physical development;
• conduct the preparatory and final parts of the lesson or classes with a health-improving orientation;
• perform sets of exercises of therapeutic physical culture, taking into account the existing individual deviations in health indicators.

3.4 The main criteria for evaluating the activities of students of basic general education .

Main evaluation criteria activities of students with health problems:

• knowledge about physical culture (differentiated survey, test, essay);
• independent development and demonstration of health-improving complexes (imitation, preparatory, special exercises), technical actions and techniques of sambo wrestling in parts.

3.5 Planned subject results at the level of secondary basic general education.

Be able to:

• determine the impact of health-improving systems of physical education on health promotion, disease prevention;
• compose and implement health-improving complexes of therapeutic physical culture;
• perform sets of exercises of various health-improving systems of physical education.

Learn:

• independently organize and carry out physical culture activities for individual and collective leisure;
• to conduct the main part of the lesson with a health-improving orientation;
• carry out measures to correct individual indicators of health, mental and physical performance, physical development and physical qualities.

3.6 The main criteria for evaluating the activities of students of the secondary basic general education.

Main evaluation criteria activities of students with health problems:

• knowledge about physical culture (differentiated survey, test, essay, project work);
• independent development and demonstration of complexes (imitation, preparatory, special exercises), technical actions and techniques of sambo wrestling;
• individual growth of physical abilities and expansion of the functional capabilities of the student.

3.7. Evaluation and final certification of students of a special medical group.

Assessment and final certification of students of the special medical group "A"

The final mark in physical culture for students in the special medical group "A" is set taking into account theoretical and practical knowledge (motor skills and abilities, the ability to carry out sports and recreational activities), the dynamics of the functional state and physical fitness.

Assessment and final certification of students of the special medical group "B"

Students of the special medical group "B" on the basis of the provided certificate of the established form ( Appendix 1) issued by a medical institution on the completion of a course of exercise therapy (therapeutic physical culture), are evaluated in an educational institution in the sections: "Fundamentals of theoretical knowledge" in the form of an oral survey or writing essays and projects. "Practical skills and abilities" in the form of a demonstration of exercise therapy complexes, mastered, according to their disease, in a medical institution, followed by a final certification in the subject "Physical Education".

Certificates of basic general education and secondary (complete) general education must include a mark in physical culture.

IV. Special medical groups in the system of teaching physical culture.

4.1. Organization and work with special medical groups.

Therapeutic physical culture (motor rehabilitation) - is a part of physical culture, which is characterized by the use of physical exercises as a means of treating and restoring body functions that are impaired as a result of diseases, injuries, overwork, and other causes.
Rehabilitation physical culture(motor rehabilitation) provides the fastest and most effective treatment of injuries, restoration or compensation with the help of physical exercises of temporarily lost or reduced motor skills and physical abilities during work or sports activities.

According to the Regulations on medical control over the physical education of the population, all schoolchildren are divided into medical groups for health reasons:

• main- students without deviations in the state of health or with minor deviations, but with good indicators of physical development;
• preparatory- students with minor deviations, with insufficient physical development and physical fitness;
• special- students with significant deviations in the state of health of a permanent or temporary nature, requiring a significant limitation of physical activity, determined by the curriculum.

In order to implement a differentiated approach, special medical groups (SMG) are divided into two subgroups according to the severity and nature of the diseases of students: BUT» - students with a deviation in health of a reversible nature (weakened due to various diseases); " B» - students with organic, irreversible changes in the organs and systems of the body. When organizing classes of students of the special medical group "A" and " B» should take into account their age and form of the disease.

4.2 . The following groups of diseases are distinguished, on the basis of which students are assigned to a special medical group.

Diseases of the cardiovascular system. The causes of diseases of the cardiovascular system are a decrease in motor activity, a significant number of stresses, the use of harmful substances, and overeating. A huge variety of diseases of the cardiovascular system can be divided into three groups:

1. Congenital. They can be caused by both genetic changes and violations of the conditions for the development of the fetus.

2. Rheumatic. Most often they are the result of rheumatism with a violation of the normal functioning of the connective tissue.

3. Diseases associated with impaired regulation of blood circulation. Basically, they reflect violations in the functioning of blood vessels - both the entire vascular system and its departments. The most frequent manifestations of this group of diseases are changes in vascular tone or a decrease in the lumen of the vascular bed.

Such deviations are based on a violation of the nervous or hormonal regulation of vascular tone, in metabolism, changes in blood clotting, impaired elasticity and permeability of blood vessels, etc.

Regular exercises of exercise therapy provide training of the patient's heart muscle, accompanied by an improvement in its trophism, the index of myocardial blood circulation increases, the activity of the heart improves, it becomes more economical. This is reflected in a gradual decrease in heart rate and blood pressure.

It should be especially taken into account when selecting exercises for various types. dystonia.

So, in the cardiac and hypertensive types, preference should be given to exercises that provide muscle relaxation, reduce the flow of impulses to the central nervous system and thereby lower the level of its excitability (breathing exercises with prolonged exhalation and relaxation). With a hypotensive type of dystonia, gymnastics should be selected mainly of a speed-strength nature; it is they who create the greatest flow of impulses in the central nervous system, increasing its excitability: exercises with a rope. With light weights (dumbbells, pancakes from the barbell, stuffed balls, rubber (bandages, tourniquets). ( Appendix 2 A.B )

Arterial hypertension (hypertension). Hypertonic disease - This is a chronic disease in which blood pressure exceeds the normal range.

The main means of exercise therapy for hypertension are cyclic exercises performed in an aerobic mode. Maximum and long-term physical exercises contribute to their utilization with the achievement of a hypotonic effect. (Appendix 3 )

Diseases I musculoskeletal system. Deformation of the musculoskeletal system is an extensive group of disorders, expressed in a change in the normal configuration of bones or bone formations.

The classification of deformation distinguishes the following types of deformations of the musculoskeletal system:

Congenital. They can already be in a newborn with a wedge-shaped vertebra, an extra rib, or vice versa, an abnormal development of the bones of the foot, etc.

Rachitic, due to the consequences of rickets.

Traumatic as the consequences of an injury and improper fusion of bone fragments.

With predominant deformations of bone formations, they are divided into:

Posture disorders associated with changes in the configuration of the spine.

Foot disorder.

Posture- the usual posture of a casually standing person. One of the reasons for the violation of posture is the weak physical development of the child. Deviations from normal posture are called her defects. Posture problems can be sagittal and frontal planes.

In the sagittal plane, violations are distinguished with a decrease and increase in the physiological curvature of the spinal column. These include the following: normal, stooped, round-concave, flat, flat-concave back.

A violation of posture in the frontal plane is called scoliosis.

Scoliosis classification. Scoliosis gets its name from the localization of the bend (cervical, thoracic, lumbar).

Types of scoliosis: right-sided, left-sided, figurative. Scoliosis can be simple, complex and total. It can be fixed and non-fixed (for example, when one limb is shortened. Simultaneously with scoliosis, it is usually observed torsion, i.e. twisting, rotation of the spine around a vertical axis.

Acquired scoliosis includes:

- rheumatic, usually occurring suddenly and causing muscle contracture on the healthy side;

- rickets, which are very early manifested by various deformations of the musculoskeletal system; bone softness and muscle weakness, prolonged sitting;

- paralytic, often occur after childhood paralysis, but also with other nervous diseases;

-habitual or static developing on the basis of habitual poor posture. The immediate cause of them may be improperly arranged desks, carrying a briefcase in one hand, etc.

Tasks of exercise therapy for spinal deformities:

Elimination (at low degrees) or stabilization (at high degrees) of deformation;

Formation of the muscular corset of the body with the achievement of functional symmetry of the muscles of the anterior and posterior, right and left parts of the corset;

Educating the correct posture and consolidating the skills of correct everyday behavior while maintaining forced postures for a long time;

General strengthening of the body.

Prevention of spinal deformity includes training the muscular corset and general strengthening of the body.

Various hangings, exercises lying down (on the back, on the chest), sitting, standing, exercises of a power nature are best suited for this. ( Annex 4 A )

With violations of posture and scoliosis, flat feet are quite common as a manifestation of neuromuscular and connective tissue insufficiency.

Arches of the foot. The bones of the metatarsus and tarsus do not lie in the same plane, but form longitudinal arches, convexly facing upwards.

Distinguish five longitudinal arches of the foot, in addition to the longitudinal ones, there are also two transverse arches (tarsal and plush).

flat feet is a flattening of the arches of the foot - transverse, longitudinal or both.

The manifestation of flat feet is a decrease in overall performance (headaches, cramps in the muscles of the foot and lower leg, destruction of intervertebral discs, which leads to the formation of osteochondrosis, especially in the lumbar spine), etc.

There are the following reasons for the development of flat feet:

Congenital - due to improper development of the foot skeleton;

Rachitic - due to softening of the bones of the foot due to a lack of vitamin D in the body;

Paralytic - due to paralysis of the muscles that support the arch of the foot (for example, with polio;

Traumatic - due to a violation of the normal configuration of the bones of the foot, which forms the arch;

Static, the most common - due to the excess (in terms of strength and time) of the load of the arches, in connection with which the arch flattens, and the foot "blurs".

Prevention of flat feet includes training of the calf muscles, anterior and posterior tibial muscles, long extensor fingers, small muscles of the foot.

Best suited for this are various types of jumps, jumps, i.e. exercises of a speed-strength nature. ( Annex 4 B )

Tasks of exercise therapy for flat feet:

1) increasing the overall and strength endurance of the muscles that form the arches of the foot;

2) improvement of physical performance and overall strengthening of the body.

Diseases of the respiratory system.

Classification of diseases of the respiratory system The nature and nature of the development of all diseases of the respiratory system can be divided into infectious-inflammatory, allergic and infectious-allergic. In various diseases of the respiratory apparatus, its function is disturbed, as a result of which respiratory failure develops, the nature of which is caused both by changes in the mechanisms of external respiration and outside it. In particular, the following should be mentioned.

Change in the function of external respiration may occur due to limited mobility of the chest and lungs, a decrease in the respiratory surface of the lungs (with pneumonia, emphysema, tumors, etc.), deterioration in the elasticity of the lung tissue, impaired regulation of breathing and blood circulation in the lungs, etc.

Restricted chest and lung mobility occurs as a result of weakness of the respiratory muscles and damage to the nerves innervating it, inflammation of the pleura (pleurisy), accumulation of exudate (effusion) in the pleural cavity, the formation of pleural adhesions, deformities of the chest and spine, etc.

Airway obstruction may be associated with spasm of the smooth muscles of the bronchi and bronchioles (bronchial asthma), with inflammatory processes with the formation of copious sputum (bronchitis), compression of the airways by tumors or cicatricial adhesions, etc.

Decreased diffusing capacity of the lungs occur with structural changes in the alveolar-capillary membranes, due to which less oxygen enters the blood from the alveolar air, and CO 2 from the alveolar air from the blood.

Changes in the regulation of respiration occur when the central regulation is disturbed and with changes in interoreceptors that provide reflex regulation of respiration.

Changes in the pulmonary circulation are the result of congestion in the pulmonary circulation or sclerotic changes.
During motor activity, chemical compounds are formed in the working muscles, which, through reflex and humoral mechanisms, affect the activity of respiration, which is expressed in increased ventilation and gas exchange, aimed at ensuring the work itself. At the same time, coordinated changes occur in the state of other body systems, in particular, in the cardiovascular apparatus. Such consistency is so perfect that the value of the maximum oxygen consumption, which determines the functional capabilities of breathing, is the main indicator by which not only the physical performance of the body is assessed, but also the level of human health.

Tasks of exercise therapy for respiratory diseases:

Restoration of the regulation of respiration and its adaptive restructuring to ensure the viability of the organism.

exercise therapy contributes to the fastest recovery of the patient, trains the activity of the main systems, prevents the formation of pulmonary scars and adhesions, activates blood and lymph circulation in the lungs, promotes the resorption of inflammatory exudate, restores the normal structure of breathing and teaches the patient to control it arbitrarily. It helps to restore the uniformity of ventilation, improves alveolar-capillary relationships, restores the compliance of pulmonary ventilation and pulmonary blood flow, and improves the diffusion of gases in the lungs.

From funds Exercise therapy in the treatment of diseases of the respiratory system, breathing exercises are widely used. ( Appendix 5 ).

Diseases of the organs of vision.

Of the variety of types of visual impairment, the most common is myopia.

Nearsightedness (myopia) - a visual impairment in which parallel rays coming from distant objects are connected in front of the retina.
Myopia is the most common refractive error; normal refraction of rays passing through the refractive media of the eye. The image of objects with myopia is not on the retina, but in front of it, so the image itself is blurry.

Most often, the occurrence of myopia depends on hereditary factors and environmental conditions. However, the dominantly inherited myopia gene realizes its action only under the influence of adverse environmental conditions or when interacting with other genes.

A certain role in the appearance of myopia is played by the age of the student, but also by a sharply increased load on the visual apparatus (phone, computer), and a decrease in immunity.

In addition to these risk factors for the development of myopia, there are other causes of morphological, metabolic, behavioral, etc. character, the main ones being:

Increased intraocular pressure and extensibility of the sclera (shell of the eyeball);

Birth injuries of the cervical spine and spinal cord;

Diseases of the nasopharynx and oral cavity: tonsillitis, sinusitis, adenoids;

Allergic and infectious diseases - measles, scarlet fever, diphtheria, tuberculosis, infectious hepatitis, etc.;

Violation of the musculoskeletal system: flat feet, scoliosis, etc.

Means of exercise therapy with myopia include restorative and special types of physical exercises. As for the first, these are any means of cyclic, gymnastic, hardening, etc. character.

Since the weakening of the eye muscles contributes to the development of myopia, this deficiency requires the use of special exercises. These exercises include a complex. ( Appendix 6 )

Diseases of the endocrine system (metabolism).

The main causes of metabolic disorders are the following circumstances:

1) low physical activity;

2) disturbed environment;

3) poor nutrition;

4) high physical overload;

5) endemic factors, etc.

Indispensable importance in the development of metabolic disorders is played by heredity.

Metabolic disorders are most often associated with changes in its neurohumoral regulation. First of all, this concerns the endocrine glands, which clearly reacts to the circumstances of human life (nutrition, motor activity, mental overload), respectively, change their activity in the production of hormones. In turn, it is hormones that regulate the finest metabolic processes at the level of cells and cellular inclusions. It is no coincidence, therefore, that almost every type of metabolic disorder is associated with certain disorders in the activity of one or another internal secretion.

The use of physical exercises is a directed change in the metabolism of tissues and organs, regionally associated with the corresponding muscles or muscle groups. At the same time, subtle changes in the redox processes of tissues under the influence of muscle work and the normalization of metabolism at the cellular and subcellular levels are of paramount importance. Ultimately, local trophic changes cause general shifts in the metabolism of the whole organism as a whole due to the changing state of regulation of physical functions under the influence of physical exercises, the level of lymph and blood supply, as well as the normalization of the endocrine system.

With systematic exercise, the body selectively reacts to the assimilation of various substances entering it: it rejects and does not utilize unnecessary and harmful ones and assimilates those that its metabolism needs at a given time. ( Appendix 7 A, B )

Diabetes mellitus (diabetes disease) - an endocrine disease associated with absolute or relative insulin deficiency with metabolic disorders, mainly carbohydrate.

In most cases, diabetes mellitus has a genetically determined origin, which can manifest itself both in a violation of the synthesis and release of insulin, and in a change in the sensitivity of peripheral tissues to insulin or its destruction by tissue antagonists.

Hereditary predisposition is of undoubted importance in the development of diabetes, but it is realized only under a combination of certain conditions, the main ones being a lack of movement, a growing standard of living, and excessive and irrational nutrition.

In the pathogenesis of diabetes mellitus, insulin deficiency is most often the main factor, which leads to a violation of carbohydrate, protein, fat and water-mineral metabolism, since insulin is a hormone that affects all aspects of metabolism.

Deep biochemical disorders of metabolic processes ultimately lead to severe damage to the patient's internal organs and nervous system. Diabetes is often combined with an increase in blood cholesterol, a decrease in the functions of the thyroid gland and adrenal glands, metabolic disorders, heart disease, gout, osteochondrosis, obesity, exacerbations in the respiratory system, etc. Often there are point hemorrhages associated with rupture of blood vessels, including those in the vascular system of the eye. Fermentation of excess carbohydrates is activated in the intestine and the biochemical environment changes, which leads to suppression of the intestinal flora and putrefaction of proteins.

Physical exercises in diabetes mellitus normalize redox processes, which lead to an increase in compensatory changes in metabolism.

Tasks of exercise therapy in diabetes mellitus:

1) stimulation of insulin production and increase in the level of its activity;

2) adaptation of the patient to insulin deficiency and increasing the body's resistance to carbohydrates;

3) normalization of metabolic processes in the body;

4) increase in the general and professional working capacity of the patient.

The most effective means of exercise therapy in diabetes mellitus is a moderate intensity muscle load, which involves medium and large muscles with a significant number of repetitions. With such work per unit of time, the energy expenditure of the body is small, however, due to the long time of the exercise, the total energy consumption is significant. Aerobic mode of work promotes adequate absorption of glucose from the blood and its complete combustion in the muscles with a decrease in blood sugar.

Obesity- a disease characterized by increased deposition of fat and overweight. Excess body weight due to body fat is a serious violation in the state of the body, which, in turn, provokes a number of other adverse health consequences:

1. Metabolic disease, the consequences of which are:

Atherosclerosis;

Diabetes;

Diseases of the liver, which, as the main regulator of fat metabolism, cannot cope with excess fatty acids;

Varicose veins.

2. Heart disorders because the heart has to provide blood to a large mass of tissues.

3. Violations of the activity of internal organs. Fat mass accumulates in various parts of the body. Most of all, it accumulates in the subcutaneous tissue and in the abdominal cavity (in special organs - omentums, directly on the heart, stomachs, intestines, etc.). As a result, the work of these organs, which are subjected to external pressure by a large inert mass, is noticeably difficult.

4. Fat in the body is a septic tank. In a person with a normal body weight, these toxins leave the body, and in an obese person, they accumulate in body fat, creating a constant background of the concentration of toxins in all tissues.

5. External aesthetic unattractiveness.

exercise therapy for obesity.

The intensification of metabolic processes due to increased energy consumption during exercise is primarily manifested in changes in carbohydrate and fat metabolism.

Tasks of exercise therapy for obesity:

1) improvement and normalization of metabolism, in particular fat metabolism;

2) normalization of physical development and physical fitness;

3) reduction of excess weight;

4) normalization of the functions of the cardiovascular, respiratory, digestive systems and other body systems disturbed by obesity, and restoration on this basis of the body's adaptation to physical stress;

5) improving the overall level of health.

Diseases of the gastrointestinal tract.

The causes of diseases of the digestive system are complex and diverse. There is no doubt hereditary predisposition, improper diet and diet, food poisoning, poor-quality products and poor processing, but also mental stress, stressful situations, bad habits.

The most common diseases of the digestive system are:

Changes in the mucous membrane caused by the inflammatory process;

Ulcer formation (as a result of mucosal defects);

Other mucosal changes (tumors, diverticula, polyps);

Violations of secretion and resorption processes;

Violations of innervation and the process of passing food slurry;

bleeding;

Damage, infringement (during the formation of a hernia);

Violations of the regulation process (the so-called functional diseases that do not cause organic changes).

Most of these diseases and disorders can be acute or become chronic, appear once or cause relapses, i.e. constantly repeat.

Physical exercises are a necessary means of preventing and treating diseases of the gastrointestinal tract, as they have a beneficial effect on the patient's body, normalizing its general regimen and helping to improve impaired functions.

Under the influence of short loads of low and medium intensity, the excitability of the cerebral cortex increases, the tonic activity of the sympathetic nervous system increases, the motor-evacuation function of the gastrointestinal tract increases, and the activity of the food center is also stimulated, which affects the autonomic functions, in particular the state of the liver and muscle tone of the gallbladder.

Loads of moderate and medium intensity normalize the enzyme-forming function of the gastrointestinal tract, absorption processes and motility.

Of no small importance in the beneficial effect of muscular work on digestion belongs to changes in the blood supply to the abdominal organs, which ensures the normalization of the trophism of its organs, the elimination of congestion, the subsidence of inflammatory processes and the acceleration of regenerative processes in the digestive organs (in cases of manifestation of the walls of the stomach and intestines).

Of particular importance are physical exercises for the timely passage of food and feces through various parts of the gastrointestinal tract. Due to this, the digestive function of enzymes is fully manifested and the nutrients that have reached the required level of digestion are absorbed in the corresponding departments. In addition, maintaining normal gastrointestinal motility through exercise prevents the possibility of stagnation of feces, defecation disorders, flatulence, and other changes in the digestive process.

Attention in the functional therapy of diseases of the gastrointestinal tract is attracted by health jogging. It has been proven that it can be successfully used in such pathologies as gastritis, spastic colic, peptic ulcer of the stomach and duodenum, biliary dyskinesia, etc. Thus, the vibration of internal organs that occurs during running significantly improves the function of the digestive organs. Increased hepatic blood flow and deep forced breathing while running, which is an excellent massage for the liver, improves its function and helps to eliminate hepatic pain syndrome.

Normalization of nervous processes in the cerebral cortex as a result of physical training is of no small importance for the treatment of peptic ulcer.
Running is an effective treatment for spastic colitis. As a result of intestinal vibration and the release of magnesium salts into its lumen, peristalsis sharply increases and drainage function disorders are restored. ( Appendix 8 A, B)

Gastritis.

Gastritis is a lesion of the gastric mucosa of a predominantly inflammatory nature in acute development and dystrophic in chronic, leading to changes in the mucous membrane, to a violation of the motor and secretory functions of the stomach. At the same time, other digestive organs often suffer - the intestines, gallbladder, pancreas, as well as the liver and organs of the endocrine system.

Tasks of exercise therapy:

1) normalization of gastric juice secretion;

2) reduction of pain and inflammation;

3) improving blood circulation in the abdominal cavity and creating favorable conditions for regenerative processes;

4) improvement of trophism of the gastric mucosa;

5) normalization of the mental state of the patient.

Peptic ulcer of the stomach and duodenum.

Peptic ulcer is one of the most common diseases of the digestive system.

It has been established that various lesions of the nervous system (acute mental trauma, physical and especially mental overstrain, various nervous diseases) contribute to the development of peptic ulcer to a large extent. Violations of cortico-visceral relationships arising under the influence of emotional, physical and mental overloads are accompanied by changes in the production of digestive hormones, as well as in the metabolism of histamine and serotonite, under the influence of which the activity of the acid-peptic factor increases.

exercise therapy plays a significant role in the treatment of peptic ulcer, contribute to:

1) normalization of the activity of the central nervous system, restoration of disturbed cortico-visceral connections and normalization of emotional tone;

2) stimulation of trophic processes;

3) reduction and elimination of painful and inflammatory local phenomena;

4) improvement of regenerative processes in the wall of the stomach and in the duodenum;

5) normalization of the production of digestive juices;

6) elimination of dyskinesia of the gastrointestinal tract.

With this disease, it is necessary to include exercises for the abdominal muscles in combination with breathing exercises, walking, calm games and relay races.

It is advisable to complete medical groups by class ( 1-2, 3-4, 5-9, 10-11 ). In case of insufficient number of students, students of three or four grades should be united (1-4, 5-8, 9-11 ). Occupancy of the special group " BUT» may be 15-20 children.

Physical education classes for students of a special medical group " BUT» are held in an educational institution in accordance with the programs of physical education for students with disabilities.

Complete a special medical group " B necessary, on the degree and nature of the disease. The size of this group can be 4-8 Human. Physical education classes for students in a special medical group " B» are conducted according to specially designed programs, where differentiated loads should be used in the lessons. Classes should be held in a medical institution (children's clinic, medical and physical education dispensary, or a sanatorium, where there is a special room for classes with a medical group, etc.). If there is permission from a medical institution, then lessons with such groups can be held in educational schools, youth sports schools and other sports organizations.

The division into groups is a factor that determines the mode of training. At the same time, the most accessible criterion for the selection of physical activity can serve: pulse mode, coloring of the skin of the face and neck, sweating, smell, breathing pattern, facial expressions, movement pattern and attention. The effect of physical exercises is determined primarily by the content. The content of physical exercises determines their health-improving value, educational role, and influence on the personality.

Wellness value. Performing physical exercises causes adaptive morphological and functional changes in the body, which is reflected in the improvement of health indicators and in many cases has a therapeutic effect.

4.3 Principles, methods, means and forms of classes.

The process of physical education in exercise therapy lessons should be based on general principles: a) consciousness and activity; b) visibility; c) accessibility and individualization; d) systematic; e) progression (dynamics).

The following methods can be used in these lessons: frontal, group, individual and circular.

Physical therapy lessons can be divided into two groups: regular and non-scheduled.

To lesson forms include lessons: conducted by a teacher in physical education on state programs in groups " BUT where physical education is a compulsory subject. The main feature of the lessons is their educational and health-improving and educational orientation. The out-of-hours include: classes carried out in the daily routine (“small” forms), characterized by a short physical exercise: morning exercises, introductory gymnastics, physical education pause, physical education minute, micropause. And lessons conducted by an instructor-methodist or doctor in groups " B”, are solved health-improving and rehabilitation character. For medical and major groups, the form of physical exercise has a characteristic structure, in which three parts are more or less clearly expressed: the first part is “preparatory”, the second is “main” and the third is “final”. In terms of direction, these are healing lessons.

There are the following types of accounting in medical groups: preliminary (before the organization of the pedagogical process), current (continuous in the process of work, from lesson to lesson) and final (at the end of a period of work, for example, an academic year).

Dose physical activity in the classroom- it is necessary to strictly regulate its volume and intensity.

Volume the load should be determined by the number of exercises performed, the time spent in the classroom, the distance covered (distance) and other indicators.

Intensity l should be characterized in the lesson by indicators of the pace and speed of movements, acceleration, heart rate, etc. The ratio between them when performing physical exercises is an inversely proportional relationship: the greater the amount of load, the less its intensity, and vice versa. By the nature of muscle work, loads can be standard and variable. The action of the load is the reaction of the body to the work done. Its indicators are heart rate (HR) and external signs of student fatigue (dyspnea, sweating, attention, etc.).

Evaluate the quality of the lesson will help conduct pulsometry. According to the pulse indicators, the reaction of the cardiovascular system to the load is determined, as well as the dynamics of the pulse throughout the entire session (load curve). The analysis of these data allows us to evaluate the correctness and effectiveness of the loads. By the height of the curve, one can conditionally judge the intensity of the load, and by the size of the area between the curve and the projection from the initial pulse, it can be judged about its volume. (Appendix 9).

V. The content of the subject.

5.1 Distribution of program material for grades 1-4 .

Program Sections	1st Class	2nd Class	3rd Class	4th Class
Part I - 270 hours
Health complexes:
With diseases of the cardiovascular system
II part - 135 h.
Sports wrestling sambo
Physical training
Technique - tactical
Outdoor games
Total: 405

№	Topic name	Summary of the topic
	Physical culture is an important means of physical development and strengthening of human health	The concept of physical culture and sports. Forms of physical culture. Physical culture as a means of educating diligence, organization, will and vital skills and abilities.
	Personal and public hygiene	The concept of hygiene and sanitation. Body care. Hygienic requirements for clothing and footwear. Hygiene of sports facilities.
	Hardening of the body..	Hardening and the basic rules of hardening. Hardening by air, water, sun.

5.3 Ways of motor (physical) activity.

Self-study.

Fulfill:

• a set of exercises developed with the recommendation of a doctor, taking into account the individual state of health and the nature of the course of the disease;
• perform health-improving complexes, technical actions and techniques;
• conduct wellness classes in the daily routine (morning exercises, physical education).

News:

• diary of self-control;
• measure heart rate during exercise;
• monitor your breathing and maintain correct posture.

Fulfill:

• complexes of physical exercises for morning exercises, physical exercises;

Perform complexes :

• for students
• for students
• for students
• for students
• for students
• for students

General training. Varieties of walking, running. Jumping. Outdoor switchgear without objects, with objects, in motion, in a circle, in a checkerboard pattern, with a partner.
(learning techniques in parts)

Outdoor games. Educational games. Games (to activate attention and increase emotional recovery). For example: the game "Class". Acrobatic relay races with somersaults forward, backward, sideways (from a prone position, on all fours). Games for learning the technique of techniques in parts in the fight.

5.4. Distribution of program material for grades 5-9.

Program Sections	5th Class	6th Class	7th Class	8th Class	9th Class
Part I - 270 hours
Knowledge about physical culture
Ways of physical activity
Physical improvement - 246 hours.
1. Physical culture and health-improving activity - 8 hours
2. Therapeutic and recreational activities - 238 hours
Health complexes:
With diseases of the respiratory system;
With diseases of the circulatory system
With diseases of the digestive system and urinary system
With diseases of the musculoskeletal system and organs of vision.
With diseases of the nervous and endocrine systems
II part - 135 h.
Sports wrestling sambo
Physical training
general, special
Technique-tactical
Outdoor games with elements of sports: gymnastics, athletics, acrobatics
Total: 405

5.5. The content of the course of knowledge about physical culture.

№	Topic name	Summary of the topic
	The origin and development of sambo	History of sambo
	The best athletes and the strongest teams of the World, Europe and Russia	Champions and prize-winners of the World, Europe and Russia
	General characteristics of sambo lessons	The concept of sambo wrestling lessons. Their goals and objectives and main content. General, special and technical-tactical training in the classroom

5.6. Methods of motor (physical culture) activity.

Self-study.

Fulfill :

• a set of exercises for the preparatory part of the lesson;
• a set of exercises for the final part of the lesson;
• a set of exercises lagging behind in their development of physical quality (strength, endurance, agility, speed and flexibility);
• health-improving complexes, technical actions and techniques.

Self-monitoring of physical development and physical fitness

News:

• a notebook for the dynamics of the main indicators of physical development and physical fitness;
• measure indicators of physical development (height and body weight) and physical fitness (strength, endurance, agility, speed and flexibility) using test exercises;
• systematic monitoring of the dynamics of indicators.
• measurement of heart rate during exercise.

Physical improvement. Physical culture and health-improving activity.

Fulfill:

• complexes of physical exercises for morning exercises, physical education minutes;
• sets of exercises for the development of physical qualities.

Therapeutic and recreational activities.

Perform complexes:

• with diseases of the cardiovascular system;
• with diseases of the musculoskeletal system;
• with diseases of the respiratory system;
• with diseases of the organs of vision;
• with diseases of the endocrine system;
• with diseases of the gastrointestinal tract.

Sports and recreation activities.

General training. A variety of walking, running. Jumping. Outdoor switchgear without objects, with objects, in motion, in a circle, in a checkerboard pattern, with a partner.
ORU complexes on the gymnastic bench, on the gymnastic wall.

Special training(self-insurance and insurance).

Technical and tactical training(learning new and improving the learned techniques in parts).

Outdoor games for the development and improvement of physical qualities: strength, speed, dexterity, endurance. Acrobatic relay races. Games for learning the technique of techniques in parts in the fight.

5.7. Distribution of program material for grades 10-11 .

Program Sections

10th
Class

11th Class
Part I - 270 hours
Knowledge of physical culture -
Ways of physical activity.
Physical improvement - 246 hours.
1. Physical culture and health-improving activity - 8 hours
2. Therapeutic and recreational activities - 238 hours
Health complexes:
With diseases of the respiratory system;
With diseases of the circulatory system
With diseases of the digestive system and urinary system
With diseases of the cardiovascular system
With diseases of the musculoskeletal system and organs of vision.
With diseases of the nervous and endocrine systems
II part - 135 h.
Sports wrestling sambo
Physical training
general, special
Technique - tactical
Carpet games
Total: 405

5.8. The content of the course of knowledge about physical culture.

№	Topic name	Summary of the topic
	Fundamentals of sambo wrestling technique and tactics	Basic concepts of technical actions: movements, grips, types of holds, painful holds and throws.
	General and special training of a wrestler	Strengthening the health and comprehensive development of the student through the use of general preparatory and special exercises.
	Rules for sambo wrestling competitions	Goals, objectives and significance of the competition. Types of competitions. Organization of competitions. Competitors, their rights and obligations. Prohibited tricks. Age groups and weight categories.

5.9. Methods of motor (physical culture) activity.

Self-study.

Compose individual complexes of physical exercises of various directions and nature of the disease. Plans summaries of individual lessons.

Self-monitoring of physical development and physical fitness.

The student must determine the levels of individual physical development and motor fitness, determine the dosage of physical activity and the direction of the impact of physical exercises on their health.

Physical improvement. Physical culture and health-improving activity.

Health-improving forms of classes before school, during the day after class and during the school week. Individual complexes of general developmental, preparatory simulation exercises.

Therapeutic and recreational activities.

Perform complexes:

• with diseases of the cardiovascular system;
• with diseases of the musculoskeletal system;
• with diseases of the respiratory system;
• with diseases of the organs of vision;
• with diseases of the endocrine system;
• with diseases of the gastrointestinal tract.

Sports and recreation activities.

General preparation. A variety of walking, running. Jumping. Outdoor switchgear with objects, without objects and with a partner.

ORU complexes on the gymnastic bench, on the gymnastic wall, in pairs.

Special training(self-insurance and insurance, wrestler's special exercises).

Technical and tactical training(the study of techniques in general).

Outdoor games. Carpet games.

Outdoor games.

Outdoor games for the development and improvement of physical qualities:

1. Games for the development of strength. They include pulling (rope, gymnastic sticks), pulling out (from grips, various objects), holding (various objects from an opponent), pushing (out of a circle, square), tilts, squats, push-ups, lifts, turns left and right with weights.

2. Games for the development of speed. They include accelerations, stops.

3. Games for the development of dexterity. In these games, precise coordination and physical dexterity must be shown.

4. Games for the development of endurance. They represent continuous and continuous activity.

On the material of gymnastics and acrobatics: game tasks with the use of drill exercises, exercises for attention and the development of physical qualities (flexibility, strength, dexterity, coordination, speed).

On the material of athletics: jumping, running, throwing, throws and the development of physical qualities (speed, agility, strength, endurance).

Control standards

№	Regulations	with diseases of the cardiovascular system
	Headstand (sec)
	Jump rope (sec)
	Flexion and extension of the arms in the lying position
	500 meters run (min)				Without regard to time
	Regulations	with diseases of the musculoskeletal system
	Hanging on the bar (back straight) for time (sec)
	Standing long jump (cm)
	Shuttle run 3x10 m (sec)
	Regulations	with respiratory diseases
	Breath hold (sec)
	Breath-hold running (m)
	Regulations	with eye diseases
	Throwing a ball at a target (m)
	Throwing the ball up and catching it (sec)
	Regulations	with diseases of the endocrine system
	Lifting the body from a supine position (number of times) 20 sec
	Position of the rear wrestling bridge (sec)
	Regulations	with diseases of the gastrointestinal tract
	Forward bends from a seated position
	Raising legs from a supine position (number of times) 20 sec

Depending on the age and severity of the disease, a physical education teacher or instructor-methodologist has the opportunity to increase or decrease the control standards.

1. Knowledge

In order to test knowledge, the following methods are used: survey, conversations, filling out test cards.

• "5" - the student answers the material; correctly, concisely and logically.
• "4" - the answer has small inaccuracies and errors in the answer.
• "3" - there are gaps in the knowledge of theoretical material.

2. Technique of possession of motor skills and abilities.

• "5" - to demonstrate the ability of a sick student to perform any work for a long time, without reducing efficiency.
• "4" - to demonstrate the ability of a sick student to perform any work for a long time, with a decrease in working capacity.
• "3" - to demonstrate the ability of a sick student to perform any work for a short time, with a decrease in working capacity.

When summing up the answers from the section of knowledge, technique of possession of motor skills and skills and control standards, a general assessment is given.

VI. Material and technical support of the educational process carried out at the course "Physical culture".

For lessons with medical groups, the following requirements are imposed on physical education equipment and sports facilities: a) hygienic, b) aesthetic.

• Hygiene requirements - a clean and bright room, it is always cleaned and ventilated.
• Aesthetic requirements - the upper part of the walls are whitewashed, and the lower part of the walls, windows and doors of the wrestling hall are painted in colors that do not irritate students and in which it is pleasant for the teacher to conduct health-improving physical education lessons. exercise therapy.

In this regard, the sanitary and hygienic condition of the places of employment must comply with the established standards.

Safety engineering.

Safety requirements for a sports facility: the hall must be equipped with a fire alarm; have two exits; equipped with a fire extinguisher: the walls in the wrestling hall must be lined with wrestling mats.

Depending on the conditions of medical institutions, educational schools and sports organizations, lessons can be held in adapted premises for wrestling, and in school halls (master class, open lessons and classes for a large number of students). (Appendix 10 A, B, C, D, E)

Equipment and inventory.

1. First aid kit medical - 1	10. Gymnastic balls - 5
2. Wrestling carpet - 1	11. Tennis balls - 10
3. Gymnastic mats - 10	12. Soccer balls - 10
4. Gymnastic benches - 3	13. Music center - 1
5. Gymnastic hoops - 10	14. Stuffed balls (1.2.3 kg) - 2-2-2
6. Gymnastic sticks - 10	15. Crossbars (non-standard) - 3
7. Measuring tape (roulette) - 1	16. Jump ropes - 10
8. Rope for climbing - 1	17. Gymnastic walls - 3
9. Computer - 1	18. Stopwatch - 1

Educational and methodical set.

№	Name of objects and means of material and technical equipment.	Note
1. Library fund (printed products)
	Standard of basic general education in physical culture.	The standard for physical culture, exemplary programs, author's work programs are part of the mandatory software and methodological support for the physical education room (gym).
	Sample programs for academic subjects. Physical education grades 1-4, grades 5-9, grades 10-11.
	Working programs on physical culture. Working program “Physical culture. Grades 1-4" based on the author's program "Physical Education" by B.B. Egorov, Yu.E. Peresadina (Educational system "School 2100". Exemplary basic educational program. Book 2. Programs of individual subjects, courses for elementary school. Moscow . "Balass" 2011). The author's work program on physical culture for grades 1-11 (sambo) Yu.N. Yusupkhodzhaeva. 2017
	Textbooks and manuals that are included in the subject line of textbooks. 1. Physical culture. 5-7 classes. Under the editorship of M.Ya.Vilensky. Textbook for educational institutions. V.I. Lyakh. A.A. Zdanevich. Physical Culture. 8-9 grades. Under the general editorship of V.I. Lyakh. Textbook for educational institutions . 2. M.Ya.Vilensky. VT Chichikin Physical culture. 5-7 classes. A guide for teachers on the website of the publishing house "Prosveshchenie". 3. V.I. Lyakh. A.A. Zdanevich. Physical Culture. 10-11 grades. Basic level on the website of the publishing house "Prosveshchenie". 4. Test control grades 5-9 (series "Current control"). G.A.Kolodnitsky, V.S.Kuznitsov, M.V.Maslov.	Methodical manuals and test control for textbooks are included in the library fund.
	Educational, scientific, popular science literature on physical culture and sports, the Olympic movement.
	Methodical publications on physical culture for teachers
	Federal Law "On Physical Culture and Sports"	As part of the library fund.
2. Demonstration tutorials.
	Tables on the standards of physical development and physical fitness.
	Methodological posters	Sets of posters on the methodology of teaching motor actions in sambo wrestling. Complexes of general developmental, special and imitation exercises. Health complexes.

Literature.

1. E.Ya. Gatkin Sambo for Beginners. Moscow. Publishing house AST. 2005.

2. V M Geletsky "Theory of physical culture and sports". Tutorial. Krasnoyarsk. 2008.

3. I.M. Korotkov Outdoor games for children. Moscow Publishing house "Soviet Russia". 1987.

5. Comprehensive program of physical culture. Authors: V.I. Lyakh, A.A. Zdanovich.

6. Pranciskus Eigminas "Learn Sambo". Vilnius University Press. 1980.

7. Wrestling. Yearbook. Moscow. "FiS" 1976, 1977, 1982, 1983, 1984.

8. T. Iwai, T. Kawamura, S. Kaneko. "Judo" Moscow. FIS. 1980.

9. Tumanyan G.S. "Sports Wrestling". Tutorial. Moscow. "FiS". 1985.

10. E.N. Weiner. Healing Fitness. Textbook: Flint, Science; Moscow. 2011.

Internet sites used.

1. www.mon.go.ru - Ministry of Education and Science of the Russian Federation.

2. www.minsport.gov.ru - Ministry of Sports of the Russian Federation.

3. http://sambo.ru/

6. Site www.yotube.com Sambo lessons. Goncharov.

Municipal budgetary educational institution

secondary school No. 18

Named after Vitaly Yakovlevich Alekseev

Considered: Agreed: I approve:

At the meeting of the department Director of MBOU secondary school No. 18

/ / Deputy Director for VVVR named after V.Ya. Alekseeva

Protocol No. __________ _________

"___" ___________ 2016 "___" _____________ 2016 "___" 2016

Working programm

in physical culture

Class: special medical group grades 1-11

Teacher: Chumanova E.K.

Planning based on"Physical culture grades 1 - 11: Programs for students of a special medical group of educational institutions / Ed. - Compiled by A.P. Matveev, T.V. Petrova, L.V. Kaverkina. - M .: Bustard, 2012."

Explanatory note

The problem of preserving and strengthening health is becoming more and more acute in our country, and the leading role in solving this problem belongs to physical culture - the most important element of a healthy lifestyle. In accordance with the priority areas of state policy and national projects aimed at strengthening the health of the nation and the formation of a healthy lifestyle, the role of improving the process of physical education in educational institutions, creating conditions conducive to the preservation and strengthening of physical and mental health by means of physical culture and sports, the formation physical culture of the individual, taking into account his individual abilities, health status and motivation. The health-improving orientation of physical education requires mandatory medical supervision of persons involved in physical culture and sports, paying special attention to students assigned to a special group. One of the reasons for the deterioration of the health of the younger generation is that with school entry, physical activity drops by 50% in younger students (compared to preschoolers) and by 75% in older students, students, and this leads to the development of physical inactivity. And hypodynamia reduces the functionality of the growing organism. Our students rarely go outdoors (the norm is 3-3.5 hours), in many schools the ventilation regime is violated, natural and artificial lighting is underestimated, and there is no hot meals. All this entails a number of deviations in the state of health of the child's body, both functional and organic (neurosis, disorders of the cardiovascular system, musculoskeletal system, allergic conditions, visual impairment, metabolism, etc.). The beneficial effect of physical exercises on the development of external respiration is very important. Respiratory volumes are 20-30% higher in children who are systematically engaged in physical education than in schoolchildren with physical inactivity. Due to systematic physical exercises, adaptive changes in the heart develop due to a slight increase in volume, increased tone and thickening of the muscle fibers of the heart, the so-called moderate myocardial hypertrophy, which increases the level and efficiency of the cardio-respiratory system. In addition, for a child suffering from physical inactivity, the degree of risk of injury increases significantly, because. they have poor control of their body in motion, have poor coordination of movements in space. Based on the foregoing, it can be seen that the fight against physical inactivity, systematic physical education, open reserves for the prevention of childhood injuries through targeted training of children in the necessary and special motor skills, as well as the introduction of rational physical activity, starting from a very early age. For the purpose of a differentiated approach to the organization of physical education lessons, all students of educational institutions, depending on their state of health, are divided into three groups: basic, preparatory and special medical. Classes in these groups differ in curricula, volume and structure of physical activity, as well as requirements for the level of learning material. Tospecial medical group(SHG) include students with significant deviations in the state of health of a permanent or temporary nature, requiring a significant limitation of physical activity, defined by the curriculum (10-15% of the total number of students). They are engaged in specially designed physical education programs. Those classified as SMG are exempted from participation in competitions, from passing the standards, they need constant exercise. Subgroup "A" includes students with reversible deviations in the state of health, who, after medical and recreational activities, can be transferred to the preparatory group. This work program has been compiled for the SMG subgroup "A".

The tasks of physical education of students classified

to a special medical group.

The main tasks of physical education of students classified as SMG for health reasons are:

• health promotion, elimination or stable compensation of disorders caused by the disease;
• improvement of indicators of physical development;
• development of vital motor skills, skills and qualities;
• gradual adaptation of the body to the effects of physical exertion, expanding the range of functional capabilities of the physiological systems of the body;
• increase in physical and mental performance;
• hardening and increasing the resistance of the body's defenses;
• the formation of volitional qualities of the individual and interest in regular physical education;
• fostering a conscious and active attitude to the value of health and a healthy lifestyle;
• mastering sets of exercises that have a beneficial effect on the state of the student's body, taking into account his illness;
• teaching the rules for selecting, performing and independently forming a set of exercises for morning exercises, taking into account the recommendations of a doctor and teacher;
• compliance with the rules of personal hygiene, a rational regime of work and rest, a full and rational diet

Organizational and methodological management of physical education of students with various health problems.

Classes for SMG require special preparation and organization. All children in such a group are children from different classes, different ages, genders, suffering from various diseases and psychologically unprepared for physical education. The completion of the SHG is carried out by a doctor (paramedic) with the obligatory participation of a physical education teacher. The schedule of SHG classes is approved by the order of the director. Classes should be held according to a special schedule 3 times a week for 40 minutes. The lesson is conducted by a physical education teacher with special training. The acquisition of SHG before the new academic year is carried out taking into account age, diagnosis, indicators of physical fitness, functional state and severity of the pathological process.

Typically, students are grouped according to the nature of the disease:

• with diseases of internal organs, cardiovascular system, respiratory, digestive and endocrine systems;
• with violation of the organs of vision and functional disorders of the nervous system;
• with impaired function of the musculoskeletal system, consequences of injuries and injuries, diseases of the joints, congenital defects of the musculoskeletal system, organic diseases of the nervous system.

The following age groups are distinguished, regardless of the disease:

from 7 to 10 years old - the youngest;

from 11 to 13 years old - medium;

from 14 and older - the eldest;

In this program we are talking about classes with children of different ages, with different diseases, but engaged in the same schedule, in the same group. The group size is 8 people.

Requirements for the level of training of students in the SMG,

Completed the full course of the program.

As a result of mastering the full course of physical culture, the student must: Know/Understand:

The role of physical culture and sports in the formation of a healthy lifestyle, organization of outdoor activities and prevention of bad habits;

Elementary bases of formation of motive actions and development of physical qualities;

Some ways of hardening the body and the basic techniques of self-massage;

Be able to:

Compose and perform the simplest sets of exercises for morning and corrective gymnastics, taking into account the individual characteristics of the body;

Perform track and field exercises, gymnastic (combinations), technical actions of sports games;

Perform complexes of general developmental exercises for the development of basic physical qualities, adaptive (therapeutic) physical culture, taking into account the state of health;

To monitor their physical development and physical fitness, control over the technique of performing motor actions and modes of physical activity;

Observe safety when performing physical exercises and conducting hiking trips;

Use the acquired knowledge and skills in practical activities and everyday life to:

Conducting independent classes on the formation of an individual physique and posture correction, the development of physical qualities, the improvement of movement techniques;

Inclusion of physical culture in active recreation and leisure.

Certification of these students is carried out according to a five-point system. Evaluation of such children is carried out primarily on their success in the formation of healthy lifestyle skills and a rational motor regimen. When grading (sum of points), the teacher should use such an approach in grading in order to stimulate the student to further physical education. The final mark in physical culture is given taking into account theoretical and practical knowledge (motor skills and abilities, the ability to conduct health-improving activities), as well as taking into account the dynamics of individual physical fitness, diligence and attendance at classes. The main emphasis should be directed to the dynamics of physical abilities and persistent motivation for physical exercises. With the slightest positive changes in the physical abilities of students, which must be noticed by the teacher and reported to parents, a positive assessment is given. A positive assessment should also be given to those students who did not show positive dynamics in physical development, but regularly attended physical education classes, diligently completed the tasks of the teacher, having mastered the skills available to him, the necessary knowledge in the field of physical culture.

Features of building a lesson in SMG:

1 . Preparatory partup to 20 minutes - at the beginning of the lesson, the pulse is counted, then exercises of a respiratory and general developmental nature are used, which are performed at a slow pace at the beginning of the lesson, then on average. The load slowly increases, exercises are applied that ensure the preparation of all organs and systems for the main part of the lesson. It is not recommended to use a large number of new exercises and intense loads. Each exercise is repeated first 4-5 times, then 6-8 times (exercises for the large muscles of the arms, legs and torso). Having individual cards for diseases, students independently perform exercises.

2. Main part of the lessonup to 15 minutes - allotted for training and training. It masters new physical exercises and motor skills within the capabilities of the child, the basic physical qualities: speed, strength, dexterity, flexibility. Much attention is paid to improving coordination, the ability to move beautifully. To solve this, you can use: running (segments of 20-30 meters), alternating with accelerated walking, throwing, balance exercises, on shells, general developmental exercises, outdoor games, relay races.

3. Final part- 3-5 minutes - relaxation exercises and breathing exercises are used. The main task is to help restore the shifts in the functional state of the body caused by physical activity in the main part of the lesson (simple hand exercises, various types of walking, calm dance steps, relaxation exercises, breathing exercises).

guiding principlein the work is a differentiated approach, taking into account the individual characteristics of students, which involves:

• dosing the load in the lesson due to the complication or simplification of exercises;
• taking into account contraindications to certain types of exercises;
• counting the pulse for each lesson.

The lesson should be emotional, aesthetically designed, so that children forget about their ailments and be able to realize their physical abilities. SMG students are exempted from passing any standards.

Basic requirements for the SMG lesson:

1. Consider the following:

For SMG, classes should be held atpulse rate 120-130 bpm. at the beginning of the quarter, and by the end of the first quarter, bring the intensity of physical activity in the main part of the lesson to 140-150 bpm Motor modes at a pulse rate of 130-150 beats / min. the most optimal for the cardio-respiratory system and give a good training effect. When planning physical activity, teachers should take into account that with the same exercises, girls have a 5-10 bpm higher pulse rate than boys. The emotional stress of students also has such a significant impact on the heart rate. The game form of conducting classes, the elements of the competition increase the heart rate by 15-20 beats / min. , and after 1-1.5 months of systematic training and accelerate recovery (normally 3-5 minutes).General developmental and special breathing exercises.Children assigned to a special medical group, as a rule, suffer from hypoxia, therefore, it is necessary, first of all, to teach proper breathing - this is a very important and difficult task. Only with rational breathing is the maximum effect of physical education lessons achieved. Rational breathing training contributes to:

• the fastest elimination of violations of the functions of the respiratory system;
• improvement of redox processes in the body;
• increasing adaptation to physical and mental stress;
• general health and harmonious development of the child's body.

With a small load, inhale through the nose, exhale through the mouth. It is necessary to start learning proper breathing from the first lessons, with the simplest exercises in the tasks, inhale through the nose and exhale through the mouth: inhale and exhale through the nose; breathing during various hand movements: breathing while squatting, bending the torso, breathing while walking at different paces with different combinations of the number of steps, inhalation-exhalation, for example: 3 steps - inhale, 3 - exhale, 4 steps - inhale, on 4 - exhale. Pay attention to the fact that the more active the exhalation, the deeper the inhalation. Breathing exercises can be used as a means of reducing stress. The ratio of breathing and general developmental exercises can be: 1:1; 1:2; 1:3; 1:4. Do not hold your breath while exercising. It is necessary to teach students to breathe through the nose, deeply, evenly, combining inhalation and exhalation with movement. Particular attention is paid to exhalation, it is necessary to teach how to exhale as fully and as far as possible to the end. After a relatively difficult exercise, a pause is necessarily made, during which one should walk slowly, trying to breathe deeply, rhythmically. It is necessary to teach children chest, diaphragmatic and mixed types of breathing. When starting classes, the teacher must remember that the lessons must be held in a well-ventilated room, and if possible - in the open air. During the lesson, it is necessary to make 2-3 pauses of 1-2 minutes for rest, it is better to rest lying down or sitting. Children should be taught to fully relax the muscles. All movements are performed calmly, smoothly, without unnecessary tension. To move from one starting position to another, students should slowly, avoiding sudden movements.

Education of correct posture, is one of the main tasks of the physical education program. It is necessary to teach children to walk, stand, sit correctly. Lessons should include at least 10-12 exercises for the muscles of the shoulder girdle, back and abdomen, contributing to the formation of a strong "muscle corset", applying the principle of "dispersion" of the load on various muscle groups. The teacher should pay attention to the position of the head, the work of the arms, torso, legs, encouraging the correct posture and helping to correct mistakes. Correct posture ensures the correct functioning of the musculoskeletal system, internal organs.

Individual approachto those involved on the basis of taking into account the state of health, the body's reaction to classes in general and to individual exercises, mental characteristics of nervous activity. In SMG there can be students of different ages with different deviations in health status and different levels of physical fitness. It is very difficult in this case to choose exercises that would be suitable for all students at the same time. The teacher must solve this problem through the most correct construction of students, differentiated selection of starting positions, amplitude of movement, dosage, complication or simplification of exercises, etc.

For example, building in such lessons is carried out not according to height, but according to the degree of physical fitness: on the right flank - more prepared children, on the left - less. This allows you to give a load taking into account individual characteristics (for example, students on the right flank continue to squat, and on the left they rest). Before each lesson, the pulse is determined, students with a pulse above 90 beats / min., Put on the left flank. When conducting relay races, the more prepared ones stand at the beginning of the line (they start and end the relay race). The result of the lessons largely depends on the tact, observation of the teacher, his ability to determine the load and the course of the deployment of the load curve of the lesson. The influence of physical activity of each lesson on the body is determined by the pulse data, the presence of subjective data, and sometimes blood pressure. Careful and gradual increase in physical activity, both at each lesson and throughout the entire period of treatment. Graduality is achieved by moving from the simple to the complex, and from the familiar to the unfamiliar.

Dosing of loads is carried out:

• by choice of starting position
• number of repetitions
• execution activity
• pace
• range of motion
• complexity of execution
• the presence of an emotional factor
• number of breathing exercises
• use of items, simulators

Of great importance when exercising with SHG is systematic information about improving the health status of those involved according to medical examinations, as well as conducting tests of physical fitness in certain exercises, when specific examples show an increase in results. This encourages further active pursuits.

The availability of physical exercise is of great importance for the development of self-confidence. Overcoming difficulties should stimulate a continuous increase in functional abilities and physical fitness. When studying in a special group, from the first physical education lessons, one should achieve the correct assimilation of the basic exercises and, especially, the correct combination of movements with breathing. Therefore, the pace of the lesson in the first lessons is slow. The success of training depends on the frequency of repetitions (at least 3-4 times) and the quality of the performance of a particular exercise. The lesson should be emotional, aesthetically designed. It is necessary that these children forget about their ailments, the lessons in the SMG were lessons of cheerfulness, muscular joy, aesthetic pleasure. You can include outdoor games, elements of dance, aerobics in the lessons. It is desirable to conduct lessons with musical accompaniment. Specially selected music positively stimulates the physiological processes in the central nervous system and creates a positive emotional mood. The effectiveness of physical education in special medical groups depends on systematic training (3-5 times a week), the adequacy of loads, the combination of physical activity with hardening, diet and other methods. Throughout the lesson, the teacher monitors the general condition of the students: in appearance, pulse, breathing.

The main sign of fatigue is a decrease in performance as a result of physical exercise. Outwardly, this manifests itself in a weakening of attention, absent-mindedness, and noticeable violations of the correct execution of exercises. Movements become less precise, lethargic, unsure, motor coordination worsens, complaints of general malaise, headache, pallor of the skin and mucous membranes appear.The teacher must remember that the external signs of fatigue are already detected when they are significantly expressed, i.e. subjective complaints are usually delayed due to emotional upsurge and excitement.

Slight signs of fatigue are quite acceptable during SHG lessons (these are slight reddening of the skin, slight sweating, the face is calm, breathing increases slightly, it is even, coordination of movements is clear, vigorous execution of commands). And if the teacher noticed signs of moderate fatigue or revealed complaints of poor health, he should refer the student to a doctor.

Annual curriculum-schedule

Program Sections	Number of hours
Theoretical information
Athletics
Gymnastics: individual work on cards - on diseases.
Basketball
Badminton
Pioneerball
Volleyball
Outdoor games
Total hours

Calendar - thematic planning

for students classified as SMG for health reasons

Lesson	Lesson Topics	Date of the lesson	theory, types of exercises, program requirements	Lesson equipment	Notes
Theoretical information 2 hours
			Introductory instruction in the classroom. Physical culture and sports are the means of comprehensive development of the individual. Outdoor switchgear complex without an object. Breathing exercises.	Gymnastic mats
	Rules of sports games		Brief description of sports games, rules. Outdoor switchgear complex without an object. Muscle strengthening exercises. Breathing exercises.	Gymnastic mats	Conversation, individual approach
Athletics 14 hours
	TB in athletics. Combination of walking and running 20m and 20m		TB in athletics. ORU complex with a gymnastic stick. Combination of walking and running 20m and 20m - 300m Exercises for the formation of correct posture. Breathing exercises
	Combination of walking and running 30m and 30m		ORU complex with a gymnastic stick. Combination of walking and running 30m and 30m - 500m Stretching exercises Breathing exercises	Gymnastic sticks, gymnastic mats	Individual approach, help with exercises
	Throwing a small ball for a distance.		Outdoor switchgear complex without items Small ball exercises Throwing a small ball for a distance Relaxation exercises	Ball, gymnastic mats	Individual approach, help with exercises
	Throwing a small ball at a target		Outdoor switchgear complex without items Small ball exercises Throwing a small ball at a target Relaxation exercises	Ball, gymnastic mats	Individual approach, help with exercises
9-12	Wellness walking		Wellness walking Breathing exercises Exercises from the starting position sitting, lying down. Stretching exercises	gymnastic mats	Individual approach, help with exercises
13-16	Wellness run		Improving running in alternation with walking and breathing exercises 4-5 min Complex outdoor switchgear with a ball Breathing exercises mobile game	Stopwatch, ball	Individual approach, help with exercises
Gymnastics 18 hours
17-18	TB in gymnastics. On-site drills		TB in gymnastics. On-site drills Outdoor switchgear complex without items Relaxation exercises	Gymnastic mat	Individual approach, help with exercises
19-20			ORU complex with a gymnastic stick Breathing exercises	Gymnastic sticks, mats	Individual approach, help with exercises
21-22	General developmental exercises		Rules for compiling complexes of general developmental exercises Outdoor switchgear complex without items Exercises to strengthen the muscular corset Relaxation exercises	Gymnastic mat
23-24			Outdoor switchgear complex at the gymnastic wall Medicine ball exercises Elements of self-massage	medicine balls	Conversation, individual approach, help with exercises
25-26	Individual work on cards - diseases.		Outdoor switchgear complex without items Individual work on disease cards. Breathing exercises	Gymnastic mat	Individual approach, help with exercises
27-28	Balance on the gymnastic bench		ORU complex on a gymnastic bench Walking on the gymnastic bench Walking on the gymnastic bench with additional tasks Stretching exercises	Gymnastic wall, mat	Individual approach, help with exercises
29-30	Corrective gymnastics		Features of corrective gymnastics Corrective gymnastics Exercises to strengthen the muscular corset mobile game	Ball, gymnastic mat	Individual approach, help with exercises
31-32	Breathing exercises		The influence of breathing exercises on the human body, types of breathing. Breathing exercises Exercises to strengthen the muscles of the legs Relaxation exercises	Gymnastic mat	Conversation, individual approach, help with exercises
33-34			Outdoor switchgear complex with a hoop Individual tasks on cards mobile game	Hoops, gymnastic mat	Individual approach, help with exercises
Basketball 17 hours
	TB in basketball lessons. Main stance and turns		TB in basketball lessons. Complex outdoor switchgear with a ball Main stance and turns Breathing exercises	Ball, dumbbell	Individual approach, help with exercises
36-37	Protective actions		Outdoor switchgear complex without items Defensive action in basketball Exercises to strengthen the muscular corset Elements of self-massage	Ball, gymnastic mat	Individual approach, help with exercises
38-39			Combination of techniques, interaction of players mobile game Breathing exercises	Gymnastic stick, ball	Individual approach, help with exercises
40-41			Outdoor switchgear complex without items Throws into the ring with the right and left hand Relaxation exercises	Ball, gymnastic mat, stick	Individual approach, help with exercises
42-43			Outdoor switchgear complex without items Passing on the move Breathing exercises Relaxation	Ball, gymnastic mat	Individual approach, help with exercises
44-45	free throws		Outdoor switchgear complex with a hoop free throws Flexibility exercises Breathing exercises	Hoop, ball	Individual approach, help with exercises
46-48	Educational games 3x3		Complex with the ball Educational games 3x3 Breathing exercises	Ball	Individual approach, help with exercises
49-51	Educational games 5x5		Complex with the ball Educational games 5x5 Breathing exercises	Ball	Individual approach, help with exercises
Badminton 12 hours
52-53	TB in badminton classes. Shuttlecock feed		TB in badminton classes. Outdoor switchgear complex without items Shuttlecock feed Exercises to strengthen the muscular corset Breathing exercises	Rackets, shuttlecock, gymnastic mats	Individual approach, help with exercises
54-55	Shuttlecock transfer in motion		Outdoor switchgear complex without items Shuttlecock transfer in motion Exercises for the prevention of flat feet Relaxation exercises	Rackets, shuttlecock	Individual approach, help with exercises
56-57	Playing over the net		Outdoor switchgear complex without items Playing over the net Breathing exercises	Rackets, shuttlecock	Individual approach, help with exercises
58-60	Singles, doubles game		Outdoor switchgear complex with a gymnastic stick Singles, doubles game Stretching exercises Breathing exercises	Gymnastic stick, rackets, shuttlecock	Individual approach, help with exercises
61-63	mixed play		Outdoor switchgear complex with a gymnastic stick mixed play Stretching exercises Breathing exercises	Gymnastic stick, rackets, shuttlecock, gymnastic mats	Individual approach, help with exercises
Pioneerball 16 hours
64-65	TB in the lessons of pioneer ball. Player stance		TB in the lessons of pioneer ball. Outdoor switchgear complex without items Player stance Individual tasks on cards Relaxation	Ball	Individual approach, help with exercises
66-67			Moving in the rack with side steps, right, left side Exercises to strengthen the abdominal muscles Breathing exercises	Ball, gymnastic mats	Individual approach, help with exercises
68-69			Outdoor switchgear complex with a volleyball Combination of ways of moving, running, stopping Exercises to strengthen the muscles of the back Elements of self-massage	Ball, gymnastic mats	Individual approach, help with exercises
70-72			Outdoor switchgear complex with a volleyball Passing and catching the ball with two hands Stretching exercises Breathing exercises	Ball, gymnastic mats	Individual approach, help with exercises
73-75	Serving the ball		Outdoor switchgear complex without items Serving the ball Exercises to strengthen the muscular corset Relaxation exercises	Ball, gymnastic mats	Individual approach, help with exercises
76-79	Simplified game		Outdoor switchgear complex with a gymnastic stick Simplified game Relaxation exercises	Gymnastic stick, ball, gymnastic mats	Individual approach, help with exercises
Volleyball 18 hours
80-81	TB in volleyball lessons. Player stance		TB in volleyball lessons. Volleyball rules Outdoor switchgear complex without items Player stance Individual tasks on cards Breathing exercises	Ball, gymnastic mats	Individual approach, help with exercises
82-83			Outdoor switchgear complex without items Moving in the rack with side steps facing forward Exercises for the prevention of flat feet Relaxation exercises	Ball	Individual approach, help with exercises
84-85			Complex outdoor switchgear with a ball Combination of movement methods: running, stopping, turning, jumping up Breathing exercises Elements of self-massage.	Ball, gymnastic mat	Individual approach, help with exercises
86-88	Receiving and passing the ball from above		Outdoor switchgear complex without items Receiving and passing the ball from above Exercises to strengthen the muscles of the hands Breathing exercises	Ball	Individual approach, help with exercises
89-91	Receiving and passing the ball from below		Outdoor switchgear complex without items Receiving and passing the ball from below Receiving and passing the ball over the net Relaxation exercises	Ball	Individual approach, help with exercises
92-94	Serving the ball lower straight		Outdoor switchgear complex without items Types of serves Serving the ball lower straight Receiving and passing the ball from above, below Breathing exercises	Ball	Individual approach, help with exercises
95-97	Simplified game		Outdoor switchgear complex without items Simplified game Stretching exercises	Ball	Individual approach, help with exercises
Outdoor games 8 hours
98-99	TV in the classroom outdoor games. Sniper game.		Outdoor switchgear complex with a gymnastic stick Rules of the game "Sniper" Game "Sniper" Exercises to strengthen the muscular corset Relaxation		Individual approach, help with exercises
100-101	"Relays"		Outdoor switchgear complex with a gymnastic stick Relay rules relay races Relaxation exercises Breathing exercises	Gymnastic stick, ball, gymnastic mat	Individual approach, help with exercises
102-103	"Obstacle Course"		Outdoor switchgear complex without items obstacle course Exercises to strengthen the muscles of the arms and legs. Stretching exercises	Hoops, gymnastic bench, gymnastic mat	Individual approach, help with exercises
104-105	"Shootout"		Outdoor switchgear complex without items Rules of the game "Shootout" Exercises for the prevention of flat feet Breathing exercises	Ball	Individual approach, help with exercises

Literature

1. Order of the Ministry of Health of the Russian Federation dated 20.08.01. No. 337. "On measures for the further development and improvement of sports medicine and physiotherapy exercises."
2. Order of the Health Department of the Kurgan Region and the Department of Youth Affairs, Physical Education and Tourism dated 14.03.2002. No. 80/16 "On measures for the further development and improvement of sports medicine and exercise therapy"
3. Order of the Ministry of Education of the Russian Federation, the Ministry of Health of the Russian Federation, the State Committee of the Russian Federation for Physical Culture and Sports, RAO dated July 16, 02 No. 2715/227/116/19. "On Improving the Process of Physical Education in Educational Institutions of the Russian Federation".
4. Order of the administration of the city of Kurgan, the department of social policy dated 24.12.02. No. 807 "On approval of the Regulations on the organization of physical education classes for schoolchildren assigned to a special medical group in educational institutions of the city of Kurgan."
5. Order of the Health Department of the Kurgan Region dated December 24, 2002 No. No. 394 "On improving the process of physical education in educational institutions"
6. Recommendations of the Ministry of Education of the Russian Federation dated October 31, 2003. No. 13-51-263 / 13 "On the assessment and certification of students classified for health reasons to a special medical group for physical education"
7. Guidelines "Organization of physical education classes with students assigned to a special medical group." Ministry of Health of the Russian Federation. Republican medical and sports dispensary, Murmansk, 1985
8. Order of the Ministry of Health of the USSR No. 986 of November 4, 1977. "Regulations on medical supervision of persons involved in physical culture and sports"
9. Order of the Minister of Health of the USSR and the Minister of Higher and Secondary Specialized Education of the USSR "of 11/14/1972. No. 920/815 "On the formation of medical control over the physical education of students of higher educational institutions of the country"
10. Makarova G.A. "A practical guide for sports doctors." Rostov-on-Don, 2002
11. Sports medicine (under the editorship of A.V. Chogovadze, L.A. Butchenko. - 1984)
12. Khrushchev S.V. "Medical control over the physical education of schoolchildren" Moscow, 1977 -
13. Dembo A.G. "Sports Medicine". Moscow, 1975

Working programm

in physical culture

for students of special medical group B

Compiled by Galkin G. A.

The program was developed on the basis of the Physical Education Program for students in grades 5-9 (A.A. Matveev "Physical Culture" grades 5-9 - M .: Education, 2012), the Physical Education Program for students in grades 1-11 (Lyakh V.I., Zdanevich A.A. - M .: Education, 2010)

Tutorials:

Textbook: A.P. Matveev "Physical culture grade 5", Moscow. "Enlightenment", 2010

Textbook: A.P. Matveev "Physical culture grades 6-7", Moscow. "Enlightenment", 2009

Textbook: A.P. Matveev "Physical culture grades 8-9", Moscow. "Enlightenment", 2011

Textbook: Lyakh V.I., Zdanevich A.A. "Physical culture 10-11 grades", Moscow. "Enlightenment", 2009

Explanatory note

The special group "B" or IV physical culture group includes children with chronic diseases or deviations in the state of health, including temporary ones, in a state of subcompensation (incomplete remission or at the exit from an exacerbation). Special group "B" means the replacement of physical education at school with physiotherapy exercises in a medical institution or at home. Those. in fact, this is an exemption from school physical education.

The special medical group is divided into two subgroups: special "A" and special "B" 0+.

The special group "A" (3rd group of health) includes students: with distinct deviations in the state of health of a permanent (chronic diseases, congenital malformations in the stage of compensation) or a temporary nature that do not interfere with normal educational work, but require limitation of physical activity , - for example, high myopia with a refractive error of 7.0 D, with a satisfactory response to tests with dosed physical activity.

Students in this group are allowed to:
recreational physical education classes in an educational institution according to special programs that are agreed with the health authorities and approved by the director of the educational institution. Classes are taught by a physical education teacher who has completed special advanced training courses. This group is formed without taking into account diagnoses according to the age principle: 7–11 years old, 12–14 years old, 15–17 years old. Classes are held 2 times a week.
Physical education classes with the main group, but with a reduced load. At the lessons, the children of the special group "A" perform general developmental exercises, exercises of corrective and breathing exercises, as well as motor actions to repeat and consolidate the material that they mastered in the lessons of the special medical group. Thus, the special group "A" not only is not exempted from classes, but, on the contrary, goes in for physical culture more often than healthy children - 4 times a week.

The special group "B" (4th health group) includes children:
having significant deviations in the state of health of a permanent nature (chronic diseases in the stage of subcompensation) or a temporary nature, but without pronounced disturbances in well-being and admitted to attending theoretical classes at the OS (for example, with progressive myopia of any degree without complications, with a satisfactory response to samples with dosed physical activity, with regular ophthalmological examination and against the background of vigorous treatment) Schoolchildren assigned to this group are recommended:
exemption from physical education lessons in OS; exercise therapy classes in the exercise therapy departments of a local clinic or a medical and sports dispensary.

Thematic planning

5th grade
	Program Sections	Last name, first name	form of control
	Iquarter
	IIquarter
	Gymnastics
	IIIquarter
	ski training
	Outdoor games
	IVquarter
	Athletics
6 Class
	Program Sections	Last name, first name	form of control
	Iquarter
	Fundamentals of knowledge about physical culture
	IIquarter
	Gymnastics
	IIIquarter
	ski training
	Sport games
	IVquarter
	Athletics
7th grade Program Sections Last name, first name form of control Iquarter Fundamentals of knowledge about physical culture II quarter Gymnastics 3rd quarter ski training Sport games IV quarter Athletics 8th grade
	Program Sections	Last name, first name	form of control
	Iquarter
	Fundamentals of knowledge about physical culture
	IIquarter
	Gymnastics
	IIIquarter
	ski training
	Sport games
	IVquarter
	Athletics
Grade 9 Program Sections Last name, first name form of control I quarter Fundamentals of knowledge about physical culture II quarter Gymnastics 3rd quarter ski training Sport games IV quarter Athletics Grade 10
	Program Sections	Last name, first name	form of control
	Ihalf a year
	Fundamentals of knowledge about physical culture
	Gymnastics
	IIhalf a year
	ski training
	Sport games
	Athletics

Grade 11

	Program Sections	Last name, first name	form of control
	I half year
	Fundamentals of knowledge about physical culture
	Gymnastics
	II half year
	ski training
	Sport games
	Athletics

The work program of the academic discipline was developed in order to implement the State Program of the Russian Federation "Accessible Environment"

Organization-developer: GAPOU SO "Volsky Pedagogical College named after. F.I. Panferov"

Download:

Preview:

State Autonomous Vocational Educational

establishment of the Saratov region

"Volsky Pedagogical College named after F.I. Panferov"

WORKING PROGRAM OF THE DISCIPLINE

Physical Culture

for classes in a special medical group

2018

The work program of the academic discipline was developed in order to implement the State Program of the Russian Federation "Accessible Environment"

Organization-developer: GAPOU SO "Volsky Pedagogical College named after. F.I. Panferov"

Developer:

Senichkin R.A. - teacher

EXPLANATORY NOTE

Scope of the work program

The work program of the academic discipline was created in order to implement the State Program of the Russian Federation "Accessible Environment" for 2011-2020. Ministry of Education and Science of the Russian Federation for the disabled and people with disabilities using the means of adaptive physical culture and adaptive sports in professional educational organizations.

The place of the academic discipline in the structure of the PPSSZ:General humanitarian and socio-economic cycle.

Goals and objectives of the academic discipline - requirements for the results of mastering the academic discipline:

main goal discipline "Physical culture" for students with disabilities is:

Formation of personal physical culture, adaptive-compensatory mechanisms of the body,

Increasing the level of physical fitness and performance,

Professional-applied preparation for future professional activity. Home task is:

Development and improvement of motor (physical) abilities and physical qualities with the use of means and methods of physical culture that have no contraindications for use in practical classes in a special medical group.

be able to :

• use physical culture and health-improving activities to improve health, achieve life and professional goals.
• carry out control and self-control of the level of improvement of professionally important qualities when doing physical exercises.

Be able to:

• fulfill

As a result of studying the discipline "Physical Education", the student must know:

• about the role of physical culture in the general cultural, professional and social development of a person;
• basics of a healthy lifestyle.
• bases of professionally applied physical culture

As a result of mastering the academic discipline, the student should be able to perform the following labor actions

professional standard− Teacher (pedagogical activity in preschool, primary, general, basic general, secondary general education) (educator, teacher)	A/01.6
	A/02.6
	A/03.6
Pedagogical activities for design and implementation basic educational programs	B/01.5
	B/03.6

the maximum study load of a student is 234 hours.

Mandatory classroom workload (total) 117 hours

Independent work of the student (total) 117 hours

STRUCTURE AND CONTENT OF THE EDUCATIONAL DISCIPLINE

Type of study work	Watch volume
Mandatory classroom teaching load (total)
including:
Theoretical lessons
Workshops
Independent work of the student (total)
including:
Extracurricular independent work
Final certification in the form of a differentiated test

1. 2.2. Thematic plan and content of the discipline "Physical culture"

Name of sections and topics

Watch volume

Level of development

Section 1. Physical culture in ensuring health.

Topic 1.1. Fundamentals of a healthy lifestyle.

The role of physical culture in the general cultural, professional and social development of a person.

Personal attitude to health as a condition for the formation of a healthy lifestyle.

On the dangers and prevention of smoking, alcoholism, drug addiction. Rational nutrition, physical activity, active rest. Hygienic means of health improvement and performance management.

Independent work

Preparation of a presentation on health-saving technologies.

Setting up a daily routine.

Topic 1.2. Fundamentals of the methodology of independent physical exercises

Motivation and purposefulness of self-study, their forms and content.

Organization of physical exercises of various kinds. Basic principles of building self-study.

The main signs of fatigue. Load regulation factors.

Independent work

Drawing up and conducting a complex of industrial gymnastics.

Topic 1.3. Self-control involved in physical exercises and sports. Monitoring the level of improvement of professionally important psychophysiological qualities

Diagnosis and self-diagnosis of the state of the student's body during regular physical exercises and sports. Medical control, its content.

Self-control, its main methods, indicators and evaluation criteria.

Using the methods of standards, anthropometric indices, exercises - tests for assessing physical development, physique, functional state of the body, physical fitness.

Independent work

Selection and approbation of methods for conducting functional tests.

Topic 1.4 Professionally applied physical training.

Professional and applied physical training, applied physical, psychophysical and special knowledge, applied skills, applied sports.

Personal and socio-economic necessity of special psychophysical preparation for work.

Goals and objectives of the PPFP. Means, methods and methods of directed formation of professionally significant motor skills.

Independent work

Drawing up complexes of applied physical training

Section 2. Sports and recreation activities

Topic 2.1. Athletics

Workshops

Wellness walking. Combination of walking and running /300 and 300m/

Work with disease cards.

Throwing: Throwing a small ball at a target.

control standards, taking into account the state of health and functional capabilities of one's body;

Independent work

Wellness walking.

Compilation and implementation of a complex of general developmental exercises for the development of hand strength.

Topic 2.2 Gymnastics Topic 2.3 Mobile and sports games

Workshops

Organizing commands and techniques, general developmental exercises: combat actions in the line and in the column; execution of military commands. Exercises without objects and with objects. Complexes of corrective exercises.

Corrective gymnastics.Breathing exercises.

Balance: exercises on a gymnastic bench and a low balance beam. Walking on toes, balance, dance steps, jumps, jumps, turns, dismounts. Receipts of insurance and self-insurance.

control standards, taking into account the state of health and functional capabilities of one's body;

Independent work

Drawing up and conducting sets of exercises without objects and with objects.

Drawing up and performing exercises to maintain balance.

Compilation and implementation of respiratory gymnastics complexes.

Workshops

Badminton: Stands, moves, grips, serves, passes, singles, doubles, net play.

Outdoor games: on the material of gymnastics, athletics, sports games.

control standards, taking into account the state of health and functional capabilities of one's body;

Independent work

Selection of outdoor games based on sports games.

Wellness walking

Topic 2.4 Athletic gymnastics

Workshops

Rhythmic gymnastics: Exercises from a lying position on the floor; relaxation exercises.

Athletic gymnastics: work on simulators, with expanders, rubber shock absorbers, dumbbells .. Safety precautions.

control standards, taking into account the state of health and functional capabilities of one's body;

Independent work

Compilation and implementation of sets of exercises for the development of strength, taking into account the disease.

Compilation and implementation of sets of exercises for the development of the cardiovascular and respiratory systems.

Compilation and implementation of sets of exercises for the development of coordination abilities.

Topic 2.5. Massage

The study and application of massage techniques for the disease.

The study and application of massage techniques of acupressure and self-massage.

Independent work of the student

Performing massage and self-massage techniques.

Total:

Main sources:

1. Lyakh V. I. Physical culture. Work programs. The subject line of textbooks by M. Ya. Vilensky, V. I. Lyakh. Grades 5-9: a guide for general education teachers. organizations / V. I. Lyakh. - 3rd ed. – M.: Enlightenment, 2013. – 104 p. 74.26 L98 7 copies.

2. Work program. Physical Culture. Grades 5-9: teaching aid / ed. - comp. G. I. Pogadaev. - 2nd ed., stereotype. - M.: Drofa, 2013. - 115. 74.266.8 Р13

3. Physical culture: program: grades 5-9 / T. V. Petrova, Yu. A. Kopylov, N. V. Polyanskaya, S. S. Petrov. – M.: Ventana-Graf, 2012. – 64 p. + 1 electronic opt. disk. 74.267 Ф50

4. Exemplary programs for academic subjects. - Physical Culture. 5-9 grades. – 5th ed. – M.: Enlightenment, 2012. – 61 p. 74.26 P76 5 copies.

5. Murzinova R. M. Education as a component of the activity of a sports teacher: a study guide / R.M. Murzinova, V. V. Voropaev. - M. KNORUS, 2014. - 94 S. 75Ya73 M91

6. Pogadaev G. I. Physical culture. 5-9 grades. Methodological guide to textbooks G. I. Pogadaev “Physical culture. Grades 5-9 "G. I. Pogadaev. – M.: Bustard, 2014. – 127 p. 74.267.5 P43 2 copies.

7. Pogadaev G. I. Physical culture. 10 - 11 cells. Basic level: textbook / G. I. Pogadaev. – M.: Bustard, 2013. – 271 p. 75ya72 P43

8. Handbook of the teacher of physical culture / ed. P. A. Kiselev, S. B. Kiselev. - Volgograd: Teacher, 2011. - 251 p. 74.267.5 С74

9. Physical culture. Grades 5-7: textbook. for general education organizations / M. Ya. Vilensky, I. M. Turevsky, T. Yu. Torochkova, etc.; ed. M. Ya. Vilensky. - 2nd ed. – M.: Enlightenment, 2013. – 239 p. 75ya72 F50

10. Stolyarov V. I., Sukhin V. P., Logunov V. I. Olympic lesson “Health Hour”. General competence of the Olympic education of schoolchildren. Teaching aid / under the general. Ed. doc. Philos. Sciences, prof. V. I. Stolyarova. - M.: UTs Perspektiva, 2011. - 236 p. 74.200.55 O54

11. Olympic Games. Cognitive-game activity. 1-11 grades. / aut.-stat. N. V. Barminova. - Volgograd: Teacher, 2013. - 289 p. 74.200.58 O54

Internet resources:

New physical education program in SPO:[email protected]

Additional sources:

Patrikeev A.Yu. Outdoor games (grades 1-4). - M.: "VAKO", 20010.

Pogadaev G.I., Mishin B.I. Organization and conduct of sports and recreational activities at the school. - M.: Bustard, 2011.

Biryukova A.A. Sports massage: a textbook for universities. - M., 2009.

Paul S. BRAGG, Yoga for the Spine. - M.: "Dilya", 2010.

Shchetinin M. Breathing gymnastics A.N. Strelnikova. – M.: Metaphor, 2012.

1. Periodicals

"Physical culture at school"

"Sports at school"

"Student health"

1. Digital Library Resources Znanium.com

1. CONTROL AND EVALUATION OF THE RESULTS OF MASTERING THE EDUCATIONAL DISCIPLINE.

1. Control and evaluation of the results of mastering the academic discipline is carried out by the teacher in the process of conducting practical classes, testing, as well as the performance of individual tasks by students.

Learning Outcomes (learned skills, acquired knowledge)	Forms and methods of monitoring and evaluating learning outcomes
Mastered Skills:
- use physical culture and health-improving activities to achieve life and professional goals.	PA - a differentiated test in the form of a theoretical and practical task. TK No. 1-14
Use physical culture and health-improving activities to achieve life and professional goals;	TA - oral questioning, testing. TK No. 1,2
To control the level of improvement of professionally important psychophysiological qualities in the process of doing physical exercises and sports.	TA - oral questioning, testing. TK No. 1,2
Perform control standards to determine the level of physical fitness, taking into account the functional capabilities of your body.	TA - oral questioning, testing. TK No. 1,2
Acquired knowledge:
On the role of physical culture in the general cultural, professional and social development of a person;	TA - oral questioning, testing. TK No. 1,2 PA - an exam in the form of a theoretical and practical task. TK No. 1-14
Fundamentals of a healthy lifestyle.	TA - oral questioning, testing. TK No. 1,2 PA - an exam in the form of a theoretical and practical task. TK No. 15-30
ways self-control in the process of physical education	TA - oral questioning, testing. TK No. 1,2
Fundamentals of professionally applied physical training.	TA - oral questioning, testing. TK No. 1,2
A/01.6 − Formation of motivation for learning Objective assessment of students' knowledge based on testing and other control methods in accordance with the real learning opportunities of children	TA - oral survey, testing., TK No. 3
A/02.6 − Regulation of student behavior to ensure a safe educational environment;
A/03.6 The development of students' cognitive activity, independence, initiative, creative abilities, the formation of a civic position, the ability to work and live in the conditions of the modern world, the formation of a culture of a healthy and safe lifestyle among students	TA - oral questioning, testing. TK No. 3
B/01.5 The development of professionally significant competencies necessary for solving educational problems of the development of children of early and preschool age, taking into account the characteristics of age and individual characteristics of their development	TA - oral questioning, testing. TK No. 3
B/03.6 Formation of general cultural competencies and understanding of the place of the subject in the overall picture of the world	TA - oral questioning, testing. TK No. 3